Ghana curriculum lesson note
SHS 2 Geography 1st Semester Week 14 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 14 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | NAVIGATING OUR ENVIRONMENT | Sub-Strand | MAPS, THEIR ELEMENTS AND ANALYSES |
| Learning Outcome(s) | 2.2.1.LO.1 - Using the knowledge from maps and scales, reproduce maps, measure distances and areas, determine direction and bearings, and draw cross-sectional profiles between places Digital and ICT literacy: Through the search for information or watching video on how to reduce and enlarge maps. Through the search for information or watching video on measurement of distances and areas on a topographical map. Collaborative and communicative skills: Through sharing of ideas by think-pair-share and group discussion on map reproduction and insertion of features on maps, they build a sense of working together, oral and | ||
| Content Standard | 2.2.1.CS.1 | ||
| Learning Indicator(s) | 2.2.1.LI.2 - Measure distances and areas on maps Talk for learning: Using video, maps and other relevant materials in all-inclusive groups of people from different geographical areas, do a whole class discussion on the techniques, and steps to measure distances and areas on a topographical map after watching a video on distance measurement on maps. 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. Activity-based Learning: • Undertake the measurement of distances on a given map and areas of maps individually. • In pairs carry out actual ground distance and area measurements on the school compound using a measuring tape | ||
| Lesson Focus | Measure distances and areas on maps Talk for learning: Using video, maps and other relevant materials in all-inclusive groups of people from different geographical areas, do a whole class discussion on the techniques, and steps to measure. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Measure distances and areas on maps Talk for learning: Using video, maps and other relevant materials in all-inclusive groups of people from different geographical areas, do a whole class discussion on the techniques, and steps to measure. 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 Measure distances and areas on maps Talk for learning: Using video, maps and other relevant materials in all-inclusive groups of people from different geographical areas, do a whole class discussion on the techniques, and steps to measure distances and areas on a topographical map after watching a video on distance measurement on maps. 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. Activity-based Learning: • Undertake the measurement of distances on a given map and areas of maps individually. • In pairs carry out actual ground distance and area measurements on the school compound using a measuring tape? 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 | ||
| 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 maps, their elements and analyses 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 maps, their elements and analyses 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 maps, their elements and analyses. | 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 maps, their elements and analyses 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 maps, their elements and analyses 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 2 Geography 1st Semester Lessons
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