A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other. Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning. A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ... Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ... Duration. ... Topic. ... Objective. ... Materials. ... Directions. ... Assessment. A good daily lesson plan will include at least the following: Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ... Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ... Assessment activities. ... Wrap up: A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To). Providing all these lesson notes for easy comprehension and reference purpose.

1. A.I.C.E.S.R.
B.Ed Lesson Note
Name of Professor: S. S. Chepe Subject Lesson No.:
Name of School: A.I.C.E.S.R. Lesson No.:
Std: 6th Div: Time: Date: 25/19/13 Type of Lesson: Simulated (CAM)
Teaching Subject: General Science Teaching Unit: Health & Diseases
Sub Unit: Deficiency Diseases
Context: -
Entry Behaviour: Students have basic idea about diseases.
Correlation: Life
Teaching Aids: PPT
Content Analysis: Diseases
Infectious Non- Infectious
Disorders Deficiency
Vitamins Minerals
Instructional Objectives & Specifications:
The pupil understands the deficiency diseases
1. The pupil classifies examples into positive and negative category.
2. The pupil gives reasons for classification.
3. The pupil infers essential attributes of the concept.

2. 4. The pupil infers essential non-attributes of the concept.
Value:
Methodology: Concept Attainment Model
References:, internet
EXPERIENCE:
Teaching Points/Content Teacher Activity & Procedure Support System/CBW
Set Induction
Link Statement
Statement of Aim
Teacher shows slides and asks,
Q- What can you see in the PPT?
Q- What is required for good health?
Teacher discusses
- “For good health, balanced diet and clean
surrounding is required. But if anyone of
above gets disturbed person may fall ill or
caught by a disease.”
“So, today we are going to learn about certain type of
diseases.”
Slides showing various
health conditions
Concept of Disease Tr. Says, “I have a concept in my mind. You have to
find out what it is. In order to help you find it, I am
going to put up some examples in two columns. The
examples given in one positive column- belong to the
concept in my mind where as examples given in other
– negative column- do not belong to the concept in
my mind. Study the examples carefully and compare
them with each other and try to guess and find out
what could be the concept/idea in my mind. You
could call your idea as hypothesis.”
Phase I –
Presentation of Data
and Identification Of
Concept
Teacher puts up examples in the positive and
negative column one by one and asks pupils to study
and compare the characteristics and attributes of the
positive and negative examples carefully. She asks:
 Have you formed any hypothesis yet?
 With the introduction of new examples, does
your hypothesis still hold true?
 Do you want to change it?
Positive Negative
Night
blindness
Cataract
Formation
Dry eyes Conjuctivitis
Macular
disorder
Reddening
of eyes
Wear of
teeth
Tooth decay
Scurvy Soriasis
Goitre Tonsillitis
Scurvy Polio
Anemia Blood
Cancer

3. Phase II-
Testing attainment of
the Concept
Teacher puts up unlabelled examples and asks
students to classify them as positive and negative.
She asks:
 Why do you think this is a positive/negative
example?
Teacher asks the following questions:
 What are the essential attributes of the
concept?
 What are the non essential attributes of the
concept?
 Define the concept.
Teacher gives the name of the concept.
Unlabelled Examples
Gastritis
Blood Pressure
Cardiac Problem
Rickets
Berry Berry
Scabies
Essential Attributes-
-Disease
-Deficiency Disease
-Deficiency of vitamins,
and minerals.
Non-Essential Attributes-
Diseases caused due to
infection of micro
organism
The diseases caused due to
deficiency of mineral and
vitamins are called
deficiency diseases.
Deficiency Diseases
Phase III-
Analysis of Thinking
Strategies
Teacher asks students to give their own examples of
Teacher asks students following questions to help
analyze their thinking strategies.
 How did you develop your hypothesis?
 Did you change your hypothesis?
 Why did you change your hypothesis?
 What example/non-example prompted you to
change your mind?

4.  When did you realize you were on the
right/wrong track?
Chalk Board Summary
Date Subject-General Science Std.-VI
Topic-