Ghana curriculum lesson note
SHS 3 Agricultural Science 2nd Semester Week 16 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Agricultural Science | Week | 16 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Agriculture and Climate | Sub-Strand | Climate Variability |
| Learning Outcome(s) | 3.4.1.LO.1 - Analyse global and national policies relating to climate change. Critical thinking, communication, collaboration, and digital literacy skills are developed. GESI: Tolerance among mixed-ability groups, respect of opinion irrespective of culture or religion or proficiency level. 3.4.1.LO.2 - Explain REDD+ mechanisms Critical thinking, digital literacy, collaboration and communication skills GESI: Tolerance among mixed ability groups, respect of opinion irrespective of culture or religion or proficiency level. | ||
| Content Standard | 3.4.1.CS.2 - Demonstrate knowledge and understanding of REDD (Reducing Emissions from Deforestation and Forest Degradation) + mechanisms | ||
| Learning Indicator(s) | 3.4.1.LI.1 - 3.4.1.CS.2 Demonstrate knowledge and understanding of REDD (Reducing Emissions from Deforestation and Forest Degradation) + mechanisms. | ||
| Lesson Focus | 3.4.1.CS.2 Demonstrate knowledge and understanding of REDD (Reducing Emissions from Deforestation and Forest Degradation) + mechanisms. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: 3.4.1.CS.2 Demonstrate knowledge and understanding of REDD (Reducing Emissions from Deforestation and Forest Degradation) + mechanisms. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What does the evidence or practical situation show us about 3.4.1.CS.2 Demonstrate knowledge and understanding of REDD (Reducing Emissions from Deforestation and Forest Degradation) + mechanisms.? How is 3.4.1.CS.2 Demonstrate knowledge and understanding of REDD (Reducing Emissions from Deforestation and Forest Degradation) + mechanisms. applied in Ghanaian farming, agribusiness or the local community? What factors would influence a farmer's decision when dealing with 3.4.1.CS.2 Demonstrate knowledge and understanding of REDD (Reducing Emissions from Deforestation and Forest Degradation) + mechanisms.? | ||
| Pedagogical Strategies | Talk for Learning Collaborative Learning Activity-Based Learning | ||
| Teaching & Learning Resources | 96 | AGRICULTURAL SCIENCE Identify the causes of REDD and relate it to climate change Collaborative Learning: Learners in pairs discuss reading assignments on the topic. Structured Talk-for-Learning: Learners in mixed-ability and mixed-gender groups discuss the REDD+ strategy and the phases of the strategy. conceptual understanding reasoning thinking and reasoning Resources Functional Internet Textbook | ||
| Key Notes on Differentiation | |||
| Content | Provide labelled pictures, short notes, concrete samples or a simplified observation guide for learners who need additional support. Give advanced learners an extension requiring comparison, evaluation, enterprise implications or application to a different agricultural setting. | ||
| Process | Use mixed-ability and mixed-gender grouping consistent with the curriculum, assigning meaningful roles such as observer, recorder, presenter or materials lead. Where a field visit or specialised resource is unavailable, use the closest curriculum-supported alternative such as pictures, video, local resource persons, samples or a simulated demonstration. | ||
| Product | Allow evidence of learning through field notes, practical demonstration, oral presentation, poster/table, written report or project record as appropriate to the indicator. Assess accuracy of agricultural knowledge, quality of evidence, correct procedure, collaboration and ability to justify conclusions. | ||
| 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 agriculture and climate 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 agriculture and climate. | 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 agriculture and climate. | 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 agriculture and climate 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 Agricultural Science 2nd Semester Lessons
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