Ghana curriculum lesson note
SHS 3 Food and Nutrition 2nd 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 | Food Production | Sub-Strand | Food Processing Techniques |
| Learning Outcome(s) | 3.2.2.LO.1 - Demonstrate understanding and practical application of Planning a food exhibition or bazaar within the curriculum sub-strand Food Processing Techniques. | ||
| Learning Indicator(s) | 3.2.2.LI.1 - Planning a food exhibition or bazaar | ||
| Lesson Focus | Planning a food exhibition or bazaar | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Planning a food exhibition or bazaar; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Planning a food exhibition or bazaar. Complete the concrete guided/practical task for Planning a food exhibition or bazaar accurately. Apply Planning a food exhibition or bazaar 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 Planning a food exhibition or bazaar? What would a strong practical/application response to Planning a food exhibition or bazaar look like? How would changing the context, data or constraints affect a decision about Planning a food exhibition or bazaar? | ||
| 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 Planning a food exhibition or bazaar. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Planning a food exhibition or bazaar. | ||
| 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 Planning a food exhibition or bazaar; 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 Planning a food exhibition or bazaar; ask learners to identify one nutrition/science/safety issue it raises. | Inspect the prompt/materials, record an initial response about Planning a food exhibition or bazaar, and justify it briefly. | Not provided. |
| Activity 115 minutes | Demonstrate or analyse the critical food-science/nutrition steps for Planning a food exhibition or bazaar, 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 Planning a food exhibition or bazaar 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 Planning a food exhibition or bazaar. | 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 Planning a food exhibition or bazaar. Complete a one-minute exit response using a concrete example from the lesson on Planning a food exhibition or bazaar. | ||
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More SHS 3 Food and Nutrition 2nd Semester Lessons
Week 1Sub-strand: Food Production TechnologyWeek 2Sub-strand: Food Production TechnologyWeek 3Sub-strand: Food Production TechnologyWeek 4Sub-strand: Food Production TechnologyWeek 5Sub-strand: Food Production TechnologyWeek 6Sub-strand: Food Production TechnologyWeek 7 (current)Week 8Sub-strand: Food Processing TechniquesWeek 9Sub-strand: Food Processing TechniquesWeek 10Sub-strand: Food Processing TechniquesWeek 11Sub-strand: Food Processing TechniquesWeek 12Sub-strand: Food Processing TechniquesWeek 13Sub-strand: Food Processing TechniquesWeek 14Sub-strand: Food Processing TechniquesWeek 15Sub-strand: Food Processing TechniquesWeek 16Sub-strand: Food Processing Techniques