SHS3 Geography · Semester 1 Week 9: The Earth Atmosphere

Lesson notes

Learning Objectives

Indicator: 3.1.3.LI.2 - Discuss the socio-economic and environmental impacts of climate change in Ghana and beyond

By the end of the lesson, learners can:

Explain at least four environmental impacts of climate change in Ghana, such as sea erosion, desertification, changing rainfall patterns and loss of biodiversity.
Describe at least four socio-economic impacts of climate change in Ghana, including effects on agriculture, health, infrastructure and energy supply.
Compare the impacts of climate change in Ghana with impacts experienced in other parts of the world, such as the Sahel region, coastal Asia and small island states.
Use evidence from climate datasets, pictures and videos to support their discussion of climate change impacts.
Categorise climate change impacts as environmental or socio-economic and identify how these categories are interconnected.

This lesson builds on the causes and evidence of climate change discussed in Week 8. The detailed adaptation and mitigation strategies are scheduled for Week 10, so this lesson focuses on understanding the full range of impacts.

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Curriculum details

Strand: The Earth and Its Neighbourhoods (Strand 1)
Sub-strand: The Earth Atmosphere (1.3)
Content standard: 3.1.3.CS.1 - 3.1.3.CS.1 Demonstrate knowledge of climate change and its impacts on the environment and socio-economic development 3.1.3.LO.1 Discuss the causes and evidence of climate change, its impacts and the adaptation and mitigation strategies in Ghana
Indicator: 3.1.3.LI.2 - Discuss the socio-economic and environmental impacts of climate change in Ghana and beyond
Suggested placement: Semester 1, Week 9 (Week 9 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. 102

Exemplars (from the NaCCA curriculum)

Collaborative learning: In manageable mixed ability and GESI responsive groups, discuss the socio-economic and environmental impacts of climate change and the adaptation strategies Learners working in groups should allow their colleagues to develop interpersonal and communication skills, and to create a community where Learners assign themselves specific roles.

Assessment (3.1.3.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Use pictures, videos, climate datasets and other sources for searching for information and evidence of climate change.