Essentials for Survival · SHS1 General Science

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.3 - Apply knowledge of reproduction-related issues (teenage pregnancy, STI, reproductive health) to address challenges of adolescent reproductive health.

By the end of the lesson, learners can:

Identify at least three major adolescent reproductive health challenges in Ghana, namely teenage pregnancy, sexually transmitted infections (STIs), and poor menstrual hygiene management.
Explain how knowledge of the menstrual cycle and reproduction can help adolescents make informed decisions about their sexual and reproductive health.
Analyse the causes and consequences of teenage pregnancy and STIs in Ghanaian communities using evidence from group discussions and provided resources.
Design a practical action plan or community awareness message that addresses one adolescent reproductive health challenge in their school or community.
Demonstrate respectful and inclusive attitudes when discussing reproductive health issues, showing empathy towards peers regardless of gender.

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Curriculum details

Strand: Processes for Living (Strand 2)
Sub-strand: Essentials for Survival (2.1)
Content standard: 1.2.1.CS.2 - Demonstrate knowledge and understanding of the principles of reproduction and their application in addressing sexually related societal problems. 1.2.1.LO.2 Illustrate the principles of reproduction. 1.2.1.LO.3 Design Possible solutions to address sexually related societal problems.
Indicator: 1.2.1.LI.3 - Apply knowledge of reproduction-related issues (teenage pregnancy, STI, reproductive health) to address challenges of adolescent reproductive health.
Suggested placement: Semester 1, Week 18 (Week 18 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.36: this sub-strand prints 3 learning outcomes (1.2.1.LO.1, 1.2.1.LO.2, 1.2.1.LO.3) against 2 content standards, so 1.2.1.LO.3 has no content standard of its own; it is carried here with its competencies rather than dropped
Curriculum reference: NaCCA curriculum document, p. 37

Exemplars (from the NaCCA curriculum)

Learners work in mixed-ability groups and different ability groups using Talk for Learning approaches to examine and make presentations on adolescent reproductive health issues.
NOTE:
- Ensure that each group addresses a particular issue.
- Encourage males to play leading roles in supporting female experiences and participate fully in the activities for menstrual hygiene day, 28th May, every year.
Teaching and Learning Resources:
- Videos
- Pictures
- Charts/pictures and models of the reproductive system of male and female humans.
- Videos of the reproductive system of mammals.
- Internet resources such as https://www.webmd.com/baby/healthtool- ovulation-calculator;
- https://www.unfpa.org/resources/adolescent-sexual-
- Vegetative parts of plants such as corm, rhizome, and-reproductive-health; https://www.youtube.com/watch?v=lBHRwkZPNac; Videos showing propagation in plants, projectors and
- Journals
- Books
- Charts/videos/pictures of the menstrual cycle.
- Internet resources such as (https://www.webmd.com/baby/healthtool- ovulation-calculator; https://www.always.com/en- us/period-calculator)
- Flowers, fruits and seeds
- suckers, stem cuttings and bulbs.
- other ICT resources.
Assessment (1.2.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.