Name: Ocharive John
Matric : 2011/3/0010TE
Coperative school: Ayedere Ajibola Juniour High School, ketu.
Class: Basic 8
Subject: Basic Tech
Topic: Identificatin of materials
Sub topic: Wood and Metal
Number of periods: 3
Average age: 12
Duration of lesson: 40 minutes
Outline of instructional content: *identification of wood * classes of wood * properties s of wood * classes f metals * ferrous, alloy and non ferrous metal.
General objective: At the end of the lesson, the student should be able to (1) state some common uses of wood. (2) identify some properties of metal (3) explain alloy metal
Entry behaviour: Thestudents have alot of material or items made of wood and metals around them even in the classroom.
Instructional material: Realia (wooden table legs, windows and doors in tye classroom.
Instructional content: Identification of wood
Wood is gotten from Trees and it is formed into planks, plywood, particle board etc. Which are used for construction of houses, furnitures etc.
Class of wood
Wood is classified into hard and soft wood
Properties of wood
(1)wood is a very good insulator.
(2)it has poor resistance to heat and fire.
Identification of metals
Metals can be identified by its properties which are:
(1) Density: weigth of the metal
(2) Colour : apperance of the metal
(3) Fusibility: heating to liquid
(4) Malleability: hammered or bent without breaking etc
Classes of metals
Metals are classified into ferrous and non ferrous metals.
Ferrous metal: are metal that contain iron eg cast iron steel etc.
Non ferrous metal: are new non based metal e.g copper, tin, lead, zinc, gold etc
Alloy metals: are metals which have two or more metals combine together to form one metal. eg brass, bronze, metal bell etc.
Teacher's activity: * The teacher reviews the previous lesson with the student
* Introduces the new topic
* Explain the note
* Give assignment
The teacher ask the students question base on the lesson tought, and the students respond to the question.
Mode of communicaton: voice
Evaluation: mention three properties of wood
Assignment: Explain the properties of metal
Text and references: introduction to technology for basic 8 by G.O Omotuyole.
Name: Ocharive John
Matric : 2011/3/0010TE
Enthusiasm from the teacher
Teacher enthusiasm for a subject can play a role in students‟ likes or dislikes of a subject and their memory of the subject. Before discussing this enthusiasm, the adults in this study had mixed feelings abouttheir own primary science education with seven specifically claiming they could not remember doing science in primary school, which may have to do with the ageof the participants (i.e., six of these respondents were 40 years old).These participants, who could not remember a primary science lesson, respondedaccordingly, “Ican‟t remember, but I‟m sure it was ok - I haven‟t been turned off for life” (Participant 98). Otherspurported that science was more “embeddedinto the KLAs [Key Learning Areas]”.One participant stated without any context to the science taught, “Yes, it was interesting and nobecause it was repetitive”(Participant 39). Conversely, 16 participants acknowledged the teachers‟ enthusiastic nature forteaching science. Those who emphasised teacher enthusiasm highlighted positiveexperiences in science, while the reverse occurred for those who experienced unenthusiastic teachers.
As science knowledge is socially constructed (e.g., Vygotsky, 1986), group involvement seemed to have an impacton these participants‟↵long-term memories. The discovery or investigation of science with peersprovided opportunities for social interaction and an element of fun, for↵instance, Participant 120 wrote, “Experimentingwith magnets. It was a fun group activity”.Participant 72 also highlighted her experience of interacting with her peerswith the science behind the activity, “Standingon an upside down table on top of balloons and adding more people until theballoons popped. It was the first time I‟dthought about pressure and the spreading of weight to achieve balance”. One participant recognisedgroup experiments in primary science as a foundational experience for secondary work
Usable and practical science
Usable scientific knowledge was valued by learners, who noted potential practical applications, for example, Participant 27 affirmed, “Learning about the human body, growth and reproduction I always found fascinating and I think helped me understand what makes human beings so similar (scientifically)” [parenthesis included] and Participant 33 stated, “Simple electric circuit - conceptualize the way electricity works and gave an understanding of the delivery of electricity to our home.” Even more difficult science concepts can be presented in practical ways and assist students to remember their learning of science, to illustrate, “Pulleys and levers introduced me to the notions of physics and instilled in me a great interest in the cause and effect of physics” (Participant 130) and “Studying inertia/friction experiment in year 5. Such a complex concept on paper but once we played with ramps and cars it all made sense. This is when I understood the need for practical experience.
The literature frequently highlights the need for hands-on experiences for learning about science concepts. Participants in this study commented on hands-on activities such as “Creating mini-green house inside water bottle [as] exciting and fun” (Participant 123), and learning “about different Australian native plants and where they grow best. From this we designed and planted a garden in the school and looked after it for the year” (Participant 8). Whether the hands-on activities are “planting seeds and watching them grow over a period of time” (Participant 25) or “making mousetrap cars and racing them in the school” (Participant 9), participants emphasized that “science can be fun” (Participant 9) and remembered these as positive experiences. Hands-on science education experiences can have lasting and personal effects on students. For example, Participant 154 (9 years after primary school education) built and shaped a boat from a rectangular block of wood to test its buoyancy, she wrote, “I still own the boat as it‟s special to me and I was proud of my efforts”. It was claimed that hands-on experiences needed to be purposeful with links to scientific knowledge.
Interactivity with life
These adults remembered science activities that had an element of interactivity with life, as illustrated by the following three comments:
Life cycles of chickens - hatching and growing in an incubator in the school classroom. I was fascinated to watch them grow. It was the most interesting bit of science that I could relate to. (Participant 13)
The study of the tadpole changing into a frog. My teacher let us each have our own tadpole in a jar, which we fed daily. We had to draw pictures of our tadpole every few days and note any bodily transformations - I was amazed and excited and I felt like I had discovered this phenomenon. (Participant 100)
In grade 4 we incubated chicken eggs and watched 4 chicks hatch. We raised the chicks taking them out to play on the school oval everyday.
This experience was a prominent one for me, as we learnt a lot about the lifecycle of chickens though real-life experiences. (Participant 116)
Real-life interactivity with fauna and/or flora provided stronger focuses for learning, as students appeared genuinely interested in living things. Facilitating learning opportunities where students discover for themselves unique characteristics of living things appeared as a high-impact teaching strategy. This study showed that interactivity with living things can also facilitate life-changing experiences that lead to employment prospects or understandings for sustainable living. For example, Participant 88 stated, “I remember studying the science of plants - I went on to study agriculture/biology at high school and left at end of year 12 - continuing to get a trade certificate on horticulture - nursery. I love plants” and “Growing plants in different environments. I think this (plus the support of my parents) has had a lot to do with my ability to grow vegies and flowers in the garden. It provided a starting point that I‟ve built throughout the years
Excursions for developing science understandings
Many of these adults had strong memories of their science excursions while attending primary schools. Visits to a planetarium, science centre, and museums provided “enjoyable and great experiences” and showed “how fun (sic) science can be”. Participant 128 stated:
Going to the science museum was very exciting as we learnt a lot about science which motivated me to want to study science. I now believe that hands-on experiences and field trips are an integral part of kids‟ learning about science.
Thoughtfully-organised excursions can provide students with memorable science investigations. There were several adults who remembered camping in bushlands to investigate flora and fauna. There were others who remembered exploring the Earth and beyond. Participant 110 claimed he, “started looking for and collecting fossils after an excursion to Shorncliffe to study fossils and sedimentation”. Another commented on a “space night” sleepover at school “where we got to look through a telescope at a few planets and the moon and stars. It was the most exciting school experience I have ever had.
NAME: AWOLOTO OLADIMEJI OPEYEMI
MATRIC NO : 2011/1/0010BE
DEPARTMENT : BIOLOGY DEPT.
LEVEL: 300 LEVEL.
COURSE TITLE: INSTRUCTIONAL STRATEGIES IN STM
COURSE CODE : STM 312
NAME OF LECTURER : MRS. JENNIFER
PROJECT TITLE : Teaching methods and lesson plan in teaching science, ( biology).
PROJECT PART 1.
TEACHING METHODS IN SCIENCE.
Science refers to a system of acquiring knowledge. This system uses observation and experimentation to describe and explain natural phenomenon. Science also refers to the organized body of knowledge, using that system. Less formally, the word "science" often describes any systematic field of study or the knowledge gained from it.
There are various ways or methods used in teaching science, which helps to make the transfer of knowledge of science from the teacher to the student more effective in an educational setting, thereby improving Teaching-learning process. Some include,
» Cooperative Learning
» Direct teaching
» Multimedia strategy
» Games method
» Role-playing method, etc.
Direct teaching is one-on-one contact or communication between a student and a teacher, in which the presence of the teacher is essential in order to facilitate knowledge.
Cooperative Learning is the introduction of learning teams into the classroom in an efficient way that boosts the interest of the students, helping each other on various assignments, leading to better team-playing and assimilation capabilities.
Lecture Method is a process whereby effective lecturers can communicate the intrinsic interest of a subject through their enthusiasm, to large audiences at a time.
Multimedia strategy is the use of electronic media, e.g projectors, slides, charts, maps, etc, for learning. It's very easy to use, it reduces training costs, tailors information to the students, gathers information about the student's study results and interest.
Role-playing Method is that method in which students put themselves in the shoes of professionals, and try to act out their subject matter, in order to aid effective learning. It increases the student's retentive abilities, always gets the students full attention, helps to nurture the student's acting, speech-delivering, and other of such skills.
PROJECT PART 2
LESSON PLAN IN TEACHING SCIENCES
2. LESSON PLAN
NAME: AWOLOTO OLADIMEJI OPEYEMI
MATRICULATION NUMBER: 2011/1/0010BE
SCHOOL: BABS FAFUNWA MILLENIUM SENIOR SECONDARY SCHOOL
DATE: 16TH JUNE 1999
DURATION: 40 MINUTES
SUBJECT: INTEGRATED SCIENCE
TOPIC: CLASSIFICATION OF PLANTS
AVERAGE AGE OF LEARNERS: 12 YEARS
BEHAVIOURAL OBJECTIVES: At the end of the lesson the students should be able to:
a) Define classification of plants
b) Mention the classes of plants
c) Discuss the functions ofplants in the environment
ENTRY BEHAVIOUR: The students have been taught the different life forms in the environment
INSTRUCTIONAL MATERIALS: The teacher brings to the class the specimen of different classes of plants
INTRODUCTION: The teacher ask the students to define plants and to mention some examples of plants that can be found in their environment
Summary and evaluation
Classification of plants
plantscan be classified into carbohydrate, protein, vitamins and oil
maize as a class of plant
Functions of plants in the environment
The main points are discussed over again and relevant questions asked
Reading about animalsand their use rto the environment
The teacher explains the meaning of classification of plants.He also cites examples of the different classes of food. The teacher explains the meaning of carbohydrate
The teacher explains different functions of ploants in the environment
The teacher summarizes the whole lesson laying emphasis on the main points. The teacher also ask the students some questions based on the entire lesson.
The teacher writes some guiding questions based on the assignment on the board.
The teacher ask the students to cite examples of plants
The students are to cite examples of carbohydrate that are found in their locality
The students are ask to mention other functions of plants to the environment.The students ask questions where necessary and jot down in their notes. They also responds to the questions ask by the teacher. The students copy the assignment and find solution to them at home
|specimen of different types of plants e.g maize, rice, beans,banana
Specimen of different examples of plants e.g yam, rice, cassava etc.
Charts showing the different functions of carbohydrate in the body are shown to the students. Specimen and diagram of classification of plants
MODERN SCIENCE FOR PRIMARY SCHOOLS
BASIC INTEGRATED SCIENCE FOR PRIMARY SCHOOLS
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