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Career Technology · B7

No term · Week 11 · 1.00 credits · GHS 0.50

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Lesson Note - Career Technology

Ana Central Basic

Weekly Lesson Plan

JHS 1 (B7) · Term 1

Career Technology

Lesson 1 of 3

Week Ending

Friday, 13 Mar 2026 Backdated

Week & Term

Week 11 · Term 1

Class Teacher

Abdulganiu Kassim

Subject

Career Technology

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 11

Strand

3. TOOLS, EQUIPMENT AND PROCESSES

Sub-Strand

1. MEASURING AND MARKING OUT

Content Standard & Indicator

B7.2.4.1.1

Content Standard

Demonstrate understanding of measuring and marking out tools and equipment for production.

Indicator

Discuss food commodities

Performance Indicator

By the end of this 2-day lesson, learners will be able to discuss food commodities, classify measuring and marking out tools, and demonstrate their correct use in different workplaces.

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 (31 mins) New learning + assessment	Resources	Phase 3: Plenary (7 mins) Reflection + exercise
Mon 09 Mar 2026	1Ask learners: What did you eat for breakfast this morning? Call on 5 learners to name their foods (e.g. banku, waakye, bread). 2Display 8 items on a table: cassava, fish, orange, milk, kelewele, okra, egg, groundnut. Ask learners to call out which ones they recognize from markets like Makola or Kejetia. 3Pose question: Are all these foods made from the same source? Why might that matter when cooking?	UNDERSTANDING FOOD AND FOOD COMMODITIES 1Write on the board: 'Food is any edible substance, solid or liquid, which when eaten is used by the body to maintain life.' Read aloud and ask learners to repeat the definition in pairs. 2Explain: Food commodities are the raw ingredients we need to prepare meals. Show 3 examples: cassava (plant), fish (animal), and milk (animal). Ask learners to predict which source each comes from. 3Display a large chart with two columns labelled PLANT SOURCE and ANIMAL SOURCE. Place picture cards of cassava, okra, orange (plant side) and fish, meat, milk, eggs (animal side). Have learners volunteer to place new items (groundnut, chicken, cocoyam, honey) into correct columns. 4Use real market items or locally sourced examples relevant to learners' community.	1Picture cards of cassava, okra, orange, fish, milk, meat, egg, groundnut, chicken 2Large chart paper (2 columns: Plant Source / Animal Source) 3Markers and tape 4Real market items if available (cassava root, okra vegetable, dried fish, eggs)	1Ask each learner to turn to a partner and explain in one sentence: What is a food commodity? Listen to 3 pairs share their explanations. 2Show 5 foods randomly (cassava, milk, orange, meat, okra). Point to each and ask the class to shout out PLANT or ANIMAL source. Exercise 1In your exercise book, write and complete this table: \| Food Item \| Plant or Animal Source \| Reason We Eat It \| \| Cassava \| _______ \| _______ \| \| Fish \| _______ \| _______ \| \| Orange \| _______ \| _______ \| (Example answers: Cassava - Plant - Provides energy; Fish - Animal - Builds body)
Wed 11 Mar 2026	1Quick recall: Hold up a cassava root and a fish. Ask learners to shout PLANT or ANIMAL. Do this for 5 items in quick succession (orange, milk, okra, meat, egg). 2Ask: Yesterday we talked about food commodities. Today we are going to learn how to measure them accurately when we cook or prepare them. Why do you think measuring is important? (Accept: correct amount, taste good, no waste, feed all family members). 3Show learners a measuring cup and a tape measure side by side. Ask: Are these the same tool? What do they do differently?	IDENTIFYING AND CLASSIFYING MEASURING AND MARKING OUT TOOLS BY WORKPLACE 1Display 5 pictures of different workplaces on the board: (1) Food laboratory/kitchen, (2) Sewing workshop, (3) Building site, (4) Wood workshop, (5) Metal workshop. Read each aloud. 2Provide each pair of learners with a small envelope containing 10 tool cards mixed up (measuring cups, tape measure, grater, cutter, pencil, tailor's chalk, surveyor's tape, peg, folding rule, marking knife, steel rule, compass, scriber). Pairs sort tools into MEASURING TOOLS and MARKING OUT TOOLS on a sheet of paper. 3Project or draw on board the classification table with all 5 workplaces. Ask pairs to call out which tools belong in each workplace row. Record responses and discuss why each tool is used there (e.g. measuring cups in kitchen because we measure liquids and dry ingredients; tape measure in sewing because we measure fabric length). 4If real tools are unavailable, use large printed picture cards or download simple diagrams. Focus on kitchen tools (measuring cups, spoons, weighing scale) and sewing tools (tape measure, yard rule) as learners will relate to these.	1Picture cards or realia of measuring tools: measuring cups, measuring spoons, weighing scale, tape measure, yard rule, tailor's chalk 2Picture cards or realia of marking out tools: pencil, marking knife, compass, scriber, grater, cutter 35 large pictures of workplaces (kitchen, sewing, building site, wood workshop, metal workshop) 4Tool classification envelopes (per pair) 5A3 paper and coloured pencils for sketching 6Classroom wall space for display	1Play a quick game: Call out a workplace (e.g. 'Sewing Workshop'). Learners raise their hand and name one measuring tool and one marking out tool used there. Do this for 3 workplaces. 2Ask 2-3 learners: What is one reason why measuring tools are important in a food laboratory? Listen for: accuracy, avoiding waste, achieving desired results. Exercise 1Complete this grid in your exercise book: \| Workplace \| One Measuring Tool \| One Marking Out Tool \| Why Measuring Matters \| \| Food Laboratory \| ____________ \| ____________ \| ____________ \| \| Sewing Workshop \| ____________ \| ____________ \| ____________ \| (Possible answers: Food Lab - measuring cup / grater / accuracy; Sewing - tape measure / pencil / avoiding waste)

Class Teacher

Abdulganiu Kassim

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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