Ghana curriculum lesson note
SHS 3 Biomedical Science 1st Semester Week 11 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 11 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | HUMAN BODY SYSTEMS | Sub-Strand | ANATOMY AND PHYSIOLOGY |
| Learning Outcome(s) | 3.2.1.LO.1 - Describe the role of enzymes in digestion and explain how food, water and oxygen is transported by the cardiovascular and respiratory systems | ||
| Content Standard | 3.2.1.CS.1 | ||
| Learning Indicator(s) | 3.2.1.LI.2 - Explain the transport of oxygen, food, and water to all cells in the body through the connection between the respiratory and cardiovascular systems. Initiating Talk for Learning: Learners think-pair-share their views on the importance of oxygen, food and water to the functioning and survival of humans. Discuss the role played by the connection of the respiratory and cardiovascular system when food, water and oxygen are taken in. Digital Learning: Watch a video or animation, anatomical illustration, models, chart or cartoon illustration of how food, water and oxygen get into the bloodstream and are transported by the cardiovascular system and note the key observations. Activity-Based Learning: Learners work in mixed-ability groups to create mind maps or illustrations to show how the products of digestion, water and oxygen from the lungs get into the cardiovascular system and are circulated throughout the human body. Learners then present their sketches to the class and receive feedback | ||
| Lesson Focus | Explain the transport of oxygen, food, and water to all cells in the body through the connection between the respiratory and cardiovascular systems. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Explain the transport of oxygen, food, and water to all cells in the body through the connection between the respiratory and cardiovascular systems. 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 Explain the transport of oxygen, food, and water to all cells in the body through the connection between the respiratory and cardiovascular systems. Initiating Talk for Learning: Learners think-pair-share their views on the importance of oxygen, food and water to the functioning and survival of humans. Discuss the role played by the connection of the respiratory and cardiovascular system when food, water and oxygen are taken in. Digital Learning: Watch a video or animation, anatomical illustration, models, chart or cartoon illustration of how food, water and oxygen get into the bloodstream and are transported by the cardiovascular system and note the key observations. Activity-Based Learning: Learners work in mixed-ability groups to create mind maps or illustrations to show how the products of digestion, water and oxygen from the lungs get into the cardiovascular system and are circulated throughout the human body. Learners then present their sketches to the class and receive feedback? 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 | ||
| 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 anatomy and physiology 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 anatomy and physiology. | 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 anatomy and physiology. | 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 anatomy and physiology 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 3 Biomedical Science 1st Semester Lessons
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