Ghana curriculum lesson note
SHS 3 General Science 2nd Semester Week 16 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | General Science | Week | 16 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | RELATIONSHIPS WITH THE ENVIRONMENT | Sub-Strand | TECHNOLOGY IN OUR LOCAL INDUSTRIES |
| Learning Outcome(s) | 3.4.2.LO.1 - Evaluate the scientific processes involved in indigenous texture production and its economic importance. Learners acquire | ||
| Content Standard | 3.4.2.CS.1 | ||
| Learning Indicator(s) | 3.4.2.LI.1 - Demonstrate knowledge of the scientific processes involved in gari production. Analyse the scientific processes involved in indigenous texture production. Experiential Learning: Visit a gari processing site in your locality to get first-hand information on how gari is produced. Put learners in mixed-sex or mixed-ability groups to discuss their findings from the field trip and write reports. Provide opportunities for learners to actively listen to others' views. Using diamond 9 discussion, learners enumerate the economic importance of gari and present ideas in class for discussion | ||
| Lesson Focus | Demonstrate knowledge of the scientific processes involved in gari production. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate knowledge of the scientific processes involved in gari production. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What scientific principle or process is central to Demonstrate knowledge of the scientific processes involved in gari production. Analyse the scientific processes involved in indigenous texture production. Experiential Learning: Visit a gari processing site in your locality to get first-hand information on how gari is produced. Put learners in mixed-sex or mixed-ability groups to discuss their findings from the field trip and write reports. Provide opportunities for learners to actively listen to others' views. Using diamond 9 discussion, learners enumerate the economic importance of gari and present ideas in class for discussion? What observation, experiment, model or measurement could test/explain it? How can the science be applied safely to a new everyday or community problem? | ||
| Pedagogical Strategies | Inquiry-Based Learning Experiential/Practical Learning Collaborative Learning Problem-Based Learning Model/Simulation-Based Learning Scientific Discussion | ||
| Teaching & Learning Resources | General Science textbook/reference materials Whiteboard/markers Learners' notebooks Basic science apparatus/materials where appropriate | ||
| Key Notes on Differentiation | |||
| Content | Use diagrams, real materials, partially completed tables and stepwise practical instructions for learners needing support. Extend advanced learners with unfamiliar data, multi-step calculations or design/improvement tasks. | ||
| Process | Use mixed-ability groups with rotating science roles such as observer, recorder, measurer and presenter. Where apparatus is unavailable, use simulations, models, videos or teacher demonstrations while keeping the same objective. | ||
| Product | Accept appropriate evidence such as practical records, diagrams, calculations, models, data tables/graphs or short scientific explanations. Assess scientific accuracy, safe procedure, evidence interpretation and 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 diagram, specimen, data set or everyday situation connected to the scientific processes involved in gari production. analyse the scientific processes involved in indigenous texture 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 the scientific processes involved in gari production. analyse the scientific processes involved in indigenous texture. | 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 the scientific processes involved in gari production. analyse the scientific processes involved in indigenous texture. | 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 the scientific processes involved in gari production. analyse the scientific processes involved in indigenous texture 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 General Science 2nd Semester Lessons
Week 1Sub-strand: POWERING THE FUTURE WITH ENERGY FORMSWeek 2Sub-strand: POWERING THE FUTURE WITH ENERGY FORMSWeek 3Sub-strand: POWERING THE FUTURE WITH ENERGY FORMSWeek 4Sub-strand: POWERING THE FUTURE WITH ENERGY FORMSWeek 5Sub-strand: FORCES ACTING ON SUBSTANCES AND MECHANISMSWeek 6Sub-strand: FORCES ACTING ON SUBSTANCES AND MECHANISMSWeek 7Sub-strand: FORCES ACTING ON SUBSTANCES AND MECHANISMSWeek 8Sub-strand: FORCES ACTING ON SUBSTANCES AND MECHANISMSWeek 9Sub-strand: CONSUMER ELECTRONICSWeek 10Sub-strand: CONSUMER ELECTRONICSWeek 11Sub-strand: THE HUMAN BODY AND HEALTHWeek 12Sub-strand: THE HUMAN BODY AND HEALTHWeek 13Sub-strand: THE HUMAN BODY AND HEALTHWeek 14Sub-strand: THE HUMAN BODY AND HEALTHWeek 15Sub-strand: TECHNOLOGY IN OUR LOCAL INDUSTRIESWeek 16 (current)