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Science · B7

Term 3 · Week 2 · 2.00 credits · GHS 1.00

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Lesson Note - Science

Bomso D/A JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Science

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Samuel Opoku

Subject

Science

Class

JHS 1 (B7)

Class Size

Duration

120 mins

Week No.

Week 2

Content Standard & Indicators

B7.4.4.1.1 B7.4.4.1.3

Content Standard

Examine the concept of motion, Newton’s first law of motion, magnetic force in relation to motion and understand their

Indicator 1 B7.4.4.1.1

Understand that unbalanced forces acting on an object cause it to move.

Indicator 2 B7.4.4.1.3

Examine the application of Newton’s First Law of motion in life.

Performance Indicator

Learners will explain how unbalanced forces acting on an object cause it to move.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (9 mins) Preparing the brain	Phase 2: Main (39 mins) New learning + assessment	Resources	Phase 3: Plenary (12 mins) Reflection + exercise
Mon 27 Apr 2026	1Recall prior knowledge of forces and identify examples of objects in motion from everyday Ghanaian contexts 2Show learners a picture of a trotro moving along a Kumasi street and ask: What makes this trotro move? What keeps it moving? Learners whisper their answers to a partner, then one volunteer shares aloud	UNDERSTANDING FORCES AND MOTION IN DAILY LIFE 1Using the Science kit, demonstrate two scenarios: (1) push a toy car with one finger — it moves slightly; (2) push the same car with your whole hand — it moves much further. Ask learners: Why does the car move further in the second push? Write the word FORCE on the board. Learners copy into their exercise books and state: A force is a push or pull that can change how something moves 2Ask learners to name three objects in their home or at Makola Market that move when pushed or pulled (e.g. a wheelbarrow, a bucket of water, a shop door). Call on three learners to give one example each. Discuss how the strength of the push changes how far or fast the object moves 3Struggling learners: pair with a stronger peer and focus on one familiar example (pushing a ball) before moving to market scenarios. BALANCED AND UNBALANCED FORCES 4Invite two learners to the front of the class. Give each a rope and ask them to pull with equal strength (balanced forces). The rope stays still in the middle — no motion. Then ask one learner to pull much harder than the other (unbalanced forces). The rope moves toward the stronger pull. Ask the class: Why did the rope only move in the second pull? Guide them to conclude: When forces are unbalanced, an object moves 5Using the exercise book as a prop, place it on a desk and apply force from only the left side with your hand (unbalanced force) — the book slides. Record in the Learners Resource Pack the statement: Unbalanced forces cause motion. Learners write this definition into their exercise books with a simple labelled diagram of a box with one arrow pushing it 6Fast finishers: ask them to predict what would happen if three forces of different strengths all pushed a ball at the same time, and sketch their prediction.	1Science kit (toy car, rope) 2Exercise book 3Learners Resource Pack 4Picture of moving trotro	1Ask learners to stand. Call out a scenario: Ama pushes a yam with 5N of force to the right, and Kwame pushes it with 5N of force to the left. Learners who think the yam will move take one step forward; those who think it will stay still stay in place. Discuss why balanced forces result in no motion 2Learners turn to the person next to them and take turns explaining in one sentence: What must happen to make a parked car start moving? Listen to three pairs share their explanations Exercise 1A bicycle is being pushed by one person with a force of 20N to the right. No other force acts on it. Will the bicycle move? Explain your answer using the word 'unbalanced' in your response. Write your answer in your exercise book in two sentences
Thu 30 Apr 2026	1Recall the definition of Newton's First Law of motion and identify it in two everyday Ghanaian scenarios 2Show learners a short video clip or demonstration of a trotro suddenly braking while passengers lurch forward. Ask: What made the passengers move forward even though the vehicle stopped? Learners raise hands and give answers	UNDERSTANDING NEWTON'S FIRST LAW IN REAL LIFE 1Write on the board: 'An object at rest stays at rest, and an object in motion stays in motion unless a force acts on it.' Ask learners to explain this statement using the seat belt example: when a car stops suddenly, the passenger's body wants to keep moving forward because no force (the seat belt) stops them. Learners write the explanation in their exercise books and a volunteer reads aloud 2Distribute the science kit to pairs. Place a smooth wooden block on a table and give it a gentle push. Ask: Does it keep moving or stop immediately? Learners observe and record their observations in their exercise books, noting that the block slows down due to friction (a force), not because it 'wants' to stop 3Struggling learners: focus on the seat belt example only and draw a simple diagram of a person in a car. Fast finishers: identify a third real-life example from their own experience. APPLYING NEWTON'S FIRST LAW TO GHANAIAN TRANSPORT AND WORK 4Tell this scenario: Kwame is riding his bicycle at constant speed along the road to school in Kumasi. He applies the brakes. What happens to Kwame and why? Learners work in pairs to identify the force (brakes) and explain why Kwame slows down using Newton's First Law. One representative from each pair shares their answer with the class. Use Science kit (wooden block, rolling ball) during the task 5Present a second scenario: A fisherman in Takoradi pulls a net full of fish across the beach with constant force. The sand provides friction. If he suddenly stops pulling, what happens to the net and why? Learners discuss in their pairs and use the science kit (rolling a ball across different surfaces) to demonstrate how friction acts as a force. Invite a confident learner to explain the connection to Newton's First Law 6Struggling learners: use the bicycle braking example with a simple diagram of forces. Advanced learners: explain why the fisherman needs to keep applying force to keep the net moving at the same speed.	1Science kit (wooden block, rolling ball) 2Exercise books 3Whiteboard and markers 4Picture of kayayei at market 5Picture of trotro braking	1Show a final picture: a passenger in an STC bus that suddenly accelerates. Ask the class: Why does the passenger lean backward? Learners raise hands; a boy from the back of the class explains using Newton's First Law. Confirm that the passenger's body wants to stay at rest while the bus moves forward (inertia) 2Ask learners to think of one more example from their own family or community life where Newton's First Law applies (e.g., pushing a water container, carrying goods, a trotro journey). Learners share in pairs, then one pair shares with the whole class. Emphasize that this law explains motion everywhere in Ghana Exercise 1Describe what happens to a ball rolling on the floor of a chop bar when the owner sweeps it away, and explain using Newton's First Law why the ball behaves this way. Learners write a two- to three-sentence answer in their exercise books. Mark for understanding of the law and accuracy of the example

Class Teacher

Samuel Opoku

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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