Basic Physics · SHS3 Physics

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.2 - Explain how our indigenous culture benefits from and applies to astronomy and cosmology.

By the end of the lesson, learners can:

Identify at least three examples of astronomical knowledge embedded in Ghanaian indigenous cultural practices, such as the use of the moon in farming calendars or the position of the stars in navigation.
Explain how traditional festivals in Ghana are linked to celestial events such as the appearance of the new moon or the rising of particular stars.
Describe the role of the community elder, traditional priest, or religious leader in preserving and transmitting astronomical knowledge within the community.
Analyse how indigenous astronomical knowledge can complement modern space science in addressing community needs such as weather prediction and agriculture.
Reflect on personal biases about who can be a scientist or astronomer, and commit to promoting equitable access and representation in space science.

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Curriculum details

Strand: Mechanics and Matter (Strand 1)
Sub-strand: Basic Physics (1.1)
Content standard: 3.1.1.CS.3 - Demonstrate knowledge and understanding of the basics of space science. 3.1.1.LO.3 Use the knowledge in space science to explain the world beyond the earth.
Indicator: 3.1.1.LI.2 - Explain how our indigenous culture benefits from and applies to astronomy and cosmology.
Suggested placement: Semester 1, Week 6 (Week 6 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. 153

Exemplars (from the NaCCA curriculum)

Experiential Learning: Learners go on a field visit to the planetarium, astronomical observatory or an elder of the community, chief's palace, religious leaders (traditional priest, community elder, priest, pastor, imam or any person of in-depth knowledge) to understand how their culture is influenced by astronomy and cosmology.
Encourage reflection on the potential impact of biases on individuals' opportunities and aspirations, and foster a commitment to promoting equitable access and representation in the field of space science.
Assessment (3.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Audio-visuals
- PhET interactive
- Internet simulations
- Projectors
- laptop/computer
- YouTube
- Field visit
- Reference book