Living Organisms · SHS2 Biology

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.2 - Discuss the economic importance of selected higher organisms

By the end of the lesson, learners can:

Recall and state at least one beneficial and one harmful economic activity of each of the four insects studied (grain weevil, butterfly, housefly, honeybee).
Explain how the life processes (feeding, reproduction, metamorphosis) of the grain weevil, butterfly, housefly and honeybee relate to their economic impact.
Assess the overall economic importance of each insect by weighing its benefits against its harm in a given context.
Propose practical control measures for the harmful effects of these insects within a local Ghanaian setting.
Present findings on the economic importance of these insects in a poster or mind map format, demonstrating creative and collaborative learning.

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Curriculum details

Strand: Diversity of Living Things and Their Environment (Strand 3)
Sub-strand: Living Organisms (3.1)
Content standard: 2.3.1.CS.1 - Demonstrate knowledge and understanding of the life processes of grain weevil, butterfly, housefly and honeybee as examples of higher living organisms in the environment. 2.3.1.LO.1 Relate the knowledge of the life processes of grain weevil, butterfly, housefly and honeybee to their economic importance.
Indicator: 2.3.1.LI.2 - Discuss the economic importance of selected higher organisms
Suggested placement: Semester 2, Week 3 (Week 23 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. 74

Exemplars (from the NaCCA curriculum)

Project-based Learning: in mixed-ability, gender-responsive and all-inclusive tasked-based groups, identify within your locality and discuss some beneficial and harmful activities carried out by grain weevil, butterfly, housefly and the honeybee. Each group makes presentations of their findings and responds to feedback from their peers; this encourages introvert members of the group to be open and speak as they are assigned roles in group presentations.
Creative Learning: present your answer in the form of a poster or mind map on the given insect, detailing their benefits, harmful effects and control; learners become creative and appreciate diversity in learning by experiencing different posters and mind maps from peers.
Teaching and Learning Materials:
- * Specimen of Grain weevil, butterfly, housefly, honeybee (each in a different petri dish), hand lens, and * Photos and posters of specimens to be studied. * Videos
- forceps.
Assessment (2.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.