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Integrated Science · B6

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - Integrated Science

K fori primary school

Weekly Lesson Plan

Basic 6 · Term 3

Integrated Science

Lesson 1 of 1

Week Ending

Sunday, 26 Apr 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Prince Owusu

Subject

Integrated Science

Class

Basic 6

Class Size

Duration

60 mins

Week No.

Week 2

Content Standard & Indicator

B6.4.3.1.1

Content Standard

Know that movement is caused by applied forces due to the release of stored energy

Indicator

Recognise the relationship between energy and forces

Performance Indicator

Learners will recognise the relationship between energy and forces by explaining why greater force is needed to move heavier objects

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
Tue 21 Apr 2026	1Recall examples of forces in daily Ghanaian activities and identify the effort required 2Ask learners: What do you do when you carry a heavy bucket of water from the well versus an empty bucket — which needs more effort? Learners whisper answers to their partner	UNDERSTANDING FORCE AND EFFORT IN EVERYDAY TASKS 1Write on the chalkboard: "Kofi pulls a light wooden stool across the compound. Kwame pulls a heavy table the same distance. Who uses more force?" Learners copy the scenario into their exercise books and write their prediction in one sentence. Let learners work in pairs to keep all learners involved. 2Demonstrate with two learners at the front: one pulls an imaginary light object (chair) smoothly, the other mimes pulling a heavy bag of maize with visible strain. Ask the class: What is different? (Answer: the heavier object needs more force/effort). Record the word "force" and "effort" on the board. Use Textbook during the task. Let learners work in pairs to keep all learners involved. 3Pair learners: Using the Textbook page on forces, pairs read one example of applying force (e.g. pushing a cart, lifting a pot of water) and identify in their exercise books whether it requires light or heavy force	1Textbook 2Exercise book 3Chalkboard	1Learners stand and mime three actions: (1) lifting a light feather, (2) lifting a heavy bag of cassava, (3) pulling a loaded trotro — class identifies which needs most force and claps once for light, twice for heavy 2Ask aloud: Why is it easier to pull a book than a table? Take three choral responses and confirm: the table is heavier, so it needs more force Exercise 1Explain in two sentences why a farmer using a cutlass to weed a field needs more energy and force than using their hand to pick single leaves in their exercise books.

Class Teacher

Prince Owusu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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