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Science · B7

Term 3 · Week 6 · 1.00 credits · GHS 0.50

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Lesson Note - Science

Ntwentwena M/A Basic

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Science

Lesson 1 of 1

Week Ending

Friday, 29 May 2026 Backdated

Week & Term

Week 6 · Term 3

Class Teacher

Appiagyei Anthony

Subject

Science

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 6

Content Standard & Indicators

B7.4.5.1.1 B7.4.5.1.2

Content Standard

Demonstrate knowledge and skills in handling and maintenance of basic and simple agricultural tools

Indicator 1 B7.4.5.1.1

Explain the basic rules in handling and maintaining simple agricultural tools.

Indicator 2 B7.4.5.1.2

Apply the handling and maintenance of basic and simple agricultural tools in their community.

Performance Indicator

Learners will explain the basic rules for handling and maintaining simple agricultural tools used in Ghanaian farms.

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
Tue 26 May 2026	1Recall the names and uses of simple agricultural tools found in Ghanaian crop and animal farms 2Ask learners: What tools do you see farmers using at Makola Market or in your village when they sell yams and cassava? Learners whisper answers to their partner first, then volunteers share aloud (e.g. machete, hoe, spade, basket)	UNDERSTANDING FARM TOOLS AND WHY WE HANDLE THEM CAREFULLY 1Display a chart/diagram showing five simple farm tools (hoe, machete, spade, fork, rake) with clear labels. Point to each tool and ask learners to name it chorally three times. Write the tool names on the board and explain briefly: A hoe is used to break soil, a machete cuts weeds and branches, a spade digs holes for planting. Learners copy the names and one use for each tool into their exercise books 2Ask: Why do you think we must be careful when handling a sharp machete or a heavy spade? Guide learners to understand that these tools can cause injury if not handled properly. Pairs discuss for 30 seconds, then ask one representative from each group to share one reason (e.g. sharp edges cut skin, heavy tools can fall on feet). Record responses on the board and explain: Proper handling keeps farmers safe and the tools in good condition 3Struggling learners: work with the textbook to match three tools (hoe, spade, machete) to pictures only. Fast finishers: list two additional tools from their own farm experience and write one use for each.	1Textbook (Science Curriculum) 2Science kit/specimens (hoe, machete, spade) 3Chart/diagram showing five farm tools 4Exercise book	1Learners stand and mime the correct way to hold and use a hoe (two hands, balanced stance). Ask: What does this show us about handling tools safely? Learners reply chorally: We must use both hands and stand steady 2Show the Science kit specimens of two tools again. Ask one volunteer to touch the hoe and describe how to hold it; ask another to mime using a spade. Peers give thumbs up if the action looks safe and correct Exercise 1Learners write or draw in their exercise books: Name three farm tools and explain one safety rule for handling each tool (e.g. Always hold the hoe with both hands; Keep the machete blade covered when not in use). Accept one sentence per tool
Fri 29 May 2026	1Recall the names and uses of three basic agricultural tools commonly used in Ghanaian farms 2Show learners pictures of a cutlass, hoe, and rake from the Science kit/specimens. Ask: What is the name of each tool and where do we use it on a farm? Learners whisper their answers to a partner	SAFE HANDLING AND MAINTENANCE OF AGRICULTURAL TOOLS 1Using the textbook, display the page showing handling rules for cutlass, hoe, and rake. Read aloud three rules: always carry tools with blade pointing down, never leave tools on the ground, and clean tools after use. Ask learners to copy these three rules into their exercise books and draw a simple picture beside each rule showing the correct way 2Divide learners into three groups. Assign each group one tool (cutlass, hoe, or rake). Each group writes down two maintenance steps for their tool (e.g., clean the blade, check the handle for cracks) on the chart/diagram provided. A representative from each group presents their maintenance steps to the class while others listen and add any missed steps to their exercise books 3Struggling learners work with pictures only and label the tool parts instead of writing maintenance steps; they can draw or point to show understanding.	1Textbook 2Science kit/specimens 3Chart/diagram 4Exercise book	1Ask learners: Which rule about handling tools do you think is most important and why? Call on three learners from different groups to share their answer; others nod if they agree 2Learners stand in a circle. Call out a handling rule (e.g., clean tools after use); they mime the correct action. Repeat for two more rules to reinforce the day's learning Exercise 1Write or draw one way you would handle a cutlass safely on the farm, and one way you would maintain it after use. Explain your drawing in one sentence in their exercise books.

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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