SHS3 Applied Technology · Semester 2 Week 2: Materials and Artefacts Production in Woodwork Industry in Ghana

Lesson notes

Learning Objectives

Indicator: 3.4.2.LI.1 - Determine the availability and sources of Lesser-Known Timber Species (LKS), Lesser Used Timber Species (LUS)

By the end of the lesson, learners can:

Define Lesser-Known Timber Species (LKS) and Lesser-Used Timber Species (LUS) in their own words.
Distinguish between LKS and LUS based on availability, familiarity, and current level of commercial use.
Identify at least five specific sources (geographical areas in Ghana) where LKS and LUS can be found.
Explain why certain timber species remain lesser-known or lesser-used despite their availability.
Locate and summarise information from at least one digital source (e.g., YouTube video) on the availability of LKS and LUS in Ghana.

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Curriculum details

Strand: Wood Technology (Strand 4)
Sub-strand: Materials and Artefacts Production in Woodwork Industry in Ghana (4.2)
Content standard: 3.4.2.CS.1 - 3.4.2.CS.1 Demonstrate knowledge and understanding of Sustainability of Timber Industry in Ghana 3.4.2.LO.1 Demonstrate knowledge and understanding of Sustainable Timber Industry in Ghana.
Indicator: 3.4.2.LI.1 - Determine the availability and sources of Lesser-Known Timber Species (LKS), Lesser Used Timber Species (LUS)
Suggested placement: Semester 2, Week 2 (Week 22 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:

exemplars - p.172: prints the assessment code as "3.6.2.AS.1"; filed under the section's own 3.4.2.AS.1
Curriculum reference: NaCCA curriculum document, p. 172

Exemplars (from the NaCCA curriculum)

Critical Thinking and Talk for Learning Approaches: Guide learners through whole class session to brainstorm the meaning of the following with open-mindedness:
1. Lesser-Known Timber Species (LKS)
2. Lesser-Used Timber Species (LUS)
Group work/Collaborative Learning:
- Organise learners into mixed gender ability groups and assist them to co-operatively and open-mindedness, classify timber into:
1. Lesser-Known timber species (LKS)
2. Lesser-Used timber species (LUS)
- Assist learners with open-mindedness in mixed ability groups to co-operatively discuss the uses of:
1. Lesser-Known timber species (LKS)
2. Lesser-Used timber species (LUS)
Digital Literacy learning: Task learners to passionately with open-mindedness use search engines (YouTube) to surf for videos on the availability and sources of LKS and LUS Timber species.

Assessment (3.4.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.

Teaching and Learning Materials:
- Hand samples /Flip chart of:
- i. Lesser-Known timber species (LKS)
- ii. Lesser Used timber species (LUS)
- YouTube videos on
- i. Lesser-Known timber species (LKS)
- ii. Lesser-Used timber species (LUS)
- Computer/Smart phone
- Hand samples /Flip chart of:
- iii. Lesser-Known timber species (LKS)
- iv. Lesser Used timber species (LUS)
- YouTube videos on
- iii. Lesser-Known timber species (LKS)
- iv. Lesser-Used timber species (LUS)
- Computer/Smart phone