The Environment and… · SHS1 Religious And Moral Education

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.2 - Explain ways of reversing and improving the negative impacts of human activities on the environment

By the end of the lesson, learners can:

Describe at least three practical methods for reversing environmental damage caused by human activities, such as tree planting, proper waste management, and responsible mining practices.
Explain how improved farming methods, including crop rotation and agroforestry, help restore soil fertility and prevent land degradation.
Analyse a case study of environmental damage in Ghana and propose step-by-step strategies to reverse the damage and improve the environment.
Evaluate the role of individuals, communities, religious groups, and the government in restoring damaged environments.
Create a placard with a clear environmental restoration message to raise awareness in the school community.

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Curriculum details

Strand: Stewardship and Responsibility (Strand 2)
Sub-strand: The Environment and Climate Change (2.1)
Content standard: 1.2.1.CS.1 - Demonstrate an understanding of the impact of human activities on the environment, and the need to prevent destruction of the environment. 1.2.1.LO.1 Explain the positive and negative impact of our daily activities on the environment and how we can ensure sustainable environment.
Indicator: 1.2.1.LI.2 - Explain ways of reversing and improving the negative impacts of human activities on the environment
Suggested placement: Semester 1, Week 13 (Week 13 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:

strand name - p.28: this strand is printed "STEWARDSHIP AND RESPONSIBILTY" here and on printed p.43, and "STEWARDSHIP AND RESPONSIBILITY" on printed p.56, in the table of contents and in the scope-and-sequence; transcribed as printed
Curriculum reference: NaCCA curriculum document, p. 31

Exemplars (from the NaCCA curriculum)

General Learning Approach: In the context of schools with large sizes, the RMEC team should utilize case studies, videos watching (movie scenes), drama/role play that will offer opportunities for discussions afterwards.
Where appropriate the following pedagogies may also be implemented:
Digital Learning: Watch a video or listen to a presentation by a resource person on how to rejuvenate the environment.
Collaborative Learning: Through think-pair-share, identify the key points on how to repair the environment based on the video watched or the presentation by the resource person. Activity-Based Learning: In groups, create placards to raise awareness on how to take good care of the environment.
Enquiry Route Learning: The need to care for the environment. e.g., It is a command from God, human life depends on the environment, for healthy living. How to care for the environment: Planting of trees, practising proper farming methods and practising proper legal mining methods.
Teaching and Learning Resources:
- Computers and other electronic resources for screening videos
- Pictures
- Poster colours, markers, flip charts etc
Assessment (1.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.