Ghana curriculum lesson note
SHS 2 Geography 1st Semester Week 4 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 4 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | THE EARTH AND ITS NEIGHBOURHOODS | Sub-Strand | ROCKS, WEATHERING, SOIL AND MASS WASTING |
| Learning Outcome(s) | 2.1.2.LO.1 - Discuss the factors of soil formation, soil types and importance Critical thinking skills: By think-pair-sharing on soil and its components, identifying the factors of soil formation. Critical thinking, self-confidence: By working in groups to conduct the experiment, they develop the ability to question practices, opinions, independent development for life-long learning and adult life. Communicative and | ||
| Content Standard | 2.1.2.CS.1 | ||
| Learning Indicator(s) | 2.1.2.LI.1 - Demonstrate knowledge and understanding of soils State and explain the factors of soil formation Talk for Learning: Brainstorm on the definition, composition and profile of soils ensuring gender responsiveness and different abilities. Collaborative learning and talk for learning: Using mixed ability and interactive small groups, discuss the factors of soil formation. Learners should be able to manage their emotional reactions and behaviours using techniques such as mindfulness strategies, breathing, and self-talk | ||
| Lesson Focus | Demonstrate knowledge and understanding of soils State and explain the factors of soil formation Talk for Learning: Brainstorm on the definition, composition and profile of soils ensuring gender responsiveness and different abilities. | ||
| 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 and understanding of soils State and explain the factors of soil formation Talk for Learning: Brainstorm on the definition, composition and profile of soils ensuring gender responsiveness and different abilities. 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 Demonstrate knowledge and understanding of soils State and explain the factors of soil formation Talk for Learning: Brainstorm on the definition, composition and profile of soils ensuring gender responsiveness and different abilities. Collaborative learning and talk for learning: Using mixed ability and interactive small groups, discuss the factors of soil formation. Learners should be able to manage their emotional reactions and behaviours using techniques such as mindfulness strategies, breathing, and self-talk? 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 Rock/soil samples where available Hand lens Weather data/charts Weather instruments where available | ||
| 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 rocks, weathering, soil and mass wasting 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 rocks, weathering, soil and mass wasting 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 rocks, weathering, soil and mass wasting. | 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 rocks, weathering, soil and mass wasting 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 rocks, weathering, soil and mass wasting 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
Week 1Sub-strand: THE EARTH AND ITS FEATURESWeek 2Sub-strand: THE EARTH AND ITS FEATURESWeek 3Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 4 (current)Week 5Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 6Sub-strand: ROCKS, WEATHERING, SOIL AND MASS WASTINGWeek 7Sub-strand: THE EARTH ATMOSPHEREWeek 8Sub-strand: THE EARTH ATMOSPHEREWeek 9Sub-strand: THE EARTH ATMOSPHEREWeek 10Sub-strand: THE EARTH ATMOSPHEREWeek 11Sub-strand: THE EARTH ATMOSPHEREWeek 12Sub-strand: THE EARTH ATMOSPHEREWeek 13Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 14Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 15Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 16Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSES