SHS3 Applied Technology · Semester 2 Week 3: Materials and Artefacts Production in Woodwork Industry in Ghana

Lesson notes

Learning Objectives

Indicator: 3.4.2.LI.2 - Classify 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, distinguishing clearly between the two categories.
Classify at least eight Ghanaian timber species correctly as either LKS or LUS, giving reasons for each classification.
Explain at least three reasons why certain timber species remain lesser-known or lesser-used despite their availability in Ghanaian forests.
Compare the potential of LKS and LUS species with well-known commercial timbers such as Odum, Sapele, and Mahogany, using criteria such as durability, workability, and market demand.
Justify the promotion of LKS and LUS species as a strategy for sustainable timber production in Ghana, linking back to the sustainability concepts covered in Week 2.

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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.2 - Classify Lesser-Known Timber Species (LKS), Lesser-Used Timber Species (LUS)
Suggested placement: Semester 2, Week 3 (Week 23 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.2"; filed under the section's own 3.4.2.AS.2
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:
3. Lesser-Known Timber Species (LKS)
4. 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:
3. Lesser-Known timber species (LKS)
4. Lesser-Used timber species (LUS)
- Assist learners with open-mindedness in mixed ability groups to co-operatively discuss the uses of:
3. Lesser-Known timber species (LKS)
4. 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, LUS Timber species and Non-Timber Forest Products (NTFP)

Assessment (3.4.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

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