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Science · B7

Term 3 · Week 4 · 1.50 credits · GHS 0.75

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Lesson Note - Science

Ntwentwena M/A Basic

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Science

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

Appiagyei Anthony

Subject

Science

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 4

Content Standard & Indicators

B7.4.4.1.1 B7.4.4.1.2 B7.4.4.1.3

Content Standard

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

Indicator 1 B7.4.4.1.1

Understand that unbalanced forces acting on an object cause it to move.

Indicator 2 B7.4.4.1.2

State and explain Newton’s First Law of motion.

Indicator 3 B7.4.4.1.3

Examine the application of Newton’s First Law of motion in life.

Performance Indicator

Learners will explain how unbalanced forces acting on an object cause it to move.

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 11 May 2026	1Recall what happens to an object when forces act on it in different directions 2Show learners a book resting on a table. Ask: What would happen if I push this book to the right? What if someone else pushes it to the left at the same time with equal strength? Allow learners to discuss in pairs and share their predictions aloud	UNDERSTANDING BALANCED AND UNBALANCED FORCES 1Display the Chart/diagram showing two scenarios: (1) two boys pushing a box with equal force from opposite sides (balanced), and (2) one boy pushing harder than the other (unbalanced). Point to each diagram. Ask: In which picture does the box move? Why? Learners discuss and then a volunteer from the group that finished first explains that unbalanced forces cause motion because one force is stronger 2Give each pair of learners a simple scenario card from the Textbook (e.g. 'Ama pulls a rope with 5 N force; Kofi pulls the same rope with 3 N force'). Learners write in their Exercise books: Will the rope move? Which direction? Why? Invite learners who struggled with the starter to work with a partner who can guide them through the first example step by step 3Struggling learners: use only the balanced force example first; fast finishers create their own force scenario using local context (e.g. two traders pushing a cart at market).	1Textbook 2Chart/diagram (showing balanced and unbalanced forces) 3Exercise book 4Science kit/specimens (optional: weights, simple pulley for Day 2–3 extension)	1Ask the class: Show me with your hands — if I push my book this way and you push back with equal force, what happens? Learners mime the scenario. Confirm: balanced forces mean no motion or no change in motion 2Call on a learner who has not yet contributed: If Yakubu kicks a football with force and no one blocks it, what will happen? Why? Learners respond chorally: 'It moves because the force is unbalanced.' Exercise 1Write one sentence: Kwame pushes a table to the right with 10 N of force. Abena pushes the same table to the left with 6 N of force. Will the table move? Explain your answer using the word 'unbalanced.' in their exercise books.
Wed 13 May 2026	1Recall the definition of inertia and identify examples of objects at rest and in motion from prior learning 2Show a moving trotro toy on a desk and ask: What happens to the toy when you push it? What happens when you stop pushing? Learners discuss in pairs and share one observation each	UNDERSTANDING NEWTON'S FIRST LAW THROUGH MOTION 1Write on the board: 'An object at rest stays at rest, and an object in motion stays in motion unless a force acts on it.' Read aloud together three times. Using the Science kit, demonstrate with a ball rolling across the floor — show that it slows down due to friction (a force), then ask: Why does the ball not roll forever? Learners explain in their exercise books that friction is a force stopping the motion 2Display the Chart/diagram showing Newton's First Law with local examples: a stopped trotro (at rest), a moving bicycle (in motion), and a person stopping the bicycle (force applied). Ask learners to copy the diagram and label each stage. Call on one representative from each group to explain one stage to the class using the chart as reference 3Struggling learners: provide a sentence frame: 'The object _______ because _______.' Fast finishers: identify one more local example (e.g. a stationary football, a moving ball stopped by a goal net) and sketch it.	1Textbook 2Science kit/specimens 3Chart/diagram 4Exercise book	1Learners stand and mime the three parts of Newton's First Law: stand still (at rest), walk forward (in motion), stop walking (force applied). Ask: Which part shows inertia? Learners respond chorally 2Ask a learner who struggled with the starter to share one new fact they learned about forces today. Confirm their answer and praise the effort Exercise 1Write in your exercise book: Ama is sitting in a trotro that suddenly brakes. Why does Ama lurch forward? Explain using Newton's First Law. (2–3 sentences expected.)
Fri 15 May 2026	1Learners will recall Newton's First Law of Motion and identify objects in motion and at rest in their environment 2Show learners a pen rolling across the desk and ask them to stop it with one hand. Ask: What made the pen stop moving? Learners share ideas with their partner and one representative from each group voices their answer	APPLYING NEWTON'S FIRST LAW IN REAL SITUATIONS 1Write on the board: 'A metallic ball placed on a smooth, frictionless surface is pushed. What happens next?' Use the Science kit to demonstrate this with a ball and a smooth board. Learners observe and describe what they see in their exercise books. Ask: Why did the ball keep moving? Guide learners to understand that without a force to stop it, the ball continues moving — this is Newton's First Law 2Divide the class into pairs. Give each pair a scenario card: Scenario A (Ama sits in a trotro without a seat belt when it stops suddenly) and Scenario B (Kwame is cycling and brakes hard). Learners use the textbook to find and write down one reason why the person moves forward or backward using Newton's First Law. Select a representative from each pair to present their explanation. Differentiation: Struggling learners work with the teacher on Scenario A only, using a simplified diagram from the chart 3Struggling learners: use the chart diagram and simplified language (the ball keeps going because nothing stops it). Fast finishers: create their own third scenario (e.g. luggage in a moving car).	1Textbook 2Science kit (ball, smooth board) 3Chart/diagram (trotro braking scenario) 4Exercise book	1Ask learners to stand and mime two actions: first, a ball rolling on a smooth surface (keep moving), then a ball hitting a wall (stop moving). Learners perform chorally and explain to their neighbour why each action happens using Newton's First Law 2Invite one learner to summarise Newton's First Law in their own words using a Ghanaian example. Class shows thumbs up if they agree, thumbs sideways if unsure Exercise 1Kwasi is a trotro driver. When he brakes suddenly, a passenger without a seat belt lurches forward. Using Newton's First Law, explain in two sentences why this happens and how a seat belt helps prevent injury in their exercise books.

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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