Ghana curriculum lesson note
SHS 2 General Science 2nd Semester Week 1 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | General Science | Week | 1 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | VIGOUR BEHIND LIFE | Sub-Strand | FORCES ACTING ON SUBSTANCES AND MECHANISMS |
| Learning Outcome(s) | 2.3.2.LO.1 - Explain and apply the concept of upthrust and the law of floatation in real life | ||
| Content Standard | 2.3.2.CS.1 | ||
| Learning Indicator(s) | 2.3.2.LI.1 - Recognise the various types of motions, their applications and the forms of forces which act on the body. Discuss the relationship between upthrust and the law of floatation. Using diamond nine, learners explain the concept of upthrust and the Law of Floatation. Using project-based approach, learners design and make prototype ships, canoes, and other objects which operate based on the Law of Floatation | ||
| Lesson Focus | Recognise the various types of motions, their applications and the forms of forces which act on the body. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Recognise the various types of motions, their applications and the forms of forces which act on the body. 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 Recognise the various types of motions, their applications and the forms of forces which act on the body. Discuss the relationship between upthrust and the law of floatation. Using diamond nine, learners explain the concept of upthrust and the Law of Floatation. Using project-based approach, learners design and make prototype ships, canoes, and other objects which operate based on the Law of Floatation? 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 Spring balance/masses/simple machines where available Human-body charts/models Health-information case cards | ||
| 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 recognise the various types of motions, their applications and the forms of forces which act on the body 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 recognise the various types of motions, their applications and the forms of forces which act on the body. | 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 recognise the various types of motions, their applications and the forms of forces which act on the body. | 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 recognise the various types of motions, their applications and the forms of forces which act on the body and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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