Engineering in Society · SHS1 Engineering

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.2 - Outline the contributions of each engineering discipline in solving societal problems.

By the end of the lesson, learners can:

State at least five major engineering disciplines and identify a societal problem each one addresses.
Explain, with specific examples, how civil, mechanical, electrical, chemical, and software engineering contribute to solving problems in their communities.
Compare the contributions of two different engineering disciplines to the same societal problem (for example, water supply or transportation).
Present a group’s findings on one engineering discipline clearly to the class, using at least two concrete Ghanaian examples.
Respond respectfully to presentations by other groups, adding one new contribution that the presenting group may have missed.

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Curriculum details

Strand: Engineering Practice (Strand 1)
Sub-strand: Engineering in Society (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate an understanding of the place of engineering in societal development. 1.1.1.LO.1 Identify engineering footprints in learners' communities. 1.1.1.LO.2 Explain the role of professionals in the engineering disciplines.
Indicator: 1.1.1.LI.2 - Outline the contributions of each engineering discipline in solving societal problems.
Suggested placement: Semester 1, Week 2 (Week 2 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. 25

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Learners work in different task groups, with each group assigned at least one engineering discipline, to brainstorm on the skills and knowledge requirement of the discipline, as well as their contributions to development. Each group should elect a representative to present the thoughts of the group to the class.
Building on What Others say: Other groups add to the content presented by each group in a respectful manner. Groups should be encouraged to tolerate others' views.

Assessment (1.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Projector
- Laptop and videos on engineering works