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Science · B7

Term 3 · Week 2 · 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, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Appiagyei Anthony

Subject

Science

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 2

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 cause an object to move in a given direction.

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	1Learners will recall everyday examples of forces and identify how objects move when pushed or pulled 2Ask learners: When Kwame kicks a football on the school field, what makes it move? Invite three learners to shout out answers (push, kick, force). Write their words on the board	UNDERSTANDING UNBALANCED FORCES AND MOTION 1Display the chart/diagram showing a stick figure pushing a box with an arrow labelled 'Force' pointing right. Explain: When Ama pushes the box with more force than the friction pushing back, the forces are unbalanced and the box moves. Ask learners to draw the same diagram in their exercise books and label the force arrow. Call on a girl who has not yet contributed to read the label aloud 2Place a textbook on the table and demonstrate: push it gently (balanced forces, no movement), then push it harder (unbalanced forces, it slides). Ask learners: What changed? Learners hold up fingers 1–5 to show confidence in explaining the difference. Pair a learner who shows low confidence with a stronger peer to explain why the second push caused motion 3Struggling learners: focus on identifying which direction the force acts (left or right) on the chart. Fast finishers: sketch their own example using a trotro being pushed uphill and explain in one sentence why it moves.	1Textbook 2Chart/diagram showing force and motion 3Exercise book 4Science kit specimens (toy car, pen, textbook)	1Show a toy car at rest on the desk. Ask: What must happen to make this car move? Learners respond chorally: 'An unbalanced force must push it.' Repeat three times 2Pairs compare their labelled diagrams from Phase 2. One learner explains their arrow to their partner; switch roles. Ask volunteers to show their work Exercise 1Yakubu pulls a rope attached to a water bucket with a force of 50 N. Friction pulls back with 20 N. Will the bucket move? Explain your answer using the word 'unbalanced.' in their exercise books.
Wed 29 Apr 2026	1Identify and recall Newton's First Law of motion from prior knowledge and Day 1 notes 2Ask learners to sit silently for 5 seconds. Then ask: What happens to a trotro when the driver suddenly brakes? Take 3 verbal responses (learners will mention passengers lurching forward). Write the word INERTIA on the board	UNDERSTANDING NEWTON'S FIRST LAW THROUGH REAL MOTION 1Read aloud from the textbook the exact statement: 'An object at rest stays at rest, and an object in motion stays in motion unless acted upon by an external force.' Learners repeat chorally twice. Then write three sub-statements on the board: (1) Rest requires no force; (2) Motion requires no force; (3) Only force changes motion or rest. Ask learners to copy these into exercise books and tick which one is hardest to believe 2Use the science kit to demonstrate: place a small toy car on a smooth surface and push it gently. Ask: Why does the car keep moving after I stop pushing? Learners whisper to their partner: 'Is it the car trying to stay in motion?' Confirm: yes—that is inertia (Newton's First Law). Now place a rubber block in front of the car to stop it. Ask: What force stopped the car? (Answer: friction and collision force.) Learners write one sentence in exercise books: 'The car moved because no force stopped it.' 3Struggling learners: focus only on the first sub-statement (rest requires no force) and use the car demo only. Fast finishers: explain why the car eventually stops (friction is a force).	1Textbook 2Science kit (toy car, smooth surface, rubber block) 3Chart/diagram (Newton's First Law statement, bicycle scenario) 4Exercise book	1Display a chart showing Abena riding a bicycle at constant speed on a straight road with no pedalling. Ask: Is Abena using force now? Learners hold up both thumbs to show 'yes' or one thumb down for 'no.' Clarify: force is not needed if speed and direction stay the same—Newton's First Law 2Ask pairs to give each other a high-five and state: 'Inertia keeps things moving or resting.' Learners repeat together once Exercise 1A trotro is travelling at constant speed on the Accra–Kumasi road. The driver does not press the accelerator or brake. Explain using Newton's First Law why the trotro continues at the same speed in their exercise books.
Fri 01 May 2026	1Recall the statement of Newton's First Law of Motion and identify one condition that causes a moving object to stop 2Show a video clip or chart diagram of a trotro braking suddenly and ask: What happens to passengers when the trotro stops quickly? Learners call out one-word answers (pushed, falls, slides) and you record three responses on the board	APPLYING NEWTON'S FIRST LAW TO GHANAIAN TRANSPORT AND DAILY SITUATIONS 1Display the chart diagram showing seat belt use in vehicles and a photograph of a kayayei carrying goods on her head. Read aloud: When Kwame's trotro driver brakes suddenly at Makola Market, Kwame lurches forward because his body wants to keep moving (Newton's First Law). Ask learners to write in their exercise books: Why does wearing a seat belt prevent Kwame from falling? Invite a confident learner to read their answer aloud and confirm that the belt provides a force to stop the motion 2Organise learners into 4 mixed-ability groups. Distribute a textbook to each group open to the section on Newton's First Law. Each group reads one real-life example (seat belts, metallic ball on smooth surface, falling objects, or sliding on a wet floor) and prepares a 30-second explanation using the phrase 'Because of inertia, the object.' Call on one representative from each group to present their explanation to the class while you listen for correct use of 'inertia' and 'motion'. Differentiation note: Provide struggling learners with a sentence frame: 'When ___ happens, the object ___ because Newton's First Law says ___.' Fast finishers create their own example using a Ghanaian scenario (e.g. a piece of cloth sliding off a table) 3Struggling learners work with only two examples and use the sentence frame. Ensure all groups use the textbook and speak in turns to build confidence.	1Textbook (Forces and Motion section) 2Chart diagram (seat belt use in vehicles) 3Exercise books 4Photograph of kayayei (local context reference)	1Ask the class: Raise your right hand if an object at rest needs a force to move, and raise your left hand if a moving object needs a force to stop. Learners show both hands, then you explain: Both are true—that is Newton's First Law. Repeat the choral response three times: 'An object stays at rest or in motion unless a force acts on it.' 2Pairs turn to each other and one learner whispers the statement of Newton's First Law while their partner listens and gives a thumbs up or thumbs down. Switch roles. Ask three volunteers to state the law aloud to the class Exercise 1Ama is sitting in a moving trotro with her lunch box on her lap. The driver brakes suddenly. Using Newton's First Law, explain why the lunch box slides forward. Write your answer in two sentences using the word 'inertia' in their exercise books.

Class Teacher

Appiagyei Anthony

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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