Ghana curriculum lesson note

SHS 1 Biology 1st Semester Week 10 Lesson Plan

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Weekly Learning Plan
Subject	Biology	Week	10
Duration	60 minutes	Form	SHS 1
Strand	EXPLORING BIOLOGY IN SOCIETY	Sub-Strand	BIOLOGY AND ENTREPRENEURSHIP
Learning Outcome(s)	1.1.2.LO.1 - Apply the knowledge of basic concepts in biology to improve productivity in fish farming
Content Standard	1.1.2.CS.1
Learning Indicator(s)	1.1.2.LI.3 - Identify the biological concepts and principles that are used in the management and sustainable exploitation of wild stocks to improve fish production. Task-Based Learning: in mixed-ability, gender-responsive groups, learners research into suitable management practices in fish farming by watching videos, and documentaries, going on field trips to inquire about sustainable management and exploitation of fish, reading from textbooks, etc: Learners develop the skill of inquisition and oratory; learners support each other in teamwork
Lesson Focus	Identify the biological concepts and principles that are used in the management and sustainable exploitation of wild stocks to improve fish production.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Identify the biological concepts and principles that are used in the management and sustainable exploitation of wild stocks to improve fish production. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance.
Essential Question(s)	What biological concept, process or evidence is central to Identify the biological concepts and principles that are used in the management and sustainable exploitation of wild stocks to improve fish production. Task-Based Learning: in mixed-ability, gender-responsive groups, learners research into suitable management practices in fish farming by watching videos, and documentaries, going on field trips to inquire about sustainable management and exploitation of fish, reading from textbooks, etc: Learners develop the skill of inquisition and oratory; learners support each other in teamwork? How can observation, experimentation, classification, measurement or modelling help us explain this biological phenomenon? How can the biological knowledge from this lesson be applied to health, environment, agriculture, enterprise or everyday life?
Pedagogical Strategies	Talk for Learning Think-Pair-Share Collaborative Learning Enquiry-Based Learning Experiential/Practical Learning Project-Based Learning
Teaching & Learning Resources	Biology textbook/reference materials Whiteboard/markers Learners' notebooks Fish nets Salt Oven Fridge Ice chess 1-Videos Aquarium tanks Scoop nets Water storage containers Aerators Fish feed Field notebooks Weighing scales Measuring board/meter rule Videotapes Projectors Pen drives Quadrat/transect materials or improvised equivalents Field notebook/data sheets
Key Notes on Differentiation
Content	Use labelled diagrams, real specimens/realia, vocabulary supports, partially completed tables and guided observation prompts for learners who need support. Extend advanced learners with unfamiliar specimens/data, deeper causal explanations, calculations, evaluation of methods or independent investigation.
Process	Use mixed-ability and gender-responsive grouping with rotating scientific roles such as observer, recorder, measurer, specimen handler, presenter and safety monitor. Where specialised equipment or field access is unavailable, use curriculum-aligned simulations, photographs, videos, prepared data sets or teacher demonstrations without changing the learning objective.
Product	Allow appropriate biological evidence such as labelled drawings, microscope records, data tables/graphs, field notes, experimental reports, classification keys, models, posters or oral presentations. Assess biological accuracy, observation quality, safe procedure, data interpretation, scientific reasoning and ability to justify conclusions from evidence.
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	Prepare short notes or answer structured questions with diagrams where appropriate.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Present a diagram, specimen, data set or everyday situation connected to the biological concepts and principles that are used in the management and sustainable exploitation of wild stocks to 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 biological concepts and principles that are used in the management and sustainable exploitation of wild stocks to.	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 biological concepts and principles that are used in the management and sustainable exploitation of wild stocks to.	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 biological concepts and principles that are used in the management and sustainable exploitation of wild stocks to and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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