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Science · B7

Term 3 · Week 9 · 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, 19 Jun 2026

Week & Term

Week 9 · Term 3

Class Teacher

WONDER MAKAFUI TOKLO

Subject

Science

Class

JHS 1 (B7)

Class Size

—

Duration

50 mins

Week No.

Week 9

Strand

5. Humans And The Environment

Sub-Strand

2. Human Health

Content Standard & Indicators

B7.5.2.1.1 B7.5.2.2.1

Content Standard 1 B7.5.2.1.1

Demonstrate knowledge of common deficiency diseases of humans, their causes, symptoms, effects and prevention

Indicator 1

Explain the relationship between food nutrients and common deficiency diseases and how they affect humans.

Content Standard 2 B7.5.2.2.1

Demonstrate knowledge of the nature of selected viral, diseases of humans, their causes, symptoms, effects and management

Indicator 2

Explain the nature of viral diseases with special emphasis on corona virus (COVID-19) /Ebola/H1N1 disease its causes, symptoms, effects on humans and its prevention

Performance Indicator

Learners will explain the relationship between specific food nutrients and at least two common deficiency diseases affecting humans.

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 15 Jun 2026	1Recall the names of common foods eaten in Ghana and identify which nutrients they contain 2Ask learners to whisper to their partner one food they ate yesterday, then call on three volunteers to name their foods aloud and write them on the board (waakye, fufu, red red, jollof rice)	NUTRIENTS IN GHANAIAN FOODS AND THEIR USES 1Display the Science kit chart showing the four main nutrients (carbohydrates, proteins, fats, vitamins) and name three local foods — Ama eats plantain (carbohydrate), Kwame eats fish (protein), Abena eats palm oil soup (fat). Ask: What does each nutrient do in the body? Write answers on the board: energy, growth, energy storage 2Learners open their textbook to the nutrients page and read silently, then pair-share one fact they learned about proteins or vitamins with their neighbour 3Draw a simple table on the board with headers: Food \| Nutrient \| Job in Body. Fill in three rows together (rice—carbohydrate—energy; eggs—protein—growth; orange—vitamin C—protection). Learners copy into exercise books	1Textbook (nutrients section) 2Science kit chart (showing four nutrients with pictures) 3Exercise book 4Board and chalk	1Learners stand in a circle; call out a nutrient (protein, vitamin, carbohydrate) and ask them to name one Ghanaian food that contains it before sitting down 2Ask: Why do you think some children in Ghana get sick if they don't eat enough protein? Take two answers, then confirm: the body cannot grow properly without it Exercise 1Name one food Kofi should eat to get protein and one food Ama should eat to get vitamin C, and explain what each nutrient does in the body in their exercise books.
Tue 16 Jun 2026	1Recall the key differences between COVID-19, Ebola, and H1N1 viral diseases based on mode of transmission and symptoms 2Show three disease names (COVID-19, Ebola, H1N1) on the board; learners call out one symptom or transmission method they remember from Day 1 for each	COMPARING CAUSES, SYMPTOMS AND TRANSMISSION OF THREE VIRAL DISEASES 1Display the Science kit specimen images and Chart/diagram showing COVID-19, Ebola, and H1N1 side by side; learners copy a comparison table into Exercise books with columns: Disease name, Cause (virus type), Main symptoms, Mode of transmission, and Prevention method 2Read aloud from Textbook the section on respiratory transmission (COVID-19, H1N1) versus body fluid transmission (Ebola); learners underline key transmission phrases in their tables 3Ask: Why does Ebola spread differently from COVID-19 in a market setting like Makola? Learners discuss with partner and one representative from each pair shares their answer to the class. Use Textbook during the task	1Textbook 2Science kit/specimens 3Chart/diagram 4Exercise book	1Learners hold up Exercise books showing their completed comparison table; volunteer from the back of the class reads one row aloud while class confirms with thumbs up/down 2Ask: If Ama works at Kejetia Market in Kumasi and there is a COVID-19 outbreak, what two prevention methods should she use daily? Learners whisper to their partner then write one sentence in books Exercise 1Name one symptom unique to Ebola (not shared with COVID-19 or H1N1) and explain why this symptom makes Ebola more dangerous in a community setting in their exercise books.

Class Teacher

WONDER MAKAFUI TOKLO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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