Ghana curriculum lesson note
SHS 3 Management in Living 2nd Semester Week 16 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Management in Living | Week | 16 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Family and Social Relationships | Sub-Strand | Consumer Education and Sustainable Living |
| Learning Outcome(s) | 3.2.2.LO.1 - Demonstrate understanding and practical application of Integrated family-resource and sustainable-living project — household/community application within the curriculum sub-strand Consumer Education and Sustainable Living. | ||
| Learning Indicator(s) | 3.2.2.LI.5 - Integrated family-resource and sustainable-living project | ||
| Lesson Focus | Integrated family-resource and sustainable-living project | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Integrated family-resource and sustainable-living project — household/community application; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Integrated family-resource and sustainable-living project — household/community application. Complete the concrete guided/practical task for Integrated family-resource and sustainable-living project — household/community application accurately. Apply Integrated family-resource and sustainable-living project — household/community application 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 Integrated family-resource and sustainable-living project — household/community application? What would a strong practical/application response to Integrated family-resource and sustainable-living project — household/community application look like? How would changing the context, data or constraints affect a decision about Integrated family-resource and sustainable-living project — household/community application? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Family scenario cards Communication role-play scripts Support-service map Decision checklist | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Integrated family-resource and sustainable-living project — household/community application. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Integrated family-resource and sustainable-living project — household/community application. | ||
| 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 | Apply Integrated family-resource and sustainable-living project — household/community application to a home/community situation using a small data table, photo, receipt, timetable or observation record; submit the evidence and recommendation. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Present an unseen case/material set for Integrated family-resource and sustainable-living project — household/community application using Family scenario cards; do not model the solution. Ask learners to identify the first decision, calculation, language feature or practical step. | Inspect the prompt/materials, record an initial response about Integrated family-resource and sustainable-living project — household/community application, and justify it briefly. | Not provided. |
| Activity 115 minutes | Give fresh data/materials for Integrated family-resource and sustainable-living project — household/community application and require learners to complete the subject-specific task without a worked example. | Role-play a difficult conversation using active listening, I-statements, negotiation and a mutually agreed action. Use the fresh case/materials and show all evidence, workings or process decisions. | Check independent transfer: correct method/technique, use of evidence and completeness of the concrete output. |
| Activity 220 minutes | Have pairs exchange outputs for Integrated family-resource and sustainable-living project — household/community application; provide a quality-control checklist tied to the actual product/calculation/performance and require evidence-based corrections. | Analyse a new family dilemma and choose an appropriate support resource, conflict strategy or shared decision process. Then peer-audit another output, identify one precise defect/error and propose a correction. | Score both the original output and the accuracy of the peer correction against the subject checklist. |
| Activity 310 minutes | Present one deliberately flawed example related to Integrated family-resource and sustainable-living project — household/community application; require each learner to locate the defect and produce the corrected version. | Identify the exact error/weakness in the flawed Integrated family-resource and sustainable-living project — household/community application example, correct it and write one sentence explaining why the correction is valid. | Check that the learner corrects the actual defect rather than merely rewriting the example. |
| Lesson Closure | Compare the model criteria with the errors found in the unseen Integrated family-resource and sustainable-living project — household/community application task; highlight the one quality check learners should carry into future work. Complete a one-minute exit response using a concrete example from the lesson on Integrated family-resource and sustainable-living project — household/community application. | ||
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More SHS 3 Management in Living 2nd Semester Lessons
Week 1Sub-strand: Responsible Family and Social LivingWeek 2Sub-strand: Responsible Family and Social LivingWeek 3Sub-strand: Responsible Family and Social LivingWeek 4Sub-strand: Responsible Family and Social LivingWeek 5Sub-strand: Responsible Family and Social LivingWeek 6Sub-strand: Responsible Family and Social LivingWeek 7Sub-strand: Consumer Education and Sustainable LivingWeek 8Sub-strand: Consumer Education and Sustainable LivingWeek 9Sub-strand: Consumer Education and Sustainable LivingWeek 10Sub-strand: Consumer Education and Sustainable LivingWeek 11Sub-strand: Consumer Education and Sustainable LivingWeek 12Sub-strand: Consumer Education and Sustainable LivingWeek 13Sub-strand: Consumer Education and Sustainable LivingWeek 14Sub-strand: Consumer Education and Sustainable LivingWeek 15Sub-strand: Consumer Education and Sustainable LivingWeek 16 (current)