Model Lesson Plan

LESSONPLAN

Name of the teacher                            :           Amutha G.S

Name of the School                            :           St.Mary’s Higher Secondary School, Melpalai

Class                                                    :           VIII

Division                                               :           B

Subject                                                :           Physical Science

Unit                                                     :          

Topic                                                   :           Friction

Duration                                              :           45 Minutes

GENERAL INSTRUCTIONAL OBJECTIVES

The pupil,

1. acquires knowledge about friction
2. understands the types of friction
3. applies the knowledge of friction in unfamiliar situation
4. develops  skill in observing the experiments
5. develops interest in doing experiments

SPECIFIC INSTRUCTIONAL OBJECTTIVES

The pupil,

1. recalls opposing force
2. recognizes friction
3. defines friction
4. observes the experiment
5. identifies sliding friction and sliding friction
6. classifies sliding friction and rolling friction
7. defines rolling friction
8. gives reason for rolling friction easier than sliding friction
9. cites example for friction
10. identifies the advantages of friction
11. identifies the disadvantages of friction
12. constructs the table for advantages and disadvantages of friction
13. evaluates the situation
14. recalls the lesson

TEACHING AIDS

1.      Marbles, ball, pencils, book

2.      The chart containing the definition of friction

3.      The chart containing the definition of sliding friction

4.      The chart showing the definition of rolling friction

PREVIOUS KNOWLEDGE

Pupil have already knows about the gravitational force, opposing force

STEPS	SPECIFICATIONS	LEARNING EXPERIENCE	TIME	EVALUATION
INTRODUCTION PPRESENTATION a)EXPLANATION b) DEMONSTRATION c)EXPERIMENTATION APPLICATION REVIEW	The pupil, recalls force and opposing force defines friction observes the demonstration identifies sliding and rolling friction defines rolling friction and sliding friction observes experiment gives reason for rolling friction easier than sliding friction gives examples for friction identifies the disadvantages of friction constructs table for the advantages and disadvantages of friction evaluates the situation                     Recalls the lesson	Teacher motivates the students by asking the following questions and eliciting answers Tr: Are you interested to play cricket? St: Yes Tr: Do you like bating or bowling? St: Bating Tr: When a ball rolling on the playground what happens after moving a distance on the ground? St: It stops Tr: Why it stops? St: There is an opposing force acts on it. Tr: What is the name this opposing force?      Teacher concludes that opposing force acts between the ball and ground is called Friction.      Today we are going to study about “Friction”(B.B) Teacher explains that when a body sliding on the surface of another body there is an opposing force exists. Can you define friction?     Teacher concludes by saying that friction is an opposing force offered to a body sliding on the surface of another body[Teacher display the chart containing the definition of Friction]       Teacher demonstrates the experiment with the help of the pencils, marbles and a book. Teacher place a book on a table and make it to move. Then place a few pencils below the book and ask the following questions Can you identify the name of friction when one body slides over another body? Can you identify the name of friction when a body rolls over the surface of another body?      Teacher concludes that when one body slides over another body, the friction is called sliding friction and when a body rolls over the surface of another body, the friction is called rolling friction.(Teacher display the chart containing definition of rolling friction and sliding friction)        Teacher asks the student to place some pencils on the table and place a book on it. Then asks make it to move the book with his hand. Then remove the pencils and make it to move. Repeat the activity with few marbles instead of pencils below the book. Teacher asks to the students Which is easier? Is rolling is easier than sliding             Teacher concludes by saying that rolling friction is much smaller than the sliding friction.     Teacher asks the students Is the friction having advantages? What are they?               Teacher concludes that friction is used to walk and run on the floor, lighting matches, hold objects, nails and screws stick to the surfaces      Teacher asks the students Do you notice the wear and tear in the machines? Why it happens?         Teacher concludes that the friction is produced between the moving parts of a machine, it produces wear and tear. The foot wear worn out due to friction of walking    Teacher asks the students to tabulate advantages and disadvantages of friction.     Teacher shows a chart containing true or false questions 1. Friction helps us to hold objects 2. A suitcase fitted with wheels at the bottom can easily      moved than without wheel 3. When a body rolls over the surface of another body,     the friction is sliding friction 4. Friction cannot produce wear and tear to the      machines       Teacher concludes that                 1,2→True                 3,4→False   Teacher asks the following questions Ø  Define friction? Ø  Define rolling friction? Ø  Define sliding friction Ø  What are the advantages and disadvantages of friction	5 5 10 15 5 5	What is friction? Define rolling friction? Why rolling friction is easier than sliding friction? What re the advantages of friction? What are the disadvantages of friction?

ASSIGNMENT

1)      Define Friction? Explain the types of friction?

2)      Tabulate the advantages and disadvantages of friction?

3)      Collects some pictures of machines which works using friction

LESSON PLAN STEPS (HERBARTIAN APPROACH)

A lesson plan is the systematic preparation done in a scientific manner. Effective and successful teaching mainly depends on perfect lesson planning. A lesson plan represents a single teaching unit meant for a class period. Generally a lesson plan is teacher’s mental and emotional visualization of classroom activities

LESSON PLAN STEPS (HERBARTIAN APPROACH)

                        This approach generally known as Herbartian Five steps approach in the procedure of the Herbartian School of pedagogy propagated by J.F. Herbart (1776-1841) and his followers.

The formal steps involved in the approach as below

1)     Introduction/Motivation

2)     Presentation

3)     Comparison and association

4)     Generalization

5)     Application

6)     Recapitulation

Introduction/Motivation

            This step is concerned with the task of preparing the students for receiving new knowledge. In preparation, nothing new is taught to students. Relevant to the topic in hand the teacher should make himself sure of what the pupils already know , by putting a few questions , based on the pupils previous knowledge. In general, with the help of this step, the teacher can check the students entering behavior before he starts teaching the lesson. Thus, testing previous knowledge, developing interest in the minds of students and maintaining curiosity of the students can be achieved with the help of this step.

The following activities involved in this step

·        The assumption about the previous knowledge of the students in relevance to the lesson

·        The testing of the previous knowledge

·        Utilizing the previous knowledge for introducing the lesson

·        Motivating thee students for studying the present lesson

Presentation

      It is the key step and only through which the actual process of teaching is going to take place. Here the aims of the lesson should be stated clearly and the heading should be written on the blackboard. We have to provide situation for both the teacher and the students to participate in the process of teaching and learning. Our ultimate aim of the presentation is to make the concepts understandable to the students. Therefore simple language is used. Appropriate and specific examples and illustrations of the concepts will make the understanding better. The interest of the students on the subject matter should be maintained continuously by the way of asking questions from time to time in this stage. The teacher should carefully and skillfully arrange his material so that his pupils may clearly and readily grasp it. The teacher should make proper use of questions, charts, graphs, pictures, models and  other illustrative for demonstration and explanation.

At the end of each section a few questions concerning that section only should be asked to whether the pupils are now ready  for the acquisition of knew knowledge.

Comparison or Association

More importance should be given in this stage to compare the facts observed by the students with another concept by way of giving examples. By making use of this comparison, the students can derive definitions or theories. The students are encouraged to give new suitable examples for the concept instead of the examples given in the book to make them think in an innovative manner.

Generalization

This step is concerned with arriving at some general ideas or drawing out the necessary conclusions by the students on the basis of the different comparisons, contracts and associated observed in the learning material present by the teacher. As far as possible the task of formulation should be left to students. The teacher at this stage should try to remain in the background for providing only necessary guidance and correction.

Application

      In this stage, the teacher makes the students to use the understood knowledge in an unfamiliar situation. Unless the knowledge of science is applied in new situations or in our day-to-day life, the study f science will become meaningless. This application off scientific principles will strengthen learning and will make the learning permanent                   

Recapitulation

This stage is meant for the teachers to know whether students have grasped and understood these concepts taught or not. This can be achieved by reviewing a lesson or by giving assignments to the students. Only through this step achieving closure (in teaching) is possible.

Reference

 Mohan Radha, (2002)Innovative Science Teaching for Physical Science Teachers.New Delhi:Prentice Hall of India Private Limited.

Mangal S.K.,(2002). Teaching of Physical and Life Science. New Delhi:Arya Book Depot

Wadhwa Shalini, (2008). Modern methods of Teaching Physics. New Delhi: Karan paper backs

Rajasekar,S.(2008). Methods of Teaching Physical Science. New Delhi: Neelkamal Publications Pvt.Ltd.

Vanaja(2013). Methods of Teaching Physical Science. New Delhi: Neelkamal Publications Pvt.Ltd.

 

 LESSON PLAN

A lesson plan is the systematic preparation done in a scientific manner. Effective and successful teaching mainly depends on perfect lesson planning. A lesson plan represents a single teaching unit meant for a class period. Generally a lesson plan is teacher’s mental and emotional visualization of classroom activities

Definition

Cater.V.Good “Lesson Plan is a outline of the important points of a lesson arranged in the order in which they are to be presented to students by the teacher”

 Bossing “Lesson plan is the title given to a statement of the achievements to be realized and the specific means by which these are to be attained as a result of the activities engaged in during the period”

Binging and Binging           “Daily lesson planning involves defining the objectives, selecting and arranging the subject matter and determining the method and procedure”

Stands- A lesson Plan  is “ A plan of action”

NEED OF LESSON PLANNING

            The lesson plan does not allow the teacher to deviate and it keeps him on the way. In the process of teaching, lesson plan is needed due to the following reasons.

1.      Through lesson plan, the teacher regularly achieves the teaching objectives and processes in the form of complex objectives and processes.

2.      A lesson plan develops the possibilities of adjustment in the classroom situation which makes the teaching effective.

3.      A lesson plan helps in recalling every step of curriculum unit

4.      A lesson plan helps in planning the process of teaching on the basis of class control, motivation and individual differences.

 

IMPORTANCE OF LESSON PLAN

            Planning is essential for every aspect of human activities, but for a planned teaching more planning is required.

1.      Suitable  Environment

In a lesson plan objectives are fixed and the teaching strategies, techniques and material aid etc. are decide before hand. When a proper teaching environment is created, the teaching task goes in a very planned way.

2.      Based on previous knowledge

In preparing lesson plans, the teacher presents new knowledge as the basis of previous knowledge of the pupils. This enables the pupils to gain the knowledge very conveniently on one side, the teacher succeeds in acquiring his objective on the other side.

3.      Psychological teaching

The teacher uses proper teaching strategies, techniques, and instruments keeping in mind the interests, aptitudes, needs , capacities and abilities of the pupils for teaching them when the lesson plans are prepared. This makes the teaching more psychological.

4.      Limitation of subject matter

In a lesson plan, the subject matter becomes limited. This enables the teacher to give up irrelevant things. He only remember definite and limited matter and its presentation before the pupils become easy. The pupils also receive the knowledge in a systematic and organized way.

5.      Determination of Activities

In a lesson plan, the teachers and pupils activities are pre-decided according to the class level. This makes the teaching activities meaningful and purposeful

6.      Preparation of material aids

At the time of preparing a lesson plan, the teacher decides what facts are to be clarified by what strategies, techniques, and instruments and instruments and what aid is to be used at what time. This prepares the necessary and effective aids before starting the teaching task.

 

7.      Developing of teaching skill

The lesson plan acts as an important means for developing teaching skills in the pupil-teacher.

8.      Use of Theoretical knowledge

Whatever the pupil-teachers get theoretical knowledge during their training period, that knowledge

9.      Teaching with confidence

                  The preparation of a lesson plan makes the subject and other allied subjects more clearly to the teachers. This arouses self confidence among them. When a teacher gets developed the feeling of self confidence, then he presents the new knowledge to the pupils with more enthusiasm and pleasure.

        10. Discipline in class

                  By preparing lesson plan , the teacher becomes aware of what , when and how much is to be done in the class. This absorbs all the pupils in their respective tasks. Hence, it results in appreciable class room discipline

       11. Economy of Energy and time

            The teachers who start teaching task without preparing any lesson generally deviate blindly. He has to put more effort for presenting the subject matter. It waste the time.

       12. Management of teaching learning

            A lesson plan can give the practical shape to the concept of management of teaching learning. Also, the teaching objective can be successfully achieved

 13.  Orderliness & Development in thinking

By preparing a lesson plan orderliness and development in the thinking of the pupils occurs. This enables him in achieving the teaching objectives while presenting the contents in an orderly way.

14. Evaluation Possible

A lesson plan also has the provision of the evaluation. The evaluation makes the teacher aware of how his teaching has affected the pupils. 

Reference

Mangal S.K.,(2002). Teaching of Physical and Life Science. New Delhi:Arya Book Depot

Wadhwa Shalini, (2008). Modern methods of Teaching Physics. New Delhi: Karan paper backs

Rajasekar,S.(2008). Methods of Teaching Physical Science. New Delhi: Neelkamal Publications Pvt.Ltd.

Vanaja(2013). Methods of Teaching Physical Science. New Delhi: Neelkamal Publications Pvt.Ltd.

Sharma,R.A.(2007).Essential of Educational Technology and Management. Meerut:R.Lall Book Depot.

 

 

 

INDIVIDUAL PRACTICAL METHOD

      This method is considered to be one of the best methods of teaching science, as it provides learning by doing. In this method, the students perform experiments on their own. The main difference between the demonstration method and this method is that in demonstration method teacher performs experiments and the students observe the activity. But in this method, the students perform the experiments under the supervision of the teacher. Unless the students perform experiments on their own they will not come to know what science really is . In this method they may do experiments individually or in small groups.

Generally Laboratory experiments are of five kinds

·        Experiments to illustrate scientific principles

·        Experiments to find numerical results

·        Experiments to produce slides or preparation of gases

·        Experiments to verify experiments

·        Inventory experiments

Definitions

Dr. Mankal ‘Students are encouraged to derive the laws and principles of science themselves by actually performing the experiments. The students are given all necessary materials and equipment in the lab along with proper instructions for carrying out their experiments with their own initiative effort, and then they carry on experiments and record the observation and infer teacher supervises their work and also guides them, wherever needed.

Characteristics of Laboratory method

·        Students active

·        Teacher give instruction

·        Teacher is a guide and supervisor

·        Observation record should be brought

·        Graph if need

·        Logarithmic tables if needed

·        Diagram note for biological students

Objectives of Laboratory method

Ø  To develop manipulative skills

Ø   To maintain interest in science

Ø   To encourage accurate observation and careful recording

Ø  To make biological, chemical, physical phenomenon more real through actual experience

Ø  Process of finding facts by investigation and arriving at principles

Ø  To train the students in science processes and scientific method

Ø  To give training in problem solving

Ø  To verify facts and principles already taught in theory

Ø  To develop the ability of interpretation and observation

Ø  More democratic

Ø  To prepare the students for practical examination

Advantages

·        Learning by doing

·        Opportunity to handle materials

·        Learning to follow directions carefully

·        Learning skills in performing experiments, recoding observations and results summarizing data and drawing conclusions

·        Student centered

·        Students are active and alert

·        Develop scientific attitude

·        Provides training  in scientific method

Disadvantages

·        More expensive method.

·        Difficult to schedule in the school timetable when double periods are provided

·        More time consuming process

·         No guarantee that the students think scientifically

·        Weak students copy the results of the bright students

·        Quite mechanical

·        Not useful for large classes

·        Requires will equipped laboratories

·        Text books in use that can be under taken by the students

·        Tends to become an end in itself rather than a means to an end.

Conclusion

     In this method students perform experiments by their own hands individually and the students are more active. Teacher gives instructions. Class management is a critical factor for successful laboratory activities. Laboratory management may pose some problem to the science teacher. She will have to pay special attention to seating, grouping, discipline, safety, regulations and monitoring student activities.

Reference

Mohan Radha, (2004). Innovative Science Teaching. New Delhi: Prentice Hall of India

Dr.Rajasekar, S.(2005).Methods of Teaching Physical Science. New Delhi: Neelkamal Publications

Soni Anju, (2006). Teaching of Physical Science. Ludhiana: Tandon Publications