Ghana curriculum lesson note
SHS 3 Geography 2nd Semester Week 14 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 14 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | HUMAN AND ENVIRONMENT | Sub-Strand | ENVIRONMENTAL DEGRADATION |
| Learning Outcome(s) | 3.3.3.LO.1 - Analyse the sources of waste and effects of improper waste disposal in Ghana Collaboration and | ||
| Content Standard | 3.3.3.CS.1 | ||
| Learning Indicator(s) | 3.3.3.LI.3 - Examine appropriate methods of waste management in Ghana: Reduce, Reuse and Recycle (3Rs) Collaborative Learning: • Listen to a presentation by a resource person on ways of managing waste. • Classify the various ways of managing waste under the 3Rs (Reduce, Reuse and Recycle). Project-based Learning: • In groups use plastic or other waste products as the raw material to create any useful artefact. • Learners should be conscious of resolving interpersonal conflicts with each other if they arise in group. discussions | ||
| Lesson Focus | Examine appropriate methods of waste management in Ghana: Reduce, Reuse and Recycle (3Rs) Collaborative Learning: • Listen to a presentation by a resource person on ways of managing waste. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Examine appropriate methods of waste management in Ghana: Reduce, Reuse and Recycle (3Rs) Collaborative Learning: • Listen to a presentation by a resource person on ways of managing waste. 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 Examine appropriate methods of waste management in Ghana: Reduce, Reuse and Recycle (3Rs) Collaborative Learning: • Listen to a presentation by a resource person on ways of managing waste. • Classify the various ways of managing waste under the 3Rs (Reduce, Reuse and Recycle). Project-based Learning: • In groups use plastic or other waste products as the raw material to create any useful artefact. • Learners should be conscious of resolving interpersonal conflicts with each other if they arise in group. discussions? 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 Hazard/environmental case maps/images | ||
| 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 environmental degradation 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 environmental degradation 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 environmental degradation. | 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 environmental degradation 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 environmental degradation 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 2nd Semester Lessons
Week 1Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 2Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 3Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 4Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 5Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 6Sub-strand: MAPS, THEIR ELEMENTS AND ANALYSESWeek 7Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 8Sub-strand: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATIONWeek 9Sub-strand: ECONOMIC ACTIVITIESWeek 10Sub-strand: ECONOMIC ACTIVITIESWeek 11Sub-strand: ECONOMIC ACTIVITIESWeek 12Sub-strand: ENVIRONMENTAL DEGRADATIONWeek 13Sub-strand: ENVIRONMENTAL DEGRADATIONWeek 14 (current)Week 15Sub-strand: ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENTWeek 16Sub-strand: ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT