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Science · B8

No term · Week 14 · 1.00 credits · GHS 0.50

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Lesson Note - Science

Ana Central Basic

Weekly Lesson Plan

JHS 2 (B8) · Term 1

Science

Lesson 1 of 3

Week Ending

Friday, 03 Apr 2026 Backdated

Week & Term

Week 14 · Term 1

Class Teacher

Abdulganiu Kassim

Subject

Science

Class

JHS 2 (B8)

Class Size

Duration

45 mins

Week No.

Week 14

Strand

2. Life Cycles Of Organisms

Sub-Strand

7. Animal Production

Content Standard & Indicator

B8.2.4.1.1

Content Standard

Recognise the different types of feed for different types of animals

Indicator

Compare and contrast the different types of feed for different types of animals

Performance Indicator

Learners will compare and contrast different types of feed for different animals, and explain the importance of water and feed to animal growth

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 (29 mins) New learning + assessment	Resources	Phase 3: Plenary (9 mins) Reflection + exercise
Wed 01 Apr 2026	1Recall and identify the different types of feed suitable for various animal species 2Display pictures of a goat, a chicken, and a fish on the board. Ask learners: What do you think each animal eats? Learners whisper their answers to a partner first, then volunteers share aloud. Write their responses under each animal picture. 3Show a chart with three columns labelled 'Grains', 'Meat', and 'Plants'. Ask learners to point to the chart and name one animal that eats from each column. Call on three different learners to come forward and place an animal name card in the correct column based on what they know about that animal's diet.	IDENTIFYING AND CLASSIFYING ANIMAL FEED TYPES 1Display the Science kit/specimens containing samples of different feeds: maize grain, groundnut cake, fresh grass, and dried cassava. Ask learners to observe each sample carefully and describe what they see in their exercise books. Read aloud the name of each feed and explain: maize grain is for poultry; grass and plant leaves are for goats and cattle; groundnut cake is a supplement for all farm animals; cassava is often used for pigs. Learners copy the four feed types and their main animals into their books. 2Distribute the Textbook and ask learners to read the section on 'Types of Animal Feed' silently for two minutes. In pairs, learners list the feed types mentioned and match each to at least one animal name. Ask one representative from each group to share one match aloud. Confirm correct answers and correct any misconceptions. 3Struggling learners: work with maize grain and grass only, and match each to just one animal. Fast finishers identify and write down one additional feed type they have seen at home or in the community.	1Textbook 2Science kit/specimens (maize grain, groundnut cake, grass, cassava) 3Chart/diagram showing animal feed types 4Exercise book 5Picture cards of animals 6Animal name cards	1Ask learners to stand if they have a goat at home, or if they know someone who does. Ask the first three to stand to name one type of feed their goat eats. Repeat for poultry. Learners respond aloud and peers confirm or add information. 2Distribute a blank two-column chart (animal name / feed type). Learners choose two animals they know well and write the correct feed type for each. Pairs check each other's work using the Chart/diagram from Phase 2 and correct any errors together. Exercise 1In your exercise book, match the five animals listed below with their correct feed type. Choose from: grass, maize grain, groundnut cake, fish meal, cassava. Animals: cow, chicken, pig, goat, fish. Write: Cow eats _____. Chicken eats _____. (Complete for all five.) Tick the two correct answers.
Thu 02 Apr 2026	1Understand the importance of water and animal feed for animal growth and reproduction 2Ask learners: What happens to a plant if you do not water it for two weeks? Learners raise hands and share answers (wilts, dies, stops growing). Then ask: What happens to an animal if it does not drink water for two weeks? Learners whisper to their partner, then a volunteer explains. Record their ideas on the board. 3Show a picture of a healthy, well-fed chick and a thin, weak chick side by side. Ask: Why do you think these two chicks look different? Learners discuss in pairs for one minute. Invite two learners from different pairs to describe the differences they notice. Guide them towards the answer that the healthy chick has received good feed and water while the weak one has not.	UNDERSTANDING HOW WATER AND FEED SUPPORT ANIMAL GROWTH 1Read aloud from the Textbook the section 'Importance of Water and Feed to Animals'. Write on the board three key points: 1) Water helps animals digest food. 2) Feed provides energy and materials for growth. 3) Good nutrition helps animals reproduce healthy offspring. Learners copy these three points into their exercise books. Ask: Why is water important? A learner who is still thinking provides a one-word answer guided by you (digestion, growth, health). Confirm the answer. 2Display a Chart/diagram showing a healthy goat and a malnourished goat. Ask learners to compare the two by writing three sentences in their exercise books: one about the healthy goat's size, one about its coat, and one about what it might have eaten. Pairs read their sentences to each other. Ask one pair to read their comparison aloud. Confirm that the healthy goat received adequate water and quality feed while the other did not. 3Struggling learners: copy the comparison sentences from the board and fill in only one missing word in each sentence (size = _____, coat = _____, feed = _____). Fast finishers: predict and write what might happen to a goat that is not given water for one week.	1Textbook 2Chart/diagram comparing healthy and malnourished animals 3Exercise book 4Picture cards showing animals with adequate and inadequate water/feed 5Board and chalk	1Learners stand in a circle. You call out a scenario: 'A farmer feeds her goats maize grain and grass every day but does not give them water.' Ask: What do you predict will happen? Learners snap fingers once if they think the goat will get sick, twice if they think it will grow well. Discuss why the one-snap answer is correct. Repeat with one more scenario: 'A farmer gives water but no feed to his chickens for one month.' 2Distribute the exercise book. Learners draw a simple picture of a farm animal with two labels: one pointing to food and one pointing to water. Beside the picture, they write one sentence: 'This animal needs _____ and _____ to grow healthy.' Learners check their partner's labels are correct and suggest improvements if needed. Exercise 1A farmer notices her pig is thin and weak. She thinks it is sick. In your exercise book, list two reasons the pig might be thin and weak that are NOT about sickness. For each reason, write one way the farmer can fix it. Example: Reason — not enough food. Fix — give the pig more maize and groundnut cake daily.

Class Teacher

Abdulganiu Kassim

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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