Ghana curriculum lesson note
SHS 1 Robotics 1st Semester Week 1 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Robotics | Week | 1 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Principles of Robotic Systems | Sub-Strand | Robots & Society |
| Learning Outcome(s) | 1.1.1.LO.1 - Appraise the peculiar characteristics of the various industrial revolutions and critically analyse the impact of performance on human-robot coexistence in working environments 1.1.1.LO.2 - Outline the essential economic and social benefits of using robots in 21st-century environments | ||
| Content Standard | 1.1.1.CS.1 1.1.1.CS.2 | ||
| Learning Indicator(s) | 1.1.1.LI.1 - Outline the essential economic and social benefits of using robots in 21st-century environments | ||
| Lesson Focus | Outline the essential economic and social benefits of using robots in 21st-century environments | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Outline the essential economic and social benefits of using robots in 21st-century environments Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What problem or function must the robotic system address? How do the components, control logic, design choices or program work together? How can testing evidence be used to improve the robot or solution? | ||
| Pedagogical Strategies | Design Thinking Project-Based Learning Hands-on Construction Programming/Simulation Collaborative Problem Solving Testing and Iteration | ||
| Teaching & Learning Resources | Robotics kit/components where available Microcontroller/computer and programming environment where available Sensors and actuators Design materials and basic safe tools Circuit/design diagrams Simulation/ICT resources 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 | Show a simple digital example involving the essential economic and social benefits of using robots in 21st-century environments and ask learners to predict what is happening. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Demonstrate the essential economic and social benefits of using robots in 21st-century environments using a board sketch, device setting, code snippet, data table or simulation. | Observe the demonstration, identify the key parts and explain their functions. | Ask learners to define the key term and identify it in the demonstration. |
| Activity 220 minutes | Guide learners through a hands-on task where they apply the essential economic and social benefits of using robots in 21st-century environments and record the result. | Complete the practical task, test the result and note any errors or fixes. | Check the task output for correct procedure, testing and explanation. |
| Activity 310 minutes | Present a different digital scenario and ask learners to use the essential economic and social benefits of using robots in 21st-century environments to solve or explain the result. | Apply the idea to the new scenario and present the result or explanation. | Use a short exit task requiring learners to apply the idea in another digital context. |
| Lesson Closure | Summarise the essential economic and social benefits of using robots in 21st-century environments 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 Robotics 1st Semester Lessons
Week 1 (current)Week 2Sub-strand: Robots & SocietyWeek 3Sub-strand: Robots & SocietyWeek 4Sub-strand: Robots & SocietyWeek 5Sub-strand: Robots & SocietyWeek 6Sub-strand: Robots & SocietyWeek 7Sub-strand: Robot Control PrinciplesWeek 8Sub-strand: Robot Control PrinciplesWeek 9Sub-strand: Robot Control PrinciplesWeek 10Sub-strand: Robot Control PrinciplesWeek 11Sub-strand: Robot Control PrinciplesWeek 12Sub-strand: Robot Control PrinciplesWeek 13Sub-strand: Sensors & ActuatorsWeek 14Sub-strand: Sensors & ActuatorsWeek 15Sub-strand: Sensors & ActuatorsWeek 16Sub-strand: Sensors & Actuators