Course: General Science in Schools (8638)

Semester: Spring, 2020

ASSIGNMENT No. 2
Q. 1 Develop a lesson plan based on 5E teaching model from 7th or 8th class science.
Ans:
The 5 E lesson supports inquiry-based instruction. It allows children to make discoveries and to process new
skills in an engaging way. Teachers can also adequately plan power objectives more effectively by using the 5E
process. Children are not just learning with this method, they are more knowledgeable about their own
metacognition because they are coached along and not dictated by teachers merely lecturing. The role of the
teacher is to facilitate and support students as they use prior knowledge to build new knowledge.
The 5 Es are:
 Engage
 Explore
 Explain
 Elaborate
 Evaluate
When planning a lesson each of these areas should be completed. Often times these lessons may take a few
days to complete.
1. Engage
To engage means to excite and to draw your child or student's curiosity. It means to wow them in a way that
catches their attention. It is not forcing children to learn but inviting them to do so. This is how lessons are
introduced . It does not have to be difficult or overly detailed just interesting enough to open students minds
for the learning process to begin. Using technology to engage student learning makes planning very easy for
teachers in today's classrooms. Using Smartboard technology, videos, illustrations, asking questions, KWL
charts, reading a great book, acting out a character or even introducing a game are ways to engage students at
the beginning of a lesson.
2. Explore
Once students are fully in grossed in the lesson, intrigued by a video or maybe a book, now it is time to allow
them to explore the concept. Lets say I do a lesson on Camouflage, first I would engage them with an
informative video, explaining camouflage with animation. Now in the explore they will play lets say a game
where they will go outside and break up into teams. Each team will be given a minute to find as many various
colored strings scattered in the grass. The idea with exploring is to give the learner the opportunity to practice
or work with their new knowledge in some way. The most effective explorations allow for mistakes or trial and
error. It is looking at a concept before discussing all the details, with hopes that students will discover answers
to possible questions through exploration.
3. Explain
Students now have an opportunity to hear from their educator. The teacher's role so far has been to mainly
facilitate learning, now they can use their expertise to answer questions students may have about what they
are learning. They also may pose questions to the student to see what they are able to explain about what
they have learned. Checking for misunderstandings helps the teacher to observe what objectives need to be
clarified or taught. So for example, with the Camouflage Lesson, once the students have picked as many
strings as possible, they should count each color that they picked. Which color did they pick up the most,
which color did they pick the least amount of? Have them make a chart, so they can look at their findings and
compare as a group. Students should notice that they picked less green strings because the green was
blending in with the grass. They have more of a different color like purple because of its contrast in color. This
explaining is done without the teacher having to do much lecturing. The lesson is reinforced by what the
students have seen from their exploring.
4. Elaborate
Here the students can participate in an extension or a different activity that either re-teaches an objective or
teaches more details about the concept being taught. Here differentiation can be used. A student above level
will need an elaboration that extends or enriches the lesson. A student below level will need perhaps a repeat
of the same explore activity with more teacher input to guide students through again to correct
misunderstandings. Again with the camouflage, elaboration may be discussing what other animals besides say
frogs use camouflage? What elements in their habitat allow them to do so? Or the teacher might say let's look
at our charts again from the results of our game. Doing so will allow him or her to re-teach or elaborate on
what was misunderstood.
5. Evaluate
Finally, after the objectives are taught, it is time to assess. What have students effectively learned? What do
they not understand? What should be done to help them? Assessments do not have to be the traditional quiz
or essay. It can be a reflection, a project, book report, or a model. Like with the camouflage lesson, the
evaluation could be an assignment where students come up with 5 facts about camouflage and illustrate each
in their own unique way. They might make a model, paint a picture, or make a mini book with drawings and
facts to illustrate what they learned. Using a rubric the teacher or parent can now easily grade or make note of
what is learned and of what needs to be retaught.

Plants: Life Cycle and Part Functions

Science, level: 7-8
RYK, Pakistan
Materials Required: Computer with Internet access, journals
Activity Time: 2 days of 90 minutes block
Concepts Taught: plant life cycle and plant part functions

LESSON PLAN
Name: Noaman
Subject/Period/Grade: ESOL/Science, 3rd grade
Title/Topic: Plants: Life Cycle and Part Functions
Lesson Duration: 2 days
Date / Day Minutes
Day 1 90 minutes
Day 2 90 minutes

PA Standards:
(ELPS Standards, if applicable)
Science: 3.1.3.A.3 Illustrate how plants and animals go through predictable life cycles that include birth,
growth, development, and death.
S.3.B.1.1.1 Identify and describe the functions of basic structures of animals and plants (e.g. animals: skeleton,
heart, lungs; plants: roots, stem, leaves).

English Language Proficiency Standards:

Standard 1: English language learners communicate in English for social and instructional purposes within the
school setting.
Standard 4: English language learners communicate information, ideas, and concepts necessary for academic
success in the content of science.

Technological Standards:
Goal 1: Language learners demonstrate foundational knowledge and skills in technology for a multilingual
world.
Goal 1, Standard 1: Language learners demonstrate basic operational skills in using various technological tools
and Internet browsers.
Goal 1, Standard 2: Language learners are able to use available input and output devices (e.g., keyboard,
mouse, printer, headset, microphone, media player, electronic whiteboard).

Instructional Objectives:
•Students will be able to describe how plants grow from seed to plant.
•Students will be able to identify parts of a plant and their functions.
•Students will be able to use technology to search for information.
•Students will be able to use technology to present information.

Pre-requisite Skills: Tap into students' prior knowledge and preview important vocabulary words about plants.
Instructional Strategies: Respond to visual clues, cooperative groups, hands-on investigation, use of
technology.
Vocabulary / Concepts:
Life cycle, grow, seed, stem, trunk, flower, leaves, roots, germination, sunlight, minerals, plant, ground, cover,
soil, tree, seedling.
Investigate, search, VoiceThread, upload information, website,

Materials, Resources, Equipment: Computer with Internet access, journals

TEACHING SEQUENCE
Pacing / Minutes LESSON PHASES
5 minutes Warm-Up / Do Now
Bring some seeds and share personal experiences about plants (e.g., planting a garden, getting a plant for the
classroom).
20 minutes Listen to the story "The Tiny Seed" online. Talk to children about the story and discuss the big
ideas. Set the purpose for the lesson. Introduce the objectives of the lesson. Create a Word Bank with key
vocabulary words (refer to the Vocabulary/Concept section).
20 minutes: Instructional Phase
Watch the video "The life cycle of a Plant." Discuss information with the students. Have children draw a
picture of the life cycle of a plant in their journals.

15 Minutes: Have children work with a partner and select a part of a plant and do a quick writing about it
(Children in level 1 can write in their native language or draw an illustration).

25 minutes: Next, have children search online for information about the part of the plant they chose and
record the information in their journals. They will be provided with some websites where they can find useful
information about their topic (refer to the list of websites at the bottom of this lesson).

5 minutes Closure
Get together as a whole group and wrap-up the lesson for the day. Ticket out: Write on a sticky note 1 fact you
learned about plants.

Day 2
TEACHING SEQUENCE
Pacing / Minutes LESSON PHASES
5 minutes Warm-Up / Do Now
Review Key Vocabulary Words

10 minutes Introduction to the Lesson

Create an Anchor Chart about the life cycle of a plant as the students recall information learned from the day
before.

20 minutes: Instructional Phase

Check progress on the students' plant part report. Once students are ready for the next step, explain: With the
information found about the plant parts and their functions, you will create a VoiceThread. Introduce students
to VoiceThread and explain that it is an interactive tool that allows users to add images and audio to share
information around media. Play the VoiceThread I created or create your own to share with your students.

35 minutes: Have children search for a picture or photograph of the plant part and guide them through the
process of creating their own VoiceThread.

20 minutes Closure
Go over the VoiceThread the students created and show children how to add comments. Talk about their
experiences creating the VoiceThread.
Home Assignment
Talk to your parents at home about the importance of plants. Ask them about different ways that people use
plants. Get ready to share the next day and compare answers.

Assessment Plan:
Students will go back to the picture they drew about the life cycle of a plant and will write to describe the
process. Students in level 1 can just label the illustrations. Students VoiceThread will be used to evaluate the
second part of the lesson (plant parts and functions).

Differentiation / Accommodations for Individual Learners:

Students in level one can just label the plant parts for the VoiceThread.
Students will be working in groups of 2 or three students. The groups will be divided by mixing language ability
levels. Videos and text are provided with information about the topic to facilitate understanding.
Q. 2 Critically evaluates functions of demonstration method for science class? Write advantages of
demonstration method on lecture method.
The word demonstration means to give demos or to perform the particular activity or concept. In
demonstration method, the teaching-learning process is carried in a systematic way. Demonstration often
occurs when students have a hard time connecting theories to actual practice or when students are unable to
understand applications of theories. In order to make a success of demonstration method, three things are
necessary.
(a) The object being displayed during demonstration should not be so small.
(b) During the demonstration, the clear language should be used so that pupils may understand concept
easily.
(c) The pupils should be able to question teachers in order to remove their difficulties.
Characteristic of demonstration method
(1) The demonstration should be done in a simple way.
(2) In this strategy, attention is paid to all students.
(3) Goals and objections of demonstration are very clear.
(4) It is a well-planned strategy.
(5) Time is given for rehearsal before the demonstration.
Steps of Demonstration method
There are six steps of demonstration process.
(1) Planning and preparation
proper planning is required for good demonstration. For this following points should be kept in mind.
 Through the preparation of subject matter.
 lesson planning
 collection of material related to the demonstration.
 rehearsal of demonstration.
In order to ensure the success of demonstration, the teacher should prepare lesson minutely and very
seriously.
(2) Introducing the lesson
The teacher should motivate students and prepare them mentally for the demonstration.
The teacher should introduce the lesson to students keeping in mind the following things.
 individual differences
 Environment
 Experiences
The lesson can also be started with some simple and interesting experiments. Very common event or some
internal story.
The experiment should be able to hold the attention of students.
(3) Presentation of subject matter
– In demonstration presentation of subject matter is very important.
– The principle of reflecting thinking should be kept in mind.
– The teacher should teach the student in such a way that their previous knowledge can be attached to their
new knowledge.

(4) Demonstration
-The performance in the demonstration table should be ideal for the student.
-The demonstration should be neat and clean.
(5) Teaching Aids
-The teacher can use various teaching aids like models, blackboard, graphs etc.during demonstration.
(6) Evaluation
-In this last step, evaluation of the whole demonstration should be done, so that it can be made more
effective.
Merits of demonstration method
(1) It helps a student in having a deeper understanding of the topic.
(2) It helps students remain active in teaching -learning process.
(3) It leads to permanent learning.
(4) It accounts for the principles of reflective thinking.
(5) It helps to create interest for topics among students.
(6) It helps in arousing the spirit of discovery among students.
(7) It imparts maximum learning to students.
Demerits
(1) Students can not benefit with direct and personal experiences as teacher carry out the demonstration.
(2) It can be costly as it requires costly materials.
(3) It can be a time-consuming method.
(4) It is not based on learning by doing.
(5) This method does not provide training for the scientific method.
(6) There is a lack of experienced teachers to carry out the demonstration.
Q. 3 Explain the need and importance of instructional aid for science teaching. Give examples from science
concepts.
Ans:
Psychologists, designers, educationalists, and many professors around the world work on improving the
quality of education because a lot depends on the education of a whole generation. The resources a teacher
uses while teaching play a role in how students learn. Motivation, stimulation, retention, interest, actionable
learning, etc. can vary based on how the act of teaching occurs.
In this article, I’ll be covering how the teachers of tomorrow can leverage digital interactions and technology
to facilitate learning. Traditionally speaking, we are talking about teaching aids and instructional materials.
If you want to know WHY these help in learning, you can read this article on the psychology and
neuroscience behind it.
Contents  show 
Teaching aids and Instructional materials

Teaching aids (TAs): Teaching aids are objects (such as a book, picture, or map) or devices (such as a DVD or
computer) used by a teacher to enhance or enliven classroom instruction (Merriam-Webster). They could be
audiovisual teaching aids such as videos and guest lectures or tactile like 3D models.
Instructional materials (IMs): Instructional materials are defined as resources that organize and support
instruction, such as textbooks, tasks, and supplementary resources (adapted from Remillard & Heck, 2014). It
refers to the human and non-human materials and facilities that can be used to ease, encourage, improve and
promote teaching and learning activities. They are whatever materials used in the process of instruction (IGI
global). The great Soviet encyclopedia defines IMs as educational resources used to improve students’
knowledge, abilities, and skills, to monitor their assimilation of information, and to contribute to their overall
development and upbringing.

What are Teaching Aids?

Broadly speaking, any device that helps teach can be called a teaching aid. These devices can be traditional
items such as blackboards and flannel boards as well as modern devices such as tablets and projectors.
Scientific tools such as telescopes and microscopes could also be used as teaching aids in a given context. Two
overarching common factors between most teaching aids: mediums that promote sensory engagement and
stimulation.
Examples based on classification systems: 
Classification 1:
Non-electronic – Chalkboards, flip boards, slates, photos, telescopes,
Electronic – Powerpoint slideshows, videos, Augmented reality/Virtual reality goggles, AV-room equipment
Classification 2:
Auditory: radios, tape recorders, CD players
Visual: Slides, projectors, digital screens
Audiovisual– Youtube content, Vines (yes, they are helpful), Ted Talks, Live streams, documentaries
Audiovisual and tactile – 3D models, plants, rocks, field visits

What are Instructional Materials?

Instructional materials are those items that assist the information aspect of teaching. Not teaching holistically.
These could take the form of textbooks, worksheets, 3D models, charts, infographics, etc.
Instructional materials also include assessment and testing methods. Basically, any material, any information
containing resources which that the teacher uses while instructing. Now testing materials don’t necessarily
contain information, but they help the retention and learning of information, thus, they are instructional
materials. Sometimes, they are a means to an end, the end being the assimilation of information.
Classification
Traditional resources: lectures, talks, writings, project rubrics, guidelines, textbook primers, reference books,
extra-readings, teacher and student-created summaries, workbooks, supplementary material such as
flashcards and charts
Digital media: Videos, photos, presentations
Open resources: Expert blogs, open-source journals, public databases, open courseware, forums
Testing resources: Standardized tests, classroom assignments, online submissions, quizzes, essays,
collaborative projects

Key differences between Teaching aids and Instructional materials 

As you’ll see in this article, TAs and IMs work together to reach teaching goals. However, the traditional
separation of TAs and IMs is superficial and needs revision. It breaks down based on who uses a specific tool
and how it is used. Dictionaries don’t define Instructional materials clearly. This term (IM) is largely restricted
to the literature on specific pedagogies. In fact, the term ‘Instructional materials’ is used in the context of
reaching course-based learning goals. IMs are specifically designed to be aligned with learning objectives and
outcomes. Whereas teaching aids are not always designed to meet course-based goals. You might have
guessed, the same object can be a TA or an IM.
Example 1: A teacher is using a book in the class, each student has a copy.
If a book is used as a course prescribed resource, it is an instructional material.
If the book is a student engagement activity (reading and discussing a story to build vocabulary) and isn’t a
part of the syllabus, it would function as a teaching aid.
Example 2: if you are studying algae under a microscope.
A microscope would be an instructional material if a course-based learning goal is ‘using a microscope to study
microscopic entities’.
However, a microscope would be a teaching aid for a theory class on algae. A teacher could use one to show
students what it looks like in order to engage the class in learning about algae.
Traditionally speaking, teaching aids have been thought of as devices that can be used – white and
blackboards, computers, calculators, projectors, slideshows, tape recordings, television, etc. They are tools
that help the delivery of information. A TA isn’t information, or to put it in a different way, information is not
directly embedded in a TA. But IMs, they often have information embedded in them. Resource books,
worksheets, graphs, etc. are all IMs because of this embedding. However, tools such as microscopes are IMs if
they are precisely aligned with a teaching objective.
Sometimes, graphic media can be used as both – infographics could be a teaching aid if they are consequential
yet not a core teaching resource or they can be embedded within a book or used as a way to summarize a
larger concept directly. Digital media is often considered as an Instructional material because information is
embedded in it and it needs planning. This planning eventually is integrated into the coursework.
An incredible amount of learning takes place online. That’s why teachers have redesigned & repurposed their
content for online delivery.

Teaching aids, Instructional material, and resources for the digital learning sphere

Many decades ago, TAs and IMs were focused on classroom activities. However, the very definition of the
classroom has changed. The world has moved online and online classes are now a valid alternate method of
conducting educational activities. Lectures are presented via ZOOM, Skype, and Microsoft Meetings. All notes
are provided digitally. A typical class appears on a screen as a collection of students and teachers. What
materials and aids work in such a situation? What are the unique problems of such classes that TA & IMs can
solve?
 Most students are very familiar with searching for supplemental material on the Internet. Most
prominently, students use Wikipedia, professional YouTube channels like In a nutshell, Sci-show,
Veritasium, Numberphile and CGP gray, Reddit (asking questions, finding sources, discussing), and
additional independent content offered by courses on Coursera, Udemy, and Khan Academy. Many
students even run their blogs to show what they learn and jot down notes. Some make creative videos and
run podcasts. These are all self-motivated alternatives to the use of TAs and IMs. These work because
millenial and gen Y students prefer autonomy and control in how they learn. They are intrinsically
motivated because they have the choice to choose how they learn. Teachers can facilitate this and tap into
this autonomy. Teachers can also curate these resources for students based on their preferences and
learning goals.
 The search for content online taps into our “transactional memory.” A novel problem of internet-based
learning is the potential to forget what you learn because humans remember where to find information
better than what the information is (The Google Effect). Many students can now take the time to look for
information because they are good at it. Knowing this, many don’t feel the value in remembering it.
However, remembering information is a necessary condition to make it “intuitive.”
 There are a number tools which can be used to present information via audio and video. Most notably,
online tools like graph generators, graphic designing, coding platforms, podcast notes, etc. are alternative
digital TAs. Online content sources (audio & video), discussion threads, e-books, and curated lists are
alternatives to Instructional materials. The largest advantage of this is an increase in the diversity of
thoughts and informational sources – a clear predictor of quality learning.
 Depending on what students have to learn and what teachers are willing to teach, any aspect of
browsing the internet can be a potential TA or IM. For example, browsing Amazon for learning about user
 experience and e-commerce works as a TA and IM. Most pages on the internet are densely connected to
other pages and because of intimate familiarity with the internet, it is possible to explore and learn.

The need for teaching aids and instructional materials

1. Conceptual knowledge requires examples, familiarity with the concept’s features, contexts, and
engagement/experience. These tools directly help.
2. Some academic subjects like biology or electronics can benefit students in more useful ways if they
know what the real-world counterparts to a theory are – circuits, tissue under a microscope, plants, etc.
Such information sticks longer because the memory encoding for these concepts involves strong sensory
and experiential components. The brain acquires the concept with multiple representations in a network-
right from what the concept looks on paper to how it feels to the senses. 
3. Using youtube videos and discussing Ted talks puts dense information in a familiar context. Youtube is
a part of human culture, so are memes, putting information in the context of the internet culture can
motivate or change the perception of the so-called ‘boring’ topics. 
4. IMs and TAs also motivate students at the level of the classroom. This goes hand in hand with
confidence (security that one can learn) as having materials is proof of accessing information. Having access
can, at the very least, prime students to learn. 
5. Relying on general information on the internet can overwhelm students due to an inherent lack of
direction and potential misinformation. This problem can be solved by designing IMs to accommodate
snowballing around a topic, using authority references, summarizing content or priming content like video
overviews and infographics.
6. The cost of implementing TAs and IMs is not trivial. However, improved teaching efficacy and learning
efficacy can significantly lower the burden of learning course content. Teachers may save time, students
may require lesser effort to achieve learning goals, and primary organizational resources would be better
managed (man-hours to pay for, classroom upkeep, scheduling). And even if it does cost the organization a
little more, better learning would probably always be worth it. 
7. Testing and assessment not only helps to confirm the learning of content but also helps improve the
learning. Research has shown that being tested (the testing effect) can promote memory and conceptual
understanding. Attempting worksheet exercises, quizzes, essays, etc. reinforce learning as well as create a
hub for further self-motivated learning. Check out the 1st link in the articles listed below for referenced
research insights.
8. At the superficial level and the definition level, who wouldn’t want a lively class and learning
experience? 
TAs and IMs would work even better if they are aligned with brain-based learning concepts. These concepts
are a framework to design a way the brain processes information. If TAs and IMs hijack these processes or
even reinforce them, the growth in learning would be dramatic.
Q. 4 What will happen when there is no assessment in science education? Hypothesize all possible
situations.
Ans:
The primary audiences for this chapter are classroom teachers and teacher educators. The chapter offers a
guiding framework to use when considering everyday assessments and then discusses the roles and
responsibilities of teachers and students in improving assessment. Administrators also may be interested in
the material presented in this chapter.
Assessment usually conjures up images of an end-of-unit test, a quarterly report card, a state-level
examination on basic skills, or the letter grade for a final laboratory report. However, these familiar aspects of
assessment do not capture the full extent or subtlety of how assessment operates every day in the classroom.
The type of classroom assessment discussed in this chapter focuses upon the daily opportunities and
interactions afforded to teachers and students for collecting information about student work and
understandings, then uses that information to improve both teaching and learning. It is a natural part of
classroom life that is a world away from formal examinations—both in spirit and in purpose.
During the school day, opportunities often arise for producing useful assessment information for teachers and
students. In a class discussion, for example, remarks by some of the students may lead the teacher to believe
that they do not understand the concept of energy conservation. The teacher decides that the class will revisit
an earlier completed laboratory activity and, in the process, examine the connections between that activity
and the discussion at hand. As groups of students conduct experiments, the teacher circulates around the
room and questions individuals about the conclusions drawn from their data.
The students have an opportunity to reflect on and demonstrate their thinking. By trying to identify their
sources of evidence, the teacher better understands where their difficulties arise and can alter their teaching
accordingly and lead the students toward better understanding of the concept.
As another example, a planning session about future science projects in which the students work in small
groups on different topic issues leads to a discussion about the criteria for judging the work quality. This type
of assessment discussion, which occurs before an activity even starts, has a powerful influence on how the
students conduct themselves throughout the activity and what they learn. During a kindergarten class
discussion to plan a terrarium, the teacher recognizes that one of the students confuses rocks for living
organisms and yet another seems unclear about the basic needs of plants. So the conversation is turned
toward these topics to clarify these points. In this case, classroom teaching is reshaped immediately as a result
of assessments made of the students' understanding.
Abundant assessment opportunities exist in each of these examples. Indeed, Hein and Price (1994) assert that
anything a student does can be used for assessment purposes. This means there is no shortage of
opportunities, assessment can occur at any time. One responsibility of the teacher is to use meaningful
learning experiences as meaningful assessment experiences. Another is to select those occasions particularly
rich in potential to teach something of importance about standards for high-quality work. To be effective as
assessment that improves teaching and learning, the information generated from the activity must be used to
inform the teacher and/or students in helping to decide what to do next. In such a view, assessment becomes
virtually a continuous classroom focus, quite indistinguishable from teaching and curriculum.
The Standards convey a view of assessment and learning as two sides of the same coin and essential for all
students to achieve a high level of understanding in science. To best support their students' learning, teachers
are continuously engaged in ongoing assessments of the learning and teaching in their classroom. An
emphasis on formative assessment—assessment that informs teaching and learning and occurs throughout an
activity or unit—is incorporated into regular practice. Furthermore, teachers cultivate this integrated view of
teaching, learning, and continuous assessment among their students. When formative assessment becomes
an integral part of classroom practice, student achievement is enhanced.
Formative assessment refers to assessments that provide information to students and teachers that is used to
improve teaching and learning. These are often informal and ongoing, though they need not be. Data from
summative assessments can be used in a formative way.
Summative assessment refers to the cumulative assessments, usually occurring at the end of a unit or topic
coverage, that intend to capture what a student has learned, or the quality of the learning, and judge
performance against some standards. Although we often think of summative assessments as traditional
objective tests, this need not be the case. For example, summative assessments could follow from an
accumulation of evidence collected over time, as in a collection of student work.
Science Content: The K-4 science content standard on science and technology is supported by the idea that
students should be able to communicate the purpose of a design. The K-4 physical science standard is
supported by the fundamental understanding of the characteristics of sound, a form of energy.
Assessment Activity: Students demonstrate the products of their design work to their peers and reflect on
what the project taught them about the nature of sound and the process of design.
Assessment Type: This can be public, group, or individual, embedded in teaching.
Assessment Purpose: This activity assesses student progress toward understanding the purpose and processes
of design. The information will be used to plan the next design activity. The activity also permits the teacher to
gather data about understanding of sound.
Data: Observations of the student performance.
Context: Third-grade students have not completed a design project. Their task is to present the product of
their work to their peers and talk about what they learned about sound and design as a result of doing the
project. This is a challenging task for third-grade students, and the teacher will have to provide considerable
guidance to the groups of students as they plan their presentations.
As described in the science standards, the teacher provided the following directions that served as a
framework that students could use to plan their presentations.
1. Play your instrument for the class.
2. Show the class the part of the instrument that makes the sound.
3. Describe to the class the purpose (function) that the other parts of the instrument have.
4. Show the class how you can make the sound louder.
5. Show the class how you can change the pitch (how high or how low the sound is) of the sound.
6. Tell the class about how you made the instrument, including
 What kind of instrument did you want to make?
 How like the instrument you wanted to make is the one you actually made?
 Why did you change your design?
 What tools and materials did you use to make your instrument?
7. Explain why people make musical instruments.
In order to evaluate the student performance, the teacher used the following guidelines:
Student understanding of sound will be revealed by understanding that the sound is produced in the
instrument by the part of the instrument that vibrates (moves rapidly back and forth), that the pitch (how high
or how low) can be changed by changing how rapidly the vibrating part moves, and the loudness can be
changed by the force (how hard you pluck, tap, or blow the vibrating part) with which the vibrating part is set
into motion.
Alternative assessment:
Assessments that are different in form than traditional paper-and-pencil assessments.
Performance assessment:
Assessments that allow students to demonstrate their understandings and skills (to a teacher or an outsider)
as they perform a certain activity. They are evaluated by a teacher or an outsider on the quality of their ability
to perform specific tasks and the products they create in the process.
Portfolio assessment:
A purposeful and representative collection of student work that conveys a story of progress, achievement
and/or effort. The student is involved in selecting pieces of work and includes self-reflections of what
understandings the piece of work demonstrates. Thus, criteria for selection and evaluation need to be made
clear prior to selection.
Embedded assessment:
Assessments that occur as part of regular teaching and curricular activities.
Authentic assessment:
Assessments that require students to perform complex tasks representative of activities actually done in out-
of-school settings.
Q. 5 a) Write advantages of the following:
i) Scanning of the lesson plan
Ans:
Discuss the terms skimming and scanning. You might start by asking students what they think these terms
mean. You want them to understand that skimming is reading quickly to get the main idea of the text,
while scanning is rapidly viewing the text in search of key terms, phrases, or information. During the
discussion, ask questions that will help students understand the difference between these strategies and
how the use of them differs from careful reading of text. Some possible points that can be discussed
include:
Deciding whether to read carefully, skim, or scan will be based upon the goal of reading the text. If
a reader wants to fully comprehend and not miss any information in the text, he or she should read every
word of the text rather than skim or scan it.
When readers skim a passage, they increase their reading rate to quickly determine the main idea
of a passage.
The technique used in skimming is similar to the technique used in completing word search
puzzles. The reader determines which key words to search for in the text and then quickly “sweeps” the
text in search of those words.
To help students differentiate between careful reading, skimming, and scanning, click on Texas on the
Explore the States webpage as you pose the following questions:
If you wanted to learn all that you could about Texas, which type of reading would you choose –
skimming, scanning, or careful reading? Why? (Answer: Careful reading in order to read all of the possible
information about the state.)
If you wanted to determine the year in which Texas was admitted to the United States, what type
of reading would you choose–skimming, scanning, or careful reading? (Answer: Scanning.) Why? (Answer:
The goal is to determine one detail about the state.) What key text would you scan for? (Answer: A date.)
Once you find a date, what strategy would you use to decide if it is the correct answer? (Answer:
 Skimming.) Why? (Answer: To determine if the sentence focuses on the date that Texas was admitted to
the United States.) What text would you focus on during the skim? (Answer: The sentence containing the
date.)
Using the Explore the States website, continue to model how to use skimming and scanning as follows:
a. Starting from the main page, tell students that you are interested in learning what is most significant
about Idaho. Click on that state or choose it from the drop-down menu.  
b. Using a think-aloud approach, demonstrate how you scan the topics listed on the page including the
icons. You might say, “I see this map of Idaho has Boise featured on it. I suppose that the capital of
Idaho is Boise.” Or, you may say, “As I scan through this passage here, I see the word potatoes, so I
will skim this section of the page to find out more about the significance of potatoes in Idaho.”
c. Review the use of the three reading strategies. You might ask questions such as, “I want to
determine the date in which Idaho joined the Union. In other words, my goal is to find out one piece
of information. What should I do?” or “I’m becoming so interested in Idaho, so now I want to read
about all of the information that is on this site about this state. What should I do?”
d. Show students that below the More Stories About heading, more links are listed that will lead to
further information. Tell students that for the purposes of this lesson, they will not need to click on
any of the links listed below this title bar on each state. Note: The point of showing students this
feature of the site is to prevent them from getting “lost” from this site while searching for
information about the states. All information for the riddles will be contained directly on the states’
main pages.

ii) Preparating key points

Ans:
Preparing a presentation can be an overwhelming experience if you allow it to be one. The strategies and
steps below are provided to help you break down what you might view as a large job into smaller, more
manageable tasks.
 
Step 1: Analyze your audience
The first step in preparing a presentation is to learn more about the audience to whom you'll be speaking. It's
a good idea to obtain some information on the backgrounds, values, and interests of your audience so that
you understand what the audience members might expect from your presentation.
 
Step 2: Select a topic
Next, if possible select a topic that is of interest to the audience and to you. It will be much easier to deliver a
presentation that the audience finds relevant, and more enjoyable to research a topic that is of interest to
you.
 
Step 3: Define the objective of the presentation
Once you have selected a topic, write the objective of the presentation in a single concise statement. The
objective needs to specify exactly what you want your audience to learn from your presentation. Base the
objective and the level of the content on the amount of time you have for the presentation and the
background knowledge of the audience. Use this statement to help keep you focused as you research and
develop the presentation.
 
Preparing the Content of Your Presentation
Step 4: Prepare the body of the presentation
After defining the objective of your presentation, determine how much information you can present in the
amount of time allowed. Also, use your knowledge about the audience to prepare a presentation with the
right level of detail. You don't want to plan a presentation that is too basic or too advanced.
The body of the presentation is where you present your ideas. To present your ideas convincingly, you will
need to illustrate and support them. Strategies to help you do this include the following:
 Present data and facts
 Read quotes from experts
 Relate personal experiences
 Provide vivid descriptions
And remember, as you plan the body of your presentation it's important to provide variety. Listeners may
quickly become bored by lots of facts or they may tire of hearing story after story.
 
Step 5: Prepare the introduction and conclusion
Once you've prepared the body of the presentation, decide how you will begin and end the talk. Make sure
the introduction captures the attention of your audience and the conclusion summarizes and reiterates your
important points. In other words, "Tell them what you're going to tell them. Tell them. Then, tell them what
you told them."
During the opening of your presentation, it's important to attract the audience's attention and build their
interest. If you don't, listeners will turn their attention elsewhere and you'll have a difficult time getting it back.
Strategies that you can use include the following:
 Make the introduction relevant to the listeners' goals, values, and needs
 Ask questions to stimulate thinking
 Share a personal experience
 Begin with a joke or humorous story
 Project a cartoon or colorful visual
 Make a stimulating or inspirational statement
 Give a unique demonstration
During the opening you want to clearly present your topic and the purpose of your presentation. Clearly
articulating the topic and purpose will help the listeners focus on and easily follow your main ideas.
During the conclusion of your presentation, reinforce the main ideas you communicated. Remember that
listeners won't remember your entire presentation, only the main ideas. By reinforcing and reviewing the
main ideas, you help the audience remember them.
Practicing and Delivering
Step 6: Practice delivering the presentation
Most people spend hours preparing a presentation but very little time practicing it. When you practice your
presentation, you can reduce the number of times you utter words and phrases like, "um," "well," and "you
know." These habits can easily diminish a speaker's credibility. You can also fine-tune your content to be sure
you make your most important points in the time alloted.

iii) Recoding time

 The recording time will change depending on the set variable frame rate in the variable frame rate
recording.
 File is split approximately every three hours for the data in MOV format.
 These are displayed as separate clips in the thumbnail screen. Also, the clips recorded across two
SD cards by the relay recording are displayed as separate clips.
 The recording is stopped once when the recording time reaches ten hours, and recording is
automatically resumed after few seconds. Image and audio during the pause will not be recorded.
This includes the case of special recording, such as variable frame rate recording or relay recording.
 When performing high-speed shooting with the variable frame rate recording, the recording time
will be shorter than 10 hours depending on the ratio of the frame rate of the recording format and
the variable frame rate.
 The recording will stop in 5 hours when [FREQUENCY] is set to [24.00p], and [FPS] is set to [48fps].
 In the interval recording, the recording is stopped once when the length of a clip reaches ten hours,
and recording is automatically resumed after few seconds.
iv) Preparing the most difficult parts of the lesson first
Ans:
Whether you’re adjusting an existing lesson plan or starting from scratch, try the following tips for a
productive school year:
1. Start with the big picture.
I believe that starting is the hardest part. If you’re struggling in the initial steps of lesson planning, try taking a
step back. Connect with other grade level teachers at your school to see how your year can fit into the bigger
picture—like a curriculum calendar. From there, break it down to objective-based, shorter-term units. Within
each unit, what do you want to accomplish? What do you want your students to know and be able to do by
the end? With each lesson, outline a desired outcome or goal for you and your students to work towards.
2. Don’t rely on fluff.
Even after I’ve planned my lessons, I like to reassess my own strategies. I ask myself what I can improve or
make more efficient. What are the structures or systems within my classroom that are working? How can I use
these more? Rather than breaking your day into tiny little pieces, focus on the activities that provide richer
opportunities for deep thinking. While Pinterest-inspired little activities may keep kids busy, they don’t always
teach to the rigor and relevance that they need.
3. Get creative about your resources.
These days, inspiration is all around us. I use (free!) tools and resources that elevate my lesson plans. One of
my favorites is Understanding by Design, which is a template for lesson planning created by Grant Wiggins and
Jay McTighe. Their website has articles, webinars, videos and more for online learning. Their method is a way
of thinking that’s backwards planning—you start by thinking what you want to accomplish, then creating a
performance assessment.
 4. Think backwards and relate the lesson plan to real life.
Step one is to identify the learning standards set out by your state or national standards. In step two, identify
what some of the enduring understandings are. Create essential questions that will motivate the student to
actually learn that unit. For example, show them how measurement is used in the world and show the
different ways people measure and the tools they measure with. Put students in scenarios where they have to
select tools and use the lesson in a practical way.
Then step three is the learning activities that you scaffold, which refers to a variety of instructional techniques
used to move students progressively toward stronger understanding and, ultimately, greater independence in
the learning process. Start with what they already know about measurement. For example, maybe they were
measured at the doctor’s office.
Try to relate it to their real life. A real-life example I use with my students is the grocery store. I take them on
an imaginary tour and ask them where and how they measure their fruit. Soon they start recognizing scales
and using this vocabulary in their everyday lives.
5. Get nontraditional.
Don’t be afraid to incorporate something new and different into your curriculum. For example, get your kids
out of the classroom to see the lesson from a different perspective.
In my second grade class, we learn about urban, rural, and suburban communities. I built a field trip for each
unit so they could experience each. For the urban unit, we took a bus ride into a city and took a walk through
the historic sections. They were able to observe and experience the community and think through why certain
houses were built differently than others. For the rural unit, we went to a dairy farm. For the suburban unit,
we walked into the town with clipboards and backpacks. We interviewed business people as they were
working in their businesses at the bank and at the bagel shop. Then they came back, and presented their
findings.
v) Practicing the activities.
Ans:
Practice activities like quizzes, projects and exercises are activities that help students practice a concept
they’ve learned. By helping students build on concepts they’ve learned in your video lectures, and applying
them to real world applications, you help students engage more with your course.
What You Need to Know
 In each section of your course, include one learning activity (quiz, exercise, or project) to help students
apply what they've learned in that section.
 Provide all needed resources for each activity, such as worksheets, source code, practice files, etc.
 Describe how the activity is relevant.
 Connect the activity to your course goals.
 Best practices
 How to add practice activities to your Udemy course
Best Practices
 Include one practice activity per section . In each section of your course, include one practice activity
(quiz, exercise, or project) that helps a student apply the knowledge covered in that section. This may
include:
 Highlighting key takeaways at the end of each section, using a slide or “cheat sheet”;
 Providing practice exercises for students to apply what they’ve learned, such as challenge questions,
tasks or projects; and/or
 Challenging students with a quiz to assess their progress.
 Provide all needed resources for each practice activity. One of the biggest complaints students have is
when they don’t have the right resources for completing a project or exercise. Avoid this by providing all
needed resources for students to easily start and complete each exercise. 
 Describe how the practice activity is relevant . Students need to know why they should take a quiz or
complete an exercise. Describe how each activity is related to the content and what students should learn
from completing it.
 Connect the practice activity to course goals . Students want to know that an activity is going to help
them achieve their goals. Describe how each activity they complete will get them closer to their overall
course goals.
b) Elaborate teaching Science Culture in Pakistan.
Ans:
As a developing nation Pakistan needs to develop its human resources to survive in today’s competitive world.
No country can economically survive or can successfully preserve its political stability without utilizing its
natural resources in a sustainable and equitable way; it’s the human capital of a country that ultimately
enables it to achieve this end. Knowledge based economies are the winners in today’s world because they
lead in innovation and sustainability, these economies win because of the competitive advantage they acquire
due to scientific and technical expertise, innovative competence and entrepreneurial enterprise of the
individuals representing them. Nations with scant natural resources have emerged as winners because they
focused on the right priorities and right imperatives at the right point of time, enhancing the quality of science
education is one of those imperatives. Pakistan can perform better in international commerce and service
sector by elevating the standards of science education at the elementary and secondary level. It’s high time to
educate and train our children to become the professionals capable enough to compete at increasingly tough
race of innovation, sustainability and entrepreneurial enterprise. We need to raise our standards of science
education provided to millions of children attending both government and private schools and this is the only
way we will be able to ensure a secure future for our coming generations. How can this be accomplished? This
question does have straight forward and definite answers because there are shining examples and success
stories that shed ample light on the subject. Federal and provincial governments run hundreds of thousands of
schools serving millions of schoolchildren across the country it’s time to bring some revolutionary changes in
government run schools to raise the standard of science
Starting STEM magnet programs in every district: provincial governments should start a magnet program in
every district for students of government schools who are passionate to learn science and who have
demonstrated this passion through their scores and aptitudes. Such magnet programs run successfully in
many states in the US, a magnet program offers intensive instruction and rigorous training to students with
the right aptitude and intellectual ability for studying science, determined through standardized tests. Such
magnet programs for STEM education in every district will not only improve accessibility to quality education
but will perk up the standard of science education by creating a culture of competition.
Encouraging students to learn science by doing and self discovery right from the primary level: science
education can be greatly improved by introducing changes in teaching methodologies right from the primary
schools, elements of activity based learning, inquiry based learning, project based learning, and problem
based learning will have to be incorporated in the teaching methodologies employed in government run
schools. An instinctive inclination for science among students can be transformed in to a governing passion by
offering them the opportunities of self discovery and self exploration.  
Establishing science museums for children in every district: science museums can play a significant role in
improving the standard of science education; tragically there are very few science museums for children in
Pakistan that too in a couple of large cities. These museums should work under the auspices of the district
education administration and should be amply equipped to satisfy the educational needs of students. These
museums must have enough resources at their disposal to keep themselves up to date in order to be able to
serve the academic needs of students in the most fitting manner.   Private or corporate sector should also be
encouraged in supporting this policy of the government in helping the children to cultivate love for science
and satiate their natural curiosity for learning.
Ensuring availability of auxiliary science literature in school libraries: this is another neglected sector, a large
number of government run schools as well as private schools do not have robust library culture, many schools
do not have any libraries at all and those which do have libraries don’t have books about science that could
satisfy students’ needs and interests. A national program can be launched for publishing interesting illustrated
books (in English, Urdu as well as in major regional languages) covering scientific topics for children, the
availability of such books must be ensured in school libraries.
Improving working conditions for science teachers in government sector: the work of a science teacher is
more laborious, time consuming and technical as compared to other fields of pedagogy at the primary and
secondary schools levels. Special allowances for science teachers must be sanctioned by the government in
order to attract intelligent and competent teachers to opt for teaching profession in the government sector.
Special professional training programs for science teachers must be initiated and financed by the government
to help science teachers to hone and update their professional skills.
Encouraging the use of educational technology: the use of educational technology is at a bare minimum level
in the government run schools it will be an investment intensive enterprise for the government to introduce
latest technologies in all the government run schools at once. It will be more practical to introduce
technological innovations gradually starting from the magnet programs for STEM education. Use of
multimedia, information technology and educational manipulative will be a great step forward in improving
the standards of scientific instruction in our schools.