SHS3 Geography · Semester 2 Week 2: Physical Settings and People

Lesson notes

Learning Objectives

Indicator: 3.3.1.LI.2 - Discuss migration trends, settlement types and patterns in Ghana

By the end of the lesson, learners can:

Define migration, settlement, and related terms (emigration, immigration, internal migration, international migration) using Ghanaian examples.
Describe the major migration trends in Ghana, including rural-to-urban movement, the north-to-south drift, and international emigration.
Identify the main settlement types (rural, urban, peri-urban) and settlement patterns (nucleated, dispersed, linear) found in Ghana.
Sketch a map of Ghana showing the direction of the major migration trends and label the key destination areas.
Explain the relationship between physical environment (e.g., climate, vegetation, mineral deposits) and where people settle in Ghana, building on knowledge from the previous week’s lesson.

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Curriculum details

Strand: Human and Environment (Strand 3)
Sub-strand: Physical Settings and People (3.1)
Content standard: 3.3.1.CS.1 - 3.3.1.CS.1 Demonstrate understanding of population growth and distribution, migration trends and settlement types in Ghana 3.3.1.LO.1 Using the knowledge gained in the physical environment, analyse population growth and distribution, migration trends and settlement types in Ghana
Indicator: 3.3.1.LI.2 - Discuss migration trends, settlement types and patterns in Ghana
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.
Curriculum reference: NaCCA curriculum document, p. 112

Exemplars (from the NaCCA curriculum)

Activity-Based learning: In mixed ability groups of people from different population density areas, sketch a map of Ghana showing migration trends.
Collaborative Learning: In mixed ability and all-inclusive groups, explore settlement types and patterns in Ghana. Learners should be able to manage their emotional reactions and behaviours using techniques such as mindfulness. strategies, breathing, and self-talk

Assessment (3.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.

Teaching and Learning Resources:
- Use available population data from Ghana Statistical Service, National Population Council and any other sources to facilitate your discussions.
- Maps of migration trends to aid discussion.
- Use pictures and videos of different settlement types and patterns for illustrations.