Ghana curriculum lesson note
SHS 2 Biomedical Science 2nd Semester Week 2 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 2 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | HUMAN BODY SYSTEMS | Sub-Strand | DISEASES AND DISORDERS |
| Learning Outcome(s) | 2.2.2.LO.1 - Describe how malfunctions in the nervous and endocrine systems affect other body systems and lifestyle 2.2.2.LO.2 - Understand how the structure of bacteria and virus dictates treatment protocols, concept of immune response and the impact of infections in the society | ||
| Content Standard | 2.2.2.CS.1 2.2.2.CS.2 | ||
| Learning Indicator(s) | 2.2.2.LI.2 - Interpret the symptoms and physical characteristics of a given patient to determine an endocrine system malfunction (e.g., Hyperthyroidism). Digital Learning: Watch a video or listen to a PowerPoint presentation on the endocrine system, its functions, defects and symptoms of its malfunctioning. Talk for Learning: • Brainstorm on how the body makes and releases hormones that control mood, development and growth; enumerate the functions of hormones (at least two each) that control mood, development and growth. • Based on the previous discourse on the functions of hormones, learners suggest and discuss possible symptoms and characteristics of a patient with specified endocrine system malfunction | ||
| Lesson Focus | Interpret the symptoms and physical characteristics of a given patient to determine an endocrine system malfunction (e.g., Hyperthyroidism). | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Interpret the symptoms and physical characteristics of a given patient to determine an endocrine system malfunction (e.g., Hyperthyroidism). 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 Interpret the symptoms and physical characteristics of a given patient to determine an endocrine system malfunction (e.g., Hyperthyroidism). Digital Learning: Watch a video or listen to a PowerPoint presentation on the endocrine system, its functions, defects and symptoms of its malfunctioning. Talk for Learning: • Brainstorm on how the body makes and releases hormones that control mood, development and growth; enumerate the functions of hormones (at least two each) that control mood, development and growth. • Based on the previous discourse on the functions of hormones, learners suggest and discuss possible symptoms and characteristics of a patient with specified endocrine system malfunction? 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 Disease/symptom case cards Diagnostic flowcharts or sample clinical data | ||
| 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 interpret the symptoms and physical characteristics of a given patient to determine an endocrine system malfunction (e.g 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 interpret the symptoms and physical characteristics of a given patient to determine an endocrine system malfunction (e.g. | 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 interpret the symptoms and physical characteristics of a given patient to determine an endocrine system malfunction (e.g. | 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 interpret the symptoms and physical characteristics of a given patient to determine an endocrine system malfunction (e.g 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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