Ghana curriculum lesson note
SHS 2 Biomedical Science 2nd Semester Week 3 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 3 |
| 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.3 - Identify and discuss the causes, symptoms, treatments, effects and impact of diabetes on the human body and human lifestyle. Managing Talk for Learning: Learners go through the diagnosis of diabetes using fasting blood sugar level values. Learners investigate the connection between insulin and blood glucose and how feedback systems in the body regulate the function of key hormones. Learners discuss and note the | ||
| Lesson Focus | Identify and discuss the causes, symptoms, treatments, effects and impact of diabetes on the human body and human lifestyle. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Identify and discuss the causes, symptoms, treatments, effects and impact of diabetes on the human body and human lifestyle. 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 Identify and discuss the causes, symptoms, treatments, effects and impact of diabetes on the human body and human lifestyle. Managing Talk for Learning: Learners go through the diagnosis of diabetes using fasting blood sugar level values. Learners investigate the connection between insulin and blood glucose and how feedback systems in the body regulate the function of key hormones. Learners discuss and note the? 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 Projector Anatomical model Pictures Charts sample blood sugar tests Glucometer Anatomical models Charts 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 diseases and disorders 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 diseases and disorders. | 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 diseases and disorders. | 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 diseases and disorders 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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