Lesson plan presentation


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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.

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Lesson plan presentation

  1. 1. SCIENCE TEACHERS MEETING INDIA INTERNATIONAL SCHOOL,sharjah Lesson Plan Writing- By D. ALARMELU NATCHIAR supervisor(girls block )
  3. 3. 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.
  4. 4. 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
  5. 5. Title Sub-Title content
  6. 6. FUNCTIONS 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.
  7. 7.  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
  8. 8. Defined as  the flow of Information between teachers and students The way of carrying out actual teaching in the classroom.
  9. 9.  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 .
  10. 10.  Equipments,  materials,  apparatus,  charts ,  models  References: 2 ref ,Books of the subject
  11. 11.  – Demonstration based  – Graph based  – Diagram based  – Numerical based  – Flow chart  – Crossword puzzle/games  – Writing of Balanced chemical Equations/Formulae/Units  – MCQs
  12. 12.  Write notes  Draw illustrations,  Use a teaching aid  Demonstrate  Supervise question  Setup experiment. Draw, record, observe, measure ,carry out experiment.
  13. 13.  – 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
  14. 14.  Work sheet, parameter sheet, questionnaires, photograghs, proof of written asignment recorded tapes.  Feed back  Few questions Asked  Brief summary
  15. 15. 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.
  16. 16.  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
  17. 17. 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
  18. 18.  Potato tubers cylinders, razor blade, salt solution, distilled water, Petri dishes, ruler, absorbent tissue.  A chart: illustrating osmosis.  Text book and lab manual.
  19. 19.  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.
  20. 20.  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)
  21. 21.  The worksheets collected from the students  The marks awarded sheet.  Observation record
  22. 22.  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 .
  23. 23.  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.
  24. 24.  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.
  25. 25.  Chart  Labeled picture  Flow chart. Ref: Science text book. manual Record book
  26. 26. Marks for each correct answer = ½ mark  (Total Marks: ½ X 10 = 5)
  27. 27.  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)
  28. 28.  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
  29. 29.  How you will present the topic in the class ?  ……………………………………………………..  And what are the materials used ?......................................................
  30. 30.  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.
  31. 31.  : 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)
  32. 32.  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.)
  33. 33.  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
  34. 34.  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
  35. 35.  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.
  36. 36. 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)
  37. 37.  Bulletin Board Evaluation Sheet  Photograph of the display board  Viva questions and expected answers.
  38. 38.  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.
  39. 39.  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
  40. 40.  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……………………
  41. 41.  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 .
  42. 42.  Correct procedure : 02 Marks  Correct recording : 02 Marks  Conclusion & result : 01 Marks
  43. 43.  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.
  44. 44.  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..
  45. 45.  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.
  46. 46.  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.