Ghana curriculum lesson note
SHS 3 Biomedical Science 2nd Semester Week 9 Lesson Plan
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Biomedical Science | Week | 9 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | BIOMEDICAL INTERVENTION | Sub-Strand | DIAGNOSTIC DEVICE |
| Learning Outcome(s) | 3.3.1.LO.1 - Design and construct some basic medical devices and pitch them to potential investors | ||
| Content Standard | 3.3.1.CS.1 | ||
| Learning Indicator(s) | 3.3.1.LI.2 - Design and construct a simple diagnostic device/assemble the units of a medical device. Project-Based Learning: Learners work in mixed-ability groups to design and build a diagnostic medical device such as a thermometer, heartbeat monitor, breath alcohol monitor, paper-based colorimetric sensors, etc. Learners may consult existing literature and experts, review existing devices and offer improvements, etc. Groups present their works at the end of the specified period. Experiential Learning: An invited resource person gives a talk about a specified diagnostic medical device. After the talk, the resource person leads the class to disassemble the device and identify the parts and functions. The device is then assembled. The resource person leads learners to repeat the disassembling and assembling processes to familiarize learners with the device | ||
| Lesson Focus | Design and construct a simple diagnostic device/assemble the units of a medical device. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Design and construct a simple diagnostic device/assemble the units of a medical device. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What biomedical principle, process, risk or intervention is central to Design and construct a simple diagnostic device/assemble the units of a medical device. Project-Based Learning: Learners work in mixed-ability groups to design and build a diagnostic medical device such as a thermometer, heartbeat monitor, breath alcohol monitor, paper-based colorimetric sensors, etc. Learners may consult existing literature and experts, review existing devices and offer improvements, etc. Groups present their works at the end of the specified period. Experiential Learning: An invited resource person gives a talk about a specified diagnostic medical device. After the talk, the resource person leads the class to disassemble the device and identify the parts and functions. The device is then assembled. The resource person leads learners to repeat the disassembling and assembling processes to familiarize learners with the device? What evidence, observation, device output or scientific information would help us make a sound biomedical decision? How can the lesson knowledge be applied safely and ethically to improve health, diagnosis, therapy, prevention or biomedical innovation? | ||
| Pedagogical Strategies | Collaborative Learning Problem-Based Learning Case-Based Learning Critical Observation Research/Inquiry-Based Learning Digital/Information Literacy Device/Workflow Analysis | ||
| Teaching & Learning Resources | Biomedical Science reference materials Whiteboard/markers Learners' notebooks Relevant diagrams/charts/models Images/models of diagnostic devices Hospital/laboratory workflow diagrams Internet-enabled device where available Design brief/proposal sheets Credibility checklist for online sources | ||
| Key Notes on Differentiation | |||
| Content | Use labelled diagrams, simplified case cards, vocabulary supports, device images and stepwise prompts for learners who need additional support. Extend advanced learners with multi-factor cases, risk-benefit evaluation, source-credibility analysis, design constraints or deeper system interpretation. | ||
| Process | Use mixed-ability and gender-balanced grouping with clear roles such as observer, recorder, risk assessor, presenter or design lead. Where access to hospitals, laboratories or biomedical devices is limited, use curriculum-aligned images, videos, simulations, case data and virtual/printed workflows without changing the learning objective. | ||
| Product | Allow appropriate evidence such as risk maps, case analyses, mind maps, system diagrams, diagnostic/therapy comparison charts, research reports, design proposals or presentations. Assess biomedical accuracy, safety awareness, evidence use, scientific reasoning, ethical judgement, communication and ability to justify decisions. | ||
| 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 design and construct a simple diagnostic device/assemble the units of a medical device 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 design and construct a simple diagnostic device/assemble the units of a medical device. | 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 design and construct a simple diagnostic device/assemble the units of a medical device. | 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 design and construct a simple diagnostic device/assemble the units of a medical device and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson PlanMore SHS 3 Biomedical Science 2nd Semester Lessons
Week 1Sub-strand: DISEASES AND DISORDERSWeek 2Sub-strand: DISEASES AND DISORDERSWeek 3Sub-strand: DISEASES AND DISORDERSWeek 4Sub-strand: DISEASES AND DISORDERSWeek 5Sub-strand: DISEASES AND DISORDERSWeek 6Sub-strand: DIAGNOSTIC DEVICEWeek 7Sub-strand: DIAGNOSTIC DEVICEWeek 8Sub-strand: DIAGNOSTIC DEVICEWeek 9 (current)Week 10Sub-strand: DIAGNOSTIC DEVICEWeek 11Sub-strand: DIAGNOSTIC DEVICEWeek 12Sub-strand: THERAPEUTIC DEVICEWeek 13Sub-strand: THERAPEUTIC DEVICEWeek 14Sub-strand: THERAPEUTIC DEVICEWeek 15Sub-strand: RESEARCH AND DESIGN IN BIOMEDICAL SCIENCEWeek 16Sub-strand: RESEARCH AND DESIGN IN BIOMEDICAL SCIENCE