Ghana curriculum lesson note
SHS 3 Biology 1st Semester Week 4 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biology | Week | 4 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | EXPLORING BIOLOGY IN SOCIETY | Sub-Strand | BIOLOGY AND ENTREPRENEURSHIP |
| Learning Outcome(s) | 3.1.2.LO.1 - Apply knowledge and skills in biotechnology to enhance the value of products that help improve human lives and the environment | ||
| Content Standard | 3.1.2.CS.1 | ||
| Learning Indicator(s) | 3.1.2.LI.3 - Describe the application of biological concepts in the treatment of water, extraction of minerals (e.g., gold), and production of bio-oils Collaborative/Project Based Learning: In mixed-ability, gender-responsive and all-inclusive groups, read and share knowledge on the use of biological principles in treating polluted water, extracting minerals, and the production of biofuels: Learners share tasks and work with | ||
| Lesson Focus | Describe the application of biological concepts in the treatment of water, extraction of minerals (e.g., gold), and production of bio-oils Collaborative/Project Based Learning: In mixed-ability, gender-responsive and all-inclusive groups. | ||
| 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 application of biological concepts in the treatment of water, extraction of minerals (e.g., gold), and production of bio-oils Collaborative/Project Based Learning: In mixed-ability, gender-responsive and all-inclusive groups. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What biological concept, process or evidence is central to Describe the application of biological concepts in the treatment of water, extraction of minerals (e.g., gold), and production of bio-oils Collaborative/Project Based Learning: In mixed-ability, gender-responsive and all-inclusive groups, read and share knowledge on the use of biological principles in treating polluted water, extracting minerals, and the production of biofuels: Learners share tasks and work with? How can observation, experimentation, classification, measurement or modelling help us explain this biological phenomenon? How can the biological knowledge from this lesson be applied to health, environment, agriculture, enterprise or everyday life? | ||
| Pedagogical Strategies | Talk for Learning Think-Pair-Share Collaborative Learning Enquiry-Based Learning Experiential/Practical Learning Project-Based Learning | ||
| Teaching & Learning Resources | Biology textbook/reference materials Whiteboard/markers Learners' notebooks Sugar Yeast Wheat flour water fresh milk Millet and corn dough Sugar cane and distillation apparatus. Laptops Videos Photos and posters Smart phones Projectors Production of bio-oils. Simulations Photos and posters on tissue culture Textbooks Photos and posters on recombinant DNA technology, and production of GMOs. Photos and posters on the past and present state of inland water bodies in Ghana Water treatment plants Activities in gold mines | ||
| Key Notes on Differentiation | |||
| Content | Use labelled diagrams, real specimens/realia, vocabulary supports, partially completed tables and guided observation prompts for learners who need support. Extend advanced learners with unfamiliar specimens/data, deeper causal explanations, calculations, evaluation of methods or independent investigation. | ||
| Process | Use mixed-ability and gender-responsive grouping with rotating scientific roles such as observer, recorder, measurer, specimen handler, presenter and safety monitor. Where specialised equipment or field access is unavailable, use curriculum-aligned simulations, photographs, videos, prepared data sets or teacher demonstrations without changing the learning objective. | ||
| Product | Allow appropriate biological evidence such as labelled drawings, microscope records, data tables/graphs, field notes, experimental reports, classification keys, models, posters or oral presentations. Assess biological accuracy, observation quality, safe procedure, data interpretation, scientific reasoning and ability to justify conclusions from evidence. | ||
| 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 | Prepare short notes or answer structured questions with diagrams where appropriate. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Present a diagram, specimen, data set or everyday situation connected to biology and entrepreneurship 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 biology and entrepreneurship. | 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 biology and entrepreneurship. | 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 biology and entrepreneurship and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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