Ghana curriculum lesson note
SHS 2 Geography 1st Semester Week 16 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 16 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | NAVIGATING OUR ENVIRONMENT | Sub-Strand | MAPS, THEIR ELEMENTS AND ANALYSES |
| Learning Outcome(s) | 2.2.1.LO.1 - Using the knowledge from maps and scales, reproduce maps, measure distances and areas, determine direction and bearings, and draw cross-sectional profiles between places Digital and ICT literacy: Through the search for information or watching video on how to reduce and enlarge maps. Through the search for information or watching video on measurement of distances and areas on a topographical map. Collaborative and communicative skills: Through sharing of ideas by think-pair-share and group discussion on map reproduction and insertion of features on maps, they build a sense of working together, oral and | ||
| Content Standard | 2.2.1.CS.1 | ||
| Learning Indicator(s) | 2.2.1.LI.4 - Draw sectional profiles (annotated) and calculate vertical exaggeration and gradient Collaborative learning: Using videos, maps and other relevant resources, Learners in small groups discuss the processes involved in drawing an annotated cross section between localities on a topographic map and its importance. Share their opinion with whole class. Think-pair-sharing: Work in pairs to draw an annotated cross section and calculate the vertical exaggeration of the profile. Project-based Learning: Individually, draw an annotated cross section of two places on a topographic map and calculate the vertical exaggeration of the profile | ||
| Lesson Focus | Draw sectional profiles (annotated) and calculate vertical exaggeration and gradient Collaborative learning: Using videos, maps and other relevant resources, Learners in small groups discuss the processes involved in drawing an annotated. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Draw sectional profiles (annotated) and calculate vertical exaggeration and gradient Collaborative learning: Using videos, maps and other relevant resources, Learners in small groups discuss the processes involved in drawing an annotated. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What geographical process, pattern or spatial relationship is central to Draw sectional profiles (annotated) and calculate vertical exaggeration and gradient Collaborative learning: Using videos, maps and other relevant resources, Learners in small groups discuss the processes involved in drawing an annotated cross section between localities on a topographic map and its importance. Share their opinion with whole class. Think-pair-sharing: Work in pairs to draw an annotated cross section and calculate the vertical exaggeration of the profile. Project-based Learning: Individually, draw an annotated cross section of two places on a topographic map and calculate the vertical exaggeration of the profile? What map, field, graphical or geospatial evidence helps explain it? How can the evidence guide a decision about people, places or environmental management? | ||
| Pedagogical Strategies | Field/Observation-Based Learning Map and Data Analysis Collaborative Learning Inquiry-Based Learning Problem-Based Learning Model/Diagram-Based Learning | ||
| Teaching & Learning Resources | Geography textbook/reference materials Whiteboard/markers Learners' notebooks Atlas/maps Topographic maps Ruler Protractor Calculator | ||
| Key Notes on Differentiation | |||
| Content | Use labelled maps, diagrams, simplified data tables, worked map-calculation examples and local place examples for learners needing support. Extend advanced learners with unfamiliar maps/data, multi-factor comparisons and evaluation of management options. | ||
| Process | Use field/observation teams with rotating roles such as mapper, recorder, measurer and presenter. Where fieldwork or digital tools are unavailable, use printed maps, photographs, sample data and simulations without changing the objective. | ||
| Product | Allow evidence through maps, calculations, field notes, graphs, annotated diagrams, case analyses or management proposals. Assess spatial accuracy, geographical reasoning, data interpretation and evidence-based 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 short case, map, source, statistic or news-style scenario connected to maps, their elements and analyses 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 maps, their elements and analyses 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 maps, their elements and analyses. | 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 maps, their elements and analyses 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 maps, their elements and analyses 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 2 Geography 1st Semester Lessons
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