Ghana curriculum lesson note
SHS 2 Geography 2nd Semester Week 8 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 8 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | HUMAN AND ENVIRONMENT | Sub-Strand | PHYSICAL SETTINGS AND PEOPLE |
| Learning Outcome(s) | 2.3.1.LO.1 - Compare and contrast the physical geography of Ghana to West Africa and Africa Collaborative and Communication skills: Oral communication, respect for diverse views and team work are developed as they express themselves in responding to questions and sharing ideas in their various groups. Personal development: • Self-confidence to speak in public among others are developed as they work in mixed ability groups and share ideas. • Self-confidence to speak in public among others are developed as they work in mixed ability groups and share ideas. Creative and Innovation skills: Are developed as they learn to draw the maps of administrative maps of West Africa and Africa. Communication skills: Oral communications developed as they express themselves in discussions | ||
| Content Standard | 2.3.1.CS.1 | ||
| Learning Indicator(s) | 2.3.1.LI.2 - Describe the relief, drainage, climate and vegetation of West Africa and Africa Talk-For-Learning: In all-inclusive and interactive learning process, discuss the characteristics of the relief, drainage, climate and vegetation of West Africa and Africa. Activity-Based Learning: • Using videos, maps, atlas or relevant materials and in pairs, sketch the map of West Africa on the following physical elements: relief, drainage, climatic and vegetation zones. • Learners should be able to manage their emotional reactions and behaviours using techniques such as mindfulness strategies, breathing, and self-talk | ||
| Lesson Focus | Describe the relief, drainage, climate and vegetation of West Africa and Africa Talk-For-Learning: In all-inclusive and interactive learning process, discuss the characteristics of the relief, drainage, climate and vegetation of West. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Describe the relief, drainage, climate and vegetation of West Africa and Africa Talk-For-Learning: In all-inclusive and interactive learning process, discuss the characteristics of the relief, drainage, climate and vegetation of West. 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 Describe the relief, drainage, climate and vegetation of West Africa and Africa Talk-For-Learning: In all-inclusive and interactive learning process, discuss the characteristics of the relief, drainage, climate and vegetation of West Africa and Africa. Activity-Based Learning: • Using videos, maps, atlas or relevant materials and in pairs, sketch the map of West Africa on the following physical elements: relief, drainage, climatic and vegetation zones. • 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 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 physical settings and people 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 physical settings and people 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 physical settings and people. | 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 physical settings and people 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 physical settings and people 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
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