Ghana curriculum lesson note
SHS 2 Biomedical Science 2nd Semester Week 15 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 15 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | BIOMEDICAL INNOVATION | Sub-Strand | RESEARCH AND DESIGN IN BIOMEDICAL SCIENCE |
| Learning Outcome(s) | 2.4.1.LO.1 - Use scientific literature and statistics to design experiments and analyse results | ||
| Content Standard | 2.4.1.CS.1 | ||
| Learning Indicator(s) | 2.4.1.LI.1 - Demonstrate understanding and application of a variety of biomedical experimental designs. Critique and compare science data presented in popular media with data presented in scientific journals. Collaborative Learning: The teacher presents learners with two articles (one from public media and another from a scientific journal) on a similar or same topic (e.g., homeopathy, infection, etc.) and let the learners read. Working in groups, learners comment on the credibility, accuracy, and reliability based on the source (trustworthiness of the author or organization), truthfulness and correctness of the information backed by evidence, how current the information is). Activity-Based Learning: Teacher moderates a discussion on the review process of scientific articles. Learners then compare science data presented in popular media and in scientific journals in terms of credibility and substantiated or unsubstantiated claims using a checklist | ||
| Lesson Focus | Demonstrate understanding and application of a variety of biomedical experimental designs. | ||
| 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 and application of a variety of biomedical experimental designs. 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 Demonstrate understanding and application of a variety of biomedical experimental designs. Critique and compare science data presented in popular media with data presented in scientific journals. Collaborative Learning: The teacher presents learners with two articles (one from public media and another from a scientific journal) on a similar or same topic (e.g., homeopathy, infection, etc.) and let the learners read. Working in groups, learners comment on the credibility, accuracy, and reliability based on the source (trustworthiness of the author or organization), truthfulness and correctness of the information backed by evidence, how current the information is). Activity-Based Learning: Teacher moderates a discussion on the review process of scientific articles. Learners then compare science data presented in popular media and in scientific journals in terms of credibility and substantiated or unsubstantiated claims using a checklist? 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 Design Thinking Project-Based Learning | ||
| Teaching & Learning Resources | Biomedical Science reference materials Whiteboard/markers Learners' notebooks Relevant diagrams/charts/models Human body system charts/models Anatomical diagrams 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 understanding and application of a variety of biomedical experimental designs. critique and compare science data presented 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 understanding and application of a variety of biomedical experimental designs. critique and compare science data presented. | 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 understanding and application of a variety of biomedical experimental designs. critique and compare science data presented. | 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 understanding and application of a variety of biomedical experimental designs. critique and compare science data presented 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 Biomedical Science 2nd Semester Lessons
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