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Science · B7

Term 3 · Week 12 · 2.00 credits · GHS 1.00

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Lesson Note - Science

ADELEKEZO M/A BASIC SCHOOL

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Science

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 12 · Term 3

Class Teacher

LAWRENCE ACQUAH

Subject

Science

Class

JHS 1 (B7)

Class Size

Duration

60 mins

Week No.

Week 12

Content Standard & Indicator

B7.2.1.1.1

Content Standard

Recognise that the water cycle is an example of repeated patterns of change in nature and understand how it occurs

Indicator

Explain how the water cycle occurs as a repeated pattern in nature

Performance Indicator

Explain how the water cycle occurs as a repeated pattern in nature by identifying its stages and describing the movement of water through evaporation, condensation, precipitation, and transpiration

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
Wed 22 Apr 2026	1Identify the natural sources of water and recall the four main stages of the water cycle 2Ask learners: Where does rain come from? Invite volunteers to name places water is found (ocean, river, lake, tap). Learners call out answers; teacher lists them on the board	THE FOUR STAGES OF THE WATER CYCLE 1Display the chart/diagram showing the water cycle. Point to each stage and name it aloud: evaporation (water rises from ocean), condensation (water cools and forms clouds), precipitation (rain falls), transpiration (plants release water). Learners repeat the four words three times chorally. Then, write the four words on the board in order and ask learners to copy them into their exercise books with a simple one-word definition next to each 2Distribute the Science kit/specimens (or show pictures from the textbook) of water sources: ocean water, river water, rainwater in a container. Hold up each one and ask: Which stage of the water cycle does this water come from? Learners raise hands and name the stage. Confirm each answer and explain: Ocean water evaporates into air; rainwater comes from precipitation; river water may have evaporated or come from rain. Struggling learners: focus on naming only evaporation and precipitation; pair them with a stronger learner to identify sources 3Struggling learners work with pictures from the textbook showing only two clear stages (evaporation and precipitation) before introducing all four.	1Textbook 2Science kit/specimens (water samples) 3Chart/diagram (water cycle) 4Exercise book	1Display the chart/diagram again. Ask learners to point silently to the stage they see first in the cycle. Then ask: Why does the water cycle happen again and again? Accept responses (sun heats water, water falls as rain, sun heats again). Confirm: it is repeated because the sun always heats water 2Learners stand up and mime one stage of the water cycle (evaporation = arms rise slowly; condensation = huddle together; precipitation = crouch down; transpiration = stretch up from ground). Call out each stage and learners perform the action in sequence three times Exercise 1Draw a simple picture or write labels showing the four stages of the water cycle in the correct order. Then, write one sentence explaining why the water cycle is a repeated pattern (hint: what does the sun do?) in their exercise books.
Tue 21 Apr 2026	1Recall the four stages of the water cycle and their correct sequence in nature 2Display a large Chart/diagram showing the complete water cycle on the board. Ask learners to name each stage they see and arrange sticky labels with the stage names (evaporation, condensation, precipitation, transpiration) in the correct order on the diagram	LINKING WATER CYCLE STAGES TO REAL-LIFE SCENARIOS 1Display the Chart/diagram again and read aloud a scenario: Ama's mother washed clothes early morning at the riverside near Makola Market; by afternoon the clothes were dry even though it did not rain. Ask learners to identify which water cycle stage caused this and write the stage name in their Exercise book. Call on three learners to share their answers; confirm that evaporation lifted water from the clothes into the air 2Divide learners into pairs. Give each pair a different scenario card (e.g. 'Kofi saw water droplets on the inside of his window on a cold morning'; 'It rained heavily in Kumasi last week, filling the Weiwi River'). Pairs identify which stage their scenario represents and draw a simple labelled diagram in their Exercise book showing that stage. A volunteer from each pair presents their diagram to the class 3Struggling learners: provide a word bank (evaporation, condensation, precipitation, transpiration) to help them identify stages. Fast finishers: explain why their assigned stage happens before or after another stage.	1Textbook (water cycle section) 2Chart/diagram (water cycle illustration) 3Exercise book 4Video clip (2 minutes, water cycle animation or real footage) 5Scenario cards (printed or handwritten)	1Project the Chart/diagram on the board one final time. Ask learners to stand and physically point to the part of the classroom that represents evaporation, then condensation, then precipitation, showing they understand the cycle's repeated pattern 2Learners write one sentence in their Exercise book completing this prompt: 'The water cycle repeats because _________.' Invite two learners to read their sentences aloud; affirm correct answers that mention water continuously moving through the air, land, and water sources Exercise 1Draw and label a simple diagram showing all four stages of the water cycle (evaporation, condensation, precipitation, transpiration) in the correct order, and explain in three sentences why this cycle repeats in nature in their exercise books.

Class Teacher

LAWRENCE ACQUAH

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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