SHS3 Biology · Semester 1 Week 1: Biology and Entrepreneurship

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.1 - Describe the biological principles behind the preparation of some local foods and beverages

By the end of the lesson, learners can:

Identify at least five common local foods and beverages in their community and name the biological process involved in preparing each one.
Describe fermentation as a biological principle, stating the roles of microorganisms (yeast and bacteria), the conditions needed, and the products formed.
Explain step by step how fermentation is applied in the preparation of at least two local foods (for example, kenkey and pito) and one global food (bread or yoghurt).
Discuss the importance of the biological principles used in local food preparation in relation to food preservation, nutrition, and enterprise development.
Work collaboratively in mixed-ability groups to present a written or oral report on the preparation of a local food, showing respect for cultural beliefs and practices surrounding the food.

This lesson is the first in the topic “Biology and Entrepreneurship.” It lays the foundation for later lessons on tissue culture, GMOs, and water treatment, where learners will see how biology can be applied at a larger industrial scale.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Exploring Biology in Society (Strand 1)
Sub-strand: Biology and Entrepreneurship (1.2)
Content standard: 3.1.2.CS.1 - Demonstrate knowledge and skills of some basic concepts in biotechnology and their application to enhance the value of products that help improve human lives and the environment. 3.1.2.LO.1 Apply knowledge and skills in biotechnology to enhance the value of products that help improve human lives and the environment.
Indicator: 3.1.2.LI.1 - Describe the biological principles behind the preparation of some local foods and beverages
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. 89

Exemplars (from the NaCCA curriculum)

Differential Project-Based Learning:
- In mixed-ability, gender-responsive and all-inclusive differential tasked-based groups, identify some common local foods and beverages in the community (e.g., local yoghurt, kenkey, pito, bread, akpeteshie) and investigate how they are prepared; present a written report on how each is prepared by the local people in the community. Learners inculcate new cultures and shed off harmful and socially sensitive beliefs about some cultures and their eating habits. Learners learn to respect the positive beliefs of some cultures and develop the spirit of team working.
- Identify some common biological principles employed in the preparation of local foods (e.g., fermentation in the preparation of yoghurt, kenkey, pito and bread), and describe in a written report how these biological processes are applied in preparing each food item. Learners develop self-confidence both in teamwork and in individual assigned roles during independent and group research.
Experiential/Project Based Learning: collect different resources and raw materials and work in groups at the laboratory to produce some local foods and beverages such as yoghurt and kenkey: by this, learners connect to real-life scenarios and disconnect from harmful beliefs and taboos they ignorantly attach to. Learners learn to work to achieve results and offer emotional support and respect to peers they work with.
Teaching and Learning Materials:
- * Sugar * Yeast * Wheat flour water * fresh milk * * GMOs. Millet and corn dough * Sugar cane and distillation apparatus. * Laptops
- * Videos * Photos and posters * Laptops * Smart phones
- Projectors * Production of bio-oils. * Simulations
- * Photos and posters on tissue culture
- Textbooks * Photos and posters on recombinant
- DNA technology, and production of
- * Photos and posters on the past and present state of inland water bodies in Ghana * Water treatment plants * Activities in gold mines * Use of bacteria culture in bioremediation of polluted water bodies
Assessment (3.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.