Ghana curriculum lesson note
SHS 2 Geography 2nd Semester Week 13 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 13 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | HUMAN AND ENVIRONMENT | Sub-Strand | ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT |
| Learning Outcome(s) | 2.3.4.LO.1 - Evaluate measures for controlling or mitigating floods, droughts, earthquakes and fires in Ghana Communication skills: Developed as they express themselves in responding to questions and sharing ideas in their various groups | ||
| Content Standard | 2.3.4.CS.1 | ||
| Learning Indicator(s) | 2.3.4.LI.1 - Demonstrate skills for managing earthquakes, floods, drought and fires Examine the measures for managing floods in Ghana Experiential learning: View/watch pictures/video or other resources on floods, brainstorm on the definition of flood. Learners share their observations with whole class. Talk for Learning: Through think-pair-share, discuss the causes of floods in our communities/districts/Ghana. Activity-Based Learning: • In pairs, identify low lying areas or water channels of within the community. • Using printed maps or computer or smart phone Apps, map areas that are prone to floods in your community, district or region. In groups, learners with strong characters should be aware of it in order not to abuse the emotions of other members | ||
| Lesson Focus | Demonstrate skills for managing earthquakes, floods, drought and fires Examine the measures for managing floods in Ghana Experiential learning: View/watch pictures/video or other resources on floods, brainstorm on the definition of flood. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate skills for managing earthquakes, floods, drought and fires Examine the measures for managing floods in Ghana Experiential learning: View/watch pictures/video or other resources on floods, brainstorm on the definition of flood. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What geographical process, pattern or spatial relationship is central to Demonstrate skills for managing earthquakes, floods, drought and fires Examine the measures for managing floods in Ghana Experiential learning: View/watch pictures/video or other resources on floods, brainstorm on the definition of flood. Learners share their observations with whole class. Talk for Learning: Through think-pair-share, discuss the causes of floods in our communities/districts/Ghana. Activity-Based Learning: • In pairs, identify low lying areas or water channels of within the community. • Using printed maps or computer or smart phone Apps, map areas that are prone to floods in your community, district or region. In groups, learners with strong characters should be aware of it in order not to abuse the emotions of other members? What map, field, graphical or geospatial evidence helps explain it? How can the evidence guide a decision about people, places or environmental management? | ||
| Pedagogical Strategies | Field/Observation-Based Learning Map and Data Analysis Collaborative Learning Inquiry-Based Learning Problem-Based Learning Model/Diagram-Based Learning | ||
| Teaching & Learning Resources | Geography textbook/reference materials Whiteboard/markers Learners' notebooks Atlas/maps Topographic maps Ruler Protractor Calculator Hazard/environmental case maps/images | ||
| Key Notes on Differentiation | |||
| Content | Use labelled maps, diagrams, simplified data tables, worked map-calculation examples and local place examples for learners needing support. Extend advanced learners with unfamiliar maps/data, multi-factor comparisons and evaluation of management options. | ||
| Process | Use field/observation teams with rotating roles such as mapper, recorder, measurer and presenter. Where fieldwork or digital tools are unavailable, use printed maps, photographs, sample data and simulations without changing the objective. | ||
| Product | Allow evidence through maps, calculations, field notes, graphs, annotated diagrams, case analyses or management proposals. Assess spatial accuracy, geographical reasoning, data interpretation and evidence-based justification. | ||
| 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 short case, map, source, statistic or news-style scenario connected to environmental hazards and their management and ask learners what issue it raises. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Explain environmental hazards and their management using evidence from the case, map, source, timeline, graph or community example. | Read or observe the source, share initial ideas and record key terms. | Ask learners to identify the issue, evidence, cause, effect or stakeholder. |
| Activity 220 minutes | Guide groups to analyse causes, effects, viewpoints, evidence or solutions related to environmental hazards and their management. | Work in groups to analyse evidence, compare viewpoints and report findings. | Review group responses for accurate facts, evidence and reasoning. |
| Activity 310 minutes | Ask learners to apply environmental hazards and their management to a new civic, historical, economic or geographical case. | Apply the concept to the new case and support the answer with evidence. | Use an exit response that asks learners to make and support a claim. |
| Lesson Closure | Summarise environmental hazards and their management 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 Geography 2nd Semester Lessons
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