Environmental Hazards and Their… · SHS2 Geography

Lesson notes

Learning Objectives

Indicator: 2.3.4.LI.2 - Examine the measures for managing drought and fires in Ghana

By the end of the lesson, learners can:

Define drought and fire outbreaks and distinguish between their causes in the Ghanaian context.
Explain at least four measures for managing drought in Ghana, including both structural and non-structural approaches.
Describe at least four measures for preventing and managing fire outbreaks in Ghana, distinguishing between bushfires and domestic/industrial fires.
Evaluate the effectiveness of drought and fire management measures in Ghana, identifying gaps and suggesting improvements.
Demonstrate awareness of how drought and fires disproportionately affect vulnerable groups (women, children, the elderly, and persons with disabilities) in their communities.

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Curriculum details

Strand: Human and Environment (Strand 3)
Sub-strand: Environmental Hazards and Their Management (3.4)
Content standard: 2.3.4.CS.1 - 2.3.4.CS.1 Demonstrate skills for managing earthquakes, floods, drought and fires 2.3.4.LO.1 Evaluate measures for controlling or mitigating floods, droughts, earthquakes and fires in Ghana
Indicator: 2.3.4.LI.2 - Examine the measures for managing drought and fires in Ghana
Suggested placement: Semester 2, Week 18 (Week 38 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. 92

Exemplars (from the NaCCA curriculum)

Talk for learning: Brainstorm on the definition of drought. Individual earner share their thoughts.
Experiential Learning:
- Using pictures/videos on drought, discuss the causes of drought in Ghana
- In mixed ability and GESI responsive groups, explore methods to mitigate droughts and fire outbreaks in our communities and Ghana and present the findings in class. Taking into consideration learners from different ethnic backgrounds Learners should help to expand others' emotional vocabulary and their abilities to identify physical sensations related to feelings.

Assessment (2.3.4.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Maps, arts toolkits, computers and projectors
- Data on the floodable areas
- Pictures or video documentary on drought
- Charts to explain drought mitigation strategies