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Integrated Science · B4

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - Integrated Science

Janguasi T.I Ahmadiyya KG/Primary

Weekly Lesson Plan

Basic 4 · Term 3

Integrated Science

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Awudu Azizu

Subject

Integrated Science

Class

Basic 4

Class Size

Duration

45 mins

Week No.

Week 2

Strand

5. HUMANS AND THE ENVIRONMENT

Sub-Strand

4. CLIMATE CHANGE

Content Standard & Indicator

B4.5.4.1.1

Content Standard

Know that climate change is one of the most important environmental issues facing the world today

Indicator

Explain that burning is one of the causes of climate change

Performance Indicator

Learners will explain that burning is one of the causes of climate change by identifying sources of burning and describing how smoke and emissions affect the atmosphere

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
Tue 28 Apr 2026	1Recall sources of burning in Ghana and identify what burning produces 2Ask learners: What do you see when a farmer burns dried corn stalks in Kumasi? Learners raise hands and name things they observe (smoke, flames, ash). Write three responses on the chalkboard and circle 'smoke' and 'ash'	UNDERSTANDING WHAT HAPPENS WHEN THINGS BURN AND RELEASE SMOKE 1Write on the chalkboard: 'When we burn wood, plastic, or fuel, smoke goes into the air.' Read this sentence aloud and ask learners to repeat it three times chorally. Draw a simple diagram on the chalkboard showing a fire with arrows pointing smoke upward. Ask: Where does the smoke go? Learners answer (into the air/sky) and you write 'atmosphere' next to the arrow 2Open the textbook to the section on burning and air pollution. Point to any photograph or diagram showing smoke from a factory or vehicle. Ask learners to name what they see coming from the source. Guide learners to write in their exercise books: 'Burning releases smoke into the air.' Pair learners and ask them to read their sentence to their partner and check it matches the textbook 3Weaker learners may copy the sentence directly from the chalkboard; encourage them to draw a simple picture of smoke above a fire in their exercise book instead.	1Textbook 2Exercise book 3Chalkboard	1Ask learners: Can burning change our weather and climate? Invite a confident learner to stand and explain in one sentence. Confirm: Yes, when we burn many things, smoke fills the air and traps heat, making Earth warmer 2Learners hold up their exercise books to show their written sentence or drawing. Ask three learners from different ability groups to stand and read or describe what they wrote. Offer one word of praise for each Exercise 1Write this question on the chalkboard: 'Name two things we burn in Ghana and explain what comes out when we burn them.' Learners write their answer in their exercise book in two sentences. Collect books to check understanding

Class Teacher

Awudu Azizu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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