Bioscience Macro Teaching

Readwithdaisy.home.blog
MACRO- TEACHING
Bioscience

• Macro planning includes:
Lesson
plan
Unit
Plan
Year
plan

Year / Annual plan

Annual Plan Format- Bioscience
Name of the School: Class/ Standard:
Subject: Academic year:
Academic Standards:
S.no Unit Name Periods
required
Month Teaching Methods
/ Strategies
Teaching
learning
material
Co-
curricular
activities

A Sample Annual Plan
Name of the School: ABCD High School Standard: 9th
Subject: Biological Science Academic year: 2022-2023
Academic Standards: The expected outcomes to be achieved by the students at the end of the year
S.no Academic Standard Explanation
1. Conceptual understanding Children are able to explain, cite examples, give reasons, compare and write differences,
explain the process of given concepts in the textbook. Children are able to develop their own
brain mappings
2. Asking questions and making hypothesis Children are able to ask questions to understand, to clarify the concepts and to participate in
discussions. They are able to make hypothesis on experimental results and given issues
3. Experimentation and field investigation To understand given concepts in the textbook, children are able to do experiments on their
own. They are able to arrange the experimental materials, note their observations, collect
alternate experimental materials, take precautions, participate in field investigation and make
reports on them
4. Information skills and Projects Children are able to collect information (by using interviews, checklist, questionnaire) and
analyses systematically. They are able to conduct their own project works.
5. Communication through drawing, model
making
Children are able to explain their conceptual understanding by drawing figures labelling,
describing the parts and making models. They are able to plot graphs by using given
information or collected data.
6. Appreciation and aesthetic sense, values Children are able to appreciate man power and nature, and have aesthetic sense towards
nature. They are also able to follow constitutional values.
7. Application to daily life, concern to bio
diversity.
Children are able to utilize scientific concept to face their daily life situations. They are able to
show concern towards bio diversity.

required
Month Special Methods/
Strategies if any
Teaching
learning
material
Co-
curricular
activities
1. Cell Structure &
Function
10 June Discussion, Activity
based
Cell model Science
laboratory
2. Plant Tissues 11 July Demonstration,
Interaction, concept
mapping
Pictures of plant
tissues
In campus
garden visit
3. Animal Tissues 11 July
4. Transportation
through plasma
membrane
10 August
5. Diversity in Living
organisms
11 August/
September
6. Sense Organs 13 October
7. Animal Behaviour 9 November

required
Month Special Methods if
any
Teaching
learning
material
Co-
curricular
activities
1. Challenges in
improving Agriculture
Production
14 December
2. Adaptations in
Different Ecosystems
10
3. Social Pollution 11
4. Biogeochemical
cycles
10

Unit plan

Unit Plan Format
Name of the School:
Class: Subject:
Unit: Total No. of Periods:
Content Analysis:
Learning Objectives:
Academic Standards:
Sub units No. of
Periods
Teaching points Teaching-
Learning
strategies
Teaching
learning material
Evaluation Signature of
Supervisor

Sample Unit Plan
Name of the School:
Class: 9th Subject: Biological Science
Unit: Sense Organs Total No. of Periods: 13
Content analysis: (Sub units)
▪ Stimulation to Sensation
▪ Sense Organs- Eye
▪ Sense Organs- Ear
▪ Sense Organs- Nose
▪ Sense Organs- Tongue
▪ Sense Organs- Skin
Learning Objectives: The Students will
❑ Develop an understanding of 5 Sense organs
❑ Recognises the importance of Sense organs
❑ Illustrate the path of sensation
❑ Describe the Sense organs with clearly labelled diagrams
❑ Classify and name the parts of Sense organs

Academic Standards: The expected outcomes to be achieved by the students at the end of the unit
1. Conceptual understanding Children are able to explain about importance of 5 Sense organs and the process of sensation,
give examples for various senses, compare and write differences b/w various functions of sense
organs.
2. Asking questions and making hypothesis Children are able to ask questions and clarify the concepts of sense organs and to participate
in discussions. They are able to make hypothesis on experimental results related to sense organs.
3. Experimentation and field investigation Children are able to do experiments of testing vision, hearing, taste, touch sensations on their
own by arranging the experimental materials and taking precautions, note their observations
and make a report.
4. Information skills and Projects Children are able to collect information by interviewing parents/peers or making their own
questionnaires about the concerns relating to sense organs and examine systematically. They
are able to conduct their own project works.
making
Children are able to explain their conceptual understanding by drawing figures labelling,
describing the parts and making models of Sense organs
6. Appreciation and aesthetic sense, values Children are able to appreciate the importance of sense organs, and be sensitive towards
persons lacking vision or hearing or any other sensory issues and respect and support them
following constitutional values.
diversity.
Children are able to utilize scientific concepts to face their daily life situations in relation to
sense organs.

Sub units No. of
Periods
Teaching points Teaching-Learning
strategies
Teaching
learning
material
Evaluation
Sense organs-
Stimulation to
Sensation
2 • 5 senses and
Sense organs,
• Functioning of
Sense organs
Discussion, Interaction &
Activity based.
Materials-
sharp objects,
coffee, blind
fold, sugar
• Oral test
• Activity
Sense organ-
Eye
4 • Structure &
Function of Eye
• Cells & Tissues in
eyes
• Eye protection
• Diseases of Eye
Discussion and
Demonstration, Activity
based
Eye model,
blind fold,
Torch, mirror,
Picture charts,
video tape.
• Activity on Eye
Model
• Drawing &
Labelling
• Activity based
Sense Organ-
Ear
2 • Parts of Ear
(External, Middle
& Internal)
• Auditory
Sensation
• Diseases of Ear
Discussion & Interaction Ear model,
Video tape,
Picture charts
• Short answers
• Note making

Sub units No. of
Periods
Teaching points Teaching-Learning
strategies
Teaching
learning
material
Evaluation
Sense organ-
Nose
2 • Structure of Nose
• Olfactory Sensation
• Taking care of nose
Demonstration, Activity
based
Coffee, talcum
powder, soap,
spoiled
tomato, Picture
chart
• Oral test
• Activity
Sense organ-
Tongue
1 • Structure of Tongue
• Taste and Tongue
• Developmental
changes in tongue
Discussion & Activity
based
Lemon, Sugar,
Chilies, Bitter
gourd, Picture
chart, Model
• Activity
Sense organ-
Skin
2 • Structure of Skin
• Skin & Touch
Discussion &
Interaction
Picture chart • Labeling
diagram
• Pen &
Paper test

Lesson plan

Period Plan Format
I. Preliminaries
II. Learning Objectives
III. Academic Standards
IV. Presentation
I. Teacher Trainee Reflection
II. Supervisor’s Reflection
Signature of Supervisor
S.no Steps Specific
Objective
Teaching
Objective
Teacher’s
Activity
Learner’s
activity
TLM/
Black
board

1. Preliminaries
Name of Teacher Trainee: ABCDE
Roll no.: 12304789
School Name: WXYZ
Class: 9th Standard
Subject: Bio science
Unit: Sense organs
Sub Topic: Eye - Structure of Eye & Eye Protection
Duration: 45 minutes
Method: Discussion & Interaction, Activity based.
TLM: Blind fold, Eye model, Picture chart, Torch light
Reference: Text book
Sample Period Plan

Learning Objectives
The Student will
❑Understand the eye structures
❑Analyze/ examine the parts in the eye
❑Identify the structures that protect the eye
❑Draw and label the parts of eye
❑Describe the importance of eye protection

Academic Standards
1. Conceptual understanding • Students are able to explain about importance of protecting structures of eye
• Able to compare and differentiate b/w various parts of eye and protecting structures
2. Asking questions and making hypothesis • Students are able to ask questions and clarify the concept of Eye structures and participate
in discussions.
• They are able to make hypothesis on experimental results related to protective structures in
eye.
3. Experimentation and field investigation • Students are able to do experiments on viewing various parts of eye using a torch light and
testing vision reflexes by taking precautions and note their observations and make a report.
4. Information skills and Projects • Students are able to collect information from internet and interviewing parents/peers or
about the issues relating to eye sight. They are able to conduct their own project works.
making
• Students are able to explain their conceptual understanding by drawing figures labelling,
describing the parts and making models of Eye structure.
6. Appreciation and aesthetic sense, values • Students are able to appreciate the importance of eye sight, and be sensitive towards
persons lacking vision and respect and support them
diversity.
• Students are able to use precautions for protecting eye from strain due to mobile screens.

Presentation
S.n
o
Steps Specific
Objective
Teacher’s Activity Learner’s activity TLM/
Black board
1.
a.
b.
PREPARATION
Introduction
Greetings (1st period)
Motivation/ Testing of
Previous Knowledge
To develop rapport
with students
To test the previous
knowledge of the
students and to
relate it with the
present new topic.
T.T will greet the students and
introduce to the class.
T.T will ask one student to come
forward and blindfolds the eyes
and asks the student to walk
from one corner to another.
T.T then removes the blind fold
and asks the student to walk
again
T.T will ask the students to
observe and note the
differences.
Students will greet and
introduce themselves.
One student comes and
tries to walk with blind
folded eyes and also
without the blind fold.
Students note down and
tell the differences how the
student could walk freely
without blindfold and
confused and scared to
walk with blind fold
Blind fold

Presentation
S.n
o
Steps Specific
Objective
Black board
c. Declaration of Topic
.
To elicit the topic
from students and
declare the topic for
the day
T.T will then interact with
students and asks few questions
to stimulate thinking related to
the topic
Q1: What objects can you see in
the classroom?
Q2: Which color is the chart?
Q3: Can you read what is
written on the chart?
Q4: Which organ helped you to
read?
T.T will appreciate the answers
given and elicits the topic from
the students and introduces the
topic.
Today, we will learn about the
topic- Our Sense Organ: Eye
Students will think and give
answers to the questions
A1: Table, Chair, Charts,
Benches etc.,
A2: It is yellow colour
A3: The process of
photosynthesis.
A4: Eyes
Our Sense
organ- Eye
▪ Table, Chair,
Charts
▪ Yellow
▪ Photosynthesis
▪ Eyes

S.no Steps Specific
Objective
Black board
2.
a.
b.
PRESENTATION
Reading
Reading the
textbook
& Underlining of
difficult words
Discussion of hard
words with the
group
To enable students
to get familiar with
the terminology
and pronunciation.
To enable students
to learn new terms
and its usage
T.T will ask the students to open their
textbooks to page no. 78 & 91 and
read about the topics:
1. Structures of the eye
2. Eye protection
T.T will instruct them to underline the
new words or put a ? Above the
word using a pencil.
T.T will write the words on black
board and gives correct
pronunciation and makes the
students to recite the new terms
Students will open their
books and read the
topics. They will underline
the words.
Students will recite the
words and will
pronounce them
correctly.
▪ Conjunctiva
▪ Lachrymal
gland
▪ Sclerotic
layer
▪ Choroid
layer
▪ Suspensory
ligament

S.no Steps Specific
Objective
Black board
Explanation
1. Outer structures of
eye
To know the
different parts of
eye.
T.T will then give an opportunity to
students to discuss among
themselves about the term.
T.T will show the eye model and
discusses about the terms by
showing them and giving the
meaning.
T.T will explain about various parts of
eye that can be seen by showing
the pictures of eye.
✓ Eye lids
✓ Eye lashes
✓ Cornea
✓ Iris & Pupil
Students will discuss and
then understand the
terms looking at the
model.
Students will listen and
observe the pictures.
Eye model
Pictures of eye
All the pictures belong to the rightful owners and are used for educational purpose

S.no Steps Specific
Objective
Black board
2. Layers of eye
3. Eye protection
To know the different
layers present in the eye.
To know the structures
that protect the eyes
T.T will explain the 3 layers of eye
by showing the chart.
T.T will show the model and
explain about the structures that
protect eye by writing them
down on black board and
showing pictures.
a. Conjunctiva
b. Lachrymal gland
c. Fluids in Vitreous & aqueous
chambers
d. Eye lids & lashes
Students will listen and
note down the layers of
eye looking at the chart.
Students will listen
carefully and will note
down.
Sclerotic
layer
• Outermost layer
• Thick, tough, fibrous
• White color
Choroid
layer
• Middle layer
• Has blood vessel & ciliary muscles
• Black color
Retina
• Inner layer
• It has rods & cones; Blind & Yellow
spots
Protecti
ng
structur
es
Conjuncti
va
Lachrymal
glands
Eye lids &
Eye lashes
Fluids in
Aqueous
& Vitreous
chambers

S.no Steps Specific
Objective
Black board
Discussion/
Demonstration
To construct practical
applicability of the
theoretical
knowledge
T.T will discuss about the different
structures present in eye and
asks students to share their ideas
and thoughts and then performs
certain activities
Activity 1: T.T will ask the students
to look at their friends eye and
note the structures that are
visible with our eye.
Activity 2: T.T will ask students to
observe the eye ball of friend in
normal light and then puts
beam of torchlight on the eye
and instruct the students to note
the changes.
Students will discuss and
share their ideas.
Students will look into their
friends eyes and note all
the structures visible to
them.
Students will observe and
notice the changes and
will note them down in the
book
Torch light

S.no Steps Specific
Objective
Black board
3.
4.
5.
Recapitulation
Evaluation
Home
assignment
To recall the main points
To assess the understand
of the students
To develop better retention
of content and consolidate
with the new learning.
T.T will summarize the topic main
points: Outer structures of eye,
layers in the eye, eye
protection.
T.T will ask the students to label
and colour the 3 layers of eye
diagram
Activity: Ask your sibling to keep
the eye closed for around two
minutes. Now let her/him open
the eye. Observe the size of the
small black portion in the center
and note them down
Students will recall the
topic.
Students will label and
colour the diagram of
eye.
Students will note it down.
This Photo byUnknown Author is licensed under CC BY

Teacher Trainee Reflection
Supervisor’s Reflection
The students were enthusiastic and participated in discussion. They involved themselves
in the activities. XXX & YYY were little hesitant to participate in the activity given to them.
The students could understand the topic well and answered the questions actively. The
use of picture charts and eye model was helpful in drawing the attention of students.
Supervisor Signature

Bioscience Macro Teaching

More Related Content

Similar to Bioscience Macro Teaching

More from A D Evan

Recently uploaded

Bioscience Macro Teaching