Powering the Future with… · SHS3 General Science

Lesson notes

Learning Objectives

Indicator: 3.3.1.LI.2 - Explore lenses and mirrors in relation to light energy in life.

By the end of the lesson, learners can:

distinguish between concave and convex lenses, and between plane, concave, and convex mirrors, by their shapes and the images they form.
explain how mirrors and lenses interact with light energy to form images, using the terms focal point, principal axis, and centre of curvature.
apply the principles of mirrors and lenses to explain everyday Ghanaian situations, such as the mirrors in a motor mechanic’s headlamp, a hairdresser’s magnifying mirror, or a fisherman’s spear and the apparent position of fish in water.
construct a working model of a periscope using simple materials and demonstrate how it enables the user to see over an obstacle.
evaluate the use of lenses to correct short-sightedness and long-sightedness, and recommend the appropriate lens type for each defect.

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Curriculum details

Strand: Vigour Behind Life (Strand 3)
Sub-strand: Powering the Future with Energy Forms. (3.1)
Content standard: 3.3.1.CS.1 - Demonstrate understanding of light energy, its sources and generation. 3.3.1.LO.1 Analyse light energy and its uses in nature.
Indicator: 3.3.1.LI.2 - Explore lenses and mirrors in relation to light energy in life.
Suggested placement: Semester 2, Week 1 (Week 21 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.102: this is a second content-standard block printed with the already-used code 3.3.1.CS.1 in the same sub-strand; the distinct standard text and its indicators are retained
Curriculum reference: NaCCA curriculum document, p. 102

Exemplars (from the NaCCA curriculum)

Project-based Learning: Let learners work in mixed-ability groups to discuss the types of mirrors and lenses using projects developed from mirrors and lenses.
Diamond Nine: Let learners work according to different ability groups or pairs to discuss: 1. Snell's law 2. Total internal reflection 3. Refractive index 4. Differences between lasers and fibre optics 5. How fibre optics work 6. Real and apparent depth.
Collaborative Learning: 1. Put learners in smaller convenient groups to observe samples of projectors, simple microscopes, and periscopes and discuss their functions in industry and everyday life. 2. Guide learners to build prototypes of periscopes and demonstrate their usage in life. 3. Assist learners to brainstorm on professions that use knowledge of periscopes in their operations.
Talk for Learning: In mixed-ability groups, let learners demonstrate how lenses are used to correct eye defects. Using charts and models, let learners explain the causes of eye defects.
Teaching and Learning Resources:
- Pictures, videos and charts showing the concept of light, PHET simulations
- Simulations,
- Realia of lenses and mirrors,
- Videos, charts and models.
Assessment (3.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.