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Lesson Plan I

Preliminary Details

 

Name of the Teacher                   :    Jiji Jacob

Name of the School                     :    St. Stephen’s H.S for Boys, Pathanapuram

Standard                                         :    VIII

Subject                                            :    Physics

Unit                                                  :    Motion

Topic                                               :    Speed

Duration                                         :    45 Minuts

Date                                                 :    08.07.2014

Curriculum Statement

            Through performing and observing activities, participating in group discussion, receiving teacher scaffolding and utilizing technology, learner constructs the concept of speed.

Content Analysis

            The learner develops knowledge and understanding about the following terms, facts and concepts

            Terms            :           Speed, distance, time

            Facts  :           A fastest moving bus has greater speed

            Concepts:    Speed of an object is the distance travelled per unit time

Equations

                        Speed              =        Distance Travelled

                                                            Time

            Unit:

                        The SI unit of time is second

                        The SI unit of distance is metre

                        The SI unit of speed is m/s

                        The other unit of speed is km/h

Learning Outcomes

Ÿ   Learner becomes able to

A) Cognitive Competency

        Ÿ     recall the terms related with speed

        Ÿ     distinguish the concept speed

        Ÿ     solve the probelms related with speed

        Ÿ     use equations and units related with speed

B) Affective Competency

        Ÿ     Choose appropriate method

        Ÿ     develp the attitude of obeying traffic rules

        Ÿ     share experiences related with life.

        Ÿ     solve the problems related with speed

C) Technological Competency

        Ÿ     View visuals meaningfully

              Relate the concept with technology

Pre-Requisites

            Cognitive       :           General knowledge about distance and time

            Affective        :           An interest to study more about speed

            Psychomotor :           Ability to do activities

            Technology   :           Interest and skill for handling ICT

Supporting Materials

            Blackboard, traffic sign chart

Classroom Interaction Procedure                                            Response

Introduction

            Teacher begins the class by asking about the travelling

experiences of children

Ÿ          Do you like journey?

Ÿ          Have you seen any sign boards while travelling?

Ÿ          what does sign boards like ‘go slow’ means?

Teacher shows powerpoint slides of traffic sign charts.

PPt

 

Traffic Sign Chart

Through these teacher develops interest in learner to know

more about speed.

Presentation

            Teacher asks to the pupil the distance and time taken

by them to reach school.

            Teacher gives a problem table to the students and makes

 them to fill it.

Vehicle        Distance     Time          Time of           Time of

                                           taken         departure       arrival

Bicyle           500m           30 min       9.30 am

Bike              500m           3min          9.30 a.m

Bus               500m           5min          9.30 a.m

Train             500m           2min          9.30 am

Based on the table teacher asks some questions as follows

Ÿ    Which vehicle arrives first?

      Ÿ    Which vehicle arrives last?

      Ÿ    What is the reason for these difference?

Through the answers given by the learners teacher elicites the

factors related with speed and correlate the equation

                                      B.B

                        Speed                        =          distance / time

After provididng equation teacher defined the concept of speed.

Concept formation

            speed is the distance travelled by an object in unit time

Aactivity 2

            Teachers makes the children to tell the units of distance

and time. Thus teacher helps the children to elicite the unit of

speed

Teacher explanation

            Unit of speed            =km/hr or m/s

Consolidation

            Teacher summarizes the concept formed in the class

            Teacher asks the children about the consequences of

violating traffic rules and signals and thus inculcate the value to

obey traffic rules.

REVIEW

            Teacher asks the following questions to strengthen the

formulated ideas and concepts.

Ÿ    What is speed?

Ÿ    What are the factors affecting speed?

Ÿ    What is the equation of speed?

Ÿ    What is the unit of speed?

Follow up activities

Problem

Ÿ    A car travels a distance of 120 kmin two hours. What is                                 

the speed of the car?

 Ÿ     Draw any three sign boards and write what does it                                           mean.

ppt

teaching practice

assignment

INTRODUCTION

In many countries of world, the primary school curriculum bears little relation to that of fifty years or so ago. Then the subjects were reading, writing and arithmetic. Now the curriculum is achieved much more as a whole. Secondary school curriculum generally consist of a number of separate subjects having little or no coordination between them. An attempt has been made in recent years to bring about an integrated curriculum which has helped to bring various science subjects closer.

                        The major aim of education is the unification of knowledge existing in different branches of learning. It is only by such a joint venture that we will be able to achieve the goal of unification of knowledge and bridge the gap that separates them.

IMPORTANCE OF CORRELATION

                        Science cannot be taught in isolation. For an effective learning full advantage must be taken on the various correlations and application of science.Correlations means the relationship between different subjects of the curriculum .It can be direct or reciprocal. The development of the mind can be achieved when the person has got the ability to solve difficulties or practical problems. To solve a practical difficulty combined knowledge of physics and other branches of knowledge is necessary. The child must know importance between the different branches of knowledge. To make him know the interrelationship science must be taught in schools in relation to the other subjects. Then only instructions in schools can be made efficient in solving practical problems to be faced in life situations.  .

TYPES OF CORRELATION

Correlation is of three kinds

·         Correlation within the subject

·         Correlation with other subjects

·         Correlation with life and environment

Correlation of science with other subjects can be of two types

·         Incidental correlation

·         Systematic correlation

INCIDENTAL CORRELATION

It is natural correlation. Correlation is secured by co-ordinating each topic with allied materials from other subjects.

·         It correlates subject matter and makes use of casually while teaching a unit

·         It may go unnoticed by some students who are inattentive.

·         Transfer of learning achieved is not satisfactory

·         It doesn’t prevent repetition and the student ends to feel bored

·         It is in the usual classroom.

SYSTEMATIC CORRELATION 

Systematic correlation with other subject is achieved by a careful organization of the curriculum in different subjects avoiding unnecessary duplication of the subject matter and at the  same time developing related topics from different subjects.

·         Systematic correlation in curriculum development is well planned and organised effort of a group of teachers.

·         It is noticed by the students

·         It avoids repetition

·         It prevents wastage of time and energy in the classroom

Correlation of science within the subject

All the branches of science are interdependent upon each other and there are a number of facts and principles which are common to various science subjects. As a result of this new subjects, like Physical chemistry,Bio-physics,Bio-chemistry,SoiLchemistry,Electro chemistry,Geo-physics have been introduced. Physics provides instruments for the study of almost all other science subjects, thus correlating many principles of physics with other science subjects. Chemistryfind its application in various subjects like physics, biology, hygiene, physiology etc.

Correlation of science with Daily Life

Though the main aim of science is to impart a training in scientific methods yet the study of science also aims to provide an insight into many of natural phenomenon and also teaches various scientific principles that lie at the bottom of many simple rules of life. Every principles of science has some useful application in daily life and it is the duty of the teacher to emphasise these while teaching the principle.

Correlation of science with other subjects

It is possible to correlate teaching of science with the study of almost any other subject. It can be correlated easily with mathematics, geography,art,music,socialstudies, language etc.

CONCLUSION

          No subject can be taught in isolation and is the case with teaching of physical science. Science has great correlation with all subjects. Physical science must be taught in correlation with other subjects where it may be found its roots or branches. Division of knowledge into several subjects is only a matter of convenience. Pupils should not feel that various subjects may remain in water tight compartments. They should be made to realize how the different subjects in school curriculum are mutually supplementary.

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