Ghana curriculum lesson note
SHS 2 Biomedical Science 1st Semester Week 6 Lesson Plan
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 6 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | BIOMEDICAL SCIENCE IN SOCIETY | Sub-Strand | BIOMEDICAL SCIENCE PRACTICE |
| Learning Outcome(s) | 2.1.1.LO.1 - Describe various roles of biomedical scientists in the society | ||
| Content Standard | 2.1.1.CS.1 | ||
| Learning Indicator(s) | 2.1.1.LI.3 - Explore any two/three biomedical career fields related to clinical or research studies and describe these career fields. Exploratory Learning: Prior to the lesson, research individually about the biomedical career fields relating to clinical or research studies such as microbiologist, clinical laboratory technician, toxicologist, biomedical scientist, biotechnologist, etc. in relation to core duties, skills requirements and educational pathways. Project-Based Learning: Conduct personal research and create a mind map/chart on any three biomedical career fields and associated responsibilities and training required | ||
| Lesson Focus | Explore any two/three biomedical career fields related to clinical or research studies and describe these career fields. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Explore any two/three biomedical career fields related to clinical or research studies and describe these career fields. 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 Explore any two/three biomedical career fields related to clinical or research studies and describe these career fields. Exploratory Learning: Prior to the lesson, research individually about the biomedical career fields relating to clinical or research studies such as microbiologist, clinical laboratory technician, toxicologist, biomedical scientist, biotechnologist, etc. in relation to core duties, skills requirements and educational pathways. Project-Based Learning: Conduct personal research and create a mind map/chart on any three biomedical career fields and associated responsibilities and training required? 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 | ||
| Teaching & Learning Resources | Biomedical Science reference materials Whiteboard/markers Learners' notebooks Relevant diagrams/charts/models Videos Documentaries and pictures of the various biomedical scientist professionals Documentaries and pictures of the biomedical scientists in relation to forensic Biohazard/safety symbols PPE examples or images Laboratory safety checklist 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 explore any two/three biomedical career fields related to clinical or research studies and describe these career fields 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 explore any two/three biomedical career fields related to clinical or research studies and describe these career fields. | 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 explore any two/three biomedical career fields related to clinical or research studies and describe these career fields. | 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 explore any two/three biomedical career fields related to clinical or research studies and describe these career fields and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson PlanMore SHS 2 Biomedical Science 1st Semester Lessons
Week 1Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 2Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 3Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 4Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 5Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 6 (current)Week 7Sub-strand: BIOSAFETYWeek 8Sub-strand: BIOSAFETYWeek 9Sub-strand: BIOSAFETYWeek 10Sub-strand: BIOSAFETYWeek 11Sub-strand: ANATOMY AND PHYSIOLOGYWeek 12Sub-strand: ANATOMY AND PHYSIOLOGYWeek 13Sub-strand: ANATOMY AND PHYSIOLOGYWeek 14Sub-strand: ANATOMY AND PHYSIOLOGYWeek 15Sub-strand: ANATOMY AND PHYSIOLOGYWeek 16Sub-strand: ANATOMY AND PHYSIOLOGY