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Science · B7

Term 3 · Week 7 · 2.00 credits · GHS 1.00

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Lesson Note - Science

LA PRESBY A & B JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Science

Lesson 1 of 2

Week Ending

Friday, 05 Jun 2026 Backdated

Week & Term

Week 7 · Term 3

Class Teacher

WONDER MAKAFUI TOKLO

Subject

Science

Class

JHS 1 (B7)

Class Size

—

Duration

50 mins

Week No.

Week 7

Content Standard & Indicators

B7.4.4.2.3 B7.4.5.1.1

Content Standard 1 B7.4.4.2.3

Recognise some simple machines, and show understanding of their efficiency in doing work. 1. Discuss what magnets are and describe the types of magnets that

Indicator 1

Know work input, and output and efficiency as they apply to machines.

Content Standard 2 B7.4.5.1.1

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

Indicator 2

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

Performance Indicator

Learners will explain the terms work input, work output, and efficiency using examples from simple machines

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 (16 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 01 Jun 2026	1Recall what simple machines are and identify examples from everyday life in Ghana 2Show learners a pulley or lever from the science kit and ask: What is this machine used for? Learners name it and state one use	DEFINING WORK INPUT, WORK OUTPUT, AND EFFICIENCY 1Write on the board: 'Work Input = effort force you apply. Work Output = useful work the machine does.' Learners copy into exercise books. Ask: When Yakubu uses a lever to lift a bag of yams, which is input and which is output? Learners write their answer 2Use the chart/diagram to show a simple lever lifting a load. Point and label: force applied (input) and weight lifted (output). Learners draw and label the same diagram in their exercise books 3Explain: Efficiency = (Work Output ÷ Work Input) × 100%. Write the formula on the board. Ask: If Ama does 100 units of work to get 80 units of useful work, is the machine efficient? Learners calculate using textbook worked example	1Textbook 2Science kit (pulley, lever) 3Chart/diagram of simple machine with labels 4Exercise book	1Ask one volunteer to stand and explain in one sentence what work input means using the lever example 2Learners show thumbs up if they understand efficiency, thumbs sideways if unsure, thumbs down if confused; address any thumbs down briefly Exercise 1A pulley system requires 150 N of effort to lift a 100 N load. Explain which is the work input, which is the work output, and whether the machine is efficient in their exercise books.
Tue 02 Jun 2026	1Recall the names and basic functions of simple agricultural tools used in Ghanaian farming 2Show the science chart/diagram of farm tools (hoe, cutlass, rake, spade). Ask learners to name each tool and point to one they have seen on their home farm or community farm	BASIC RULES FOR HANDLING FARM TOOLS SAFELY 1Using the science kit/specimens (or real tools if available), demonstrate THREE handling rules: (1) Always hold the handle firmly with both hands. (2) Never run while carrying a sharp tool. (3) Keep the blade or edge facing away from your body. Learners repeat the rules chorally three times 2Display the textbook page showing tool maintenance steps. Read aloud: Kwame cleans his hoe after digging, dries it in the sun, and stores it in a dry shed. Ask: Why did Kwame do these three things? Learners write one reason in their exercise books. Call on one representative from each group to share their answer 3Pair learners. Each pair receives one simple tool rule card from the chart/diagram. Pairs act out the correct way to handle that tool for 30 seconds while other learners watch and nod if the action is safe	1Textbook 2Science kit/specimens (or photographs of farm tools) 3Chart/diagram showing tool handling and maintenance steps 4Exercise book	1Learners stand and mime the action of safely picking up and carrying a cutlass across the farm. Ask: What did you do to keep yourself safe? Responses: hold handle firmly, keep blade away from body, walk slowly 2Ask three learners to each name one maintenance rule they learned (cleaning, drying, storing in dry place). Class repeats each rule as a chant Exercise 1Ama found her father's rusty spade in the rain. Explain TWO rules her father should follow to handle and maintain the spade so it lasts longer in their exercise books.

Class Teacher

WONDER MAKAFUI TOKLO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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