This presentation is about the writing lesson plan for science classes, with few examples(bio,phy,chem) with reference to the CBSE curriculum, and also based on CCE method of assessment.

1. SCIENCE TEACHERS MEETING
INDIA INTERNATIONAL SCHOOL,sharjah
Lesson Plan Writing-
By
D. ALARMELU NATCHIAR
supervisor(girls block )

2. NO EDUCATIONAL INSTITUTION CAN SUCCED UNLESS THE
TEACHERS ARE ADEQUATELY PREPARED FOR
EXECUTING IT AND HAVE FAITH IN ITS WORTH.

3. It is a teachers detailed description of the course of
instruction for an individual lesson.
The following points should be considered while preparing
the lesson plan
 logical presentation of the topics guided by the
syllabus
 the level of the learners.
 the lesson is neither under or over schemed.

4. THE FOLLOWING COMPONENTS COULD BE INCLUDED
TO ENSURE HOLISTIC PLANNING:
 topic/ unit/work layout
 Aims/ Objectives/Knowledge/skills/Application
 Teaching learning materials (reference
materials)
 Teaching techniques/Methodology/Procedure
 Description of Assessments
 Evidence of Assessment
 Feed back

5. Title
Sub-Title
content

6. FUNCTIONS OF LEARNING OBJECTIVES:
 It must serve as a guide
for planning instruction
 These specify the
learning outcomes for
each task and hence help
teachers and learners in
developing a focus
BLOOMSTAXONOMY OF THE COGNITIVE DOMAIN;
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
THE LOWEST ORDER OBJECTIVE IS KNOWLEDGE
which involves recalling information of
previously learned material
WHILE THE HIGHEST ORDER OBJECTIVE IS
EVALUATION which involves
judging the value of the product.

7.  Objective has 4 elements:
 1. Audience 3.condition
 2.Behaviour 4.Degree
 THE COMMON STATEMENT OF BEGINNING OF
AN INSTRUCTIONAL OBJECTIVE IS:
 At the end of the lesson(C) the student(A)
should be able to draw and label(B) all(D)
the part of the flower provided.
 To enable the students to

8. Defined as
 the flow of Information
between teachers and
students
The way of carrying out
actual teaching in the
classroom.

9.  Lecture method
 Group Discussion Method
 Experiment methods/Demonstration method
 Active learning methods- Assignment, seminars,
workshop
 Brain storming
 Role play
 Co-operative learning /Group discussion method
 Interdisciplinary teaching method-
 Case based /case study
 E- learning method
.

10.  Equipments,
 materials,
 apparatus,
 charts ,
 models
 References: 2 ref ,Books of the subject

11.  – Demonstration based
 – Graph based
 – Diagram based
 – Numerical based
 – Flow chart
 – Crossword puzzle/games
 – Writing of Balanced chemical
Equations/Formulae/Units
 – MCQs

12.  Write notes
 Draw illustrations,
 Use a teaching aid
 Demonstrate
 Supervise question
 Setup experiment. Draw, record, observe,
measure ,carry out experiment.

13.  – Model making
 – Chart making
 – Assignments
 – Popular Science Book Review
 – Current Science events/news report
 • Hands-on practical examination
 • Class work/home work Assessment
 • Group work -
Seminar/Symposium/Presentation/Bulletin Board
Display/Role Play
 • Survey/Field Visit
 • Project Work-Group or individual
 • Short formal written Paper-pen test

14.  Work sheet, parameter sheet,
questionnaires, photograghs, proof of written
asignment recorded tapes.
 Feed back
 Few questions Asked
 Brief summary

15. The performance of students gives
 valuable information about their
understanding, conceptual clarity, problems
faced and
 gaps in learning. Based on this information,
teachers could give feedback and undertake
 follow up activities for remediation and
enrichment. The information will also enable
 teachers to modify their practices for
enhanced effectiveness of learning.

16.  TOPIC: CELL PHYSIOLOGY
 SUB-TOPIC: OSMOSIS
OBJECTIVES: By the end of the lesson the
learner should be able to;
 Describe osmosis
 Explain how the process of osmosis takes place.
 Describe the effect of osmosis on living tissues

17. ILLUSTRATION METHOD
 Teacher organizes the learners into groups
and guides the learners
 Teacher illustrates osmosis using a chart. The
learners set up the experiment on osmosis
using the procedure below
 Cut the potato cylinder into 2 cm pieces
 Place 4 pieces in each of the solutions
provided salty and distilled
• Observe after 10 minutes
• Draw the set up and Record observation

18.  Potato tubers cylinders, razor blade, salt
solution, distilled water, Petri dishes, ruler,
absorbent tissue.
 A chart: illustrating osmosis.
 Text book and lab manual.

19.  the students are asked to observe osmosis in
carrots in the two beakers with different
concentration and compare the physical
state of the carrots carefully.
 Students are asked to answer the questions
given in the worksheet.

20.  Marks for each correct = 1
 (the teacher will evaluate the Worksheet,
the student has answered more than five
correct
 (Total Marks: 1 X 5 = 5)

21.  The worksheets collected from the students
 The marks awarded sheet.
 Observation record

22.  The teacher identifies the students who are
not able to give correct answer
 They were given an another chance and the
concept is taught once again .

23.  IF (FLOW CHART BASED)
Objectives:
At the end of the lesson(C) the student(A)
should be able to
 Recognize the structure and location of
organelles in plant cell and animal cell.
 Explain the role of cell organelles based
upon their function.
 Correlate the structure and function of
some organelles.

24.  The structure, location and function of
various cell organelles are explained to the
students in with help of the diagram/chart.
 The students will be taught with a help of
the flowchart of cell organelles.

25.  Chart
 Labeled picture
 Flow chart.
Ref: Science text book.
manual
Record book

27. Marks for each correct answer = ½ mark
 (Total Marks: ½ X 10 = 5)

28.  A few students may not be able to complete
the flow-chart. They can explained the topic
again and
 asked to do an alternate assignment where
the answers are given
 (for example: match the following or
multiple choice questions)

29.  If (Diagram based)
Objectives: To enable the students to–
 Learn the names of parts of plant cell and
animal cell
 Identify the cell organelles based on their
structure and location
 Recognize the similarities between plant
and animal cell

30.  How you will present the topic in the class ?
 ……………………………………………………..
 And what are the materials used
?......................................................

31.  The worksheet with the diagram of plant and
animal cell is given to the students.
 The student may label the parts that are
common in both plant and animal cell.
 the diagrams representing plant cell and an
animal cell, will be given to the students
 Label any five organelles common in plant
cell and animal cell.

32.  : Marks for each correct labeling = 1
 (the teacher will evaluate five labelings In
case, the student has labeled more than five,
five correct
 labeling shall be evaluated first.
 (Total Marks: 1 X 5 = 5)

33.  A few students may not be able to label the
required parts properly. The teacher may
explain the diagram again in the class.
 As the number of students who have not
labelled the parts properly is more, the
worksheet is modified
 (labeling lines are be added with a blank
space that the student will use to write the
word.)

34.  Objective: At the end of the lesson the
students should be able to–
 Learn how to work as a team to achieve a
common goal
 Distribute the work for its effective
execution
 Recognize various groups of organisms
based upon common features
 Appreciate the concept of diversity in the
living world

35.  Choose the materials required
 Refer books and discuss with your parallel
teacher to get new way of presenting the
lesson in the class.
 THINK DIFFERENT

36.  The students in the class will be divided into
6-8 groups.
 Topics from the chapter are allotted to the
students accordingly.
 . The students collects information,
pictures, photographs or any other
illustrations from different sources such as
old magazines/ journals/ newspapers/
internet etc.
 The students then make a presentation of
the same on the display board.

37. Each member of the group
appears for a viva conducted
by the teacher to assess the
level of her participation.
 Viva (2)
Presentation (1 ½ )**
Content and relevance to the
topic (1 ½ )
Total (5)

38.  Bulletin Board Evaluation Sheet
 Photograph of the display board
 Viva questions and expected answers.

39.  The teacher may identify the students who
have not displayed active participation in
this activity.
 Such students are given an alternate topic
for display board or an alternative activity
based on similar topic.

40.  Objective: To enable the students to—
 Learn that on heating, a liquid can be
changed into vapours and the phenomenon is
 called evaporation.
 Understand that the rate of evaporation of
any liquid depends on surface area,
 temperature, humidity and speed of the
wind.
 Enhance observation skills

41.  The explains the following information to the
students.
 When a liquid is heated, a small fraction of
particles at the surface, having higher
 kinetic energy, are able to break away from the
forces of attraction of other particles and escape
into air as vapours.
 The phenomenon of change of liquid into
vapour at any temperature below its boiling
point is called evaporation
 Evaporation is a surface phenomenon
 Rate of evaporation depends on……………………

42.  study the effect of increase in temperature
of the liquid surface area on the rate of
evaporation using three different liquids e.g.
Water, Benzene, alcohol etc.
 Requirement: 6 China dishes of the same
of size, stop watch, 10 mL. pipette,
measuring cylinder, thermometer, burner /
spirit lamp .

43.  Correct procedure : 02 Marks
 Correct recording : 02 Marks
 Conclusion & result : 01 Marks

44.  Some students found it difficult to observe
the changes in the volume of liquids after
regular intervals of time. Repeated
adjustments in experiment helped them to
observe
desired result.

45.  Objectives: To enable the learners to–
 get familiarized with atomic number of
different elements.
 State the number of protons, neurons and
electrons, number of shells, valency etc. of
 an atom of a given element.
 draw the structure of atoms of elements
having different atomic numbers..

46.  Hello Friends, I am Hydrogen.
 My atomic number is one.
 I have one electron and one proton
 I have no neutrons in my nucleus.
 I have only one shell ‘K’ with one electron.
 My valancy is one.
 I can either give or take one electron or
else I can share one electron to complete my
octate.
 I am a non-metal.
 I am the lightest element.

47.  A few students were not able understand the
formula for……………………………..
 Some were not able to remember that the
maximum number of electrons present in an
outermost cannot be more than 8. and they
were using the formula 2n² mechanically.
They were be helped to remember and
understand about the same by giving more
examples.