Science

128 Teaching of Physical

work carried along with
of his teaching
and
instructional

types of sehis his wtu

during the
whole
named as
session.

below:
He may
have two
schemes fo
planning
1. Unit planning

2. Lesson planning
Planning?
What is Unit
for the plan.
meaning unit planning stands
In its sinmple session by dividing
the prescriberdng

clarity letlabuwus
instructional work of the units, For more claritab
defined and meaningful
s o m e well
has Deen variously define
unit The term unit
define the term
Carter V. Good. "Unit may be described as an organisa Un

various activities,
problem
experiences
or purpose, developed
and types of rning aroundti
learning
cooperatively by a group of pupi
nisation
around a Cent

(1959, p. 4).
teacher-leadership."
H.C. Morrison. "A unit series of.
consists ofa comprehensive
and meaningful activities so developed as to achieve pupil purpne Teate
provide significant educational
experiences and result in annP
result in appropria
behavioural changes. (1961, p. 25).
The analysis of the above two definitions may reveal that.

The contents of a unit are always Woven or organised

a central problem or purpose.

arout
Students may cooperate with the teacher in the formulation
units.
tion
A unit consists of well integrated meaningful wholes capable d
providing useful learning experiences to the students for achievine
the desired teaching learning objectives.
The subject matter or content of a unit represents continuity an
comprehensiveness in conveying a proper sense or understanding
of a particular problem, theme or knowledge area related to a
curricular subject.
A unit represents a wholesome and complete sub-division ofthe
contents of a syllabus quite useful and meaningful in providing
rich educational experiences.
In this way by the term unit we may understand one of the complete
and meaningful subdivisions of prescribed course of a subject, centered
around a single problem or purpose capable of helping in the realization
of the desired teaching-learning of the subject.
After grasping the meaning of the term unit now we can attempt
for knowing about the nature and meaning of the term unit planning
 Unit Planning and Lesson Planning in Physical Sciences 129

As pointed out already the syllabus for ita proper coverage in a session
wided into some complete and meaningful sub-divisions known as
i sd i v
Now to think about a proper way for the teaching-learning of
uniiect matter or learning experiences contained in these units by
the subjoct

eping an rye over the proper realization of the teaching-learning

keeps of the subject mathematics is known by the term unit planning
o b j e c t i v e s

ysical sciences, In this way the term unit

p
planning may be defined
in
eme plan halked
chai
or out for the teaching-learning of a partieular
as a
ia meaningful and complete sub-division of the learning experiences
unit
given inthe whole session) mentioning the ways and
to be
imparting
means of
arning experiences related to that unit in view of the proper
alization of its teaching-learning objectives.

Formation in the Subject Physical Sciences

Unit
TH task
of unit planning in Physical Sciences
may start with the
formation of proper units out ot the subject matter and learning
formation

xperiences to be imparted to the students during the whole session.

Bor the formation of units a teacher may processed as under

1. He may accept the various topics as mentioned in the prescribed

syllabus of physical sciences of a particular class as different units
for the task of his unit planning.
2. He may combine the different topics of the syllabus in
consideration with their belongingness with one or the other
branches of the subject physics or chemistry like Mechanics, Light,
Heat, Electricity, Sound, Magnetism in physics and Atomic
structure, chemical bonding, behaviour of gases, metals and non-
metals etc., in chemistry.
3. He may divide them in the form of life centered and environment
centered units like: () our solar system, (ii) Earth, its surface
and soil (ii) nature and effects of light/heat/magnetism/ electricity/
sound/radiation, (iv) communication system. (v) The matter around
us. (vi) The air we breathe. (vii) The water we drink. (viüi) Our
universe. (ix) Sources of Energy etc.
For the purpose of dividing the contents of the syllabus into various
he
units, a teacher of physical sciences should try to take note of the
Ing
following things.
ete (i) The total days and working hours (classroom periods and other
red extra time) available for the teaching of physical sciences in a
10n particular grace or class:
i) The completeness and meaningfulness of the units formulated
apt in terms of some special purpose or objectives achieved.
ng
N
 130 Teaching of Physical Sciences

(u) Suitability in terms of the age, interests, needs and

the learners. abiliti

teris of the
resources and teachi
(o) Suitability in
conditions available
for the teaching-learning of Kleing.learnit
whole syllabus (contente
(o) The proper division of the total time and reso
and learne
in view of the rces
experjences)
realization of the teackt availaio
(vi) Being in perfect
tune with the

objectives of physical
sciences. teaching-lear
and correletation of the et
(vii) The proper integration available within
the units thems ject mati
and learning experiences
coordination and integration
correlation,
(vini) The proper
different units formulated
out
of the prescribed syllak among
convenience.
needed continuity and

How to Proceed
further in Unit Planning?
matter and learning experiencCes
After organising the subject
subdivisions i.e., units, the furtheS0o
complete and meaningful Work
in the following ways:
planning may be undertaken
1. A unit in hand should be further divided into some suitak
units or parts. A sub-unit or part, as tar as possible. k Sub
contain that much of the subject matter or. learning experien
as could be covered within the available classroom period af
or 40 minutes.
2 Objectives related to the teaching-learning of the unit should
predetermined and properly framed by expressing them
behavioural terms for making clarity about the typesdinto
behavioural changes expected from the students after
through the unit. gOng
3. Proper decisions should be taken about the methods and technitue
used, and audio-visual aids and other material utilized and
teaching-learning experiences given for the realization of the set
teaching-learning objectives.
4. Decisions should also be taken about the type of interactions
among the teacher and students and the relative roles played
by them in performing the various activities during the teaching
learning process.
5. Proper decision should be taken for the evaluation of the teaching
learning of the unit covered. For this purpose it is always beter
to prepare before hand the desired unit test. The time and
resources needed for the administration of unit test should also
be well decided.
 .iPlanning and Lesson
Planning
eeds and abilitin in
Physical Sciences 131
illustrate the
es
now

procedure of unit
planning in
physical
ng teachin
ing-learnins b y an example.
eiences Dy a n

the units. nple of Unit Planning

ntents and lear
A n E x a m p

Physical Sciences
resources
1. Subject.

availarablnieng
Class VII
e teaching-learnin Syllabus.
9.
ot the unit: Water.
Name
sub-units:
he subject matt 4,
Name
of the

units themselves à Sources for the availability of water.

ration among tha (it) Physical

properties of water,

syllabus for (iit) Chemical

properties of water.
of water.
(iv) Utility
of water.
(u) Decomposition
iences into () Physical states of water.
further workSOmeof LED) Water cycle.
(Di) Water pollution.
ne suitable suh
ossible, should
ub
ing experiences
Hard and soft
aPurification of water.
water.

m period of 35 5 Teaching-learning objectives of the unit

The following types of behavioural changes are expected from the
unit should be students as a result of teaching-learning of the above nitater
ng them into
the types of ) Students name the different sources from where water can
after going be available.

(ii) They tell at least four physical and four chemical properties
nd technique of water.

utilized and
on of the set (ii) They tell that water can be decomposed into hydrogen and
Oxygen through electrolysis.
of utilities of water in our life.
interactions iv) They name at least 10 types
in three forms i.e., solid liquid
oles played 0)They tell that water is available
e teaching- and gas.
illustrate the term "Water cycle".
e teaching-
vi) They explain and
the of water pollution.
causes
ays better (vii) They name

water.
time and between hard and soft
(viii) They distinguish of
hould also utilised for the purification
(2) They tell the various
means

water.
 Unit Planning

Sciences
132 Teaching of Plhysical terr
The syllabus i n
and aid material
methods
about the
eCovered in the

6. Decision

through the teaching-lepw time

For the attainment of objectives t h e

rcquired pre-planniof of

various sub-units the

prope

gfo
view t h e

contents related to aid material etc., m i m e a nid

ita
n duration
methods and h e l p s

of appropriate
selection

as below:
Ahow 2 IUnits
t
represent
Methods and strate m e a n i n g t u l a n d

matter
Nature of thesubject teaching and aid experiences. The

or learning experiences materi

activities etc., employed. experiences inte

advantageous both
Lecture method, demons
) Knowledge about
the various
related to the
sub-units.
method. Use of ustrative
charts, slides and transparenee
stration
aids to
t h e
stu

concepts a n g l e s

planning la
Lecture-cum-demonstration
doing experi- metho Unit
l e a r n i n go b j e c t i v e

i) Skills related to
and providing opportunities to 3. the students an

work e.g., properties

metal
students in
experiences str
decomposition of
water, distinc-
demonstration work and als0 during of
t h e i r

tion between hard

of
and soft water,
water etc.
independent and Broup work in thel doing e teacher and
goals
l e a r n i n g o f the-
purification
laboratory.
I n u n i t plannin

(Z2) Gaining
experiences
for the Lecture-cum-demonstration metho
illustrative aid material, audio and
m e t h o d s a n d s-

regarding the
desired applicationskills earned video recording, exhibiting relevant
for t h e teachir

and
knowledge to m a k e a d e q u
through the study of the various films, providing opportunities
or
application in school laboratory and and resource

unit 'water.
sub units of the
day-to-day life.
5. Unit planni

systematizati

7. Evaluation work.
a prior know
At the end of the teaching-learning work related to various sub-unit.
the teaching
outcomes will be evaluated through:
resulting a knowledge-

A
(i) written unit test. the fulfilme

(ii) Asking the students to do the relevant demonstration and

nd 6 The planni.
practical work. division of

Cii) Making the students respond orally to the questions asked units make
for testing the relevant knowledge skills and application and absor
earned through the experiences gained from the studied unit. in the cla

(iu) To work on a suitable project related to the use and 7. The admi-
application gained through the study of the topic 'water eg stipulate
purification of water in the school, controlling pollution of evaluatio
water in the school campus etc.
8. Unit pla
Importance and Advantages of Unit Planning learning
Unit planning in physical sciences proves helpful and advantageous on instruct

the following grounds:

nd aid material
ough the pre-plann
he required
aid Tequ teachietng lerr.
material Unit Planning and Lexson
"lanning in Phyyical Setences 133

Methods
eachig and may
be
The
be
wllabus in terms of contenta and Tearning experiences to
d in the whole session is suitably divided into units
f the time available forthe
teaching of phymical
ctivities etc., empldemo
and oyed in the proper coverage of the syllabus within the sciences
strategies
in
It elps
available
cture method, aid ma me and duration ot the sessioon

ethod. Use
arts, slides of
se represent the unified and integrated wholes of the

aningful and purposeful content material and learning

il trarnsp
ustratiieva
andd transparende mean
experiences. n e Organisation of the subject matter and learning

tonstration
ure-cum-demonstration
viding opportunities
dents in experiences
ences into such meaningful
antageous both trom the educational as well as psychological

angles to
the students.
wholes

TUnit planning lays proper stress on the formulation of teaching-

proves quite

pendent
ratory. and
work and
al
3. oarning objectives of the unit in the behavioural terms. It makes

group
oup wo
work in the students and teacher
both clear about their functions and

nlsof their striving. The clarity of objectives in this way makes

urrecording,
e-cum-demonsmaterial,
rative aid tration
exhibitingaudimetreln hu learning
and learners both engage seriously in the teaching-
the teacher
of the unit.

a teacher is well informed about the type of

providingschoolopportuniti
cation in
A In unit
methods and
planning,
strategies used, aid material and resources utilised
of the various sub-units. It helps him
-day life. laboratities
ory i y an
for the teaching-learning
to make adequate
preparation for the utilization of proper methods
material for providing instructions.
and resource
and
helps in the proper organisation
related to various 5. Unit planning
systematization of
the teaching-learning process. A teacher has
gh: sub-uni
unitt a prior
knowledge of the task and activities
to be executed for

of the unit and sub units and such

the teaching and learning
and professionally prepared for
knowledge makes him mentally
levant demonstration a a

the fulfilment of his obligations

as a teacher.

beforehand and
the activities and r e s o u r c e s
6. The planning of
ly to material into complete and meaningful
the division of the content
questions
ge skills and aske units makes the task of teaching and learning quite interesting
ed from the studied unit applicatin and absorbing leaving
no Scope for the problem
of indisciplhne

in the class.
elated to the use and of the pre-prepared unit
test in view of the
The administration
y of the topic 'water eg, 7.
teaching-learning
helps in the proper
objectives
stipulated
controlling pollution d evaluation of the teaching-learning
task.
of the
provision for the diagnosis
8. Unit planning has a proper remedial
and subsequent
of the students
lanning learning difficulties
instruction,
ul and advantageous 0
134 Teaching of Physical Sciences

has a
proper provision fo
T h e s t u c

9. Unit planning or guidelin

recapitulation, practice and drill work related
to t the 6.

learning experiences belonging to the sub-unitcon and lea

10. Unit planning paves the way for a proper and

onteng Their

unneces
lesson planning. A teacher feels quite at homepropri
his daily lesson planning in view of the blueprin the
riat d o w n

7. The ta
unit planning.
Demerits and limitations of unit planning
prowio a n d tir

a n d

Unit planning is discredited on account of its followin

and limitations.
llowing shorten the
p l a n n

s u c h

1. The division of the contents of the syllabus into

mean
r e a l i a

complete units and sub-units 1s not an easy task gf

Shortco
and faulty formuBation of units and sub-units may e im
that unit p
in the path of teachers and students for the proper h
Sciences. H
learning of the subject. hing o ft h e p i c t u

Physical sciences represent a well organised, svs do not lhe

sequenced subject. The certain types of information n e Planning t

apd skills are required for the learning of one or-th -know task. Unit

However, while organising the syllabus into some o division o

the
units we have to set aside the logical and sequential deve w a y sa n d

of the subject. It creates too much difficulty for the tea objectives

T h e limit
wetl as students of physical sciences in their respective t a
teaching and learning. implemen

3. The unit planning puts restrictions on the freedom of

beany hb
The predetermined objectives, learning experiences,
teacte l e a r n i n g

and resources, method of evaluations etc., leave

meth
little Distin

for the originality and creativity of the teacher needed Plann

changed situation and circumstances faced in the class Unit pl
asstu
environment. other

4. The teaching-learning process becomes to0 much ti

bound through the adoptionof unit planning. Physical saie
being a skilled and applied subject needs a lot of exeris
and activities for the practice and drill work. Limitatie
and restriction of time provided by the unit planning th
may prove a big obstacle for the teaching and learning of t
subject.
Unit planning may make the teacher too much conscious for
implementation of planned scheme as the planning becomes
end instead of remaining means for the realiztion oftheteac
learning objectives
 Unit Planning and Lesson Planning in
Physical Sciences
r the Tev 135
te
The students and teachers have
alternatives but
no
he contents by the unit planning. It makes tothefollow the
guideline provided

rning Planning center rather teaching

interests, abilities and than studenta centered.
and
eeds,
propriate
in the tas
at provide
Their
unnecessarily
down by
unit
sacrificed for the sake ofcapacities thus may be
planning. following the path laid
7. ask
The task of unit planning
needs expertization as well as labour
and time spent on of a teacher. Overloaded with
the part
teaching
other functionary autles teacher takes too little interest in
nroper planning ot the units. Absence of needed skill for unit
shortcomin planning, a s well as lack ot nterest and enthusiasm for doing
Such work, thus may prove a big handicap in the successful

aningiul
The imprope
eate hur
realization of the purposes of unit planning.

Shortcomings and hmitations listed above may leave an impr

n i t planning is not at all benefic1al for the subject like physical

teaching a tna However, this conclusion 1S not justified. It is only one side
nicture. A close analysis may reveal that the defects and problems
the
0 1 t ie in the purposes, processes and outcomes of the unit planning.
ematic a Planning for any task is always aimed for the proper execution of that
e-knowleig
ther topis fask, Unit planning in this way, 1s always aimed first for the proper
diision of the_syllabus into unstable units and then thinking proper
r the othe
wavs andmeans for the
realization of the stipulated teaching-learning
evelopmen related to these units.
objectives through the meaningtul instructions lie in
teacher a shortcomings if any thus the system of
The limitations and
e tasks d the planning. Therefore, there should not
implementation and not in for the teaching-
the adoption of unit planning
be any hitch or doubt in
teachers learning of physical sciences.
method and Daily Lesson
Distinction between Unit Planning
tle scope
ed in the Planning each
be distinguished from
planning and Daily lesson planning
can
lassroon Unit
other on some of the following grounds:
and planning
h_time is meant for the division, organisation
Unit planning covered in the whole
session while
being
Or the prescribed syllabus
SCience
of teaching-
in the organisation
helps
dally lesson planninglesson
xercise
itations delivered during a classroom period.
earning in terms of a
g thu
wider than the scope of daily
of unit planning is much
ofthia
T he scope
lesson planning. carried
teaching-learning

3. The unit planning done for the to

forthe may be be extended
duration c a n
7es
al 0ut in a classroom period or its its duration
is
lesson planning
case of Or a
chin several days
but in the fixed duration

limited to a single
dav task i.e.,
cbly
40 minutes.
dSsroom period of 35 or