Ghana curriculum lesson note
SHS 2 Biomedical Science 2nd Semester Week 8 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 8 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | BIOMEDICAL INTERVENTION | Sub-Strand | DIAGNOSTIC DEVICE |
| Learning Outcome(s) | 2.3.1.LO.1 - Describe the importance of technology in clinical diagnosis, the composition of diagnostic medical devices and explain basic principles relating to diagnostic medical device design | ||
| Content Standard | 2.3.1.CS.1 | ||
| Learning Indicator(s) | 2.3.1.LI.1 - Demonstrate an understanding of the concepts applied to build diagnostic devices. Investigate the application of technology in the provision of healthcare. Talk for Learning: Learners engage in a discussion on technologies available for the diagnosis, treatment and prevention of diseases in humans. Exploratory Learning: Visit a hospital to observe a variety of biomedical instruments or watch pictures and videos of these resources. Activity-Based Learning: Work in groups to categorize biomedical instruments into diagnostic and therapeutic devices. Examples of diagnostic medical devices to include ECG monitor, EEG monitor, sphygmomanometer, pulse oximeter, endoscope, ophthalmoscope, thermometer, imaging equipment (X-ray, ultrasound etc.), microscope, etc. Therapeutic devices include ventilator, artificial heart, pacemaker, infant incubator, muscle/nerve stimulator electrosurgery machine etc. Talk for Learning: Explore the various physiological measures (blood pressure, heartbeat, temperature, blood sugar level, morphology by imaging, etc.) for diagnosis and how patterns and recorded values may be indicative of abnormalities | ||
| Lesson Focus | Demonstrate an understanding of the concepts applied to build diagnostic devices. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate an understanding of the concepts applied to build diagnostic devices. 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 an understanding of the concepts applied to build diagnostic devices. Investigate the application of technology in the provision of healthcare. Talk for Learning: Learners engage in a discussion on technologies available for the diagnosis, treatment and prevention of diseases in humans. Exploratory Learning: Visit a hospital to observe a variety of biomedical instruments or watch pictures and videos of these resources. Activity-Based Learning: Work in groups to categorize biomedical instruments into diagnostic and therapeutic devices. Examples of diagnostic medical devices to include ECG monitor, EEG monitor, sphygmomanometer, pulse oximeter, endoscope, ophthalmoscope, thermometer, imaging equipment (X-ray, ultrasound etc.), microscope, etc. Therapeutic devices include ventilator, artificial heart, pacemaker, infant incubator, muscle/nerve stimulator electrosurgery machine etc. Talk for Learning: Explore the various physiological measures (blood pressure, heartbeat, temperature, blood sugar level, morphology by imaging, etc.) for diagnosis and how patterns and recorded values may be indicative of abnormalities? 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 Disease/symptom case cards Diagnostic flowcharts or sample clinical data Images/models of diagnostic devices Hospital/laboratory workflow diagrams Images/models of therapeutic devices Therapy case scenarios | ||
| 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 an understanding of the concepts applied to build diagnostic devices 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 an understanding of the concepts applied to build diagnostic devices. | 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 an understanding of the concepts applied to build diagnostic devices. | 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 an understanding of the concepts applied to build diagnostic devices 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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