Ghana curriculum lesson note
SHS 3 Geography 1st Semester Week 2 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 2 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | HUMAN AND ENVIRONMENT | Sub-Strand | PHYSICAL SETTINGS AND PEOPLE |
| Learning Outcome(s) | 3.3.1.LO.1 - Using the knowledge gained in the physical environment, analyse population growth and distribution, migration trends and settlement types in Ghana Teamwork/ 3.3.1.LO.2 - Compare Ghana's population growth and migration trends to Africa and the world. Collaboration and Communication; Creativity and Innovation skills: Through sharing and accepting the ideas of peers in mixed-ability groups | ||
| Content Standard | 3.3.1.CS.1 3.3.1.CS.2 | ||
| Learning Indicator(s) | 3.3.1.LI.2 - Discuss migration trends, settlement types and patterns in Ghana Activity-Based learning: In mixed ability groups of people from different population density areas, sketch a map of Ghana showing migration trends. Collaborative Learning: In mixed ability and all-inclusive groups, explore settlement types and patterns in Ghana. Learners should be able to manage their emotional reactions and behaviours using techniques such as mindfulness. strategies, breathing, and self-talk | ||
| Lesson Focus | Discuss migration trends, settlement types and patterns in Ghana Activity-Based learning: In mixed ability groups of people from different population density areas, sketch a map of Ghana showing migration trends. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Discuss migration trends, settlement types and patterns in Ghana Activity-Based learning: In mixed ability groups of people from different population density areas, sketch a map of Ghana showing migration trends. 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 Discuss migration trends, settlement types and patterns in Ghana Activity-Based learning: In mixed ability groups of people from different population density areas, sketch a map of Ghana showing migration trends. Collaborative Learning: In mixed ability and all-inclusive groups, explore settlement types and patterns in Ghana. 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 3 Geography 1st Semester Lessons
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