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Science · B8

Term 3 · Week 4 · 1.00 credits · GHS 0.50

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Lesson Note - Science

Ntwentwena M/A Basic

Weekly Lesson Plan

JHS 2 (B8) · 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 2 (B8)

Class Size

Duration

45 mins

Week No.

Week 4

Content Standard & Indicators

B8.4.5.1.1 B8.4.5.1.2

Content Standard

Demonstrate knowledge and skills in the use of basic and simple agricultural tools for basic on-farm activities

Indicator 1 B8.4.5.1.1

Show and discuss the use of basic and simple agricultural tools for basic on-farm activities

Indicator 2 B8.4.5.1.2

Engage in the use of basic and simple agricultural tools for basic farm activities.

Performance Indicator

Learners will identify and name at least five basic agricultural tools and describe the specific on-farm activity each tool is used for.

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	1Learners will recall the names of common agricultural tools and identify their basic uses on Ghanaian farms 2Show learners a picture of a farmer working in a cassava field. Ask: What do you see the farmer holding in his hand? Learners call out the names of tools they recognise and you write them on the board as a quick list	IDENTIFYING COMMON AGRICULTURAL TOOLS AND THEIR USES 1Display the chart showing six common agricultural tools (hoe, machete, cutlass, rake, watering can, spade) with simple line drawings. Point to each tool and say its name aloud three times; learners repeat chorally. Then ask: Which tool does a farmer use to dig soil? Which tool cuts grass? Guide learners to match each tool to its main farm activity using the diagram on the chart 2Distribute the textbook to each pair and ask them to open to the page on agricultural tools. Learners read the short description of three tools (hoe, machete, cutlass) and write the name and one use of each tool in their exercise books. A volunteer from one pair reads their answer aloud; you confirm and clarify any mistakes 3Struggling learners work with the teacher to complete only the hoe and machete, using the chart diagram as a visual guide.	1Textbook (agricultural tools page) 2Chart/diagram showing six common agricultural tools 3Exercise books	1Learners stand and form a circle. Call out a farm activity (e.g., 'digging soil', 'cutting weeds'), and learners shout out the tool used for that activity. Repeat with four different activities to consolidate the tool-activity link 2Ask learners: Why do farmers need different tools? Take two responses; guide learners to understand that different tools do different jobs and make farm work easier Exercise 1Write down the names of three agricultural tools you learned about today. Next to each tool, write one thing a farmer uses it to do on the farm. (Correct responses: e.g., Hoe — to dig soil; Machete — to cut grass and weeds; Cutlass — to clear bushes.) in their exercise books.
Wed 13 May 2026	1Learners will recall the names and basic functions of agricultural tools used on Ghanaian farms 2Display five pictures of common farm tools (hoe, cutlass, rake, shovel, fork) on the board. Ask learners to name each tool and shout out what they think it is used for	MATCHING TOOLS TO FARM TASKS 1Write four farm tasks on the board: (1) breaking hard soil, (2) cutting tall grass, (3) carrying water to seedlings, (4) raking soil smooth. Using the textbook's diagram of agricultural tools, guide learners to match each task to the correct tool (hoe, cutlass, bucket, rake). Ask: 'Which tool breaks the soil? Why?' Learners write their answers in exercise books 2Distribute the chart showing agricultural tools and their uses. In groups of three, learners read the chart and then role-play: one learner is Abena (a farmer), one asks 'What tool do you use for weeding?', and one points to the chart and answers. Rotate roles so each learner explains one tool's use 3Struggling learners: work with the textbook diagram and name only three tools (hoe, cutlass, rake). Fast finishers: explain why each tool has that particular shape and how the shape helps the job.	1Textbook 2Chart/diagram showing agricultural tools 3Exercise book	1Call out a farm task: 'You need to dig a hole for planting yam seedlings at your home garden.' Learners show with their hands (or hold up a drawn picture) which tool to use. Ask one learner to explain why they chose that tool 2Learners stand and form two lines facing each other. One learner names a tool; the opposite learner names one activity it is used for. Repeat three times, alternating sides Exercise 1Yaw is preparing his father's vegetable garden. Name two different tasks he must do and write the correct tool for each task. Example: Task 1 — _____, Tool — _____ in their exercise books.

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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