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Science · B7

Term 3 · Week 6 · 3.00 credits · GHS 1.50

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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, 29 May 2026 Backdated

Week & Term

Week 6 · Term 3

Class Teacher

WONDER MAKAFUI TOKLO

Subject

Science

Class

JHS 1 (B7)

Class Size

Duration

90 mins

Week No.

Week 6

Content Standard & Indicators

B7.4.4.2.2 B7.4.4.2.3

Content Standard

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 B7.4.4.2.2

Describe the types and functions of levers.

Indicator 2 B7.4.4.2.3

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

Performance Indicator

Learners will describe the types and functions of the three classes of levers by identifying examples from their daily life 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 (29 mins) New learning + assessment	Resources	Phase 3: Plenary (9 mins) Reflection + exercise
Mon 25 May 2026	1Learners will recall what a lever is and identify simple machines they use at home or school 2Ask learners: What tool did your mother use yesterday to remove a cooking pot lid, or what did a carpenter use to lift a plank of wood? Learners whisper their answer to a partner, then one representative from each pair shares aloud	UNDERSTANDING LEVERS AND THEIR PARTS 1Using the textbook diagram of a simple lever, point to and name the three parts: fulcrum (the pivot point), load (the weight being lifted), and effort (the force applied). Draw a labelled diagram on the board showing a seesaw at Kaneshie Primary School playground, with children Kofi on one end and Ama on the other, and label the fulcrum in the middle. Ask learners to copy this diagram into their exercise books and label all three parts 2Distribute the chart showing lever examples and ask pairs to match everyday Ghanaian tools to the three parts of a lever: a crowbar lifting a stone, a fisherwoman using a paddle, a blacksmith using tongs to hold hot metal. Learners draw arrows on the chart to show where the fulcrum, load, and effort are in each picture, then a volunteer from one pair explains their labelling to the class 3Struggling learners work with the seesaw example only; provide a simplified diagram with the three parts already labelled, and ask them to identify which part is which.	1Textbook 2Chart/diagram showing lever examples 3Exercise book 4Real crowbar or wooden pole (if available) 5Board and chalk	1Ask: Name one tool from your kitchen or compound that is a lever, and tell your partner where the fulcrum, load, and effort are. Learners discuss for one minute, then three pairs share their examples with the whole class 2Learners hold up fingers 1–5 to rate how well they can now identify the three parts of a lever: 1 = not at all, 5 = very well. Ask a learner who shows 5 fingers to explain briefly to the class what a lever does Exercise 1Draw a simple lever (like a crowbar) lifting a stone. Label the fulcrum, the load, and the effort with arrows. Write one sentence explaining what each part does in their exercise books.
Thu 28 May 2026	1Recall the definition of work and identify simple machines used in Ghanaian homes and markets 2Ask learners: What happens when Ama uses a lever to crack open a coconut at Makola Market? Discuss how she uses force and movement. Learners whisper their answer to a partner	UNDERSTANDING WORK INPUT, WORK OUTPUT, AND EFFICIENCY 1Write on the board: Work Input = effort you put in; Work Output = useful work the machine does; Efficiency = how much output you get for your input. Use the textbook diagram of a simple pulley to show Kofi lifting water from a well — label the effort force (input) and the weight lifted (output). Learners copy the diagram and labels into their exercise books 2Present this scenario: Yakubu pushes a wheelbarrow with 60 kg of cassava up a ramp. He uses 50 newtons of force; the ramp does 45 newtons of useful work lifting the cassava. Ask learners to identify which is input and which is output using the chart provided. Learners discuss in pairs and one representative from each group shares their answer 3Struggling learners: work with the pulley example only and identify input and output without calculating efficiency.	1Textbook 2Chart/diagram showing simple machines and energy flow 3Exercise book	1Ask learners: Why do we use machines if they do not always give us back all the energy we put in? Learners show thumbs up if machines save time, thumbs down if they waste energy. Discuss one real answer from the class 2Learners turn to their partner and explain in one sentence what efficiency means using a machine from their home. Partners listen and correct if needed Exercise 1A farmer uses a pulley system to lift 100 kg of yams with an effort of 80 newtons. The machine does 70 newtons of useful lifting work. Write down: (a) the work input, (b) the work output, and (c) explain why the output is less than the input in their exercise books.

Class Teacher

WONDER MAKAFUI TOKLO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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