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Science · B7

Term 3 · Week 5 · 1.00 credits · GHS 0.50

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Lesson Note - Science

LA PRESBY A & B JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Science

Lesson 1 of 1

Week Ending

Friday, 22 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

WONDER MAKAFUI TOKLO

Subject

Science

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 5

Content Standard & Indicators

B7.4.4.1.4 B7.4.4.2.1

Content Standard 1 B7.4.4.1.4

Examine the concept of motion, Newton’s first law of motion, magnetic force in relation to motion and understand their

Indicator 1

Demonstrate the behaviour of magnet and its use to life.

Content Standard 2 B7.4.4.2.1

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 2

Identify simple machines.

Performance Indicator

Learners will identify and describe the characteristics of magnets and their everyday uses in Ghana.

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
Mon 18 May 2026	1Recall what learners already know about magnets and their observations from daily life 2Ask learners: What is a magnet? Learners whisper their answers to their partner, then one representative from each group shares their idea aloud	WHAT ARE MAGNETS AND THEIR TYPES 1Using the chart/diagram from the textbook, point to pictures of different magnet types: bar magnet, horseshoe magnet, and electromagnet. Ask learners to name each type and write them in their exercise books. Explain that a magnet is a material that attracts iron and steel objects 2Pass around the bar magnet from the science kit and ask learners to observe its colour and shape. Guide them to touch the ends (poles) gently and feel where the magnet is strongest. Learners record whether the pull feels stronger at the ends or the middle in their exercise books 3Struggling learners: focus only on bar and horseshoe magnets; provide a simplified worksheet with labelled diagrams to complete.	1Textbook 2Science kit (bar magnet, horseshoe magnet, iron filings or metal objects) 3Chart/diagram showing magnet types 4Exercise book	1Learners compare their observations with a partner and agree on one sentence describing where a magnet pulls hardest. Select a volunteer to share their sentence with the whole class 2Ask: Can a magnet work if it is broken in half? Learners show thumbs up if yes, thumbs down if no. Explain briefly that both halves become new magnets with their own poles Exercise 1Kofi found a magnet at Makola Market. Describe two characteristics of this magnet and name one object in your home that a magnet could attract in their exercise books.
Thu 21 May 2026	1Recall the names and basic functions of five common simple machines found in Ghanaian homes and workplaces 2Ask learners: What tools did you use this morning to help you do a task more easily? Give examples like a spoon (lever), a rope to pull water (pulley), or a ramp at a chop bar. Learners whisper their answers to their partner	IDENTIFYING SIMPLE MACHINES IN DAILY LIFE 1Show learners the Science kit containing a lever (wooden bar), pulley (rope and wheel), and inclined plane (wooden ramp). Explain: A simple machine is a tool that helps us do work with less effort. Hold up the lever and demonstrate how Ama uses a hammer to pull out a nail—the hammer is a lever. Invite one learner to come forward and use the lever to lift a textbook from the table, then without it. Ask the class: Which way needed less effort? 2Distribute the Textbook to pairs and ask them to read the section on simple machines. Each pair must identify one simple machine from their home (e.g., the handle of a broom is a lever, the bicycle wheel is a wheel and axle) and write it in their Exercise book with one sentence explaining how it helps. One representative from each group shares their answer with the class 3Struggling learners: work with the teacher to identify one machine from a picture chart only. Fast finishers: identify two machines and draw them.	1Textbook 2Science kit (lever, pulley, inclined plane) 3Chart/diagram showing five simple machines 4Exercise book	1Learners stand and participate in a game: Teacher names a simple machine (pulley, inclined plane, lever, wheel and axle, scissors). Learners shout out one place in Ghana where it is used (e.g., pulley = well at Bolgatanga; lever = market stall umbrella pole). Repeat five times 2Ask learners to show thumbs up if they can now identify a simple machine in their environment, thumbs down if they need more help. Praise effort and remind learners that simple machines make life easier in farms, markets, and homes across Ghana Exercise 1Write the name of ONE simple machine you see or use at home or school. Draw it and write one sentence explaining how it makes work easier in your exercise books.

Class Teacher

WONDER MAKAFUI TOKLO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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