Ghana curriculum lesson note
SHS 3 Biomedical Science 1st Semester Week 6 Lesson Plan
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 6 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | BIOMEDICAL SCIENCE IN SOCIETY | Sub-Strand | BIOSAFETY |
| Learning Outcome(s) | 3.1.2.LO.1 - Apply the principles of biosafety to setup experiments | ||
| Content Standard | 3.1.2.CS.1 | ||
| Learning Indicator(s) | 3.1.2.LI.2 - Identify the correct waste stream and demonstrate proper disposal of hazardous waste in the laboratory. Digital Learning: Watch online videos or pictures on various waste streams that are generated in the hospital and how they can be properly disposed of. Collaborative Learning: Share experiences on the various waste streams that are collected at homes, schools, etc, and how to properly dispose of them. Brainstorm to agree on how best the various hazardous waste streams can be properly disposed in the laboratories | ||
| Lesson Focus | Identify the correct waste stream and demonstrate proper disposal of hazardous waste in the laboratory. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Identify the correct waste stream and demonstrate proper disposal of hazardous waste in the laboratory. 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 Identify the correct waste stream and demonstrate proper disposal of hazardous waste in the laboratory. Digital Learning: Watch online videos or pictures on various waste streams that are generated in the hospital and how they can be properly disposed of. Collaborative Learning: Share experiences on the various waste streams that are collected at homes, schools, etc, and how to properly dispose of them. Brainstorm to agree on how best the various hazardous waste streams can be properly disposed in the laboratories? 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 Risk Assessment Simulation/Scenario Analysis | ||
| 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 the correct waste stream and demonstrate proper disposal of hazardous waste in the laboratory. digital learning: watch 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 correct waste stream and demonstrate proper disposal of hazardous waste in the laboratory. digital learning: watch. | 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 correct waste stream and demonstrate proper disposal of hazardous waste in the laboratory. digital learning: watch. | 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 correct waste stream and demonstrate proper disposal of hazardous waste in the laboratory. digital learning: watch and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson PlanMore SHS 3 Biomedical Science 1st Semester Lessons
Week 1Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 2Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 3Sub-strand: BIOMEDICAL SCIENCE PRACTICEWeek 4Sub-strand: BIOSAFETYWeek 5Sub-strand: BIOSAFETYWeek 6 (current)Week 7Sub-strand: BIOSAFETYWeek 8Sub-strand: BIOSAFETYWeek 9Sub-strand: ANATOMY AND PHYSIOLOGYWeek 10Sub-strand: ANATOMY AND PHYSIOLOGYWeek 11Sub-strand: ANATOMY AND PHYSIOLOGYWeek 12Sub-strand: ANATOMY AND PHYSIOLOGYWeek 13Sub-strand: ANATOMY AND PHYSIOLOGYWeek 14Sub-strand: ANATOMY AND PHYSIOLOGYWeek 15Sub-strand: ANATOMY AND PHYSIOLOGYWeek 16Sub-strand: ANATOMY AND PHYSIOLOGY