Ghana curriculum lesson note
SHS 3 Food and Nutrition 1st Semester Week 7 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Food and Nutrition | Week | 7 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Nutrition and Health | Sub-Strand | Food Security |
| Learning Outcome(s) | 3.1.2.LO.1 - Demonstrate understanding and practical application of Food packaging principles for nutritional value and safety within the curriculum sub-strand Food Security. | ||
| Learning Indicator(s) | 3.1.2.LI.1 - Food packaging principles for nutritional value and safety | ||
| Lesson Focus | Food packaging principles for nutritional value and safety | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Food packaging principles for nutritional value and safety; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Food packaging principles for nutritional value and safety. Complete the concrete guided/practical task for Food packaging principles for nutritional value and safety accurately. Apply Food packaging principles for nutritional value and safety independently to a new case, data set, text, material or performance situation. | ||
| Essential Question(s) | What evidence or procedure is needed to work accurately with Food packaging principles for nutritional value and safety? What would a strong practical/application response to Food packaging principles for nutritional value and safety look like? How would changing the context, data or constraints affect a decision about Food packaging principles for nutritional value and safety? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Ghanaian food cards/realia Food labels Meal-planning sheet Ghana six-food-group chart | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Food packaging principles for nutritional value and safety. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Food packaging principles for nutritional value and safety. | ||
| Process | Use mixed-ability pairs for the first application, then require an individual transfer task. Allow oral/visual demonstration where appropriate while retaining the same subject accuracy criteria. | ||
| Product | Use a checklist/rubric tied to the concrete output for this week rather than participation alone. For advanced work, require justification with evidence, calculations, source reference or quality criteria. | ||
| Success Criteria | The learner uses correct subject terminology and evidence. The learner completes the week’s concrete product/calculation/performance with acceptable accuracy. The learner explains why the procedure/choice fits the stated context rather than giving a memorised general answer. | ||
| Homework | Photograph, sketch or describe one home/community example of Food packaging principles for nutritional value and safety; analyse it using two curriculum criteria and recommend one improvement. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Display a food sample, label, menu, recipe or processing image directly related to Food packaging principles for nutritional value and safety; ask learners to identify one nutrition/science/safety issue it raises. | Inspect the prompt/materials, record an initial response about Food packaging principles for nutritional value and safety, and justify it briefly. | Not provided. |
| Activity 115 minutes | Demonstrate or analyse the critical food-science/nutrition steps for Food packaging principles for nutritional value and safety, explicitly linking each step to the expected food or health outcome. | Sort Ghanaian food cards into nutrient/food-group functions and identify gaps or excesses in a sample day’s meals. | Check the learner’s identification of the food/nutrition principle and use of evidence. |
| Activity 220 minutes | Learners complete a practical, experiment, menu/recipe, preservation, packaging or product task that applies Food packaging principles for nutritional value and safety with measured observations. | Use a person/family case (age, activity, health condition and budget) to modify a menu and justify ingredient/cooking choices. | Assess process control, hygiene/safety, measurements, result and explanation. |
| Activity 310 minutes | Give an individual food case requiring a specific recommendation or calculation about Food packaging principles for nutritional value and safety. | Evaluate a food label/menu or 24-hour intake and write two specific improvements linked to health evidence. | Check whether the recommendation fits the person/food/context rather than being generic. |
| Lesson Closure | Ask learners to state one process variable (time, temperature, quantity, ingredient, storage or person need) that must be controlled for success in Food packaging principles for nutritional value and safety. Complete a one-minute exit response using a concrete example from the lesson on Food packaging principles for nutritional value and safety. | ||
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More SHS 3 Food and Nutrition 1st Semester Lessons
Week 1Sub-strand: Food for Healthy LivingWeek 2Sub-strand: Food for Healthy LivingWeek 3Sub-strand: Food for Healthy LivingWeek 4Sub-strand: Food for Healthy LivingWeek 5Sub-strand: Food for Healthy LivingWeek 6Sub-strand: Food for Healthy LivingWeek 7 (current)Week 8Sub-strand: Food SecurityWeek 9Sub-strand: Food SecurityWeek 10Sub-strand: Food SecurityWeek 11Sub-strand: Food SecurityWeek 12Sub-strand: Food SecurityWeek 13Sub-strand: Food SecurityWeek 14Sub-strand: Food SecurityWeek 15Sub-strand: Food Production TechnologyWeek 16Sub-strand: Food Production Technology