Learning Planner
Subject	General science	Week		Duration	180 min	Form	SHS
Strand	EXPLORING MATERIALS	Sub-Strand	SCIENCE AND MATERIALS IN NATURE
Content Standard	Demonstrate knowledge and understanding of the characteristics of science and show how they are applied in everyday life.
Learning Outcome(s)	Evaluate the characteristics of science
Learning Indicator(s)	Design projects using the characteristics of science
Essential Question(s)
Pedagogical Strategies	· Collaborative learning · Demonstration · Project-based learning
Teaching & Learning Resources	· Projectors · Poster pictures showing scenarios in which the characteristics of science are displayed. (E.g. https://evolution.berkeley.edu/nature-of-science/characteristics-of-science/and https://www.sciencebuddies.org/science-fair-projects/project-ideas/list ) · Internet sources
Key Notes on Differentiation
i. Learning task: · Identify three steps involved in designing science projects · Describe how to design science-based projects using the characteristics of science. Design a science-based project using characteristics of science · Give an example of designing science-based projects where the characteristics of science can be identified, etc. ii. Pedagogical Exemplars: · Provide videos, charts, diagrams, and pictures for learners on designing science-based projects using the characteristics of science in nature · In mixed-ability groups, learners discuss the step-by-step science characteristics used in videos, charts, diagrams, and pictures to design the project · Demonstrate how the characteristics of science (empiricism, systematic observation, objectivity, tentativity) are used in designing a project for the learners In mixed-ability groups, provide hands-on experimentation for learners on characteristics of science. Allow learners to explain the characteristics of science demonstrated in the experiment. For example, an experiment to show the empirical nature of science Learners present their findings from the experiment to the class for peer review or critique Encourage learners to seek feedback from peers and teachers, iterate on their designs, and reflect on the iterative design process to enhance learning outcomes, etc. iii. Key Assessments (DOK): · Level 2: Describe the characteristics of science when designing a scientific project · Level 3: Identify three characteristics of science and discuss how each can enhance the effectiveness of a scientific project’s design Level 4: Why is gathering and analysing data during the design process essential? Provide examples of how empirical evidence can influence design decisions, etc.
Keywords	Design, application, project, characteristics, etc.

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject Teacher Manual
*Teacher Activity*	*Learner Activity*
Starter *Activity (10 minutes)*
*Introductory Activity (15minutes)* I. *Activity 1 (40 minutes)* I. *Activity 2 (40 minutes)* I.	*Introductory Activity (15minutes)* I. *Activity 1 (40 minutes)* I. *Activity 2 (40 minutes)* I.
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3: Strategic reasoning
Lesson Closure *In completing this part, refer to the Essential Questions to check that learning has taken place.*
*Activity (15 minutes)*
Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject Teacher Manual
*Teacher Activity*	*Learner Activity*
Starter *Activity (10 minutes)*
*Introductory activity (25 minutes)* I. *Activity 1 (25 minutes)* I. *Activity 2 (25 minutes)* I. *Activity 3 (25 minutes)* II.	*Introductory activity (25 minutes)* *Activity 1(30 minutes)* I. *Activity 2 (25 minutes)* I. *Activity 3 (25 minutes)* II.
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3: Strategic reasoning
Lesson Closure *In completing this part, refer to the Essential Questions to check that learning has taken place.*
*Activity (15 minutes)*
Reflection & Remarks

INTRODUCTION

TASK/ ACTIVITIES

CORE POINTS

REFLECTIONS

EVALUATION

REMARKS

SHS WEEKLY LESSON PLAN Type 2

SEMESTER ;

WEEK; 1 WEEK ENDING;

FORM; SHS DURATION

TOPIC;

SUBTOPIC:

OBJECTIVES;

By the end of the lesson, the learner will be able to;

RELEVANT PREVIOUS KNOWLEDGE (RPK):

Learners have seen a mango fall

REFERENCES:

TEACHING AND LEARNING RESOURCES (TLRs):

KEYWORDS:

CORE COMPETENCIES:

INTRODUCTION:

TASK/ACTIVITIES:

CORE POINTS

LESSON CLOSURE;

REFLECTION/ REMARKS

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SHS WEEKLY LESSON PLAN Type 3

SEMESTER; _____

WEEK; _________ WEEK ENDING; ____________

FORM; SHS _____ DURATION________________

STRAND;

SUB-STRAND:

CONTENT STANDARD;

LEARNING OUTCOMES;

LEARNING INDICATORS(S);

By the end of the lesson, the learner will be able to;

RELEVANT PREVIOUS KNOWLEDGE (RPK):

REFERENCES:

TEACHING AND LEARNING RESOURCES (TLRs):

KEYWORDS:

CORE COMPETENCIES:

STARTER ;

TASK/ACTIVITIES:

CORE POINTS ;

LESSON CLOSURE;

REFLECTION /REMARKS;

Any which one you want is okay, Your Assistant Head Academics will communicate the one to use.

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The Author Rosella Dinah Amponsah, A Professional Teacher who taught in the UK for over 20 years. Quality Education and production of workable youth into the society. We can do it.

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