Ghana curriculum lesson note
SHS 3 Agricultural Science 2nd Semester Week 15 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Agricultural Science | Week | 15 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Agriculture and Climate | Sub-Strand | Climate Variability |
| Learning Outcome(s) | 3.4.1.LO.1 - Analyse global and national policies relating to climate change. Critical thinking, communication, collaboration, and digital literacy skills are developed. GESI: Tolerance among mixed-ability groups, respect of opinion irrespective of culture or religion or proficiency level. 3.4.1.LO.2 - Explain REDD+ mechanisms Critical thinking, digital literacy, collaboration and communication skills GESI: Tolerance among mixed ability groups, respect of opinion irrespective of culture or religion or proficiency level. | ||
| Content Standard | 3.4.1.CS.1 - Demonstrate knowledge and understanding of global and national policies relating to climate change Discuss global and national policies relating to climate change | ||
| Learning Indicator(s) | 3.4.1.LI.1 - Enquiry-Based Learning: Research from different sources to obtain literature on global and national policies relating to climate change. Also, find factors contributing to climate variability and their related consequences. | ||
| Lesson Focus | Enquiry-Based Learning: Research from different sources to obtain literature on global and national policies relating to climate change. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Enquiry-Based Learning: Research from different sources to obtain literature on global and national policies relating to climate change. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What does the evidence or practical situation show us about Research from different sources to obtain literature on global and national policies relating to climate change. Also, find factors contributing to climate variability and their related consequences.? How is Research from different sources to obtain literature on global and national policies relating to climate change. Also, find factors contributing to climate variability and their related consequences. applied in Ghanaian farming, agribusiness or the local community? What factors would influence a farmer's decision when dealing with Research from different sources to obtain literature on global and national policies relating to climate change. Also, find factors contributing to climate variability and their related consequences.? | ||
| Pedagogical Strategies | Enquiry-Based Learning Think-Pair-Share Collaborative Learning | ||
| Teaching & Learning Resources | Resources | ||
| Key Notes on Differentiation | |||
| Content | Provide labelled pictures, short notes, concrete samples or a simplified observation guide for learners who need additional support. Give advanced learners an extension requiring comparison, evaluation, enterprise implications or application to a different agricultural setting. | ||
| Process | Use mixed-ability and mixed-gender grouping consistent with the curriculum, assigning meaningful roles such as observer, recorder, presenter or materials lead. Where a field visit or specialised resource is unavailable, use the closest curriculum-supported alternative such as pictures, video, local resource persons, samples or a simulated demonstration. | ||
| Product | Allow evidence of learning through field notes, practical demonstration, oral presentation, poster/table, written report or project record as appropriate to the indicator. Assess accuracy of agricultural knowledge, quality of evidence, correct procedure, collaboration and ability to justify conclusions. | ||
| 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 enquiry-based learning: research from different sources to obtain literature on global and national policies relating to 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 enquiry-based learning: research from different sources to obtain literature on global and national policies relating to. | 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 enquiry-based learning: research from different sources to obtain literature on global and national policies relating to. | 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 enquiry-based learning: research from different sources to obtain literature on global and national policies relating to 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 Agricultural Science 2nd Semester Lessons
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