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Social Studies · B8

Term 3 · Week 2 · 2.00 credits · GHS 1.00

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Lesson Note - Social Studies

Obenyemi m/a jhs

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Social Studies

Lesson 1 of 1

Week Ending

Thursday, 12 Feb 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Abdul-Rahaman Nuhu

Subject

Social Studies

Class

JHS 2 (B8)

Class Size

Duration

45 mins

Week No.

Week 2

Content Standard & Indicator

B8.3.1.1.2

Content Standard

Demonstrate understanding of the significance of weather and climate to the environment

Indicator

. Discuss the relevance of volunteerism to community development

Performance Indicator

Learners will discuss the relevance of volunteerism to community development by identifying volunteering roles and explaining how volunteers contribute to their community.

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
Mon 09 Feb 2026	1Recall examples of volunteer work that community members perform in their local neighbourhoods. 2Show learners a picture chart displaying community volunteers (e.g., a teacher helping students, a market trader helping an elderly person carry goods at Makola Market, a nurse caring for a patient) and ask: What are these people doing to help others? 3Learners whisper to their partner one time they or someone they know helped a community member without payment, then invite three pairs to share aloud.	UNDERSTANDING VOLUNTEERISM AND COMMUNITY ROLES 1Write on the board: 'Volunteerism = working to help others in your community without being paid.' Read the definition aloud. Ask learners to repeat chorally three times. Using the Textbook and Map/Atlas, point out three volunteering roles: (1) reporting crime to the police instead of taking the law into one's own hands, (2) helping elderly neighbours with household chores and shopping, (3) cleaning and maintaining community spaces like the schoolyard or market area. 2Learners work in pairs with their Exercise books to list two volunteering roles they have seen in their own neighbourhood (e.g., Kwame helping sweep the compound, Ama assisting at the local chop bar, Kofi reporting stolen goods to the police sergeant). One representative from each group writes their role on the board. 3Display Pictures/Charts showing volunteers in different settings (health post, community meeting, street cleaning). Ask learners to match each picture to one of the three roles listed above and record their answers in their Exercise books.	1Textbook 2Map/Atlas 3Pictures/Charts (community volunteers, neighbourhood settings) 4Exercise books	1Learners form pairs and discuss: Why is it important for people like Yakubu and Amina to volunteer in their community instead of waiting for the government to do everything? Partners share one reason with the class. 2Using the Textbook, read aloud one example of how a volunteer's action led to community development (e.g., neighbours cleaning a waterway together reduced flooding). Ask learners to show thumbs up if they agree that volunteers help their community develop. Exercise 1Name one volunteering role you can do in your community right now, and explain how it would help develop your community in one or two sentences.

Class Teacher

Abdul-Rahaman Nuhu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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