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