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Module 6: Sample Lesson Plans in Science
Users:
All personnel at the school level
Objectives of this Module:
Module 6 provides CL and teachers with sample lesson plans for challenging topics in Science. These sample lesso n plans can be u sed or modified for SBI/CBI demonstration less ons.
All the sample lesson plans are in accordance with the Ministry of Education (MOE) Teaching Syllabus for Integrated Science (Primary 4-6).
The mo dule also p rovides concise explanation of what challenging topics are at the beginning of the module.
The module has sample lesson plans on some selected topics. Sample lesson plans have been prepare d on topics such as; “Properties of Soil” and “Characteristics of Water and Other Liquids ”, looking at and
. On the other hand, the other topics; “Rusting”, “Prod uction of Sound” and “Properties of Air” are covered by L and only. Below is a brief explanation a bout them.
consists of introduction , objectiv es of the topic and the lesson and R.P.K.. “Introductio n” illustrates the importance and relevance of the lesson to real life. All the “objectives” are taken from the syllabus. “R.P.K.” states relevant previo us knowledge that pu pils are expected to have.
(sometimes also called lesson notes) is a written down approach to the teaching of a particular topic. This written down approach is sequential and directs the teacher in his/her teaching activities. A well planed lesson helps the teacher to teach with confidence. The format of the lesson plan is the same as t he stan dard lesso n plan that GES appr oves.
The sample lesson plans on “Properties of Soil” and “Characteristics of Water and Other Liquids” also contain “lesson plan with teaching hints ” on the next page of the standar d lesson plan. The lesson plan with teaching hints is the same as the standar d lesson plan on the previ ous page except for the speech blobs (rounded rectangular shapes) on the lesson plan. The speech blobs suggest where each of the teaching hints can be used.
provide suggested teaching approaches. It is designed that each of the teaching hints elaborates how to deliver a particular teaching activity (e.g. Introduction, Activity 1,2…) in the developme nt of a lesson. Because many of these teaching activities are linked with the core points of the lesson, successful delivery of the teaching activity should lead to a sound understandi ng of the core points.
The teaching hints deal mainly with general teaching approaches and questioning skills for particular teaching activities. The general teaching approaches describe how the teacher can lead pupils to the core points through the activities. When the activity is an experiment, the teaching approach explains how to conduct the experiment, paying special attention to the process skills of Science. The questio ning skills should also help the teacher to lead pupils to reach a good understandi ng of the core points. It is recommen ded that teachers develo p better teaching approaches and questio ns for the lesson and other lessons once they get the ideas that the teaching hints discusse d/prese nted.
shows a suggested chalkboa rd plan. Well-organised chalkboard helps pupils
Less on Overvi ew, Less on P lan, Teaching Hints, Use of Chalkboard Engl ish as a Tea ching Tool esson P lan English as a Tea ching Tool
Lesson Overview
Lesson P lan
Tea ching Hints
Use of Chalkboard
understand what they are learning in the lesson. Teachers need to consider ho w to use and organise the chalkboa rd. T his part can help them conside r and im prove upon the way they plan the use of the chalkboa rd.
The section suggests effective use of English language in the Science lessons. The section gives examples of English that can be used in particular activities. By using the actual content of the sample lessons, it helps pupils to understand Science content better. It should be noted that a section of Module 4 highlights the use of English languag e as a teaching tool for other s ubjects, with a gene ral and rather th eoretical explanation of the use of it.
provides m ore ideas a nd activities for challenging topics in Science.
CL and teachers mus t be encouraged to develo p their lesson plans. Once CL and teachers have become familiar with the sample lesson plans and their teaching and learning strategies, it is strongly recommen ded that CL and teachers start creating their own original lesson plans of challenging topics. C L and teachers have opportunities to develop lesso n plans o f challenging topics when preparing their SBI/CBI. Besides , CL can improve lesson plans when discussing the challenging topics with other CLs in CL Sourcebo ok Training.
Engl ish as a Teaching Tool
Appendix
Dev eloping Lesson Plans by CL a nd t eachers
There are topics that some teachers find difficult to teach. They call such topics. Some teachers claim that the topics require subject teachers or specialists to teach them. However, with adequate preparation , teaching these topics should not be problematic. It is a matter of preparatio n. A little bit of extra effort and time to prepare a lesson makes a big differe nce and helps teachers to impr ove their lesson s greatly.
This section provides some useful information about challenging topics for CLs and teachers. It also helps to ide ntify challenging topics.
It is important to examine topics that teachers prefer to teach. When we understan d why we prefer certain things, it becomes easier to see why we do not p refer other things. The prefer red to pics a nd the reasons for prefer ring those topics can help us to see why some t opics are regarded as challenging.
Teachers in P rimary scho ols seem to prefer teaching some topics in Science. S ome examples are:
There are some reasons why primary school teachers prefer teaching the topics listed above to others. They are sh own belo w.
The topics present real and familiar things. There are relevant curriculum materials and teaching/learning materials to use in lesson delivery. Local te aching and learning materials could be used. Teachers have interest in teaching topics they are conversant with. The topics len d themselves t o the use of the activity method of teaching.
The following are some examples of challenging topics in Science. These are based on opinions gathered fr om ser ving teachers at the primary sch ool level.
It seems that the reasons why teachers perceive some topics as challenging vary from teacher to teacher. However, some typical reasons are identifiable. For example, one of the reasons is that challenging topics are seen to be abstract because they are not seen in real life situat ions. Another reason can be that challenging topics lack relevant curriculum materials that teachers can use as resou rce materials. The following are some of the reasons some teachers gave for regarding certain topics as challenging.
Difficulty in getting Science and Environmental Studies experts to support teachers to teach the challenging topics. Lack of relevant teaching/learning materials to teach the challenging topics. Inadequate f unds for purchasing s ome teaching/learning materials e.g. consuma ble materials. Some teachers’ level of i nterest in Science an d Enviro nmental Studies. The problem of teachers who lack content knowledge in Science and skills to han dle Science and Envir onmental Studies. Inadequate p reparation by the teachers.
Identification of Challenging Topics..........................................................................................
Introduction
Preferred Topics
Challenging Topics in Science
challenging topics
Food, Plants, Anima ls, the Fa mily and the Co mmunity
Earthquakes, Formation of Clouds, Forces, Electrica l Circuits, Constraints to Healthy Living: HIV/AIDS, Body Framework of Mammals, Magnets and non-magnets, Reflection of Light, Dispersa l of Fruit and Seed, Pollination and Fertilization in Plants
Inadequate practical lessons in pre - service training at colle ges due to the emphasis on passing of examination.
The challenging topics are seen to be abstract in nature. Besides, there are no teaching/learning materials and relevant cur riculum materials to su pport teachers to teach such topics. Some teachers use inappr opriate teaching methodology, and large class size makes the use of the activity method of teaching difficult.
These pr oblems can be overcome by adopting goo d strategies in the teaching/learning processes.
The fundamental principle that underlies the INSET programme is that teachers learn effectively through sharing implementation and discussion of a lesson with their colleagues. Thus, the CL and teachers should utilise the opportunities for lesson implementation and post - lesson discussio n at SBI/CBI and CL Sourceb ook Training to treat challenging topics.
Summary
1. Lesson Overview.....................................................................................................
Soils are very common in our environment. Pupils see different kinds of soil on their way to school. Many pupils have played with soil at some stage in their growth/develo pment, touching and feeling them with their hand s. Some of them know that soils su pport plants an d can be use d in building houses and r oads (taught in Primary 4). Fr om these experiences, it is obvi ous that soils are reaso nably familiar things to the pupils; however, many pupils do not pay particular attention to its characteristics. It is important to know about the characteristics of soil because it often determine s which soil is more prefera ble for a specific use. For example, some particular kinds of soil are useful fo r growing certain types of cr ops. Having a good unders tanding o f the cha racteristics of soil is very helpful for farming.
In this lesson on Properties of Soil, pupils are expected to obser ve and classify differe nt types of soil. They are to consider the uses of soil in our everyday life, and then explore which soils are best for variou s crops.
The teacher can organise group activities depending o n the class size and the nature of the activities.
The teacher should move around in the class when pupils are working on the activities, spending ample time with them and paying attention to them.
The p upil will
acquire basic knowledge ab out soil. acquire skills in co ntrolling soil erosion. understand the imp ortance of soil in cr op production.
By the end o f the less on, pupils will be able to:
determine at least two diffe rences amo ng loamy, sa ndy an d clayey soils. demonstrate the water h olding capacity of loamy, sa ndy and clayey soils.
This topic (properties of soil) is found in Unit 2 of the primary 5 syllabus. It deals with how a sample of soil can retain water or allow water to pass through it. The units that pupils learn before and after this unit are shown in Table 1. The table also indicates the place of the topic, Properties of Soil,
Class Unit Primary 4 Unit 1:Composit ion and uses of soil
Primary 5
Unit 1: Types of soil
Unit 3: Soil erosi on – causes, effects and control
Primary 6
Unit 1: Land degradation Unit 2: Soil fertility
Lesson 1: Primary 5 Properties of Soil................................................................................
Table 1: Class and Unit That This Topic Can Be Found
Introd uction
Gen eral Obje ctives of the T opic (S oil in Primary 5)
Spe cific Objec tives of the Le sson (Pro per ties of Soil)
in bold
Unit 2: Properties of soil
Pupils are familiar with the type of soil in the school garde n.
In Primary 4, p upils ha ve already learnt the f ollowing:
Soil is made up of particles of sto ne and other materials like dead plants, a nimals and air. Soil sup ports plants. Soil is usef ul in cr op production. It can also be use d in building houses an d roads. Soil can be used in making p ots, b owls and ovens.
In Primary 5 in previous lesso ns, pupils ha ve already learnt the f ollowing.
Soil can be gr ouped into sa ndy, clayey and loamy.
However, a teacher should not assume that all pupils in the class have a good understandi ng of t he abo ve becau se they have previously learnt them. It is always important to pay en ough attention to the in dividual needs of the pupils.
Relevant Previous Kn owledg e (R. P.K. )
10
The lesson plan below shows speech blobs (rounded rectangular shapes) that indicate hints for teaching the various stages. The hints for teaching deal with specific skills for less on delivery and they are explained in detail in the follo wing pages. The position o f each speech bl ob suggests where each one of the hints can be used. Also refer to the same less on plan on the previous page.
DAY/DATE/ DURATION
TOPIC/ SUB-TOPIC
R.P.K./ OBJECTIVE S
TEACHING/ LEARNING MATER IALS TEACHER/LEARNER AC TIVITIES
TLMS CORE POINT S
EVALUATION/ EXERCI SE
Wednesday
2 nd^ of Oct. 2007
60 MINS
Types of Soil.
Properties of Soil.
Pupils are familiar with the type of soil in the school garden.
By the end of the lesson pupil will be able to: determine two difference s in loamy, sandy and clayey soils. demonstrate the water holding capacit y of loamy, sandy and clayey soils.
Short talk or discussion about real life experie nces related to water holding capacit y. (e.g.: erosion of sports grounds of the school ) Through question and answer method , pupils state the types of soil near th eir houses an d in the school garden.
Pupils touch/feel an d descri be the soil samples in terms of colour, texture, and particle size and record their observations in a ta ble.
Using the same type of soil samples, pupils find out if the differe nt types of soil allow water to pass through them at th e same rate. Let the group leaders read out their obser vations and discuss their groups’ findin gs with t he class. For the instructions, refer to worksheet or teaching approach on an attach ed paper.
: Discuss with pupils which soil type will be best for planting tomatoes in the school garden or their gardens at home (Note that differe nt kinds of plants also determine the most suitable soil ty pe.)
loamy, sandy, and clayey soils,
funnels, cotton wool, empt y transpare n t plastic containers , water, cups and sticks
Sandy soil has larger particles and is brownish in colour. It feels very rough between the fingers. Cla yey soil has smaller particles and is whitish or browni sh in colour depending on its location. It feels very smooth and has medium size particles. Loam y soil is dark in colour. Its particle size is smaller than sandy soil particles, but not as small as clay soil particles.
Different soils allow water to drain through them at differe nt rates. Sandy soil allows water to pass through it easil y. Loam y soil allows water to pass through it better than cla yey soil.
Loam y soil is suitable for growing tomatoes.
What type of soil is in the school garden? What type of soil is on the school compound? What is the colour of the soil in the school garde n?
There are 3 main types of soil. Which soil type will dry up more quickl y and why? Which soil would be best for growing crops in the school garden and why?
Lesson Plan with Hints
TOPI C:
SUB-TOPIC:
R.P.K.:
OBJEC TIVES:
INTR ODUCTIO N:
ACTIVITY 1:
ACTIVITY 2:
CLOSURE
COR E POIN T 1:
COR E POIN T 2:
APPLICATION:
ORAL QUES TION S:
WRITT EN QUESTIO NS:
Hints fo r Intr oducti on
Hints fo r Activit y 1
Hints fo r Activit y 2
Hints fo r Cl osu re
−
−
Experiment : To Investigate How Different Soils Hold Water
What you need: three pieces of cloth, three samples of soil, three sieves, three equal quantities of water, three containers, a clock or timer.
Step 1 Put a piece of cloth in a sieve. Do the same with two other sieves.
Step 2 Put each sieve at the mouth of a container.
Step 3 Label the sieves A, B and C.
Step 4 Put some sand on sieve A.
Step 5 Put the same quantity of clay on sieve B.
Step 6 Put the same quantity of loam on sieve C.
Step 7 Pour the same amount of water onto each sieve.
Step 8 Note the time. After 3 minutes, observe which type of set-up has most water in the sieve and which type of set-up has most water in the container.
Step 9 Record your findings in the table below.
Clay
Sand
Loam
Worksheet for activity 2
Type of Soil What happened to the water after 3 minutes?
Results of the Experiment
Type of soil Colour Size of particles Feel or texture
Sandy
Clayey
Loamy
In Activity 1, pupils have opportunity to make their own observations. A teacher should use questions that elicit the observations pupils have made. (See Module 4 General Pedagogy: 2.5 “Questioning Skills” for further explanation.)
Examples
Activity 2 is linked with Core Point 2. Hints for Activity 2 lead to a good understanding of Core Point 2.
of Activity 2): Different soils do not allow water to drain through them at the same rate. Sandy soil allows water to pass through it easily. Loamy soil allows water to pass through it better than clayey soil.
An approach to Activity 2 is shown below as an example.
- Using the soil samples, pupils find out if the different types of soil allow water to pass through them at the same rate.
- Let pupils predict what would happen to the water in the three types of soils (Pupils can be asked to write it down).
- Pupils or group leaders present their predictions to the class. (Teacher writes them on chalkboard).
- Carry out the experiment (Either teacher-led demonstration or group activity, depending on availability of the apparatus and time).
- As a group, pupils record the results on the board or in their exercise books.
- Pupils share the results with members of other groups.
- Discuss them in class, comparing them with the predictions pupils made before the experiment.
T) “What is the colour of this soil?” T) “How does it feel when you touch the soil?” T) “How will you describe the texture of clay?” T) “How big is the size of the soil particles?” T) “How different is sand from clay?”
Table 2: Properties of Soil Types
Questioning Skills for Activity 1
Hints for Activity 2
Core Point 2 (
Approach to Activity 2 (for Core Point 2)
Resources:
3 different transparent containers of equal size (beakers/ plastic bottles/ glasses) Samples of sandy, clayey and loamy soils (which are locally available.) Filter paper/a piece of paper/ cotton wool 3 funnels A clock/stop watch/wrist-watch
When filter paper is not available, we can improvise it. Instead of filter paper, we can use cotton wool or a piece of tissue from toilet roll.
Preparation of Teaching and Learning M aterials for the lesson
Steps to follow:
1.Fold the filter paper as shown.
In Activity 2, pupils are given the opportunity to carry out an experiment that focuses on. This activity allows a teacher to use a variety of questions, including high order questions, such as analysis, synthesis and application questions.
The teacher can also highlight some of the process skills in this activity, asking questions that are related to process skills. Examples of these questions and process skills are shown below. (See Module 4: 2. for further explanation.)
Examples
Closure is linked with Application.
: Loamy soil is suitable for growing tomatoes.
An approach to closure is shown below as an example.
- Having obtained the findings that pupils got from Activity 2, pupils discuss the soil type that retains water most.
- A teacher asks which soil is best for growing crops.
- The teacher guides the pupils through the information to discover that crops need just sufficient amount of water. It should neither be too little nor too much.
- Through a discussion on which soil is best for growing crops, let pupils synthesise both the information that they obtained from the activity and the information their teacher has just given.
- After pupils come to a conclusion, teacher asks if the type of soil in the school garden is suitable for growing crops.
- Encourage pupils to suggest the types of soil that would be best or suitable for planting a local crop.
“What is likely to happen?” Predicting
“Which type of soil is likely to hold water the longest?” Predicting
“Why will the clayey soil hold water longest?” Hypothesising
“How will you group the soils?” Classifying
“What will you need to make this experiment fair?” Handling apparatus
“How would you do it?” Designing
“What will you measure?” Measuring
Questioning Skills for Activity 2(Core Point 2)
discovery
Hints for Closure
Application
Approach to Closure
Question Process Skill
Good Practices (Science), Generic/Process Skills and Science
A teacher can use the followi ng questio ns for summing up the lesso n. Example s
The smaller the particles of soil, the greater the total surface area of the particles on which the water can collect. The f urther apart the particles, the mo re easily water passes thr ough.
Clayey soil has very smal l particles and holds water better than sandy and loamy soils, but it tends to become waterlogged and develo ps crac ks when dry.
Sandy s oil holds little water because it has large spaces between its particles.
Loamy soil holds water well. It does not become waterlogged. Humus also increases the water holding a bility of soils.
“What have you found? ” Evaluating
“How do you compare t he results? ” Discussing
“What mig ht be said abou t the relationship betwe en water holding capacit y and size of participles of soil?”
Generalising
“How will you tell your friends about today’s finding?”
Communicating
Ques tioning Sk ills for Closure and Appl ication
Relat ed In form ation
“The abi lity of soi l to hold back wat er is called the wa ter holding (ret ention) capacity of the soil.”
Question Process Skill
5. English as a Teaching Tool..................................................................................
In the first activity of this lesson, the pupils have to describe the feel or texture of the three soil samples. The p upils will be able to describe the soils in their local language. The teacher can help the pupils to learn s ome English wo rds to desc ribe the differe nces.
The following desc riptive wo rds will be help ful:
small grains
smooth
stick y (grains stick together )
You can make it into a ball
bigger grains rough You can pour it It runs through your fingers
crumbly loose a mixture of textures bigger and smaller pieces together
In this lesson the pupils are asked to write down what they think will happen before they do the experiment. After the teacher has expla ined the experiment she should give the pupils some ideas an d some words to help them. For example the teacher can say:
Encourage the p upils to explain their ideas fully using the followi ng sentence structu res:
It is important for the teacher to give clear instructions for the pupils to follow, using phrases which they have hear d before so that they become familiar with w hat they are expected to d o.
For example:
Give a clear ti tle which t ells the pupils w hat they are going to be studying. Tell the pupils w hat equi pment is needed for the experiment. Make the instructions brief, in sim ple steps an d in clear English.
Each of these p oints will also provide a list of vocabulary items to help pupils with their w riting.
I think ……… because ……….. First it will ……… and the n it will ….……. In the sand I saw ………. but in the clay I saw …
(a) Activ ity 1:
clay sand loam
(b) Activity 2:
“Do you think it will be the same for each type of soil? What will be different? Will the water pass through one type of soil quickly and move thr ough another type of soil more slowly? Now I want you to write down some sentences to say what you think will happen in this experimen t. Here are some words th at you can use in y our writing” e .g. Fast, slowly, q uickly, holds, doesn’t hold.
The experiment could be written on the blackb oard for the pu pils to copy into their exercise book (see below).
Experiment : To Investigate How Different Soils Hold Water
What you need: three pieces of cloth , three sam ples of soil, three sieves, three equal qua ntities of water, three co ntainers, a clock or timer.
Step 1 Put a piece o f cloth in a sieve. Do the same with t wo other sieves. Step 2 Put each sieve at the m outh of a container. Step 3 Label the sieves A, B and C. Step 4 Put some sand on sieve A. Step 5 Put the same quantity of clay on sieve B. Step 6 Put the same quantity of loam o n sieve C. Step 7 Pour the same am ount of water o nto each sieve. Step 8 Note the time. After 3 minutes, obser ve which type of set-up has most water in the sieve and which type of set -up has most water i n the co ntainer. Step 9 Record yo ur findings in the table belo w.
Clay
Sand
Loam
Table 3: Results of the Experiment
Type of Soil What happened to the water after 3 min utes?
