A.J.De.Almeida High School, Ponda.
This was my 1st lesson in Almeida High School, As told to us by the teachers the students of this school were smart and could not be controlled by the teachers. When i went to observe my peer's lesson in the same class, i saw the class was very noisy. I prayed to God and went well prepared to give my lesson, and as i started my lesson there was complete silence in the class and the lesson was great. Loved teaching this class.
This was my 1st lesson in Almeida High School, As told to us by the teachers the students of this school were smart and could not be controlled by the teachers. When i went to observe my peer's lesson in the same class, i saw the class was very noisy. I prayed to God and went well prepared to give my lesson, and as i started my lesson there was complete silence in the class and the lesson was great. Loved teaching this class.
Combustion and Flames- VII
Instructional
objectives:
1. The student will be able to recognize different
objects which burn and also which does not burn.
2. The student will be able to recall the names of different objects.
3. The student will be able to differentiate
between combustible and non combustible substances.
4. The student will be able to explain the term
combustion.
5. The student will be able to record the
observation of different activities conducted.
Concepts:
Combustion: the process
of burning of a substance in the presence of oxygen with the evolution of heat
and light.
Fuel: material that is
used to produce heat or other forms of energy.
Combustible substances:
substances that burn easily.
Non combustible
substances: substances that do not burn easily.
Previous Knowledge:
The student will have knowledge
of substances that burn and fuels.
Instructional Materials:
Set induction: kerosene
lamps, kerosene, wood, charcoal, candle, paper, worksheet.
Development: matchstick,
paper, stone, iron nail, glass, candle, worksheet.
Evaluation: evaluation
sheet 1, evaluation sheet 2.
Set Induction:
Teacher greets the students and accepts greeting.
Activity 1:
Teacher brings 2 lamps, one empty lamp and one having
kerosene
Tr: I have put kerosene in one and the other is empty.
Observe what I do.
Teacher lights both the lamps.
Tr: what did your’ll observe?
Students also greet the students.
Students observe the teacher.
Ss: the lamp with kerosene in it has lighted, and without
kerosene has not lighted.
Tr:
good.|
Tr: kerosene is a fuel. Name some more fuels.
Ss: petrol, diesel, lpg gas.
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Teacher burns a candle:
Tr: what have I done?
Ss: lighted a candle.
|
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Statement of the topic:
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|
Tr: so today we will more about burning of
substances in the topic:
COMBUSTION AND FLAMES
Development of the topic:
Tr: a chemical process in which a substance
reacts with oxygen to give off heat is called Combustion.
Activity 2:
Teacher divides the students into groups and
gives instructions
Tr: I hv given your’ll a worksheet, observe
each object given and put a tick across the correct option.
After sometime teacher discusses the
worksheet.
Tr: Substances that burn easily are called
COMBUSTIBLE SUBSTANCES.
Substances that donot burn easily are called
NON COMBUSTIBLE SUBSTANCES.
Ss: examples of combustible substances are
paper, wood, kerosene and non combustible substances are glass, iron nail
Tr: burning is a chemical process.
Activity 3:
Teacher gives each group a worksheet. Teacher
also gives instructions
Teacher burns the substances and shows the
students.
Tr: which substances do not burn?
Ss: wet cloth, wet
paper does not burn.
Tr: why do you think some combustible substances
took time to burn?
Ss: the substances took time to burn because
they were big in size.
Activity 4:
Teacher lights a candle and fixes it on the
table, teacher overturns a glass over it.
Students observe what happens.
Students observe the process carefully.
Tr: what did you observe?
Ss: the candle flame has started flickering.
Tr: now see what has happened?
Ss: the candle flame has gone off.
Tr: why do you think the candle flame went off?
Ss: the candle flame went off because there was
no air inside the glass.
Tr: so we see that air is necessary.
Ss: fuel, air and heat is
necessary for combustion.
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|
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Evaluation:
Evaluation sheet 1,
evaluation sheet 2.
Homework:
list the various fuels
used in your locality.
Reference:
Science textbook for
class VIII – part 1
School: Pragati Vidhyalay, Borim
My 2nd lesson, I was all prepared for the lesson with lots of leaves to be shown. the lesson went quite well and i was satisfied.
Instructional
materials:
Previous knowledge:
My 2nd lesson, I was all prepared for the lesson with lots of leaves to be shown. the lesson went quite well and i was satisfied.
Leaves
1.
The student will be able to recognize
the names of the parts of plants.
2.
The student will be able to compare
different leaves according to color and size.
3.
The student will be able to identify
the veins of the leaf.
4.
The student will be able to
differentiate between reticulate venation and parallel venation.
5.
The student will be able to sketch a
diagram of a leaf.
Concept:
Parts of a leaf:
Lamina: Broad green part of the leaf.
Petiole: Part of the leaf by which it is attached
to the stem.
Veins: Lines on the leaf.
Midrib: The thick vein in the middle of the rib.
Leaf Venation: Designs made by veins in the leaf.
Reticulate Venation: Net like design on both the
sides of the midrib.
Parallel Venation: Veins are parallel to one
another.
Previous knowledge:
Parts of a plant, names of different plants.
Instructional
materials:
Set induction: cutouts of parts of a plant,
flannel board, plant.
Development: cabbage leaf, curry leaf, Christmas
tree leaf, mehendi plant leaf, red leaf, cana leaf. observation sheet 3
Lamina, Petiole: chart of a leaf and a teak wood
tree leaf
Veins, Midrib- leaf, colors, white sheet.
Venation- Banana leaf, palak leaf, mint,
hibiscus, palm leaf, jackfruit leaf observation
sheet 4
Evaluation: lemon grass, hibiscus, lily evaluation sheet 1, evaluation sheet 2,
evaluation sheet 3
Sequential Teaching Learning
Activity
|
Expected Behavioral Outcome
|
Teacher
greets the students and accepts greetings.
|
Students
also greet the teacher.
|
Activity 1
|
|
Teacher
divides the students into groups and gives them some instructions.
|
|
Tr:
let’s play a memory game, I will give each group a worksheet having a diagram
drawn on it. Observe it carefully for a minute.
|
|
Teacher
collects the drawing after a minute
|
|
Teacher
gives each group a cut out and gives instructions
|
|
Tr:
students I have given your’ll some cut outs, try to remember the drawing and
1 person from each group has to come and stick the cut out according to the
drawing.
|
The
students come and stick according to the drawing.
|
Tr:
so what can you see on the flannel board?
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Ss:
a plant
|
Teacher
gives another worksheet with a drawing on it
|
|
Tr:
this is a drawing of a plant; fill in the gaps that are provided.
|
Students
start filling the gaps
|
Teacher
discusses the worksheet.
|
|
Tr:
so students we see that a plant has different parts and each part is
important like how our body parts are important to us, each part has
different functions.
|
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Statement of the Topic:
Tr: so students in today’s class we will learn more about leaves.
Teacher
writes the name of the topic on the CB
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Activity 2
|
|
Teacher
gives each group some leaves.
|
|
Tr:
observe the leaves carefully and fill in your observation in the worksheet
provided.
|
Students
observe the leaves and start filling the worksheet.
|
Teacher
discusses the worksheet
Tr:
do all the leaves look same?
|
Ss:
no
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Tr:
how are the leaves different from each other?
|
Ss:
the leaves are of different color, shape and size
|
Teacher
shows the students a chart of a leaf
|
|
Teacher
pointing towards the green part of the leaf
Tr:
the broad green part of the leaf is
called the stamina
|
|
Pointing
towards the petiole
The part of the leaf by
which it is attached to the stem is called a petiole
|
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Activity 3
|
|
Teacher
gives each student a white sheet, colors and a leaf. And teacher gives
instructions.
|
|
Tr:
students color the leaf with the color provided and put the impression of the
leaf on the white paper.
|
Students
follow the instructions of the teacher
|
Tr:
what do you have on the white paper?
|
Ss:
impression of a leaf.
|
Tr:
what do you see on the impression?
|
Ss:
some lines
|
Tr:
are they similar to those on the actual leaf?
|
Ss:
yes
|
These lines on the leaf are
called veins.
|
|
Tr:
do you see a thick vein in the middle of the leaf?
|
Ss;
yes
|
The
thick vein in the middle of the leaf is called the MIDRIB
|
|
Tr:
do you see any other design on the leaf?
|
Ss:
yes
|
The design made by the veins
in a leaf is called VENATION
|
|
Tr:
what type of design can you see on the leaf you have?
|
Ss:
net-like
|
If the design is net like on
both the sides of the midrib, the venation is called RETICULATE VENATION
|
|
Teacher
gives each group a banana leaf
|
|
Tr:
which leaf is this?
|
Ss:
leaf of a banana plant
|
Tr:
what type of venation is made by the banana leaf? Is it net like?
|
Ss:
no, it is not net like. The veins are parallel to one another
|
The veins that are parallel
to each other, this design is called PARALLEL VENATION
|
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Activity 4
|
|
Teacher
gives each group some leaves, worksheet.
|
|
Tr:
observe the venation made in the leaves and fill in the worksheet.
|
Students
start filling the worksheet.
|
Evaluation:
Evaluation
sheet1, evaluation sheet2, evaluation sheet 3.
Homework:
Draw
and label a net diagram of a leaf.
Reference:
Science
Ahead with CCE-6
Science
Textbook- VI
i liked your combustion and flame lesson very much
ReplyDeletecan u upload lesson plan on undarstanding matter and cell:the unit of life
ReplyDeleteVery helpful
ReplyDelete