Tag: Lesson Plan

SHS New Weekly Lesson Plan Template For the New Curriculum ( GESI,SEL, ICT, 21st Century)

There are many other ways of writing your lesson plan, Note that, an electronic format is also accepted.

There are about 3 different  Types you can choose from.

This is SHS Lesson Plan For the New Curriculum, more updates and Prepared subjects will be published soon.

Type 1 Strand Type

WEEKLY LESSON PLAN

Download SHS/SHTS/STEM Learning Planner Week 1 and 2 Biology

Download SHS/SHTS/STEM Learning Planner Week 1 and 2 Physics

Download SHS/SHTS/STEM Learning Planner Week 1 and 2 Chemistry

Download SHS/SHTS/STEM Lesson Planner Week 1 and 2 General Science

Download SHS/SHTS/STEM Learning Planner Week 1 and 2 Business Studies Learning Planner

Download Computing Teacher Manual (Year 1) For SHS/SHTS/STEM Book 1

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

gesi360.com 

 

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.

For explanation on how to create, check our YouTube channel.

More  Prepared lesson plans to come soon.

Source;gesi360.com

GESI360.com is a blog for teacher professional development. There are many ways teachers teach around the globe, explore how it’s done in other jurisdictions and also expand your way. Not that you do not know how to teach, but you must continuously watch out for industrial trends.

How to incorportate GESI in your lessons, Designing a GESI responsive lesson plan and learning environment
Apply the concepts of a responsive and transformative course to design a GESI responsive lesson plan and learning environment using the template below.

A template for a GESI responsive lesson plan and learning environment

The lesson plan and corresponding learning environment should be responsive to gender, disability and youth-related needs. You should consider the following questions when mainstreaming Gender and Social Inclusion:

Are the examples used while teaching gender neutral, and/or do they portray someone that breaks social stereotypes in relation to their identity and the task/job at hand?

More

Does the course content challenge social inequities through the way it is taught? Does it create space for students to reflect on this?

Does the lesson plan contain information or cultural references that are specific to a certain age group?

Is the lesson plan accessible for persons with disabilities? Does it contain reasonable accommodation for any students that may need it? For example:

Will students with physical disabilities face any barriers to accessing the lesson?

Will students with sensory disabilities (e.g. persons who are blind, Deaf, etc.) face any barriers to accessing the lesson?

Will students with mental, cognitive, and/or psychosocial disabilities face barriers to accessing the lesson?

Finally, rate the lesson plan designed against the Prosperity Fund’s Gender and Social Inclusion Framework. As a reminder, the framework levels include:

Minimum Compliance: S4PKe addresses skills needs and vulnerabilities of women, low income youth, and persons with disabilities

Empowerment: S4PKe to build assets, capabilities and opportunities for women and marginalized groups

Transformation: Programmes that address unequal power relations and seek institutional and societal changes

Source;Gesi360.com