The Earth and Its Features · SHS2 Geography

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.1 - Identify the different types of mountains (e.g. volcanic, fold and block), their characteristics, the processes that create them and their importance

By the end of the lesson, learners can:

Identify and name the three main types of mountains: volcanic, fold, and block mountains.
Describe the key characteristics of each mountain type, including their appearance and structure.
Explain the processes (volcanic eruption, plate collision and folding, faulting and block uplift) that create each type of mountain.
Assess the importance of mountains to human life and national development, with reference to both local Ghanaian and global examples.
Create a labelled poster showing one type of mountain, its features, formation process, and benefits, and present it to the class.

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Curriculum details

Strand: The Earth and Its Neighbourhoods (Strand 1)
Sub-strand: The Earth and Its Features (1.1)
Content standard: 2.1.1.CS.2 - 2.1.1.CS.2 Demonstrate knowledge and understanding of landforms, their importance and the processes that leads to their creation 2.1.1.LO.2 Identify the different types of landforms (mountains and plains), describe the processes that create them and examine their importance
Indicator: 2.1.1.LI.1 - Identify the different types of mountains (e.g. volcanic, fold and block), their characteristics, the processes that create them and their importance
Suggested placement: Semester 1, Week 4 (Week 4 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. 66

Exemplars (from the NaCCA curriculum)

Exploratory learning: Through nature walk, observe mountains/hills (or any high grounds) in the vicinity; use videos and sequential photos to examine the processes that create such highlands.
Activity-Based Learning: Create posters on different types of mountains, their features, benefits and processes leading to their formation. Learners should create an environment in which others believe that their thoughts and opinions are valued.

Assessment (2.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Pictures, videos and other materials showing fault structures
- Pictures or videos of plains