Cell Structure and Functions · SHS3 Biology

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.2 - Discuss why it is necessary to know one’s blood group and Rhesus factor classification.

By the end of the lesson, learners can:

State the four main ABO blood groups and the Rhesus (Rh) positive and negative classifications, and identify the antigens and antibodies present in each group.
Explain the basis of blood group inheritance using the concepts of alleles and codominance learned in earlier lessons on Mendel’s laws.
Justify why it is necessary for every individual to know their blood group before receiving a blood transfusion, using specific examples of compatible and incompatible donor-recipient combinations.
Explain the medical importance of the Rhesus factor, particularly in pregnancy and blood transfusion, with reference to Rhesus incompatibility.
Evaluate real-life scenarios involving blood donation and transfusion in Ghana and make reasoned decisions about safe practices.

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Curriculum details

Strand: Life in the Fundamental Unit (Strand 2)
Sub-strand: Cell Structure and Functions (2.1)
Content standard: 3.2.1.CS.2 - Demonstrate knowledge and understanding of Mendel's laws and concepts of inheritance, blood groups and their applications in life. 3.2.2.LO.1 Explain key terms in Genetics and their applications. 3.2.1.LO.2 Relate Mendel's laws and concepts of inheritance to human blood groups and their importance. 3.2.1.LO.3 Explain the concept of variation, its causes, processes, and consequences in life. 3.2.1.LO.4 Explain evolution and the factors leading to its occurrence in nature. 3.2.1.LO.5 Explain the cell cycle, cell division, and their relevance in living things.
Indicator: 3.2.1.LI.2 - Discuss why it is necessary to know one's blood group and Rhesus factor classification.
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. 97

Exemplars (from the NaCCA curriculum)

Enquiry-Based Learning: research from textbooks, the internet, the library and other relevant sources, the background and importance of blood groups, blood transfusion and Rhesus factor in humans, and discuss your findings in class discussions; learners develop emotional and psychological satisfaction through their ability to find answers to questions through research.
Task-Based Learning: Learners work in mixed-ability groups to create charts on the various blood groups and the associated blood donors and recipients, presenting their lessons in discussions; learners learn from one another during discussions, and express opinions in modest constructive and presentable tones.
Teaching and Learning Materials:
- * Simulations * Photos * Textbooks and posters on variation in skin colour hair texture and shape of nose
- * Fingerprints of humans etc. * Phenylthiocarbamide - PTC.
Assessment (3.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.