Upload
alarmelu-natchiar
View
622
Download
0
Tags:
Embed Size (px)
DESCRIPTION
This presentation is about the writing lesson plan for science classes, with few examples(bio,phy,chem) with reference to the CBSE curriculum, and also based on CCE method of assessment.
Citation preview
WELCOME SCIENCE TEACHERS MEETING
INDIA INTERNATIONAL SCHOOL,sharjahLesson Plan Writing-
ByD. ALARMELU NATCHIARsupervisor(girls block )
MOTIVATION
NO EDUCATIONAL INSTITUTION CAN SUCCED UNLESS THE
TEACHERS ARE ADEQUATELY PREPARED FOR EXECUTING IT
AND HAVE FAITH IN ITS WORTH.
LESSON PLAN
It is a teachers detailed description of the course of instruction for an individual lesson.
The following points should be considered while preparing the lesson plan
logical presentation of the topics guided by the syllabus
the level of the learners. the lesson is neither under or over schemed.
LESSON PLAN COMPONENTS
THE FOLLOWING COMPONENTS COULD BE INCLUDED
TO ENSURE HOLISTIC PLANNING: topic/ unit/work layout Aims/
Objectives/Knowledge/skills/Application Teaching learning materials (reference
materials) Teaching techniques/Methodology/Procedure Description of Assessments Evidence of Assessment Feed back
TOPIC/UNIT/WORK LAYOUT
Title Sub-Title content
AIMS/ OBJECTIVES/KNOWLEDGE/SKILLS/APPLICATIONFUNCTIONS OF LEARNING
OBJECTIVES:
It must serve as a guide for planning instruction
These specify the learning outcomes for each task and hence help teachers and learners in developing a focus
BLOOMSTAXONOMY OF THE COGNITIVE DOMAIN;
• Knowledge• Comprehension• Application• Analysis• Synthesis• Evaluation
THE LOWEST ORDER OBJECTIVE IS KNOWLEDGE which involves recalling information of previously learned material
WHILE THE HIGHEST ORDER OBJECTIVE IS EVALUATION which involves
judging the value of the product.
TIPS FOR WRITING THE OBJECTIVES Objective has 4 elements: 1. Audience 3.condition 2.Behaviour 4.Degree THE COMMON STATEMENT OF
BEGINNING OF AN INSTRUCTIONAL OBJECTIVE IS:
At the end of the lesson(C) the student(A) should be able to draw and label(B) all(D) the part of the flower provided.
To enable the students to
TEACHING METHOD Defined as the flow of Information between teachers and students
The way of carrying out actual teaching in the classroom.
TYPES OF TEACHING METHODS
Lecture method Group Discussion Method Experiment methods/Demonstration method Active learning methods- Assignment,
seminars, workshop Brain storming Role play Co-operative learning /Group discussion
method Interdisciplinary teaching method- Case based /case study E- learning method.
TEACHING LEARNING MATERIAL
Equipments, materials, apparatus, charts , models References: 2 ref ,Books of the subject
TEACHING METHODOLOGY – Demonstration based – Graph based – Diagram based – Numerical based – Flow chart – Crossword puzzle/games – Writing of Balanced chemical
Equations/Formulae/Units – MCQs
TEACHING LEARNING/ACTIVITY
Write notes Draw illustrations, Use a teaching aid Demonstrate Supervise question Setup experiment. Draw, record,
observe, measure ,carry out experiment.
ACTIVITY/PROJECT/PRACTICAL/ASSIGNMENT – Model making – Chart making – Assignments – Popular Science Book Review – Current Science events/news report • Hands-on practical examination • Class work/home work Assessment • Group work -
Seminar/Symposium/Presentation/Bulletin Board Display/Role Play
• Survey/Field Visit • Project Work-Group or individual • Short formal written Paper-pen test
EVIDENCE OF ASSIGNMENT Work sheet, parameter sheet,
questionnaires, photograghs, proof of written asignment recorded tapes.
Feed back Few questions Asked Brief summary
FEEDBACK/ FOLLOW UP
The performance of students gives valuable information about their
understanding, conceptual clarity, problems faced and
gaps in learning. Based on this information, teachers could give feedback and undertake
follow up activities for remediation and enrichment. The information will also enable
teachers to modify their practices for enhanced effectiveness of learning.
LESSON PLAN TOPIC: CELL PHYSIOLOGY SUB-TOPIC: OSMOSIS
OBJECTIVES: By the end of the lesson the learner should be able to;
Describe osmosis Explain how the process of osmosis takes
place. Describe the effect of osmosis on living
tissues
TEACHING TECHNIQUES/ METHODOLOGY/PROCEDURE
ILLUSTRATION METHOD Teacher organizes the learners into groups
and guides the learners Teacher illustrates osmosis using a chart.
The learners set up the experiment on osmosis using the procedure below
Cut the potato cylinder into 2 cm pieces Place 4 pieces in each of the solutions
provided salty and distilled• Observe after 10 minutes• Draw the set up and Record observation
TEACHING LEARNING MATERIALS:(REFERENCE MATERIALS)
Potato tubers cylinders, razor blade, salt solution, distilled water, Petri dishes, ruler, absorbent tissue.
A chart: illustrating osmosis. Text book and lab manual.
ACTIVITY/PROJECT/EXPERIMENT
the students are asked to observe osmosis in carrots in the two beakers with different concentration and compare the physical state of the carrots carefully.
Students are asked to answer the questions given in the worksheet.
DESCRIPTION OF ASSESSMENT Marks for each correct = 1 (the teacher will evaluate the
Worksheet, the student has answered more than five correct
(Total Marks: 1 X 5 = 5)
EVIDENCE OF THE ASSESSMENT The worksheets collected from the
students The marks awarded sheet. Observation record
FEEDBACK The teacher identifies the students who
are not able to give correct answer They were given an another chance
and the concept is taught once again .
FOR EG: THE FUNDAMENTAL UNITS OF LIFE IF (FLOW CHART BASED)
Objectives: At the end of the lesson(C) the student(A)
should be able to Recognize the structure and location of
organelles in plant cell and animal cell. Explain the role of cell organelles based
upon their function. Correlate the structure and function of
some organelles.
TEACHING TECHNIQUES/ METHODOLOGY/PROCEDURE
The structure, location and function of various cell organelles are explained to the students in with help of the diagram/chart.
The students will be taught with a help of the flowchart of cell organelles.
TEACHING LEARNING MATERIALS:(REFERENCE MATERIALS) Chart Labeled picture Flow chart.
Ref: Science text book. manual Record book
FLOWCHART FOR CELL ORGANELLES
DESCRIPTION OF ASSESSMENTS
Marks for each correct answer = ½ mark
(Total Marks: ½ X 10 = 5)
FEED BACK A few students may not be able to
complete the flow-chart. They can explained the topic again and
asked to do an alternate assignment where the answers are given
(for example: match the following or multiple choice questions)
THE FUNDAMENTAL UNITS OF LIFE
If (Diagram based) Objectives: To enable the students
to– Learn the names of parts of plant cell
and animal cell Identify the cell organelles based on
their structure and location Recognize the similarities between
plant and animal cell
METHODOLOGY How you will present the topic in the
class ?
……………………………………………………..
And what are the materials used ?......................................................
ASSIGNMENT/PROJECT/ACTIVITY The worksheet with the diagram of plant
and animal cell is given to the students. The student may label the parts that
are common in both plant and animal cell.
the diagrams representing plant cell and an animal cell, will be given to the students
Label any five organelles common in plant cell and animal cell.
DESCRIPTION OF ASSESSMENT : Marks for each correct labeling =
1 (the teacher will evaluate five labelings
In case, the student has labeled more than five, five correct
labeling shall be evaluated first. (Total Marks: 1 X 5 = 5)
FEED BACK A few students may not be able to
label the required parts properly. The teacher may explain the diagram again in the class.
As the number of students who have not labelled the parts properly is more, the worksheet is modified
(labeling lines are be added with a blank space that the student will use to write the word.)
EG: DIVERSITY IN LIVING ORGANISMS GROUP WORK METHOD Objective: At the end of the lesson
the students should be able to– Learn how to work as a team to
achieve a common goal Distribute the work for its effective
execution Recognize various groups of
organisms based upon common features Appreciate the concept of diversity in
the living world
DESIGN YOUR OWN WAY Choose the materials required Refer books and discuss with your
parallel teacher to get new way of presenting the lesson in the class.
THINK DIFFERENT
ACTIVITY/PROJECT The students in the class will be divided
into 6-8 groups. Topics from the chapter are allotted to
the students accordingly. . The students collects information,
pictures, photographs or any other illustrations from different sources such as old magazines/ journals/ newspapers/ internet etc.
The students then make a presentation of the same on the display board.
DESCRIPTION OF ASSESSMENT
Each member of the group appears for a viva conducted by the teacher to assess the level of her participation.
Viva (2) Presentation (1 ½ )** Content and relevance to the topic (1 ½ )
Total (5)
EVIDENCE OF ASSESSMENT Bulletin Board Evaluation Sheet Photograph of the display board Viva questions and expected answers.
FEEDBACK The teacher may identify the students
who have not displayed active participation in this activity.
Such students are given an alternate topic for display board or an alternative activity based on similar topic.
PHYSICS: MATTER IN OUR SURROUNDINGS Objective: To enable the students to
— Learn that on heating, a liquid can be
changed into vapours and the phenomenon is
called evaporation. Understand that the rate of evaporation
of any liquid depends on surface area, temperature, humidity and speed of the
wind. Enhance observation skills
METHODOLOGY: EXPLANATION METHOD The explains the following information to the
students. When a liquid is heated, a small fraction of
particles at the surface, having higher kinetic energy, are able to break away from
the forces of attraction of other particles and escape into air as vapours.
The phenomenon of change of liquid into vapour at any temperature below its boiling point is called evaporation
Evaporation is a surface phenomenon Rate of evaporation depends
on……………………
ACTIVITY/ASSIGNMENT study the effect of increase in
temperature of the liquid surface area on the rate of evaporation using three different liquids e.g. Water, Benzene, alcohol etc.
Requirement: 6 China dishes of the same of size, stop watch, 10 mL. pipette, measuring cylinder, thermometer, burner / spirit lamp .
DESCRIPTION OF ASSESSMENT:
Correct procedure : 02 Marks Correct recording : 02 Marks Conclusion & result : 01 Marks
FEEDBACK Some students found it difficult to
observe the changes in the volume of liquids after
regular intervals of time. Repeated adjustments in experiment helped them to observe
desired result.
CHEMISTRY:STRUCTURE OF THE ATOM
Objectives: To enable the learners to–
get familiarized with atomic number of different elements.
State the number of protons, neurons and electrons, number of shells, valency etc. of
an atom of a given element. draw the structure of atoms of elements
having different atomic numbers..
METHODOLOGY: ROLE PLAY Hello Friends, I am Hydrogen. My atomic number is one. I have one electron and one proton I have no neutrons in my nucleus. I have only one shell ‘K’ with one electron. My valancy is one. I can either give or take one electron or
else I can share one electron to complete my octate.
I am a non-metal. I am the lightest element.
FEED BACK A few students were not able
understand the formula for……………………………..
Some were not able to remember that the maximum number of electrons present in an outermost cannot be more than 8. and they were using the formula 2n² mechanically. They were be helped to remember and understand about the same by giving more examples.
THANK YOU