Ghana curriculum lesson note
SHS 3 Geography 1st Semester Week 15 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 15 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | THE EARTH AND ITS NEIGHBOURHOODS | Sub-Strand | THE EARTH ATMOSPHERE |
| Learning Outcome(s) | 3.1.3.LO.1 - Discuss the causes and evidence of climate change, its impacts and the adaptation and mitigation strategies in Ghana • Collaboration skills through working in group with their colleagues. • Problem solving skills through the discussion of remedies to climate change. • Glocal citizenship by knowing the socio-economic impacts and ways to combat climate change both in Ghana and beyond | ||
| Content Standard | 3.1.3.CS.1 | ||
| Learning Indicator(s) | 3.1.3.LI.2 - Discuss the socio-economic and environmental impacts of climate change in Ghana and beyond Collaborative learning: In manageable mixed ability and GESI responsive groups, discuss the socio-economic and environmental impacts of climate change and the adaptation strategies Learners working in groups should allow their colleagues to develop interpersonal and communication skills, and to create a community where Learners assign themselves specific roles | ||
| Lesson Focus | Discuss the socio-economic and environmental impacts of climate change in Ghana and beyond Collaborative learning: In manageable mixed ability and GESI responsive groups, discuss the socio-economic and environmental impacts of climate. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Discuss the socio-economic and environmental impacts of climate change in Ghana and beyond Collaborative learning: In manageable mixed ability and GESI responsive groups, discuss the socio-economic and environmental impacts of climate. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What geographical process, pattern or spatial relationship is central to Discuss the socio-economic and environmental impacts of climate change in Ghana and beyond Collaborative learning: In manageable mixed ability and GESI responsive groups, discuss the socio-economic and environmental impacts of climate change and the adaptation strategies Learners working in groups should allow their colleagues to develop interpersonal and communication skills, and to create a community where Learners assign themselves specific roles? What map, field, graphical or geospatial evidence helps explain it? How can the evidence guide a decision about people, places or environmental management? | ||
| Pedagogical Strategies | Field/Observation-Based Learning Map and Data Analysis Collaborative Learning Inquiry-Based Learning Problem-Based Learning Model/Diagram-Based Learning | ||
| Teaching & Learning Resources | Geography textbook/reference materials Whiteboard/markers Learners' notebooks Atlas/maps Weather data/charts Weather instruments where available | ||
| Key Notes on Differentiation | |||
| Content | Use labelled maps, diagrams, simplified data tables, worked map-calculation examples and local place examples for learners needing support. Extend advanced learners with unfamiliar maps/data, multi-factor comparisons and evaluation of management options. | ||
| Process | Use field/observation teams with rotating roles such as mapper, recorder, measurer and presenter. Where fieldwork or digital tools are unavailable, use printed maps, photographs, sample data and simulations without changing the objective. | ||
| Product | Allow evidence through maps, calculations, field notes, graphs, annotated diagrams, case analyses or management proposals. Assess spatial accuracy, geographical reasoning, data interpretation and evidence-based justification. | ||
| 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 short case, map, source, statistic or news-style scenario connected to the earth atmosphere and ask learners what issue it raises. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Explain the earth atmosphere using evidence from the case, map, source, timeline, graph or community example. | Read or observe the source, share initial ideas and record key terms. | Ask learners to identify the issue, evidence, cause, effect or stakeholder. |
| Activity 220 minutes | Guide groups to analyse causes, effects, viewpoints, evidence or solutions related to the earth atmosphere. | Work in groups to analyse evidence, compare viewpoints and report findings. | Review group responses for accurate facts, evidence and reasoning. |
| Activity 310 minutes | Ask learners to apply the earth atmosphere to a new civic, historical, economic or geographical case. | Apply the concept to the new case and support the answer with evidence. | Use an exit response that asks learners to make and support a claim. |
| Lesson Closure | Summarise the earth atmosphere 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 Geography 1st Semester Lessons
Week 1Sub-strand: PHYSICAL SETTINGS AND PEOPLEWeek 2Sub-strand: PHYSICAL SETTINGS AND PEOPLEWeek 3Sub-strand: PHYSICAL SETTINGS AND PEOPLEWeek 4Sub-strand: THE EARTH AND ITS FEATURESWeek 5Sub-strand: THE EARTH AND ITS FEATURESWeek 6Sub-strand: THE EARTH AND ITS FEATURESWeek 7Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 8Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 9Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 10Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 11Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 12Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 13Sub-strand: THE EARTH ATMOSPHEREWeek 14Sub-strand: THE EARTH ATMOSPHEREWeek 15 (current)Week 16Sub-strand: THE EARTH ATMOSPHERE