This lesson plan aims to teach 7-8 year old students about balls that bounce and do not bounce. Students will explore different materials to make their own balls, taking apart old balls to see how they are constructed. They will consider why certain materials are used and whether their balls can bounce or roll. The teacher models ball-making and facilitates student exploration and discussion. Various learning theories are discussed that support hands-on, active learning approaches used in the lesson.

2. Illustrate what they have learnt.

3. Make balls.

4. Explore the movements of balls.

5. Explore the inside of commercially made balls.

6. Analyze the materials from which balls are made to determine their purpose.

8. Teacher will introduce and state to the class that they will be designing and making balls themselves. The variety of materials will be shown to students. Teacher will further model some examples such as the crushed newspapers wrapped in tape in a spherical shape. Teacher will introduce concept that not all balls are the same; some balls can bounce while others roll better.

9. Teacher will ask if anyone can think of a particular kind of ball he or she would like to make, what it should be able to do and what might it be made of. As the students work, the teacher will encourage the students to think about why they are using certain materials, what they hope their ball will be like and how might the ball roll and bounce.

10. The teacher will ask the children to gather in a circle; take apart two (2) or more commercially made balls, one hollow and one solid. More questions will be used to probe students such as: ‘what do you think the balls are made of?’ ‘How do you think they are made?’ ‘How do you think they are similar or different to the balls that you made, could you make a hollow ball, how?’

12. Students are asked to create their own ball.

13. While students work, teacher observes their work by walking around the classroom at their respective work stations.

14. On completion of their work, students are asked to bring forward their work to put it on display. Their balls are tested; they give a demonstration of the concept which was taught.

15. Students answer questions such as what is the ball good for, is it one which can bounce or roll; they will have to demonstrate what the ball can do.

16. POST TEACHING SECTION:

21. BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVESAn instructional theory focuses on how to structure material for education especially in youths. Benjamin Bloom’s Taxonomy of Educational Objectives (1956) is an instructional theory. This simply states that there is more than one type of learning: learning that develop mental skills (cognitive), learning that develops one’s emotions or attitudes (affective) and learning that affects manual or physical skills (psychomotor). From the lesson, when the teacher asked the students to recall information about their prior knowledge of the ball when it was taken apart, such as ‘what do you think the balls are made of? ‘How are they made?’ She was testing their mental knowledge. When the students were asked to give their interpretation of how the ball was made and what was it constituted of, also and to use that said knowledge and apply it by recreating their own ball, this exposed their comprehension and application of the lesson, according to Bloom (1956). CONCLUSION In conclusion, education must be built on founding principles which are tested. In order that learning be accomplished, students as well as teachers must be willing to apply those principles of learning in order that learning be effective. For students to arise, teachers must be well equipped, innovative, dedicated, committed to step up to the challenge. Teachers must also be very resourceful and creative, having their resources readily available and most importantly, be well planned to teach their lesson, by having a lesson plan. Without a plan, the teacher will have no direction of where he or she is going and therefore, will not be able to take the students anywhere. Lesson plans, it can be concluded are an essential component of any and every teacher. REFERENCES www.arizona.edu/ic/edp511/isd1.html www.education.calumet.purdue.ed/vockell/EdPsyBook/Edpsy5/Edpsy5-attribution.htmwww.indiana.edu/~idtheory/yellow.html Encarta world English Dictionary