Proper Lesson Planning - Assignment Example

Lesson Plan for Science Grades 7-9 I. Objectives At the end of the lesson, 90% of the are expected Explain how caves are formed and identify the elements and natural occurrences that have contributed to its formation; 2. Identify the types of caves, how they are formed and what their major characteristics are; 3. Illustrate briefly the ecology or the relationship between organisms and their environment (cave); 4. List down and explain the archaeological and cultural importance of caves; 5. Share experiences about caves. II. Subject Matter A. Topic Caves: Formation, Types and Their Importance B. Reference http://en.wikipedia.org/wiki/Cave C. Materials 1. textbook 2. big, colored poster of a cave 3. pictures of different types of cave formations 4. bond papers 5. coloring/drawing materials III. Procedure A. Motivation 1. The teacher will ask several questions about the topic to the students to arouse their interest: Have you ever experienced entering or visiting a cave What have you seen What did you feel 2. The teacher will then give pieces of bond paper to the students. The students will be asked to draw on the paper what they have experienced or seen upon entering the cave. If a student does not have any experience about caves, he can draw his ideas about what a cave would look like. 3. After 10 minutes, 2-3 students will be asked to share what they have drawn on the paper. All the students will pass their drawings after the activity. B. Presentation The teacher will introduce the topic by posting a big colored poster of a cave on the board. The teacher may tell facts and historical accounts in relation to the topic such as cave paintings, carvings, cannibalism and fossil remains to refresh the memory of the students. C. Lesson Proper The teacher will discuss the lesson by using the textbook as the primary reference. The discussion includes the definition and history of caves, the kinds of cave formations, the organisms that make the caves as their habitat, and the archaeological and cultural importance of caves. After the discussion, the teacher validates the students' knowledge of the subject matter which had been discussed. A. Unlabeled pictures of the different types of caves are posted on the board. Students will be asked to volunteer to put names under each picture. After naming the caves, other students will be asked to write certain characteristics of each cave under the name. If a student would name or describe a cave incorrectly, another student would be asked to do the task. The activity will end after all the pictures are properly named and defined. B. A simple, large cave will be drawn on the board. Each student will be asked to draw an animal or an organism inside the cave. The animals should be the correct animals that live inside caves. After drawing, the class will tell what each animal eats and whether their prey also lives in the cave. D. Evaluation A 20-item identification type of quiz will be given to the students. The topics covered will be the definition and history of caves, the types of caves, and the ecology of caves. E. Homework 1. An essay about the cultural and archaeological importance of caves. The minimum number of paragraphs is 3. 2. A report about one of the world's most famous caves. The report should tackle about the history and physical characteristics of that cave, the kind of cave formation, the location, and how that cave became popular. Examples: 1) the Mammoth Cave (Kentucky, USA) as the cave system with the greatest total length of surveyed passage, 2) the Ox Bel Ha Cave System in Yucatn, Mexico as the longest surveyed underwater cave. Lesson Plan for Science Grades 6-9 I. Objectives At the end of the lesson, 90% of the students are expected to: 1. Differentiate and define sunrise and sunset; 2. Explain the scientific process that is bounded to make sunrise and sunset possible for occurring; 3. Track the position of the sun every hour of the day; 4. Show appreciation to sunrise and sunset. II. Subject Matter A. Topic Sunrise and Sunset B. References http://en.wikipedia.org/wiki/Sunrise http://en.wikipedia.org/wiki/Sunset C. Materials 1. textbook 2. a picture of a sunrise and a sunset 3. globe 4. flashlight III. Procedure A. Motivation 1. The teacher will post a picture or a painting of sunrise/sunset on the board. The painting "Willows at Sunset" by Vincent Van Gogh can also be used. (http://www.vangoghgallery.com/catalog/Painting/766/Willows-at-Sunset.html) 2. After 1-2 minutes, the teacher will ask the students the following questions: What does the picture show At what time does this event happen Have you ever witnessed a sunrise/sunset Did you appreciate its beauty B. Presentation The teacher will post a picture of sunrise on the board and a picture of sunset beside it. The teacher will then name each picture as sunrise and sunset and tell the students the time when the two happens. C. Lesson Proper The teacher will discuss the lesson by using the textbook as the primary reference. To help the students understand the lesson further, the teacher may use a flashlight and a globe as a model of the earth and the sun. The teacher will first put the globe on the teacher's table. One country/city, Japan, for example, will be marked by something pasted/taped on it. The flashlight will be put facing the globe. When the flashlight is turned on, the teacher should turn of the lights in the classroom and make sure that no source of light (windows) is open. With the flashlight turned on, the teacher will then rotate the globe several times. The teacher will explain that the globe represents the earth and the flashlight represents the sun. The students will be asked to pay attention on the globe and the marked part. After the activity, the teacher will turn on the lights and ask the following questions to the students: 1. Did Japan go lighted and unlighted 2. When did it start being lighted 3. When did it start being unlighted D. Evaluation A 10-item identification type of quiz will be given to the students. E. Homework The class will be divided into groups with 5 members. Each group should make a portfolio of the progress of the sun's rotation on earth. The groups should take a picture of the city/town on every hour of the day, starting with the sunrise and ending with the sunset. Lesson Plan for Science Grades 7-9 I. Objectives At the end of the lesson, 90% of the students are expected to: 1. Explain how the Van de Graaf generator produces static electricity; 2. Identify the parts of the Van de Graaf generator and their functions; and 3. Share insights about the Van de Graaf generator. II. Subject Matter A. Topic Van de Graaff Generator B. Reference http://en.wikipedia.org/wiki/Van_de_Graaff_generator C. Materials 1. textbook 2. plastic sheet 3. picture of the Van de Graaf generator and its parts 4. short video clip about the Van de Graaf generator III. Procedure A. Motivation The teacher will ask a volunteer (preferably long haired student) to sit in front of the class. Holding a long sheet (about 1 ft.) of plastic on the ends, the teacher will rub it on the head of the student repeatedly for about 15 seconds. After rubbing, the teacher will hold the plastic about 6 inches above the head. The hairs of the student are supposed to stand out of the head or stick or point to the plastic sheet. B. Presentation The teacher will ask the students: 1. How do you think did the hairs stand out 2. Why were the hairs attracted to the plastic sheet 3. Is it possible that there is electricity that runs between the hairs and the plastic The teacher then will show a picture of the Van de Graaff generator to the students and tell them that that machine could also do the same to their hairs. C. Lesson Proper The teacher will discuss the lesson by using the textbook as the primary reference. The discussion includes how the Van de Graaff generator produces static electricity, its inventor, and its parts. To explain the lesson further, the teacher will show a picture of the Van de Graaff generator, showing and labeling its parts. The teacher may also view to the students a short video clip on how a Van de Graaff generator works. D. Evaluation The students will make a short essay on how a Van de Graaff generator works. The minimum number of paragraphs is 3. E. Homework The students will visit a real Van de Graaff generator. They will make a short reflection paper about their experiences upon using the generator. Read More