General Science Week 2 SHS 1 Past Paper PDF

**Learning Planner** **Subject** *General science* **Week** *2* **Duration** *180 min* **Form** *SHS 1* **Strand** *EXPLORING MATERIALS* **Sub-Strand** **SCIENCE AND MATERIALS IN NATURE** **Content Standard** Demonstrate knowledge and understanding of the characteristics of science and...

**Learning Planner** **Subject** *General science* **Week** *2* **Duration** *180 min* **Form** *SHS 1* **Strand** *EXPLORING MATERIALS* **Sub-Strand** **SCIENCE AND MATERIALS IN NATURE** **Content Standard** Demonstrate knowledge and understanding of the characteristics of science and show how they are applied in everyday life. **Learning Outcome(s)** **Learning** **Indicator(s)** Design projects using the characteristics of science **Essential Question(s)** In what ways can science influence food production and consumption? How does scientific innovation impact daily routine? What role does science play in addressing environmental challenges? **Pedagogical Strategies** - *Collaborative learning* - *Demonstration* - *Project-based learning* **Teaching & Learning Resources** - ***Projectors*** - ***Poster pictures showing scenarios in which the characteristics of science are displayed. (E.g. /and )*** - *Internet sources* **[www.gesi360.com](http://www.gesi360.com)** **Key Notes on Differentiation** i. *Learning task:* - *Identify three steps involved in designing science projects* - *Describe how to design science-based projects using the characteristics of science. Design a science-based project using characteristics of science* - *Give an example of designing science-based projects where the characteristics of science can be identified, etc.* ii. *Pedagogical Exemplars:* - *Provide videos, charts, diagrams, and pictures for learners on designing science-based projects using the characteristics of science in nature* - *In mixed-ability groups, learners discuss the step-by-step science characteristics used in videos, charts, diagrams, and pictures to design the project* - *Demonstrate how the characteristics of science (empiricism, systematic observation, objectivity, tentativity) are used in designing a project for the learners* - *In mixed-ability groups, provide hands-on experimentation for learners on characteristics of science. Allow learners to explain the characteristics of science demonstrated in the experiment. For example, an experiment to show the empirical nature of science* - *Learners present their findings from the experiment to the class for peer review or critique* - *Encourage learners to seek feedback from peers and teachers, iterate on their designs, and reflect on the iterative design process to enhance learning outcomes, etc.* iii. *Key Assessments (DOK):* - *Level 2: Describe the characteristics of science when designing a scientific project* - *Level 3: Identify three characteristics of science and discuss how each can enhance the effectiveness of a scientific project\'s design* - *Level 4: Why is gathering and analysing data during the design process essential? Provide examples of how empirical evidence can influence design decisions, etc.* **Keywords** **Methodical** **Consistency** **Accuracy** -- -- +-----------------------------------+-----------------------------------+ | **Lesson 1** | | | | | | **Theme/Focal Area** | | | | | | **Characteristics of Science in | | | Nature** | | +===================================+===================================+ | **Main Lesson drawing on | | | Concepts, Skills and Competencies | | | to reinforce as in the Subject | | | Teacher Manual** | | +-----------------------------------+-----------------------------------+ | ***Teacher Activity*** | ***Learner Activity*** | +-----------------------------------+-----------------------------------+ | **Starter *[Activity (10 minutes) | | | ]*** | | | | | | **Ask learners to stand up and | | | clap** | | | | | | **Learner:** | | | | | | **Stand and clap** | | +-----------------------------------+-----------------------------------+ | ***[Introductory Activity (e.g. | ***[Introductory | | 15minutes)]*** | Activity)]*** | | | | | I. Boil water and put | I. *Observe the boiling water | | thermometer inside and ask | and read the temperature* | | learners to observe | | | | ***[Activity 1)]*** | | ***[Activity 1 (e.g. 40 | | | minutes)]*** | I. *Search fort the | | | characteristics of Science | | I. *Ask Learners in their mixed | and their meaning using their | | ability groups to search for | tablets connected to the | | the characteristics of | internet* | | Science and their meaning | | | using their tablets connected | ***[Activity 2]*** | | to the internet* | | | | I. ***appoint a leader to | | ***[Activity 2 (e.g 40 | present their findings to the | | minutes)]*** | class*** | | | | | I. | *ii. Pay attention and make note* | | | | | ***ask learners to appoint a | | | leader to present their findings | | | to the class*** | | | | | | ***ii. summarise their findings | | | and clear misconceptions and | | | wrong answwers*** | | +-----------------------------------+-----------------------------------+ | **Assessment DoK aligned to the | | | Curriculum and Subject Teacher | | | Manual** | | +-----------------------------------+-----------------------------------+ | - *2: Describe the | | | characteristics of science | | | when designing a scientific | | | project* | | | | | | - *Level 3: Identify three | | | characteristics of science | | | and discuss how each can | | | enhance the effectiveness of | | | a scientific project\'s | | | design* | | +-----------------------------------+-----------------------------------+ | **Lesson Closure** | | | | | | ***In completing this part, refer | | | to the Essential Questions to | | | check that learning has taken | | | place.*** | | +-----------------------------------+-----------------------------------+ | ***[Activity (e.g.15 minutes) | | | ]*** | | | | | | *Ask learners to think-pair share | | | the characteristics of Science.* | | | | | | - *Ask learners to Identify | | | three characteristics of | | | science and discuss how each | | | can enhance the effectiveness | | | of a scientific project\'s | | | design* | | +-----------------------------------+-----------------------------------+ | **Reflection & Remarks** | | +-----------------------------------+-----------------------------------+ | *Tablets were few so students had | | | to share, which delayed the | | | lesson.* | | +-----------------------------------+-----------------------------------+ | **Lesson 2** | | | | | | **Theme/Focal Area** | | | | | | **Characteristics of Science in | | | Nature** | | +-----------------------------------+-----------------------------------+ | **Main Lesson drawing on | | | Concepts, Skills and Competencies | | | to reinforce as in the Subject | | | Teacher Manual** | | +-----------------------------------+-----------------------------------+ | ***Teacher Activity*** | ***Learner Activity*** | +-----------------------------------+-----------------------------------+ | **Starter *[Activity (10 minutes) | | | ]*** | | | | | | ***[Teacher:]*** | | | | | | **Go for a dustbin ask learners | | | to go for 3 pebles each. The | | | teacher asked the learners to | | | throw the pebbles into the bin to | | | check accuracy and precision** | | | | | | **Learner: throw their pebbles | | | from a specific point into the | | | Bin one after the other** | | +-----------------------------------+-----------------------------------+ | ***[Introductory activity (e.g. | ***[Introductory | | 10 minutes)]*** | activity)]*** | | | | | I. ***Guide learners to discuss | ***Discuss the lesson keywords | | the keywords and the learning | and the learning outcome with | | outcomes with their learning | your learning partners*** | | partners*** | | | | ***Search, discuss and present | | ***[Activity 1 (25 | the characteritice of science, | | minutes)]*** | giving real-life application in | | | your mixed ability group*** | | II. ***Share the characteristics | | | of science among | ***Learners analyze the findings | | mixed-ability groups, to | of other groups during the | | search for their appilication | presentation*** | | and discuss them with the | | | group members.*** | ***[Activity 3 ]*** | | | | | III. ***Let learners assess other | I. *Sample living organisms | | group members' contributions | using the Quadrat, discuss | | during the presentation*** | with your learning partners | | | the Characteristice of | | ***[Activity 2 (30 | Science you used and how you | | minutes)]*** | applied it.* | | | | | IV. *Take learners to the school | | | field to sample some organism | | | using the Quadrat* | | +-----------------------------------+-----------------------------------+ | **Assessment DoK aligned to the | | | Curriculum and Subject Teacher | | | Manual** | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Lesson Closure** | | | | | | ***In completing this part, refer | | | to the Essential Questions to | | | check that learning has taken | | | place.*** | | +-----------------------------------+-----------------------------------+ | ***[Activity (15 minutes) | | | ]*** | | | | | | *Using the inside --outside | | | circle, learners share what they | | | learned from the lesson with | | | their colleagues. Offering | | | opportunitites for clarification | | | and correction.* | | | | | | *Using the exit card ask learners | | | to write down activities of | | | science they learn.* | | | | | | *Assign activities for the next | | | lesson:* | | | | | | *Ask learners to write down | | | activities they perform at | | | home/dormitory and the | | | characteristics of science they | | | applied.* | | +-----------------------------------+-----------------------------------+ | **Reflection & Remarks** | | +-----------------------------------+-----------------------------------+ | *What went well during the lesson | | | delivery?* | | | | | | *Were the learners able to | | | explain the application of the | | | Characteristics of science in | | | everday life?* | | | | | | *Did the activities performed | | | during the lesson answer the | | | essential questions?* | | +-----------------------------------+-----------------------------------+