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SHS 3 Biomedical Science 1st Semester Week 2 Lesson Plan

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Weekly Learning Plan
Subject	Biomedical Science	Week	2
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.2 - Describe the purpose of Informed Consent from the patient and healthcare provider perspective. Managing Talk for Learning: With the aid of informed consent forms, the teacher discusses and explains informed consent to the learners. The teacher should also explain that an informed consent form is a legal document that ensures smooth ongoing
Lesson Focus	Describe the purpose of Informed Consent from the patient and healthcare provider perspective.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Describe the purpose of Informed Consent from the patient and healthcare provider perspective. 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 Describe the purpose of Informed Consent from the patient and healthcare provider perspective. Managing Talk for Learning: With the aid of informed consent forms, the teacher discusses and explains informed consent to the learners. The teacher should also explain that an informed consent form is a legal document that ensures smooth ongoing? 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 Internet-enabled device where available Design brief/proposal sheets Credibility checklist for online sources
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 the purpose of informed consent from the patient and healthcare provider perspective. managing 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 the purpose of informed consent from the patient and healthcare provider perspective. managing.	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 the purpose of informed consent from the patient and healthcare provider perspective. managing.	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 the purpose of informed consent from the patient and healthcare provider perspective. managing and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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