SHS3 Biology · Semester 1 Week 12: Cell Structure and Functions

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.2 - Describe the application of principles of variation among humans to improve life.

By the end of the lesson, learners can:

State at least three sources of genetic variation in humans and give a Ghanaian example of each.
Explain two advantages and two disadvantages of genetic variation among humans, using specific examples such as sickle cell trait and malaria resistance.
Describe how knowledge of human variation is applied in medicine (blood transfusion, organ transplantation, pharmacogenetics) and in fields like forensics and agriculture.
Discuss ethical issues related to genetic variation, including discrimination, stigmatisation, and the importance of respecting diversity.
Apply the principle of variation to propose at least one way human life can be improved in a given scenario, such as improving health outcomes in a community.

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Curriculum details

Strand: Life in the Fundamental Unit (Strand 2)
Sub-strand: Cell Structure and Functions (2.1)
Content standard: 3.2.1.CS.3 - Demonstrate knowledge and understanding of the concept and consequences of Variation. 3.2.2.LO.1 Explain key terms in Genetics and their applications. 3.2.1.LO.2 Relate Mendel's laws and concepts of inheritance to human blood groups and their importance. 3.2.1.LO.3 Explain the concept of variation, its causes, processes, and consequences in life. 3.2.1.LO.4 Explain evolution and the factors leading to its occurrence in nature. 3.2.1.LO.5 Explain the cell cycle, cell division, and their relevance in living things.
Indicator: 3.2.1.LI.2 - Describe the application of principles of variation among humans to improve life.
Suggested placement: Semester 1, Week 12 (Week 12 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.99: the indicator token is visibly printed `3.2.2.LI.2` inside content standard `3.2.1.CS.3`; `3.2.1.LI.2` is used because the printed section wins
exemplars - p.99: the assessment token is visibly printed `3.2.2.AS.2` inside section 3.2.1; its content is retained and associated by table position
Curriculum reference: NaCCA curriculum document, p. 99

Exemplars (from the NaCCA curriculum)

Think Pair Share: through think pair sharing, the learner research and share with another learner the advantages and disadvantages associated with genetic variation among humans. A general class discussion follows, think pair share allows many learners to share their thoughts, as it also fosters social and emotional well-being as thoughts are shared with the other learner. The strategy, together with class discussions, improves learner oratory.
Task-Based/Talk for Learning Approaches: a mixed-ability, all-inclusive groups, share with the rest present learners present discussions on the application of variation to improve the well-being and health of humans: learners in group share common emotional and psychological thoughts, and support one another for a healthy academic exercise. Learners socially connect through mixed-ability class groupings.
Teaching and Learning Materials:
- * Simulations * Photos
- * Textbooks and posters on variation in skin colour hair texture and shape of nose * Fingerprints of humans etc.
- * Phenylthiocarbamide
- - PTC.
Assessment (3.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.