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Science · B7

Term 3 · Week 11 · 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, 03 Jul 2026

Week & Term

Week 11 · Term 3

Class Teacher

WONDER MAKAFUI TOKLO

Subject

Science

Class

JHS 1 (B7)

Class Size

—

Duration

50 mins

Week No.

Week 11

Strand

5. Humans And The Environment

Sub-Strand

5. Agricultural Tools

Content Standard & Indicators

B7.5.1.1.1 B7.5.5.1.1

Content Standard 1 B7.5.1.1.1

Exhibit knowledge and skill of scientific basis for management practices of types of waste in the environment

Indicator 1

Apply information from research on good management practices of waste to make the environment clean.

Content Standard 2 B7.5.5.1.1

Demonstrate understanding of different plants and animals found in different land forms and how they survive (with

Indicator 2

List and describe the different types of plants and animals that live in different land forms such as plateau plain, mountain valley and others (with emphasis on land forms in Ghana).

Performance Indicator

Learners will identify and classify types of waste in their school environment and explain one good waste management practice.

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 29 Jun 2026	1Recall types of waste found in school and home environments 2Ask learners: What rubbish did you see on the way to school this morning? Learners shout out answers; teacher lists on board: plastic, paper, food scraps, metal, glass	IDENTIFYING AND CLASSIFYING WASTE TYPES 1Display the chart/diagram showing organic waste (food scraps, leaves, animal dung) and inorganic waste (plastic, metal, glass, paper) from the Science kit. Ask: Which pile comes from living things? Which does not? Learners point and whisper answers to their partner 2Give each learner four items drawn on the Exercise book page: banana skin, tin can, cassava peel, polythene bag. Learners draw a line to sort each into two columns labelled Organic and Inorganic. Pairs check each other's work using the chart 3Ask a volunteer to come to the board and draw one more example of organic waste in the Organic column. Ask: Why does food waste break down faster than plastic? Guide learners to see that living things came from nature and return to nature	1Textbook 2Science kit/specimens (plastic bottle, banana peel, notebook, tin can) 3Chart/diagram showing organic and inorganic waste 4Exercise book	1Call on the group that finished sorting first to share one organic and one inorganic waste example aloud to the class 2Learners show thumbs up if they agree that burning plastic is bad for the environment, thumbs down if they disagree, and thumbs sideways if unsure; ask one learner from each position why they chose that Exercise 1Write in your Exercise book: Name two types of waste you found in your classroom this morning and say whether each is organic or inorganic
Tue 30 Jun 2026	1Identify different types of plants and animals found in three Ghanaian landforms (plateau, plain, mountain) 2Show learners a Chart/diagram displaying images of Kwahu Plateau, Volta Valley, and Akuapem Mountains; ask them to name one animal or plant they recognise from each	LISTING AND DESCRIBING PLANTS AND ANIMALS IN GHANAIAN LANDFORMS 1Display the Science kit/specimens (or real examples: dried leaves, animal pictures) and the Textbook section on Ghanaian landforms; learners copy a table in Exercise books with three columns: Plateau \| Plain \| Mountain; read aloud from Textbook one plant and one animal per landform, learners write them in correct column (e.g. guinea fowl and grasses on plain; yams and antelopes on plateau) 2Learners work in pairs using the Textbook and Chart/diagram to describe one characteristic of each animal or plant (e.g. guinea fowl has strong legs for running on flat plains; cocoa plants prefer mountain slopes with shade from taller trees); pair representatives share one description with the class 3Ask learners to match descriptions to landforms: 'This animal digs burrows in soft soil to escape heat — which landform?' Learners show answer using fingers (1=plateau, 2=plain, 3=mountain); confirm cocoyam burrows are found on mountain slopes	1Textbook (Ghanaian landforms section) 2Science kit/specimens (dried leaves, animal pictures or preserved samples) 3Chart/diagram (Plateau, Plain, Mountain, Valley with labelled plants and animals) 4Exercise book	1Learners stand and respond to statements: 'Thumbs up if this animal lives on a plateau' (state: antelope); 'Thumbs down if this plant needs mountain shade' (state: cassava on an open plain) 2One volunteer draws a quick sketch of one Ghanaian landform on the board and labels two plants or animals found there; class confirms by chorally naming the landform Exercise 1Describe one plant or animal you would find on the Volta Valley plain and explain one characteristic that helps it survive there (write in Exercise book in 2–3 sentences)

Class Teacher

WONDER MAKAFUI TOKLO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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