Ghana curriculum lesson note
SHS 3 Geography 2nd Semester Week 8 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 8 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | NAVIGATING OUR ENVIRONMENT | Sub-Strand | GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATION |
| Learning Outcome(s) | 3.2.2.LO.1 - Represent geospatial data using dot maps and flow charts ICT, Graphical and statistical skills: Through calculating, drawing and analysing geospatial data using dot maps. ICT and statistical skills: Through calculating and analysing geospatial data using flow charts and revealing the relationships in the datasets | ||
| Content Standard | 3.2.2.CS.1 | ||
| Learning Indicator(s) | 3.2.2.LI.2 - Analyse and interpret geospatial data using flow charts Activity-Based Learning: In a GESI-responsive classroom, analyse and interpret geospatial data using flow charts. Learners should create an environment in which others believe that their thoughts and opinions are valued | ||
| Lesson Focus | Analyse and interpret geospatial data using flow charts Activity-Based Learning: In a GESI-responsive classroom, analyse and interpret geospatial data using flow charts. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Analyse and interpret geospatial data using flow charts Activity-Based Learning: In a GESI-responsive classroom, analyse and interpret geospatial data using flow charts. 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 Analyse and interpret geospatial data using flow charts Activity-Based Learning: In a GESI-responsive classroom, analyse and interpret geospatial data using flow charts. Learners should create an environment in which others believe that their thoughts and opinions are valued? 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 GPS-enabled phone/device where available Field data sheets Simple GIS/online map tool where available | ||
| 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 geospatial data collection, representation and interpretation 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 geospatial data collection, representation and interpretation 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 geospatial data collection, representation and interpretation. | 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 geospatial data collection, representation and interpretation 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 geospatial data collection, representation and interpretation 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 8 (current)Week 9Sub-strand: ECONOMIC ACTIVITIESWeek 10Sub-strand: ECONOMIC ACTIVITIESWeek 11Sub-strand: ECONOMIC ACTIVITIESWeek 12Sub-strand: ENVIRONMENTAL DEGRADATIONWeek 13Sub-strand: ENVIRONMENTAL DEGRADATIONWeek 14Sub-strand: ENVIRONMENTAL DEGRADATIONWeek 15Sub-strand: ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENTWeek 16Sub-strand: ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT