Ghana curriculum lesson note
SHS 2 Biomedical Science 2nd Semester Week 14 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 | 14 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | BIOMEDICAL INTERVENTION | Sub-Strand | THERAPEUTIC DEVICE |
| Learning Outcome(s) | 2.3.2.LO.1 - Describe some treatment and management strategies for cancer, disabilities, damaged tissues and organs. Information Literacy: • Learners brainstorm the mechanism of therapeutic remedies and synthesise the information to make meaning by relating it to chemotherapy and cancer treatment. • Learners catalogue their results from their personal research and format them to prepare their presentations | ||
| Content Standard | 2.3.2.CS.1 | ||
| Learning Indicator(s) | 2.3.2.LI.3 - Explore the future application of regenerative medicine for patients with disabilities. Structured Talk for Learning: Learners are introduced to the strategies for regenerative medicine such as cell therapy (injection of stem cells at diseased sites), implantation of tissue constructs and artificial organs through a PowerPoint presentation or a video. Experiential Learning: Learners watch pictures or documentaries on regenerative medicine and suggest ways it could be applied to solve medical problems in the communities. Digital Learning: Design group word clouds on regenerative medicine | ||
| Lesson Focus | Explore the future application of regenerative medicine for patients with disabilities. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Explore the future application of regenerative medicine for patients with disabilities. 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 the future application of regenerative medicine for patients with disabilities. Structured Talk for Learning: Learners are introduced to the strategies for regenerative medicine such as cell therapy (injection of stem cells at diseased sites), implantation of tissue constructs and artificial organs through a PowerPoint presentation or a video. Experiential Learning: Learners watch pictures or documentaries on regenerative medicine and suggest ways it could be applied to solve medical problems in the communities. Digital Learning: Design group word clouds on regenerative medicine? 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 Device/Workflow Analysis | ||
| Teaching & Learning Resources | Biomedical Science reference materials Whiteboard/markers Learners' notebooks Relevant diagrams/charts/models Videos Pictures Charts Projector Human body system charts/models Anatomical diagrams Disease/symptom case cards Diagnostic flowcharts or sample clinical data Images/models of therapeutic devices Therapy case scenarios 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 the future application of regenerative medicine for patients with disabilities. structured 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 the future application of regenerative medicine for patients with disabilities. structured. | 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 the future application of regenerative medicine for patients with disabilities. structured. | 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 the future application of regenerative medicine for patients with disabilities. structured 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 2nd Semester Lessons
Week 1Sub-strand: DISEASES AND DISORDERSWeek 2Sub-strand: DISEASES AND DISORDERSWeek 3Sub-strand: DISEASES AND DISORDERSWeek 4Sub-strand: DISEASES AND DISORDERSWeek 5Sub-strand: DISEASES AND DISORDERSWeek 6Sub-strand: DISEASES AND DISORDERSWeek 7Sub-strand: DISEASES AND DISORDERSWeek 8Sub-strand: DIAGNOSTIC DEVICEWeek 9Sub-strand: DIAGNOSTIC DEVICEWeek 10Sub-strand: DIAGNOSTIC DEVICEWeek 11Sub-strand: THERAPEUTIC DEVICEWeek 12Sub-strand: THERAPEUTIC DEVICEWeek 13Sub-strand: THERAPEUTIC DEVICEWeek 14 (current)Week 15Sub-strand: RESEARCH AND DESIGN IN BIOMEDICAL SCIENCEWeek 16Sub-strand: RESEARCH AND DESIGN IN BIOMEDICAL SCIENCE