Ghana curriculum lesson note
SHS 3 Geography 2nd Semester Week 9 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Geography | Week | 9 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | HUMAN AND ENVIRONMENT | Sub-Strand | ECONOMIC ACTIVITIES |
| Learning Outcome(s) | 3.3.2.LO.1 - Assess the role of tourism, trade and transport/communication to the socio-economic development of Ghana Collaboration and | ||
| Content Standard | 3.3.2.CS.1 | ||
| Learning Indicator(s) | 3.3.2.LI.1 - Evaluate the tourism, trade and transport/communication sectors in Ghana Examine the role of tourism in the socio-economic development of Ghana and the challenges facing the tourism sector Collaborative Learning: In GESI-responsive groups, research about the following; • The role of tourism in the socio-economic development of Ghana and the challenges facing the sector. • The role of trade in the socio-economic development of Ghana and the challenges facing the sector. • The role of transport/communication in the socio-economic development of Ghana and the challenges facing the sector. Write a report based on your findings Learners should be able to manage their emotional reactions and behaviours using techniques such as mindfulness strategies, breathing, and self-talk | ||
| Lesson Focus | Evaluate the tourism, trade and transport/communication sectors in Ghana Examine the role of tourism in the socio-economic development of Ghana and the challenges facing the tourism sector Collaborative Learning: In GESI-responsive groups. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Evaluate the tourism, trade and transport/communication sectors in Ghana Examine the role of tourism in the socio-economic development of Ghana and the challenges facing the tourism sector Collaborative Learning: In GESI-responsive groups. 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 Evaluate the tourism, trade and transport/communication sectors in Ghana Examine the role of tourism in the socio-economic development of Ghana and the challenges facing the tourism sector Collaborative Learning: In GESI-responsive groups, research about the following; • The role of tourism in the socio-economic development of Ghana and the challenges facing the sector. • The role of trade in the socio-economic development of Ghana and the challenges facing the sector. • The role of transport/communication in the socio-economic development of Ghana and the challenges facing the sector. Write a report based on your findings Learners should be able to manage their emotional reactions and behaviours using techniques such as mindfulness strategies, breathing, and self-talk? 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 | ||
| 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 economic activities 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 economic activities 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 economic activities. | 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 economic activities 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 economic activities 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 9 (current)Week 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