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Integrated Science · B6

Term 3 · Week 3 · 3.00 credits · GHS 1.50

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Lesson Note - Integrated Science

Shalom Special School

Weekly Lesson Plan

Basic 6 · Term 3

Integrated Science

Lesson 1 of 1

Week Ending

Friday, 08 May 2026 Backdated

Week & Term

Week 3 · Term 3

Class Teacher

Richard Gyan Asiedu

Subject

Integrated Science

Class

Basic 6

Class Size

—

Duration

60 mins

Week No.

Week 3

Content Standard & Indicator

B6.1.2.1.2

Content Standard

Recognise materials as important resources for providing human needs

Indicator

Investigate the uses of metals in everyday life and link the uses to their properties

Performance Indicator

Learners will identify metals used in everyday Ghanaian life and link each metal's use to at least one of its properties.

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 (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Mon 04 May 2026	1Learners will recall metals and metal objects they see daily in their homes and communities 2Ask learners: What metal objects do you use at home for cooking, farming, or school? Invite rapid responses and list three examples on the chalkboard (e.g. metal spoons, cutlass, bicycle frame). Confirm each answer by pointing to a real object in the classroom if available	IDENTIFYING METALS AND THEIR USES IN EVERYDAY LIFE 1Display five objects made from metal on a table: a nail, a copper wire, an aluminium cooking pot, a zinc roofing sheet, and a piece of jewellery (bracelet or ring). Learners work in pairs to name each object and write the metal type in their exercise books using the textbook as reference. A representative from three pairs reads their answers aloud while you confirm and correct on the chalkboard 2Facilitate a class discussion by asking: Why do you think nails are made from iron and not copper? Why is the cooking pot made from aluminium and not zinc? Guide learners to observe that different metals have different properties that make them suitable for different jobs. Record two key observations on the chalkboard: malleability (can be bent without breaking) and conductivity (allows heat and electricity to pass through) 3Struggling learners: pair them with stronger peers and allow them to copy the metal names and one property from the chalkboard into their exercise books without the discussion.	1Textbook 2Exercise book 3Chalkboard 4Metal objects (nail, copper wire, aluminium pot, zinc sheet, metal bracelet)	1Ask learners to stand and mime the use of a metal object from their home (e.g. sweeping with a metal broom, cooking with a pot, working a cutlass). Other learners guess the object and shout out the metal type. Repeat for four objects 2Learners return to their seats and turn to their partner to explain in one sentence why that metal was chosen for that job (e.g. 'Iron is used for nails because it is strong') Exercise 1Write in your exercise book: Name one metal object you use at home and one property of that metal that makes it useful for that job. (Example: A copper wire conducts electricity well.)
Tue 05 May 2026	1Identify metals and recall their common uses in everyday Ghanaian life 2Show learners a copper wire, an aluminium pot, and an iron nail. Ask: What do these three objects have in common? Learners call out answers chorally and write one answer in their exercise books	UNDERSTANDING METAL PROPERTIES AND THEIR LINKS TO USES 1Write three metal properties on the chalkboard: conducts electricity, malleable (bends without breaking), strong. Hold up a copper wire and explain: Copper conducts electricity, so it is used in house wiring and telephone cables throughout Ghana. Then display an aluminium roofing sheet and explain: Aluminium is malleable, so it is bent and shaped into roofing sheets for homes. Ask learners to repeat both property-use pairs chorally three times to reinforce the connection 2Arrange learners in four groups and distribute different metal objects (a steel spoon, a tin can, a copper coin, an iron padlock). Using the textbook examples, each group identifies one property of their metal object and writes one sentence linking that property to how the metal is used in their home or community. A representative from each group reads aloud their sentence while you record responses on the chalkboard to build a class reference chart 3Struggling learners work with you to match one metal object to one property using the chalkboard chart; fast finishers add a second property-use link for their object and explain it to a partner.	1Textbook 2Exercise book 3Chalkboard 4Copper wire 5Aluminium roofing sheet 6Iron nail	1Learners stand in a circle and play a quick matching game: you call out a metal use (e.g. 'roofing sheets'), and the first learner to say the metal name and its property (e.g. 'aluminium because it is malleable') stays standing; others sit briefly, then stand again for the next round. Play five rounds 2Ask learners to whisper to their partner one metal object they have seen Kofi or Ama use at home, and identify one reason why that metal is suitable for that job based on today's lesson Exercise 1Learners open their exercise books and write: 'Iron is used to make farm tools like hoes and machetes. What property of iron makes it suitable for this use?' Collect books to check understanding
Thu 07 May 2026	1Recall the names of metals and identify objects made from metals in everyday life 2Ask learners: What metal objects do you see at home or in your village? Learners shout out names of objects (pots, cutlery, farm tools, car parts) while you list them on the chalkboard. Circle three objects together as a class	LINKING METAL PROPERTIES TO THEIR USES 1Display five different metal objects (or labelled images on the chalkboard): copper wire, aluminium roofing sheet, steel cutlery, iron bridge model, gold earring. Divide the class into five groups and assign each group one object. Each group writes the name of the metal, its object, and one reason it is useful for that job in their exercise book using the template: Metal: ___, Object: ___, Why used: ___. Groups present one sentence each to the class 2Read aloud or write on the chalkboard four property statements: (1) Copper conducts electricity well. (2) Aluminium is lightweight and malleable. (3) Steel is strong and durable. (4) Gold does not rust or tarnish. Ask learners to match each property to the three objects they saw earlier and explain one match to their partner. Invite one representative from each pair to share their match with a reason. Differentiation: Struggling learners work with only properties 1 and 2 and match to two objects each 3Struggling learners: provide a word bank of properties (conducts, lightweight, strong, shiny) to aid matching.	1Textbook (Integrated Science Curriculum page on metals and properties) 2Exercise book (learners record property matches and write explanations) 3Chalkboard (teacher lists metal objects and writes property statements) 4Real metal objects or labelled pictures (copper wire, aluminium sheet, steel spoon, iron model, gold earring)	1Learners stand in a circle. Call out a metal object (e.g. 'trotro metal roofing'); the first learner to identify the metal and name one property earns a point. Play five rounds and tally the winning side. Repeat chorally: 'Metals have properties that help us choose the right metal for the right job.' 2Ask learners to draw a simple T-chart in their exercise book: one side 'Metal Object' and the other 'Property That Helps It Work'. Learners fill in one row with an example from their own home (e.g. 'Cooking pot — conducts heat'). Pairs compare their examples with the person next to them Exercise 1Show learners a picture of a bicycle frame and ask: Why do you think bicycle frames are made from steel instead of copper or aluminium? Learners write one sentence in their exercise book explaining the link between steel's property and the job it does on a bicycle

Class Teacher

Richard Gyan Asiedu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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