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Science · B8

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - Science

Ntwentwena M/A Basic

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Science

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Nyame Patience

Subject

Science

Class

JHS 2 (B8)

Class Size

Duration

45 mins

Week No.

Week 2

Content Standard & Indicators

B8.4.4.1.2 B8.4.4.2.1

Content Standard 1 B8.4.4.1.2

Demonstrate the production of magnet, domestic and industrial application of Magnetic force and its relationship with

Indicator 1

Explain the relationship between magnetic force and Newton’s Second Law of motion; and show the law’s application to life.

Content Standard 2 B8.4.4.2.1

Demonstrate understanding of complex machines and how they work

Indicator 2

Identify complex machines and describe their functions in life

Performance Indicator

Learners will explain the relationship between magnetic force and Newton's Second Law of motion with at least two examples from daily Ghanaian life.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (15 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Tue 28 Apr 2026	1Recall the meaning of force and identify examples of force in daily motion from a Ghanaian context 2Ask learners: When Yakubu pushes a loaded trotro that is stuck, what happens to the trotro? Why does it move? Learners whisper their answer to their partner, then a volunteer shares aloud	UNDERSTANDING FORCE, MASS, AND ACCELERATION THROUGH MAGNETIC MOTION 1Using the chart/diagram from the textbook, explain Newton's Second Law: F = ma (Force equals mass times acceleration). Point to the diagram and say: When Ama applies a larger force on her bicycle, it accelerates faster. When she carries a heavier load, she must use more force to accelerate at the same speed. Learners copy the formula and one example into their exercise books 2Demonstrate with the science kit: place the magnet 5 cm from the iron filing tray. The magnet's force pulls the filings slowly. Move the magnet closer (stronger force). Ask: What happens to how fast the filings move? Learners observe and answer: They move faster because the force is stronger. Explain: This shows F = ma—stronger force means more acceleration, just like Newton's Second Law 3Struggling learners: focus on the simple idea that stronger push = faster movement. Fast finishers: ask them to predict what happens if we use two magnets together and test it.	1Textbook 2Science kit (magnet and iron filing tray) 3Chart/diagram showing F = ma 4Exercise book	1Ask learners to turn to their partner and explain in one sentence: How is the magnet pulling the iron filings an example of Newton's Second Law? Partners listen and give thumbs up if the explanation mentions force and motion 2Learners stand and mime two actions: (1) pushing a light object with small force (slow movement), (2) pushing the same object with large force (fast movement). Class identifies which action shows greater acceleration Exercise 1Kofi wants to move a heavy sack of cassava at Makola Market. Write down: (a) What force must Kofi use to move the sack? (b) If he pushes with twice the force, what happens to the sack's acceleration? (c) How does this show Newton's Second Law (F = ma)? in their exercise books.
Wed 29 Apr 2026	1Recall the six simple machines and identify which ones are components of a complex machine 2Display images of a simple lever, pulley, inclined plane, wheel and axle, wedge, and screw on the chart. Ask learners to name each one and write the names in their exercise books	UNDERSTANDING COMPLEX MACHINES AND THEIR SIMPLE MACHINE COMPONENTS 1Using the Science kit/specimens, demonstrate a manual cassava grinder. Ask learners to identify and name the simple machines visible: the screw (auger), the lever (handle), and the wheel. Invite volunteers to come forward, touch each part, and explain what it does using the textbook diagram as reference 2Divide the class into 4 groups of 5–6 learners. Give each group a chart showing a different complex machine: a bicycle, a sewing machine, a trotro jack, and a hand-operated maize mill. Learners list the simple machines they can identify in their machine and present one finding to the class 3Struggling learners work with the bicycle chart only and identify at least 2 simple machines with teacher support.	1Textbook 2Science kit/specimens (manual cassava grinder or similar complex machine) 3Chart/diagram (showing simple machines and complex machines with labelled parts) 4Exercise book	1A learner from each group stands and names one simple machine found in their complex machine. The class repeats the name and function chorally 2Ask the class: Why do you think complex machines help improve life in Ghana? Learners whisper their answer to a partner, then one representative from each pair shares aloud Exercise 1In your exercise book, draw or describe one complex machine you see in your home or community (e.g. a grinding machine, a bicycle, or a water pump). Label two simple machines that make it work

Class Teacher

Nyame Patience

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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