Ghana curriculum lesson note
SHS 3 General Science 2nd Semester Week 7 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | General Science | Week | 7 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | VIGOUR BEHIND LIFE | Sub-Strand | FORCES ACTING ON SUBSTANCES AND MECHANISMS |
| Learning Outcome(s) | 3.3.2.LO.1 - Explain the concept of momentum and its application | ||
| Content Standard | 3.3.2.CS.1 | ||
| Learning Indicator(s) | 3.3.2.LI.2 - Examine the differences between elastic and inelastic collisions of moving objects. Inquiry-based Teaching: Let learners explore the differences between elastic and inelastic collisions and collision of moving objects. Learners discuss measures of avoiding collision with moving objects in their mixed-ability groups | ||
| Lesson Focus | Examine the differences between elastic and inelastic collisions of moving objects. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Examine the differences between elastic and inelastic collisions of moving objects. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What scientific principle or process is central to Examine the differences between elastic and inelastic collisions of moving objects. Inquiry-based Teaching: Let learners explore the differences between elastic and inelastic collisions and collision of moving objects. Learners discuss measures of avoiding collision with moving objects in their mixed-ability groups? What observation, experiment, model or measurement could test/explain it? How can the science be applied safely to a new everyday or community problem? | ||
| Pedagogical Strategies | Inquiry-Based Learning Experiential/Practical Learning Collaborative Learning Problem-Based Learning Model/Simulation-Based Learning Scientific Discussion | ||
| Teaching & Learning Resources | General Science textbook/reference materials Whiteboard/markers Learners' notebooks Basic science apparatus/materials where appropriate Spring balance/masses/simple machines where available | ||
| Key Notes on Differentiation | |||
| Content | Use diagrams, real materials, partially completed tables and stepwise practical instructions for learners needing support. Extend advanced learners with unfamiliar data, multi-step calculations or design/improvement tasks. | ||
| Process | Use mixed-ability groups with rotating science roles such as observer, recorder, measurer and presenter. Where apparatus is unavailable, use simulations, models, videos or teacher demonstrations while keeping the same objective. | ||
| Product | Accept appropriate evidence such as practical records, diagrams, calculations, models, data tables/graphs or short scientific explanations. Assess scientific accuracy, safe procedure, evidence interpretation and 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 diagram, specimen, data set or everyday situation connected to examine the differences between elastic and inelastic collisions of moving objects. inquiry-based teaching: let learners 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 examine the differences between elastic and inelastic collisions of moving objects. inquiry-based teaching: let learners. | 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 examine the differences between elastic and inelastic collisions of moving objects. inquiry-based teaching: let learners. | 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 examine the differences between elastic and inelastic collisions of moving objects. inquiry-based teaching: let learners 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 General Science 2nd Semester Lessons
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