Biology and Entrepreneurship · SHS3 Biology

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.4 - Describe the application of biological concepts in the treatment of water, extraction of minerals (e.g., gold), and production of bio-oils

By the end of the lesson, learners can:

Explain at least three biological mechanisms (microbial, enzymatic, or plant-based) used in the treatment of polluted water and match each mechanism to a specific pollutant it removes.
Describe the role of microorganisms such as Thiobacillus ferrooxidans in the bioleaching of gold and other minerals, and compare bioleaching with traditional chemical extraction methods.
Outline the key steps in the production of bio-oils from biological materials such as oil palm, jatropha, or microalgae, including the role of microorganisms or enzymes where applicable.
Analyse a case study of polluted water in a Ghanaian community and propose a biologically based treatment solution, justifying each step with a biological principle.
Evaluate the environmental and economic benefits of biological methods over non-biological methods in water treatment, mineral extraction, and bio-oil production, using evidence from the lesson.

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Curriculum details

Strand: Exploring Biology in Society (Strand 1)
Sub-strand: Biology and Entrepreneurship (1.2)
Content standard: 3.1.2.CS.1 - Demonstrate knowledge and skills of some basic concepts in biotechnology and their application to enhance the value of products that help improve human lives and the environment. 3.1.2.LO.1 Apply knowledge and skills in biotechnology to enhance the value of products that help improve human lives and the environment.
Indicator: 3.1.2.LI.4 - Describe the application of biological concepts in the treatment of water, extraction of minerals (e.g., gold), and production of bio-oils
Suggested placement: Semester 1, Week 4 (Week 4 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. 90

Exemplars (from the NaCCA curriculum)

Collaborative/Project Based Learning: In mixed-ability, gender-responsive and all-inclusive groups, read and share knowledge on the use of biological principles in treating polluted water, extracting minerals, and the production of biofuels: Learners share tasks and work with
encourage one another socially and emotionally to complete tasks within a set time. Observational Learning Approach: listen to a presentation or watch a video on the types of microbes (bacteria) that are employed in the treatment of polluted water, extraction of minerals, and production of biofuels and make personal notes to be used in group work. Learners learn independent inquiry and learn to reach out to others for support when necessary. Experiential/Observational Learning Approach: in mixed-ability, all-inclusive groups, research on the biological activities involved in large-scale treatment of water and in the extraction of minerals and production of bio-oils. Design a laboratory method of biological treatment of water for group class presentations. Learners develop confidence in their abilities and learn from one another.
Teaching and Learning Materials:
- * Sugar * Yeast * Wheat flour water * fresh milk * * GMOs. Millet and corn dough * Sugar cane and distillation apparatus. * Laptops
- * Videos * Photos and posters * Laptops * Smart phones
- Projectors * Production of bio-oils. * Simulations
- * Photos and posters on tissue culture
- Textbooks * Photos and posters on recombinant
- DNA technology, and production of
- * Photos and posters on the past and present state of inland water bodies in Ghana * Water treatment plants * Activities in gold mines * Use of bacteria culture in bioremediation of polluted water bodies
Assessment (3.1.2.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.