SHS1 Biology · Semester 1 Week 1: Biology as the Science of Life

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Observe and discuss the importance of Biology, its various branches and their applications in everyday life.

By the end of the lesson, learners can:

Define Biology and state at least three reasons why the study of Biology is important to human society.
Identify and describe at least six major branches of Biology and give one real-life application for each.
Classify everyday Ghanaian products and activities (such as honey, dry tilapia, kenkey production, and malaria treatment) according to the branch of Biology that studies them.
Work collaboratively in mixed-ability groups to observe specimens and pictures, discuss their biological significance, and present findings clearly to the class.
Reflect on and explain how the work of biologists has contributed to the development of Ghanaian society, citing at least two specific examples.

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Curriculum details

Strand: Exploring Biology in Society (Strand 1)
Sub-strand: Biology as the Science of Life (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate knowledge and understanding of Biology, the various branches and fields of study, and their benefits in everyday life. 1.1.1.LO.1 Explain the importance of Biology and its branches and relate this to everyday life. 1.1.1.LO.2 Solve everyday problems using the scientific method. 1.1.1.LO.3 Apply knowledge of body symmetry, orientation, and sectioning of various organisms, and make labelled drawings of specimens. 1.1.1.LO.4 Explain the safe ways of using the light microscope and the functions of its parts.
Indicator: 1.1.1.LI.1 - Observe and discuss the importance of Biology, its various branches and their applications in everyday life.
Suggested placement: Semester 1, Week 1 (Week 1 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 27

Exemplars (from the NaCCA curriculum)

Talk for Learning (TFL): in mixed ability, gender-balanced groups, observe pictures, videos of specimens relating to Biology (e.g., honey and dry Tilapia, etc.) and share ideas with peers and accept feedback on their observations: Learners in mixed-ability groups learn from each other and provide emotional support to one another to achieve targets.
Think-Pair-Share: learners in pairs discuss, analyse and share the contribution of biologists to the development of society; learners speak to each other to improve on communication. Learners learn from each other.
Enquiry-Based Approach: in mixed-ability, all-inclusive groups, research from the internet, textbooks, scientific journals, and other related sources to find out the importance of the branches of Biology in everyday life and present their findings within a given time in a written report for feedback: Learners improve communication through group discussion. Learners develop forbearance, hence tolerate views from other peers.
Teaching and Learning Materials:
- * Computer/projectors/TV/smart * Simulations of biological phone * Pen drive * Pictures
- specimens * Honey
- * Dry fish ("Kobi") * Bottled fruit juices
- * Milk * Medicines
Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.