Ghana curriculum lesson note
SHS 1 Religious and Moral Education 1st Semester Week 12 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Religious and Moral Education | Week | 12 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Stewardship and Responsibility | Sub-Strand | The Environment and Climate Change |
| Learning Outcome(s) | 1.2.1.LO.1 - Explain the positive and negative impact of our daily activities on the environment and how we can ensure sustainable environment | ||
| Content Standard | 1.2.1.CS.1 | ||
| Learning Indicator(s) | 1.2.1.LI.2 - Explain the positive and negative impact of our daily activities on the environment and how we can ensure sustainable environment | ||
| Lesson Focus | Explain the positive and negative impact of our daily activities on the environment and how we can ensure sustainable environment | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Explain the positive and negative impact of our daily activities on the environment and how we can ensure sustainable environment Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What value, responsibility or moral issue is central to this situation? What reasons and consequences should guide a responsible judgment? How can this value be applied in personal, community and national life? | ||
| Pedagogical Strategies | Values Clarification Case-Based Learning Think-Pair-Share Discussion and Reflection Role Play Collaborative Inquiry | ||
| Teaching & Learning Resources | Case/scenario cards Relevant curriculum-approved religious/moral source extracts Charts/posters Board/markers ICT/research resources where available Learners' notebooks | ||
| Key Notes on Differentiation | |||
| Content | Provide vocabulary, visuals, models, source prompts, worked examples or task cards as appropriate. Extend ready learners with deeper research, design, evaluation, leadership or independent application. | ||
| Process | Move from modelling/source exploration to guided collaboration and independent application. Use inclusive mixed-ability groupings, equitable roles and appropriate scaffolds while retaining individual evidence of learning. | ||
| Product | Allow curriculum-appropriate evidence such as oral/written responses, dialogues, maps, source analyses, designs, programs, demonstrations, presentations, portfolios or reflections. Assess understanding, application, reasoning/communication, accuracy and reflection appropriate to the subject. | ||
| 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 short case, map, source, statistic or news-style scenario connected to the environment and climate change and ask learners what issue it raises. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Explain the environment and climate change using evidence from the case, map, source, timeline, graph or community example. | Read or observe the source, share initial ideas and record key terms. | Ask learners to identify the issue, evidence, cause, effect or stakeholder. |
| Activity 220 minutes | Guide groups to analyse causes, effects, viewpoints, evidence or solutions related to the environment and climate change. | Work in groups to analyse evidence, compare viewpoints and report findings. | Review group responses for accurate facts, evidence and reasoning. |
| Activity 310 minutes | Ask learners to apply the environment and climate change to a new civic, historical, economic or geographical case. | Apply the concept to the new case and support the answer with evidence. | Use an exit response that asks learners to make and support a claim. |
| Lesson Closure | Summarise the environment and climate change 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 1 Religious and Moral Education 1st Semester Lessons
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