Ghana curriculum lesson note
SHS 2 Geography 2nd Semester Week 11 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 11 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | HUMAN AND ENVIRONMENT | Sub-Strand | ENVIRONMENTAL DEGRADATION |
| Learning Outcome(s) | 2.3.3.LO.1 - Analyse causes, effects and preventing or mitigating strategies for land degradation and soil pollution in Ghana Self-awareness by determining which behaviour makes one a good citizen and which behaviour makes one a bad citizen | ||
| Content Standard | 2.3.3.CS.1 | ||
| Learning Indicator(s) | 2.3.3.LI.1 - Demonstrate skills of preventing or mitigating land degradation and soil pollution in Ghana Discuss the causes of land degradation, its effects and management strategies in Ghana Talk for Learning: Brainstorm on the meaning of land degradation. Considering the cultural diversity and different location of learners, let them share their experiences Experiential Learning: Embark on a fieldtrip to a nearby mines/watch a video documentary on mining and document machinery used in mining activities for presentation in groups. Talk-for-learning: Discuss and discover in GESI responsive groups, the effects of land degradation on the environment and suggest remedies to reducing the effects. In groups, all Learners should be aware of the emotions of all members, especially the vulnerable ones | ||
| Lesson Focus | Demonstrate skills of preventing or mitigating land degradation and soil pollution in Ghana Discuss the causes of land degradation, its effects and management strategies in Ghana Talk for Learning: Brainstorm on the meaning of land. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate skills of preventing or mitigating land degradation and soil pollution in Ghana Discuss the causes of land degradation, its effects and management strategies in Ghana Talk for Learning: Brainstorm on the meaning of land. 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 skills of preventing or mitigating land degradation and soil pollution in Ghana Discuss the causes of land degradation, its effects and management strategies in Ghana Talk for Learning: Brainstorm on the meaning of land degradation. Considering the cultural diversity and different location of learners, let them share their experiences Experiential Learning: Embark on a fieldtrip to a nearby mines/watch a video documentary on mining and document machinery used in mining activities for presentation in groups. Talk-for-learning: Discuss and discover in GESI responsive groups, the effects of land degradation on the environment and suggest remedies to reducing the effects. In groups, all Learners should be aware of the emotions of all members, especially the vulnerable ones? 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 Hazard/environmental case maps/images | ||
| 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 environmental degradation 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 environmental degradation 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 environmental degradation. | 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 environmental degradation 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 environmental degradation 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 2nd Semester Lessons
Week 1Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 2Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 3Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 4Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 5Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 6Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 7Sub-strand: PHYSICAL SETTINGS AND PEOPLEWeek 8Sub-strand: PHYSICAL SETTINGS AND PEOPLEWeek 9Sub-strand: ECONOMIC ACTIVITIESWeek 10Sub-strand: ECONOMIC ACTIVITIESWeek 11 (current)Week 12Sub-strand: ENVIRONMENTAL DEGRADATIONWeek 13Sub-strand: ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENTWeek 14Sub-strand: ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENTWeek 15Sub-strand: ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENTWeek 16Sub-strand: ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT