Ghana curriculum lesson note
SHS 3 Design and Communication Technology 2nd Semester Week 5 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Design and Communication Technology | Week | 5 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | EXTENDED DRAWING | Sub-Strand | BUILDING DRAWING |
| Learning Outcome(s) | 3.3.1.LO.1 - Employ the understanding of floor plan and sectioning with the use of building codes, standards and symbols. By engaging in | ||
| Content Standard | 3.3.1.CS.1 | ||
| Learning Indicator(s) | 3.3.1.LI.1 - Understanding the concept of building drawing. Explain floor plan in relation to building codes, standards and symbols. Research, | ||
| Lesson Focus | Understanding the concept of building drawing. Explain floor plan in relation to building codes, standards and symbols. Research, | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Understanding the concept of building drawing. Explain floor plan in relation to building codes, standards and symbols. Research, Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What principles and techniques are needed to communicate Understanding the concept of building drawing. Explain floor plan in relation to building codes, standards and symbols. Research, accurately? How can drawing/design tools and conventions be applied to produce an effective solution? How can the solution be improved after checking accuracy, function and visual communication? | ||
| Pedagogical Strategies | Demonstration and Guided Practice Experiential Learning Collaborative Learning Project-Based Learning Problem-Based Learning Gallery Walk/Peer Critique where appropriate | ||
| Teaching & Learning Resources | Drawing board/table Drawing paper/sketch pad Pencils Eraser Pencil sharpener Ruler/straightedge Reference drawings/charts Whiteboard/markers Scale rule Building drawing samples Floor-plan examples | ||
| Key Notes on Differentiation | |||
| Content | Provide labelled examples, construction steps, templates/grids and partially completed drawings for learners who need support. Extend advanced learners with more complex forms, tighter design constraints, alternative solutions or additional technical detail. | ||
| Process | Use mixed-ability groups, teacher demonstration, guided practice and individual studio work. Allow repeated construction/sketching practice and peer critique while maintaining the same curriculum objective. | ||
| Product | Accept appropriate evidence such as freehand sketches, rendered drawings, geometric constructions, patterns, design briefs, models, technical drawings or portfolios. Assess accuracy, proportion, line quality, construction, creativity, application of conventions, problem solving and presentation. | ||
| 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 | Display a relevant artwork, design, performance or visual example from extended drawing and ask learners to describe what they notice. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Demonstrate how artists or designers use building drawing, pointing out materials, process, form and meaning. | Observe the example, name visible features and record useful vocabulary. | Ask learners to identify one material, technique, form or meaning from the example. |
| Activity 220 minutes | Guide learners to sketch, plan, perform, annotate or critique a small work connected to building drawing. | Create, annotate or critique the task outcome while responding to feedback. | Review work for process, creativity, accuracy and explanation. |
| Activity 310 minutes | Ask learners to refine or present their work and explain one decision linked to building drawing. | Present the refined work and explain the artistic or design decision made. | Use peer comments and teacher questions to check understanding of the concept. |
| Lesson Closure | Summarise building drawing 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 Design and Communication Technology 2nd Semester Lessons
Week 1Sub-strand: FRACTAL GEOMETRYWeek 2Sub-strand: FRACTAL GEOMETRYWeek 3Sub-strand: FRACTAL GEOMETRYWeek 4Sub-strand: FRACTAL GEOMETRYWeek 5 (current)Week 6Sub-strand: BUILDING DRAWINGWeek 7Sub-strand: BUILDING DRAWINGWeek 8Sub-strand: BUILDING DRAWINGWeek 9Sub-strand: BUILDING DRAWINGWeek 10Sub-strand: MECHANICAL DRAWINGWeek 11Sub-strand: MECHANICAL DRAWINGWeek 12Sub-strand: MECHANICAL DRAWINGWeek 13Sub-strand: GARMENT DESIGN TECHNOLOGYWeek 14Sub-strand: GARMENT DESIGN TECHNOLOGYWeek 15Sub-strand: GARMENT DESIGN TECHNOLOGYWeek 16Sub-strand: GARMENT DESIGN TECHNOLOGY