Ghana curriculum lesson note
SHS 1 Biomedical Science 2nd Semester Week 13 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 13 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | BIOMEDICAL INNOVATIONS | Sub-Strand | RESEARCH AND DESIGN IN BIOMEDICAL SCIENCE |
| Learning Outcome(s) | 1.4.1.LO.1 - Use credible online resources to research and propose solutions to healthcare problems | ||
| Content Standard | 1.4.1.CS.1 | ||
| Learning Indicator(s) | 1.4.1.LI.1 - Demonstrate knowledge on how to access and use information from credible sources. Analyse website content and assess overall credibility of the information. Managing Talk for Learning: Engage in a class discussion on how to assess the credibility of information on websites (reputation of the host, relevance of information, currency of date, asking experts, check supporting sources, consideration of personal biases, etc.) Brainstorm on the implication of false information on research and science. Project-Based Learning: Break learners into groups and let learners research about a given topic on the Internet (e.g., treatment of sickle cell). Each group assesses the credibility of the information based on the criteria provided. Groups present their findings to the class | ||
| Lesson Focus | Demonstrate knowledge on how to access and use information from credible sources. | ||
| 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 on how to access and use information from credible sources. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What biomedical principle, process, risk or intervention is central to Demonstrate knowledge on how to access and use information from credible sources. Analyse website content and assess overall credibility of the information. Managing Talk for Learning: Engage in a class discussion on how to assess the credibility of information on websites (reputation of the host, relevance of information, currency of date, asking experts, check supporting sources, consideration of personal biases, etc.) Brainstorm on the implication of false information on research and science. Project-Based Learning: Break learners into groups and let learners research about a given topic on the Internet (e.g., treatment of sickle cell). Each group assesses the credibility of the information based on the criteria provided. Groups present their findings to the class? What evidence, observation, device output or scientific information would help us make a sound biomedical decision? How can the lesson knowledge be applied safely and ethically to improve health, diagnosis, therapy, prevention or biomedical innovation? | ||
| Pedagogical Strategies | Collaborative Learning Problem-Based Learning Case-Based Learning Critical Observation Research/Inquiry-Based Learning Digital/Information Literacy Design Thinking Project-Based Learning | ||
| Teaching & Learning Resources | Biomedical Science reference materials Whiteboard/markers Learners' notebooks Relevant diagrams/charts/models Internet-enabled device where available Design brief/proposal sheets Credibility checklist for online sources | ||
| Key Notes on Differentiation | |||
| Content | Use labelled diagrams, simplified case cards, vocabulary supports, device images and stepwise prompts for learners who need additional support. Extend advanced learners with multi-factor cases, risk-benefit evaluation, source-credibility analysis, design constraints or deeper system interpretation. | ||
| Process | Use mixed-ability and gender-balanced grouping with clear roles such as observer, recorder, risk assessor, presenter or design lead. Where access to hospitals, laboratories or biomedical devices is limited, use curriculum-aligned images, videos, simulations, case data and virtual/printed workflows without changing the learning objective. | ||
| Product | Allow appropriate evidence such as risk maps, case analyses, mind maps, system diagrams, diagnostic/therapy comparison charts, research reports, design proposals or presentations. Assess biomedical accuracy, safety awareness, evidence use, scientific reasoning, ethical judgement, communication and ability to justify decisions. | ||
| 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 knowledge on how to access and use information from credible sources. analyse website content and assess overall credibility 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 knowledge on how to access and use information from credible sources. analyse website content and assess overall credibility. | 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 knowledge on how to access and use information from credible sources. analyse website content and assess overall credibility. | 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 knowledge on how to access and use information from credible sources. analyse website content and assess overall credibility and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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