Ghana curriculum lesson note
SHS 3 Food and Nutrition 2nd Semester Week 15 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Food and Nutrition | Week | 15 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Food Production | Sub-Strand | Food Processing Techniques |
| Learning Outcome(s) | 3.2.2.LO.1 - Demonstrate understanding and practical application of Work ethics, quality and professionalism in the food industry within the curriculum sub-strand Food Processing Techniques. | ||
| Learning Indicator(s) | 3.2.2.LI.5 - Work ethics, quality and professionalism in the food industry | ||
| Lesson Focus | Work ethics, quality and professionalism in the food industry | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Work ethics, quality and professionalism in the food industry; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Work ethics, quality and professionalism in the food industry. Complete the concrete guided/practical task for Work ethics, quality and professionalism in the food industry accurately. Apply Work ethics, quality and professionalism in the food industry 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 Work ethics, quality and professionalism in the food industry? What would a strong practical/application response to Work ethics, quality and professionalism in the food industry look like? How would changing the context, data or constraints affect a decision about Work ethics, quality and professionalism in the food industry? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Food-product labels/photos Exhibition floor-plan sheet Price cards Marketing/work-ethics rubric | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Work ethics, quality and professionalism in the food industry. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Work ethics, quality and professionalism in the food industry. | ||
| 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 Work ethics, quality and professionalism in the food industry; 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 Work ethics, quality and professionalism in the food industry; ask learners to identify one nutrition/science/safety issue it raises. | Inspect the prompt/materials, record an initial response about Work ethics, quality and professionalism in the food industry, and justify it briefly. | Not provided. |
| Activity 115 minutes | Demonstrate or analyse the critical food-science/nutrition steps for Work ethics, quality and professionalism in the food industry, explicitly linking each step to the expected food or health outcome. | Inspect three food-product displays/labels and identify target customer, value proposition, price, hygiene/trust signals and promotional method. | 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 Work ethics, quality and professionalism in the food industry with measured observations. | Plan a mini food exhibition/bazaar layout with product categories, traffic flow, food-safety controls, pricing and promotion. | Assess process control, hygiene/safety, measurements, result and explanation. |
| Activity 310 minutes | Give an individual food case requiring a specific recommendation or calculation about Work ethics, quality and professionalism in the food industry. | Prepare a 60-second product/career pitch or work-ethics response and score it with a class rubric. | 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 Work ethics, quality and professionalism in the food industry. Complete a one-minute exit response using a concrete example from the lesson on Work ethics, quality and professionalism in the food industry. | ||
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More SHS 3 Food and Nutrition 2nd Semester Lessons
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