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Science · B8

Term 3 · Week 5 · 1.00 credits · GHS 0.50

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Lesson Note - Science

Ntwentwena M/A Basic

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Science

Lesson 1 of 1

Week Ending

Friday, 22 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

Appiagyei Anthony

Subject

Science

Class

JHS 2 (B8)

Class Size

Duration

45 mins

Week No.

Week 5

Content Standard & Indicator

B8.4.5.1.2

Content Standard

Demonstrate knowledge and skills in the use of basic and simple agricultural tools for basic on-farm activities

Indicator

Engage in the use of basic and simple agricultural tools for basic farm activities.

Performance Indicator

Learners will identify and explain how different basic agricultural tools are used for specific farm activities.

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 (15 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Wed 20 May 2026	1Identify different basic agricultural tools and recall their names used on a farm 2Show learners a chart/diagram displaying five common agricultural tools: hoe, cutlass, rake, shovel, and fork. Ask: What do you see in this picture? Have learners name each tool aloud and raise their hands to share where they have seen these tools used at home or in their community	EXPLORING THE PURPOSE AND DESIGN OF AGRICULTURAL TOOLS 1Using the Science kit/specimens (or actual tools if available), pass around a hoe and a cutlass. Ask learners to examine each tool carefully and describe its shape, handle length, and blade type in their exercise books. Guide them to understand that the hoe has a flat blade for turning soil and the cutlass has a curved blade for cutting. Invite a learner who has used these tools to explain the difference between them to the class 2Display a chart/diagram showing three farm activities: weeding, planting, and harvesting. For each activity, ask learners to identify which tool (from the textbook diagram) would be best suited. Learners write their answers in their exercise books as a table with two columns: Activity and Best Tool. A volunteer comes to the board and draws lines matching each activity to its correct tool while others check their own work 3Struggling learners: work with only two tools and two activities. Provide a partially completed chart to fill in.	1Textbook 2Science kit/specimens (agricultural tools or models) 3Chart/diagram of agricultural tools 4Chart/diagram of farm activities 5Exercise book	1Ask learners: If Ama's family needs to clear weeds from their cassava farm, which tool should she use—a hoe, a rake, or a cutlass? Learners show thumbs up for hoe, thumbs down for rake, or point right for cutlass. Discuss why the cutlass is the best choice for cutting weeds 2Learners pair up and take turns explaining to their partner one tool and one farm activity it is used for. Partners listen and correct each other if needed, then both raise their hands when ready Exercise 1Name one agricultural tool and describe in two sentences how a farmer would use it to perform a specific farm activity (such as planting yams, weeding a cocoa farm, or turning soil for groundnuts) in their exercise books.

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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