Ghana curriculum lesson note
SHS 3 Design and Communication Technology 1st Semester Week 4 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Design and Communication Technology | Week | 4 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | CONCEPTUAL DRAWING | Sub-Strand | OBJECT MANIPULATION IN DRAWING |
| Learning Outcome(s) | 3.1.2.LO.1 - Apply skills in object manipulation to create simple and complex designs as interventions for societal problems using free-hand drawing Talk for learning encourages learners to articulate their thoughts, ask questions, and explain concepts to others | ||
| Content Standard | 3.1.2.CS.1 | ||
| Learning Indicator(s) | 3.1.2.LI.2 - Use object manipulation techniques to create simple and complex designs as interventions for societal problems. Collaborative/Group learning: In small groups, let learners identify and examine how simple/complex designs created by manipulating objects can be used as interventions for challenges in society. Problems-Based Learning: In small groups, let learners generate a digital/manual pictorial table/chart of designs and objects created by manipulating objects that can be used as interventions for challenges in society | ||
| Lesson Focus | Use object manipulation techniques to create simple and complex designs as interventions for societal problems. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Use object manipulation techniques to create simple and complex designs as interventions for societal problems. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What principles and techniques are needed to communicate Use object manipulation techniques to create simple and complex designs as interventions for societal problems. Collaborative/Group learning: In small groups, let learners identify and examine how simple/complex designs created by manipulating objects can be used as interventions for challenges in society. Problems-Based Learning: In small groups, let learners generate a digital/manual pictorial table/chart of designs and objects created by manipulating objects that can be used as interventions for challenges in society accurately? How can drawing/design tools and conventions be applied to produce an effective solution? How can the solution be improved after checking accuracy, function and visual communication? | ||
| Pedagogical Strategies | Demonstration and Guided Practice Experiential Learning Collaborative Learning Project-Based Learning Problem-Based Learning Gallery Walk/Peer Critique where appropriate | ||
| Teaching & Learning Resources | Drawing board/table Drawing paper/sketch pad Pencils Eraser Pencil sharpener Ruler/straightedge Reference drawings/charts Whiteboard/markers Drawing pens/ink Blending stump Charcoal Models/photographs Templates/stencils Coloured pencils/markers Pattern samples Computer where available Projector where available Drawing/CAD software where available | ||
| Key Notes on Differentiation | |||
| Content | Provide labelled examples, construction steps, templates/grids and partially completed drawings for learners who need support. Extend advanced learners with more complex forms, tighter design constraints, alternative solutions or additional technical detail. | ||
| Process | Use mixed-ability groups, teacher demonstration, guided practice and individual studio work. Allow repeated construction/sketching practice and peer critique while maintaining the same curriculum objective. | ||
| Product | Accept appropriate evidence such as freehand sketches, rendered drawings, geometric constructions, patterns, design briefs, models, technical drawings or portfolios. Assess accuracy, proportion, line quality, construction, creativity, application of conventions, problem solving and presentation. | ||
| 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 | Display a relevant artwork, design, performance or visual example from conceptual drawing and ask learners to describe what they notice. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Demonstrate how artists or designers use object manipulation in drawing, pointing out materials, process, form and meaning. | Observe the example, name visible features and record useful vocabulary. | Ask learners to identify one material, technique, form or meaning from the example. |
| Activity 220 minutes | Guide learners to sketch, plan, perform, annotate or critique a small work connected to object manipulation in drawing. | Create, annotate or critique the task outcome while responding to feedback. | Review work for process, creativity, accuracy and explanation. |
| Activity 310 minutes | Ask learners to refine or present their work and explain one decision linked to object manipulation in drawing. | Present the refined work and explain the artistic or design decision made. | Use peer comments and teacher questions to check understanding of the concept. |
| Lesson Closure | Summarise object manipulation in drawing 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 Design and Communication Technology 1st Semester Lessons
Week 1Sub-strand: CONCEPT SKETCHESWeek 2Sub-strand: CONCEPT SKETCHESWeek 3Sub-strand: OBJECT MANIPULATION IN DRAWINGWeek 4 (current)Week 5Sub-strand: PATTERN DESIGNWeek 6Sub-strand: PATTERN DESIGNWeek 7Sub-strand: PATTERN DESIGNWeek 8Sub-strand: PATTERN DESIGNWeek 9Sub-strand: PLANE GEOMETRYWeek 10Sub-strand: PLANE GEOMETRYWeek 11Sub-strand: PLANE GEOMETRYWeek 12Sub-strand: PLANE GEOMETRYWeek 13Sub-strand: PLANE GEOMETRYWeek 14Sub-strand: SOLID GEOMETRYWeek 15Sub-strand: SOLID GEOMETRYWeek 16Sub-strand: SOLID GEOMETRY