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Science · B8

Term 3 · Week 4 · 2.00 credits · GHS 1.00

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Lesson Note - Science

Lungbung D/A JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Science

Lesson 1 of 1

Week Ending

Monday, 11 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

Alhassan Musah

Subject

Science

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 4

Strand

2. Life Cycles Of Organisms

Sub-Strand

4. Animal Production

Content Standard & Indicators

B8.2.4.1.1 B8.2.4.2.1

Content Standard 1 B8.2.4.1.1

Recognise the different types of feed for different types of animals

Indicator 1

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

Content Standard 2 B8.2.4.2.1

Demonstrate understanding of the importance of water and animal feed to the growth of animals.

Indicator 2

Explain the importance of water and animal feed to the growth of animals

Performance Indicator

Learners will compare and contrast different types of feed for different types of animals

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 (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Mon 11 May 2026	1Identify the different types of animals and recall what they eat from personal observation 2Ask learners: What animals do you see on your way to school or at home? Learners call out names of animals (goat, chicken, dog, fish, cow) and you write them on the board in three categories: farm animals, pets, wild animals	TYPES OF ANIMAL FEED AND WHAT ANIMALS EAT 1Using the science kit specimens (or textbook images if specimens unavailable), show learners three samples: grains (maize), leafy vegetables (kontomire), and dried fish or meat. Ask learners to observe and name each feed type. Explain: Animals eat different feeds depending on what their bodies need. Some animals like cows eat only plants — we call them herbivores. Others like dogs eat meat — we call them carnivores. Some like chickens eat both plants and meat — they are omnivores. Write these three terms on the board with a simple sentence definition. Let learners work in pairs to keep all learners involved 2Divide the class into six pairs. Give each pair one card with an animal name (cow, goat, chicken, fish, dog, pig). Pairs must draw or list three types of feed their animal eats using the chart diagram and textbook as reference. After, invite one representative from each pair to come to the board and write their animal name and one type of feed beside it. Compare the feeds: ask learners to spot which feeds appear for many animals (like grains and vegetables) and which feeds appear for only one or two animals (like meat or insects) 3Struggling learners: provide a pre-filled table with animal names and two example feeds already listed — they add one more feed. Fast finishers: identify which feeds come from Ghana's local farms (cassava, plantain, dried fish from Tema) and which are imported. Use pair or group support to manage the large class.	1Textbook 2Science kit/specimens (grains, vegetables, dried fish) 3Chart/diagram showing herbivores, carnivores, omnivores 4Picture cards of animals 5Exercise book	1Call on pairs to stand and hold up their animal card. Ask the class: Which animals eat the same type of feed as Kwame's animal (cow)? Learners raise their hands and choral repeat one feed type three times (e.g. 'Grass! Grass! Grass!') 2Ask learners to write one sentence in their exercise book: 'A _____ eats _____.' with their pair's animal. Collect three responses verbally to check understanding Exercise 1Show a picture of a goat and a chicken side by side. Ask learners to write or draw two ways their feeds are the same and one way they are different. (Expected answer: Same — both eat grains and plants. Different — chicken also eats insects and scraps; goat eats leaves and bark.) in their exercise books.
Wed 13 May 2026	1Recall the basic needs of animals and understand how water and feed support animal survival 2Display a chart showing a healthy goat and an unhealthy goat side by side. Ask learners: What do you notice is different between these two animals? Learners whisper their answers to their partner, then one representative from each pair shares aloud	WHY WATER AND FEED MATTER FOR ANIMAL GROWTH 1Display the Science kit/specimens showing dried maize grain and fresh water in a container. Explain: Water helps animals digest food and transport nutrients through their bodies; feed provides energy and materials for building bones, muscles, and fur. Ask learners to repeat chorally: 'Water helps digestion, feed builds bodies.' Show the textbook diagram of a chicken's digestive system and point out where water and nutrients are absorbed. Let learners work in pairs to keep all learners involved 2Distribute the chart/diagram of nutrient sources in animal feed (protein, carbohydrates, minerals) to pairs. Each pair reads one nutrient label aloud and explains what it does for the animal. For example: 'Protein helps build muscles.' Circulate and listen to two pairs; ask a girl who has not yet contributed to explain what minerals do 3Struggling learners: focus on water and one feed nutrient only (protein). Fast finishers: sketch and label what happens inside an animal's body when it drinks water. Use pair or group support to manage the large class.	1Textbook 2Science kit/specimens (maize grain, water container) 3Chart/diagram (chicken digestive system and nutrient sources) 4Exercise book	1Pose the scenario: Kofi's sheep has no access to clean water for one week. Ask learners: What problems might the sheep face? Pairs discuss, then select one representative from each group to share predictions (e.g., weakness, poor digestion, slow growth) 2Learners hold up fingers 1–5 to rate their confidence in explaining why animals need water and feed. Address any fingers below 3 by asking those learners to pair with a peer and revisit the textbook page together Exercise 1Write in your exercise book: Name two reasons why a growing pig needs clean water and good feed. Use one sentence for each reason. (Assessment checks recall and understanding of water/feed importance.)

Class Teacher

Alhassan Musah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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