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. Ashoka Education Foundation’s
Ashoka International Center for Educational Studies and Research
Enhancing Professional Capabilities (EPC-II)
Practising for Constructivist Teaching –Learning
Skill-Providing Scope for Self Expression and Thinking (Inquiry Training Model)
Name- Prof. Samruddhi Sachin Chepe
Subject- General Science Std. VI
Unit- Magnetism Sub-Unit- Applications of Magnetism
Resources used- Discrepant Event Date- 5/3/19
Content Role of the Facilitator Role of Learner Nature of
Interaction
Introduction Good afternoon class.
So, how was your day?
Was it very busy?
So students what have we learnt in
previous class?
Let us study something very
interesting today.
Good afternoon.
Busy.
Yes.
About Force
Motivational
(Introduction)
Introduction Students today we will be learning
something new. But we won’t be
directly discussing the topic, but first I
will narrate you one incident related to
the topic.
Proper Instructions
(Introduction)
Introduction The flow of today’s class will be like
this-
 Event Narration
 Discussion
 Explanation
Students listen to the
teacher
Introduction of the
Teaching Activity
(Introduction)
Phase I -
Presentation of
discrepant event
1. Students I will be narrating one
event to you.
2. You have to ask me questions
such that I will be able to answer
in Yes or No.
3. After these questions are answered
you will be asking me question
beginning with ‘If”, i.e.
experimenting questions.
Students understand the
steps to be followed during
the activity
Explanation of the
Steps of the Activity
(Activity
Implementation)
Phase I -
Presentation of
discrepant event
Discrepant Event
It was year 2025....
A 4 year old child in a small
village near Chennai was struggling
with life. His heart had stopped
pumping, and he was put on a life
support system.
Doctors had declared that he
can recover only if his heart is
transplanted within 12 hours with the
healthy heart of a normal young
individual who must be free of high
blood pressure and diabetes.
It was a very tough day for the
nation. The fuel crisis was at its
ugliest. The Aviation Industry was on
an indefinite strike as they were
protesting against the rate hike of
fuels. There was chaos everywhere.
Students listen the event
attentively.
Providing
Examples/Resources
for the Activity
(Activity
Implementation)

2. The petrol and diesel are a thing of
past. Life had come to a standstill!!!!
News is flashed that a young
15 year old boy succumbed to an
accident in Chandigarh and was
declared as brain dead.
His heart was required to be
brought to Chennai as early as
possible...
The surgery was carried out at last...
successfully....!!!
Phase II - Data
gathering:
Verification
No
No
No
No
No
Yes
-Was the heart to be
transplanted brought to
some common midpoint?
-Was the boy transplanted
the same heart discussed
here?
-Was the boy flown to
Chandigarh?
- Was the heart brought
through road?
-Was the boy dead?
-Was it brought through
Train?
Providing
Opportunities for
Higher Order
Thinking/Self
Expression
(Activity
Implementation)
Phase II - Data
gathering:
Verification
Please discuss with you partners and
come up with experimenting questions
(starting with if).
Students discuss with their
partners.
Opportunity for
Sharing Experiences
(Presentation and
Evaluation)
Phase III - Data
Gathering
:Experimentation
No
No
No
Yes
-If the heart would have
preserved, the transplant
time would have been
extended?
-If the surgery was carried
out in train would it be
successful?
-If there was an indefinite
strike, was the heart
airlifted by Helicopter?
-If the train would be high-
speed bullet or Maglev
train, is it possible to reach
Chennai?
Motivation for Self
Expression/Higher
Order Thinking
(Presentation and
Evaluation)
Phase III - Data
Gathering :
Experimentation
What do you think about maglev
trains?
What can be its full form?
These trains are very
effective.
Their speed is tremendous.
Evaluation for
Learner’s Learning
(Presentation and
Evaluation)
Phase IV -
Formulation of
Explanation
Properties of Magnet are-
1. All the magnets have two types of
poles: north-seeking poles or north
poles and south-seeking poles or
south poles.
2. The magnetic strength is the
strongest at the poles of the
magnet.
3. Like poles repel and unlike poles
attract (just as like charges repel
Students tell the properties
of Magnet.
Involvement of all the
Groups During
Presentation
(Presentation and
Evaluation)

3. and unlike charges attract).
4. Magnets attract magnetic
materials such as iron, steel, cobalt
and nickel.
5. The stronger a magnet, the larger
will be the attractive or repulsive
force between other magnets.
The third property is applied in this
technology.
Phase IV -
Formulation of
Explanation
Maglev (derived from magnetic
levitation) is a transport method that
uses magnetic levitation to move
vehicles without touching the ground.
With maglev, a vehicle travels along a
guide way using magnets to create
both lift and propulsion, thereby
reducing friction by a great extent and
allowing very high speeds.
Students listen attentively. Feedback to the
Presenter
(Presentation and
Evaluation)
Phase V -
Analysis of Inquiry
process
So students, maglev trains are having
their base and the track of the same
poles of the magnet. Which enables
them to repel each other thus causing
displacement at very high velocity
Students participate in the
discussion.
Comprehensive
(Summarization)
Phase V -
Analysis of Inquiry
process
In this way, the application of
Magnetism in Industry is up to great
extent. Those are not only used for
Navigation and cranes, but also in
speakers, industry and Transport
Students come up with
various applications of
Magnets in industry.
Final Remarks
(Summarization)