, detailed unit plan should be prepared according to the Preferma Concept Proforma ‘A’) Lesson No ce ‘Sub Behaviowal | _ Procedure Pupils | Evaluation Neo | Concepts | Objectives | (Teacherpupil | Assignments activity) T. 3 z LESSON PLAN ‘After planning for the unit, we are to concentrate on lesson plan. Lesson plan is teacher's mentel and emotional visuslizetion of class room activities. Carter V. Good defines lesson plan as, “a teaching outline of the impostant points of a lesson etrenged in order in which they are to be presented. It may include objectives, points to be asked, references to materials, assignments etc.” In the words of Lester B. Stands, “A lesson plan is actually # plan of action It therefore, i. Includes the working philosophy of the teacher, ii. His knowledge of philosophy, i. His information ebout and understending of his pupils, iv. His comprehension of the objectives of education, v. His knowledge of the material to be taught and vi. His ability to utilize effective methods” Advantages of Lesson Plan 1. Ithelps the teacher to be systematic and orderly in his teaching process. 2. Ithelps to face chellenging questions in the class. 3. It builds up definite aim for each day's work, 4, It gives confidence and self reliance. 5. Ithelps in finishing the lesson in the allotted time 6. It gives goodides to use the teaching aids effectively. 7. Ithelps the teacher to select appropriate method to teach a pasticuler unit, 8. It gives chances for good correlation with other subjects and life situation. 9. It gives enidea of how questions can be framed involving reflective thinking 10. It helps to get thorough knowledge when they prepare the lesson plan in advance Check Your Progress 4 Notes: (s) Write your enswersin the space given below. (©) Compare your answers with those given at the end of the unit. 4, Baiefly explain the purpose of writing «lesson plan,2101 Criteria of a Good Lesson Plan Every teacher should know the essential elements of a good lesson plan. 1. A goodlesson plan should be preferably written, It should give information regarding the subject, topic, strength, date and time allotment for the pasticular class. 3. It should contain the general objectives 4, It should also include the specific objectives which are going to be achieved after the completion of the lesson, 5. It should list out all the instructional sids thet ere to be used for particular period, Meps, chests, diagrams on bleck board, films, film strips and other audiovisual aids, 6. The materials of instruction or subject matter should be well selected and organized in en orderly manner. 7. It should be built up on the previous knowledge of the class. It should explein the leaming activities provided to the students 9. It should indicate the teaching techniques to be used by the teacher how the lesson is to be presented, whet methods are to be followed, what questions are to be asked and what illustrations are to be used 10. It should give place for evaluation by which the teacher is able to know whether he has achieved his aims. 11 It should contain review or recapitulation G.e) an outline or summery of whole lesson taught in the particular pesiod. 12. It should include one or two assignments for pupils to strengthen leaning 2.10.2 Herbartian Steps or Steps Invelved in a Lesson Plan Six formal steps are suggested by JF. Herbert in lesson planning The steps are known, as Herbastion steps. They are 1 Preparation ‘The teacher should first of all prepare the students to get new knowledge. He should excite the students in such a way thet they feel the need of leaming new things It cen be done by 1 Testing the previous knowledge 2 Story telling 3 The novelty of experimentation or activity. ‘Thisis the most important step, for well-began is helf-done Presentation Immediately after the first step of preparation the aim of the lesson should be cleanly stated The subject matter should be presented in simple and familiar way. It should be done with the active participetion of students Students should not be passive listeners. Question asked should be relevent, according to the mental level of students and evenly distibuted Aids should be used end “Bleck Board summary” should be developed side by side 352103 3. Comparison, ‘Whatever students leesn, they compare it with similar set of examples Itis felt that knowledge is not like piling up bricks, itis like a tree that gows. This step is the most important when we ate establishing principles or generalizing definitions. 4, Generalisation Tt should be done with the participation of students. In most of the science lesson we have to atrive at certain generalizations formulae, principles or Iews are to be established 5. Application ‘Whatever the students leam should be applied tomew situations and so that the uensfer of training end knowledge geined becomes permanent. Here knowledge becomes clear and meaningful 6. Recapitulation ‘This is the Lest but not in any way the least important step. Here the teacher knows what the students have leemt, where they stend end whether the teacher himself is successful in his aims or not It should be noted thet these Herbertien steps need not be followed strictly in teaching all types of lessons. The type of lesson plan will depend upon the natwwe of the topic to be taught and the method of teaching In some cases one step of the Herbastien scheme may be stressed than the other while in other cases some steps may be deleted completely, Check Your Progress Notes: (s) White your enswersin the space given below. (® Compare you enswers with those given at the end of the unit. Writing a Lesson Plan Every teacher must write his lesson plan well in advance. The method of writing the lesson must reflect the modern trends of science teaching There is no one money order orm like Proforma for writing up the lesson plans ‘The lesson planis writtenin four columas 1. Specifications ~ Deciding “Why to teach?” GtetingG 10s & S108) 2. Content = ‘Analyzing ‘What to teach?” Gaalysis of content ares) 3. LeamingExperience - Deciding ‘How to teach” (Methods and learning activities) 4, Evaluation = Measuing ‘How fer it is taught?” (Evidence of achievements) 36Lemming experiences depend on specificetions Content is given through appropriate lesrning experiences to realize the specification Evalustion is directed towards assessing the extent to which the specification has been realized ‘The teacher should have thorough idee about the content area of the lesson before ‘he makes an attempt to write the lesson plan Usually the following is commonly used, with litle modifications, in « majority of the teacher training institutions 2104 The Format ofa Lesson Phan Preliminary information: (such as class, subject, topic, et.) 1. General Instructional objectives: The pupil, 1. Acquires knowledge 2. Understands 3 IL Specifications: The pupil, 1. Recalls 2. Recognizes 3. Explains 4 III. Teaching Aids: List of apparatus / chemicals / charts IV. Intreduction: (Motivation) V. Presentation: ‘Specification Content Learning Experience | Evaluation VI. Recapitulation: (2 or 5 Shost answer type questions) ‘VIL. Assignment: (Ir 2 Essey type questions) Signature of the Guide Teacher Signature of the Trainee 2.105 Lesson Plan (Model) Name of the Trainee Name of the schoo! Class Strength ®) Roll ) Present Date Period Duration 25 minutes Subject Science Unit 7 Magnetism, 0. Topic Magnetic field- Mapping Farrer 37I. General Instructional Objectives : The pupil, 1. Acquires knowledge about ®) Magnetic field, 1) Magnetic lines of farce 2. Understands the magnetic lines of forces eround a magnet, 3. Applies his knowledge in identifying earth’s magnetic lines 4. Develops skills in e) observation and b) drawing end labelling 5. Appreciates the nature of Easth’s magnetic field IL. Specific Instructional Objectives: The pupil, Recells the definition of “magnetic - field” Recognizes the magnetic lines of force Recognizes the magnetic lines around ber magnet. Interprets the earth's magnetic lines. Interprets the observed phenom ena, Compares earth's magnetic lines with the magnetic lines of « ber magaet. Reason for the appearance of earth's magnetic ines, Draws the magnetic lines of 8) aber magnet, ) the eath 9. Enjoys the activities related to magnetism. eryaLaene IIL. Teaching Aids: Ber magnet Iron fillings Glass plate White papers Pencil Compass needle Chert-magnetic lines of a ber magnet IV. Introduction: 1. This lesson may be introduced just by testing the previous knowledge of the Moo Reee pupils Ts ‘Whaetiis the name of the substance that attracts iron fillings? Pupil | Magnet Ts ‘What are the two poles in a magnet? Pupil : North pole end south pole 2. The Teacher brings the north pole of a Ber Magnet near the north pole of @ compass needle Ts ‘What do you observe? Pupil: Like poles repel each other V. Presentation: So, well students, today we shall discuss the properties of a magnet ‘VI. Recapitulation: 1. Define magnetic field 2. Whatis the experiment to know the magnetic forces around a magnet? 3. Define magnetic lines of forces, 4. State the properties of earth’s magnetic lines. 38V. Presentation: So, well students, today we shall discuss the properties of a magnet. pean ‘Content Leaning Experience Frahation Recall Tages aney “Teacher ales magnets exeigy Wilh Date sefezence to light energy. magnetic Tr Demomsates the following activites: | engy. ‘Actvaty (1): Placing a glass plate over abar sagnet keeps whate-paperonit Sprinkle soon lings & taps the glass plate ‘Observes | on Gling: anange themselves and’ [Wind you obser? present a patter of ines Teall Magnet field "Tr Defines We magnate Bald Define magnetic Held Ttexprets Trlepet | The Ines moun Te magical Ty States We magnetic Ines of aces the magnetic lines of forces TRecogazes | The Ines acund the maguetinticats | Ty States We magnets Ines offaces How do they aor Oat the magnetic lines of fees amagnetc forces exist sroind the magnet? Wagastc Ines of Facer sivaiy Oy Keep a armagaat ona wae paper ad dias the magnetic lines wsing compass needle Danes Tas | Diagram Tr. Alloes the ppl to daw thea Ties Tine; of face stat om Ge novhpole [Ty Explans the duecton ofthe ines wang | Wiatis the dhecton of cof amsagnet and ends atthe south pole. | chat. the lines of foce ofa bar nagrel? ‘Obearves | Ean nmgnatie ner “Retiaty G) Te Draws the ears mages lines using compass needle and the following, bverrations aze made Taegu Ean magnetic Ties we pall 6] 7 Examine theve Ines, Taw a Oey eachother Dine Denwvang We magastc ines of cath | Tr Allows the pupil dew en's magnetic lines. Compacs | North pole ofthe magaste poles of | Ty Explain dhe nagaets poles feaihwih | Which nagaets pole = carthis found at geographical south | zeflzence to Geograpcal pale. fan at the geographical xaxth of enti Tifa Forsmall duane Oe Gels wafers | Ty Exglane te popary of We eas magnetic lines Timo | Forlag dsiae te Gel utoas [Ty Gire: Te econ oni sppemice in) Why We magnate Te tem of magnitude and dzecton of foe of aath ate stuaight and pazalle?” 39VIL. Assignment: 1. Describe the process of drawing the magnetic lines of a bar magnet. 2. Explain (with a diagram) the process of drawing the magnetic lines of force due to easth’s magnetic field Signature of the Guide Teacher Signature of the Trainee With the knowledge that we have geined so far, let us attempt to prepare the objectives in tesms of behavioural terms for a topic in Physics Preparing GJ.Os and Specifications for the lesson ‘Floatation’ (VIII standard): General Instructional Specific Instructional Objectives: The pupil, Objectives: The pupil, 1. Acipites the knowledge of 1. Recalls the names of flosting bodies the principle of floatation. 2. Recallsthe depravties of familiar solids and liquids 3. Recognizes the cause of flostation 4. Recognizes the first and second lows of flotation. 2. Understands 5.Sees lationship between the densities of @) The lews offlostation _—_flosting bodies andthe liquids in which they ©) Themethod of working lost hayckomete. 6 Interprets the first end second ews of flotation. 7 Explains the method of working of hydom eter 3. Applies the laws of 8. Reasons for various bodies floating in verious floteionin hydrometer. Ligh. 9. Werifes the first and second ws of flotation 4. Develops ill in 10. Use hydrometer to find out the density of « observation and given liquid interpretation in sienific 11. Records relevent readings accurately experiments S.Developsinteres in ‘12. Enjoysin reading books on flotation fosting bodies in their study Preparing GJ.0s and Specifications fo the lesson ‘Ammonia’ (IX standard): General instructional Objectives: | Specific Instructional Objectives: The pupil The pupil T Acquies knowledge of ammonia | 1 Recdllsthe names of ammonium salts 2. Recognizes a few names of fertilizers, 7 Understands, 7 Explains the laboratory preparation oF #). The methods of preparation of | Ammonia Ammonia, 4, Explains the Haber process of preparing Ammonia, Properties of Ammonia 3 Identifies the physical and chemical properties of Ammonia 40Apphies the mnowledge oF © Verifies the use of Ammoniain dally ‘Ammonia in identifying the life Uses 7 Develops dal in observation, 7. Observes the laboretary preparation of expesimentation and deawing Ammonia, 8. Performs the experiment related to physical & chemical properties of ‘Ammonia, 9. Draws the experimental set up for the preparation of Ammonia. 3 Apprecistes the use of 10. Visits local industries where Ammonia ‘Ammonia, is prepared, LET US SUM UP In this unit we have discussed the need for planning ow curricular work for a class and subject on yearly and daily basis. For an efficient and effective teaching planning is ‘essential, for it gives confidence to the teacher and the teaching becomes systematic and orgenized The proceeds on well-thought of lines end not follow haphazard end thoughtless teaching Good planning helps us in smooth transection of curricular materials to the leamers in an effective way. We have also highlighted the various approrches to planning the lesson. A detailed attempt hes been made to help you to design your own lesson plan by presenting different formats. In the lest section of this unit we have discussed the management of science leboratory in which we have touched upon the broad, aspects such as laboratory objectives and problems of procurement, maintenance and stosing of equipments and other science matesielsin a safe way. UNIT - END EXERCISES ‘What is meant by lesson planning? Describe the features of a Lesson Plan. Describe the Herbartian steps of Lesson Planning (Waite a Lesson Plan on a topic of Chemistry of class X ‘What are the advantages of a lesson planning? White a Lesson Plen for the seventh class on the subject of reflection of light Define a Unit Plan. What are the advantages of a Unit Plari? ‘What are the relationships between specifications and learning experiences? Mowaeee ANSWERS TO CHECK YOUR PROGRESS: 1. List out the criteria for framing out the general instructional objectives. 1. The general instructional objective should contain a non-ection verb: 2. It should also mention the subject matter area (content). The statement of objectives helps the teacher to evaluate the student level. Unless the subject matter zea is known to the teacher, he is not able to organize learning activities and Finally realize the objectives, 3. It should be witten in the form of the achievement of every single student and not in the form of the achievement of a group of students or class. 4, It should contain only one ability to be developed or achieved or modified. 5. To conclude, the general instructional objectives should be zelated to the level of the students 2. List out the criteria for framing out the Specific Instructional Objectives. If the objectives are stated in specific terms, then they are called specific instructional objectives. They contein beheviowal verb i.e, they contain ‘action’ verb. It ‘means that the objective should reflect the terminal behaviour of the leamer in specific 41