Ghana curriculum lesson note
SHS 3 Food and Nutrition 2nd Semester Week 3 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Food and Nutrition | Week | 3 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Food Production | Sub-Strand | Food Production Technology |
| Learning Outcome(s) | 3.2.1.LO.1 - Demonstrate understanding and practical application of Recipe modification for taste, texture, nutrition and presentation within the curriculum sub-strand Food Production Technology. | ||
| Learning Indicator(s) | 3.2.1.LI.3 - Recipe modification for taste, texture, nutrition and presentation | ||
| Lesson Focus | Recipe modification for taste, texture, nutrition and presentation | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Recipe modification for taste, texture, nutrition and presentation; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Recipe modification for taste, texture, nutrition and presentation. Complete the concrete guided/practical task for Recipe modification for taste, texture, nutrition and presentation accurately. Apply Recipe modification for taste, texture, nutrition and presentation 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 Recipe modification for taste, texture, nutrition and presentation? What would a strong practical/application response to Recipe modification for taste, texture, nutrition and presentation look like? How would changing the context, data or constraints affect a decision about Recipe modification for taste, texture, nutrition and presentation? | ||
| 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 Recipe modification for taste, texture, nutrition and presentation. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Recipe modification for taste, texture, nutrition and presentation. | ||
| 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 Recipe modification for taste, texture, nutrition and presentation; 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 Recipe modification for taste, texture, nutrition and presentation; ask learners to identify one nutrition/science/safety issue it raises. | Inspect the prompt/materials, record an initial response about Recipe modification for taste, texture, nutrition and presentation, and justify it briefly. | Not provided. |
| Activity 115 minutes | Demonstrate or analyse the critical food-science/nutrition steps for Recipe modification for taste, texture, nutrition and presentation, 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 Recipe modification for taste, texture, nutrition and presentation 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 Recipe modification for taste, texture, nutrition and presentation. | 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 Recipe modification for taste, texture, nutrition and presentation. Complete a one-minute exit response using a concrete example from the lesson on Recipe modification for taste, texture, nutrition and presentation. | ||
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