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SHS 3 Biomedical Science 1st Semester Week 1 Lesson Plan

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Weekly Learning Plan
Subject	Biomedical Science	Week	1
Duration	60 minutes	Form	SHS 3
Strand	BIOMEDICAL SCIENCE IN SOCIETY	Sub-Strand	BIOMEDICAL SCIENCE PRACTICE
Learning Outcome(s)	3.1.1.LO.1 - Explain actions that can constitute malpractice, liability and/or negligence and how the biomedical scientist can guard against them
Content Standard	3.1.1.CS.1
Learning Indicator(s)	3.1.1.LI.1 - Demonstrate knowledge of good professional practice as biomedical scientists. Explain common practices that could result in malpractice, liability and/or negligence in the field of biomedical science. Initiating Talk for Learning: Discuss possible sources and causes of malpractice of professionals in the field of biomedical science, e.g., professional wrongdoing (being careless or breaking the law or the rules of their profession) that results in injury or damage. Discuss examples of malpractice including failure to diagnose a patient's medical condition (misdiagnosis), patient injury during treatment, often resulting in disability or death, failure to treat a patient's condition, medication errors, defective medical devices, inappropriate use of medical device and poor documentation. Exploratory Learning: Brainstorm on the difference between malpractice and negligence, and the definition of medical liability. Watch videos or pictures or listen to hypothetical scenarios on different events involving medical malpractices and then identify the various cases of malpractice/negligence and the possible liabilities. Activity-Based Learning: Create posters on different acts of malpractice or negligence in the field of biomedical science
Lesson Focus	Demonstrate knowledge of good professional practice as biomedical scientists.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Demonstrate knowledge of good professional practice as biomedical scientists. 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 knowledge of good professional practice as biomedical scientists. Explain common practices that could result in malpractice, liability and/or negligence in the field of biomedical science. Initiating Talk for Learning: Discuss possible sources and causes of malpractice of professionals in the field of biomedical science, e.g., professional wrongdoing (being careless or breaking the law or the rules of their profession) that results in injury or damage. Discuss examples of malpractice including failure to diagnose a patient's medical condition (misdiagnosis), patient injury during treatment, often resulting in disability or death, failure to treat a patient's condition, medication errors, defective medical devices, inappropriate use of medical device and poor documentation. Exploratory Learning: Brainstorm on the difference between malpractice and negligence, and the definition of medical liability. Watch videos or pictures or listen to hypothetical scenarios on different events involving medical malpractices and then identify the various cases of malpractice/negligence and the possible liabilities. Activity-Based Learning: Create posters on different acts of malpractice or negligence in the field of biomedical science? 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 good professional practice as biomedical scientists 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 good professional practice as biomedical scientists.	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 good professional practice as biomedical scientists.	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 good professional practice as biomedical scientists and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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