Ghana curriculum lesson note
SHS 1 General Science 2nd Semester Week 15 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | General Science | Week | 15 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | RELATIONSHIPS WITH THE ENVIRONMENT | Sub-Strand | TECHNOLOGY IN OUR LOCAL INDUSTRIES |
| Learning Outcome(s) | 1.4.2.LO.1 - Produce local soap in the community. Communication: Writing a report about the field trip. Collaboration and Communication: working together in mixed-ability and mixed-sex groups 1.4.2.LO.2 - Conduct a project on the production of an indigenous food and produce a report | ||
| Content Standard | 1.4.2.CS.1 1.4.2.CS.2 | ||
| Learning Indicator(s) | 1.4.2.LI.2 - Explain the processes of producing different types of soap. Put learners into mixed-ability groups to conduct experiments to prepare a local soap. They should vary the materials (reactants) to see the outcomes. Lead learners to visit a place in your community where local soap(s) is/are produced to observe and document the stages of production and the diversity in the soaps. Learners will then reflect and make presentations. Allow learners, working in convenient groups, to use the internet, books, and journals to brainstorm and write a report on the science processes (saponification, etc.) in the stages of production of the local soap | ||
| Lesson Focus | Explain the processes of producing different types of soap. | ||
| 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 processes of producing different types of soap. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What scientific principle or process is central to Explain the processes of producing different types of soap. Put learners into mixed-ability groups to conduct experiments to prepare a local soap. They should vary the materials (reactants) to see the outcomes. Lead learners to visit a place in your community where local soap(s) is/are produced to observe and document the stages of production and the diversity in the soaps. Learners will then reflect and make presentations. Allow learners, working in convenient groups, to use the internet, books, and journals to brainstorm and write a report on the science processes (saponification, etc.) in the stages of production of the local soap? What observation, experiment, model or measurement could test/explain it? How can the science be applied safely to a new everyday or community problem? | ||
| Pedagogical Strategies | Inquiry-Based Learning Experiential/Practical Learning Collaborative Learning Problem-Based Learning Model/Simulation-Based Learning Scientific Discussion | ||
| Teaching & Learning Resources | General Science textbook/reference materials Whiteboard/markers Learners' notebooks Basic science apparatus/materials where appropriate Local material samples | ||
| Key Notes on Differentiation | |||
| Content | Use diagrams, real materials, partially completed tables and stepwise practical instructions for learners needing support. Extend advanced learners with unfamiliar data, multi-step calculations or design/improvement tasks. | ||
| Process | Use mixed-ability groups with rotating science roles such as observer, recorder, measurer and presenter. Where apparatus is unavailable, use simulations, models, videos or teacher demonstrations while keeping the same objective. | ||
| Product | Accept appropriate evidence such as practical records, diagrams, calculations, models, data tables/graphs or short scientific explanations. Assess scientific accuracy, safe procedure, evidence interpretation and justification. | ||
| 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 the processes of producing different types of soap. put learners into mixed-ability groups to conduct experiments 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 processes of producing different types of soap. put learners into mixed-ability groups to conduct experiments 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 processes of producing different types of soap. put learners into mixed-ability groups to conduct experiments 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 processes of producing different types of soap. put learners into mixed-ability groups to conduct experiments to 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 General Science 2nd Semester Lessons
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