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NAME-  udoh kufre simon

DEPT-mathematics education

MATRIC NUMBER-2011/1/0015ME

LEVEL-300

 

TEACHING METHOD IN TEACHING SCIENCE

What is teaching method?

Teaching methods are those methods used by teachers for effectiveness and enhancement of learning process.

There are many methods of teaching science namely;

(1)PROJECT METHOD; This is a perfect method of teaching science in schools. It can be practiced by student through the teachers’ direction to do the practical in a constructive way.

(2)QUESTIONING METHOD; This is a method where the teacher ask the student question concerning the new topic that has just been introduced. This method enables the student to read more and vast when it comes to science and other related subjects.

(3)DISCUSSION METHOD; this is another good method of teaching science, where the learner has the ability and free will to discuss, interact, and learn to listen tolerate others views and opinions.

(4)FIELD TRIP METHOD; This is a good method of teaching science which involves the learner gaining an advantage on what have been taught so far and give the learner the opportunity of touching and seeing what they are conversant with in the class room.

(5) DEMONSTRATION METHOD

This is a teaching method in which the teacher shows a procedure or a set of operation to students, combining illustration with explanation. By this method, the teacher allows the children to actually do the things. Demonstration method is the basic method for introducing new skills to the learner for developing understanding and for setting procedure to accept new and better ways of doing things. The demonstration is done by the teachers, while the learner watches. The demonstration is often the only feasible method of attaining the objective in some teaching situation.

 

NAME-  udoh kufre simon

DEPT-mathematics education

MATRIC NUMBER-2011/1/0015ME

LEVEL-300



LESSON PLAN;

Name; UDOH KUFRE SIMON

School; TOP FIELD COLLEGE

Class;JSS 1B

Date; 17th june, 2014

Time;800am – 8.40am

Duration; 40minutes

Topic; living things

Average age of learners; 12years old

Specific/Behavioral Objectives: At the end of the lesson, the learner should be able to;

(a)Define Living things

(b)Give examples of Living things.

(c)Explains the characteristics of Living things

(d)Give the difference between plants and animals.

Entry behavior; The learner have been taught in the previous lesson about plants and animals.

Instructional material: A diagram of plants and animals.

Introduction: The teacher asks the learner to define living things.

Development: Step 1.The teacher defines Living things.

Step 2.The teacher cites examples of Living things.

Step 3.The teacher explains the characteristics of Living things.

Step 4. The teacher cites the differences between plants and animals.

Evaluation: The teacher asks the learner the following questions;

(a)who is a living thing?

(b)Give examples of living things.

(c)Briefly explain the characteristics of a living thing.

(d)List the differences between plants and animals.

Summary: The teacher goes over the lesson again to make it clearer for the learner.

Assignment: The learners are to read further about plants and animals and how it responds to stimulus



LOCALLY MADE INSTRUCTIONAL MATERIALS THAT CAN BE IMPROVISED

NAME: UDOH KUFRE SIMON

MATRICNO:2011/1/0015 ME

DEPARTMENT: MATHEMATICS                                                 

LEVEI:300L

COURSE CODE:STM 312

mso-yfti-tbllook:1184;mso-padding-alt:0in 5.4pt 0in 5.4pt"

INSTRUCTIONAL MATERIALS IMPORTED

LOCALLYMADE

Printer

Can be improvised with the use of plywood or caton to produce a look alike with a standard printer
monitor
Use a carton squared shape so oit would look like the screen of a computer

keyboard

Use of cardboard papers to form a keyboard

charts

Draw on a cardboard or chalkboard with the use of pensils or markers

ruler

Use a smooth plywood

Laboratory coat

Use of a plain white material

stopwatch

spatula

hourglass

small tea spoon

filter paper cotton wool

leatherglove

Use a nylon

ASSIGHMENTS 3:10 LOCALLY MADE INSTRUCTIONAL MATERIALS THAT CAN BE IMPROVISED

NAME: ALIKWE FAVOUR

MATRICNO:2011/1/0006 ME

DEPARTMENT: MATHEMATICS                                                 

LEVEI:300L

mso-yfti-tbllook:1184;mso-padding-alt:0in 5.4pt 0in 5.4pt" width="668"

INSTRUCTIONAL MATERIALS IMPORTED
LOCALLYMADE
Pin used in the laboratory
Local pins
Filter paper
   cotton wool
stopwatch
Wrist watch
charts
Draw on a cardboard or chalkboard with the use of pensils or markers
ruler
Use a smooth plywood
spatula
Small tea spoon
Flat bottom flask
Empty wine bottle
Pendulum bulb

Lab scissors

Test tube brush

String and small spherical bulb

Razor blade

Tooth brush

 

NAME: ALIKWE FAVOUR

MATRICNO:2011/1/0006 ME

DEPARTMENT: MATHEMATICS                                                 

LEVEI:300L

METHOD OF TEACHING SCIENCE

Laboratory Method

This teaching method is an activity carried out by an individual or a group for the purpose of making personal observations of processes, products or events. Laboratory method can be used in teaching Biology in secondary school. It should be noted that if the development of manipulative skills is the objective then, individual laboratory exercise which is an empirical work is far more important than lectures, discussion, question and course content. Laboratory exercise includes outdoor activities, visits to places of interest and these can help students to develop interest in science.

Discovery or Inquiry Methods

This is sometimes used to refer to a group of methods which involves questions and searches into problems. It is a student-centered teaching method in which students by themselves choose or identify a problem. It is an activity-oriented method and a lot of learning by doing obtains.

Demonstration method

This is a teaching method in which the teacher shows a procedure or a set of operation to students, combining illustration with explanation. By this method, the teacher allows the children to actually do the things. Demonstration method is the basic method for introducing new skills to the learner for developing understanding and for setting procedure to accept new and better ways of doing things. The demonstration is done by the teachers, while the learner watches. The demonstration is often the only feasible method of attaining the objective in some teaching situation.

Field trip

This is usually carried out outside the classroom, to observe the first-hand operations, processes, life etc in natural and functional settings. Field trips can be formal {carefully planned and pre-arranged} or in formal. Field trips provide pupils with direct first-hand experiences. It allows pupils to see and observe processes in natural life settings. The educational value of a field-trip is the opportunity to discover and explore new information as well as to apply and organize previous knowledge by concrete examples.

Project methods

A project is a method that has grown from the educational work of John Dewey, a philosopher. A project is a task-oriented or problem-solving learning activity, ideally one having a concrete results or end product. A project is intended to help the pupil gain more concrete understanding of an abstract or comprehensive idea. It should organize the pupil learning into specific, well-defined tasks set to their level of ability. It should make the topic more relevant to real things and event that happen in everyday life. Projects can be done individually or groups. Projects are productive activities that motivate and sustain the interest of the pupils and students’ desire in productive and useful activity.


NAME :ALIKWE FAVOUR

MATRIC NUMBER: 2011/1/0006ME

DEPARTMENT: MATHEMATICS EDUCATION

LEVEL: 300 L

 

TOPIC: LESSON PLAN

DATE: 23rd JUNE, 2014

PERIOD: 1(8:45-9:45AM)

TOPIC: QUADRATIC EQUATION

 

OBJECTIVES: At the end of the lesson, students should be able to

1). Find the root of a quadratic equation

2). Find the perfect square of a quadratic equation

3). Solve quadratic equation using

a). Factorization method:

b). Completing the square method

c). Formula method

d). Graphical method

 

PREVIOUS KNOWLEDGE: Students have been taught algebra 1 which include in its content: Factorization and collecting of like terms

INSTRUCTIONAL MATERIALS: Charts and graphs

CONTENT: The teacher talk about everything that entails quadratic equation which include; Find the root of the equation using factorization method, completing the square method,formular method and graphical method and explaining in details. The teacher should give two or three examples of each method stated and illustration should be made using instructional material such as charts and graphs

INTRODUCTION: Teacher should introduce his lesson with entry-behavior or questions to know the level of the students’ knowledge of the previous lesson and he should introduce his new topics by giving them a question on factorization to solve .

 

STEP 1: Define and explain the topic

STEP 2: Explain factorization method and solve examples

STEP 3: Explain and prove quadratic formula

STEP 4: Explain graphical method using graphs and charts

 

CLASS ACTIVITY: Students and the teacher should interact together by asking question from each other

EVALUATION

1). Define and identify the quadratic equations

a). ,(b). , (c).

2). List all the method of solving quadratic equation

3). Solve (a).  Using

(a). factorization method

(b). Graphical method

(c). Completing and formula method

SUMMARY: Briefly highlight the major point

CONCLUSION: Give your notes for the students to copy

ASSIGNMENT: Solving the following quadratic equation using any method (a).

                                                                                                                                                    (b).


ASSIGNMENT (1)

NAME: KERERE TEKENA BLESSING

MATRICNO:2011/1/0008 ME

DEPARTMENT: MATHEMATICS

LEVEI:300L

COURSE CODE: STM312

COURSE TITLE: INSTRUCTIONAL STRATEGIES OF SCIENCE AND TECHNOLOGY

 LECTURER IN CHARGE: MRS. JENNIFER

TOPIC: METHODS THAT CAN BE USED IN TEACHING SCIENCE

        

       DEMONSTRATION METHOD:This method can raise students curiosity while reinenforcing mermory retention.Students rememeber their lessons better when a demonstration is done in class or outdoors.By proving that a concept can be applied in the real world,student will appreciate it better.

       ASSIGNMENT METHOD; Teachers often assign cert6ain tasks to students to take home or accomplish in between periods.Assighnments are effective ways to teach students how to conduct self study as well as become independent from teacher in acquiring information.

       ORAL REPORTING METHOD: This method has been the age-old teaching method that has become even more popular due to its effectiveness in teaching students several necessary skills for them to succeed in the real world.Standing in front of a class and assuming the role of teacher allows students to take charge of the class and teach their fellow students a certain subject.Not only will they study and master the topics ,but they will also practice their oral communication skills.

        GAMES METHOD:An educational game is a game designed to teach human  about a specific subjects and teach them a skill.They are interactive games that teaches us rules,goals,adaptation,problem solving skill.it represent a story that gives us the fundamental needs of learning by provib=nding enjoyment,passionate involvement,creativity and emotion.

        BRAINSTORMING METHOD:This is a listening exercise that allows creative thinking for new ideas,it encourages full participation of students,and it cteate spirit of cooperation.This  method is effective become it make the student feel their opinion is important.

 

 

 

NAME:KERERE TEKENA BLESSING

MATRICNO:2011/1/0008ME

DEPARTMENT:MATHEMATICS

LEVEL:300L

ASSIGMENT 2:LESSON PLAN

SCHOOL:TOPAS EMERALD COMPREHENSIVE COLLEGE

DATE:14TH MAY,2013

TIME:9:30AM-10:10AM

SUBJECT:CHEMISTRY

TOPIC:LABORATORY APPARATUS IN A CHEMISTRY LABORATORY

CLASS:SS1

AVERAGE AGE:14YRS

 

BEHAVIOURAL OBJECTIVES:AT THE END OF THE CLASS THE STUDENT SHOULD BE ABLE TO

·          DESCRIBE A CHEMICAL LABORATORY

·          MENTION 6 LABORATORY RULES AND REGULATIONS

·          IDENTIFY 10 LABORATORY APPARATUS

ENTRY BEHAVIOUR:STUDENTS ARE FAMILIAR WITH A LABORATORY FROM JUNIOR HIGH SCHOOL

INSTRUCTIONAL MATERIALS:THE CHEMISTRY LABORATORY AND REALIA OF SOME OF THE APPARATUS

 

INSTRUCTIONAL STAGE

INSTRUCTIONAL CONTENT

TEACHERS ACTIVITY

LEARNERS ACTIVITY

MEDIA

STAGE1

THE LABORATORY:A laboratory is a special room set aside for the purpose of research work and experiments

The teacher reminds the students of the laboratory,teacher asks student to define a laboratory.

Students responds to teachers question by describing a laboratory.

The chalk board

STAGE2

A CHEMICAL LABORATORY:This is where experiments in chemistry are performed.

Teacher describe a lab to students

Students listen attentively and jote down what the teacher explained.

The chemistry laboratory

STAGE3

RULES AND REGULATIONS :This rules are meant to kept then lab users safe and they are DRESS PROPERLY,DONOT EAT IN THE LAB,AVOID PLAYING

 

Teacher list out some rules and regulation then ask the student some too

Students response to the teachers question by stating rules that governs a chemical laboratory

Teacher write notes on the board

STAGE4

LABORATORY EQUIPMENT AND APPARATUS:The Beakers,Testtube,separating funnels,Tripod stand.

Teacher ask students to mention some of the apparatus they know

Student mention some of the apparatus they know and then jote down notes

Realia of round bottom flasks,testtube racks.conical flasks etc.

EVALUATION AND SUMMARY

Laboratory

Teacher repeats im[portants points ,ask students to summarize the topics taught in class and then give them more questions

Students listens to teacher and ask questions

Realia of the apparatus

 

ASSIGHMENTS:Mention 10 rules and regulations guiding the use if the laboratory and mention 10 aparatus with their drawings.

TEST AND REFERENCES:Godwin O.Ojukwu:Practical Chemistry For Schools And Colleges.New School Chemistry By Ababio.

 

 

 

 

ASSIGHMENTS 3:10 LOCALLY MADE INSTRUCTIONAL MATERIALS THAT CAN BE IMPROVISED

NAME: KERERE TEKENA BLESSING

MATRICNO:2011/1/0008 ME

DEPARTMENT: MATHEMATICS                                                                                         

LEVEI:300L

INSTRUCTIONAL MATERIALS IMPORTED

LOCALLYMADE

Printer

Can be improvised with the use of plywood or caton to produce a look alike with a standard printer

monitor

Use a carton squared shape so oit would look like the screen of a computer

keyboard

Use of cardboard papers to form a keyboard

charts

Draw on a cardboard or chalkboard with the use of pensils or markers

ruler

Use a smooth plywood

Laboratory coat

Use of a plain white material

stopwatch

hourglass

noseguard

Use of a white cloth or handkerchief

leatherglove

Use a nylon

 

1. Demonstration Method: This is the method of teaching through example or experiments. A demonstration may be used to prove a fact through a combination of usual evidence and associated reasoning.

2. Lecture Method: This is the process of teaching by giving spoken explanations of the subject that is to be learned. Lecturing is often accompanied by visual aids to help students visualize an object or problem.

3. Teaching Method: This method involves students assume the role of a teacher and teach their peers. Students who teach others must study and understand a topic well enough to teach to their peers.

4. Discovery Method: This method enables the learner to generalize from simple experiences. It helps the students/learners find out thing and gain meaningful insight into the basic structure and processes of science and mathematics.

5. Auto-Instructional Method: This method consists of instructional materials that are prepared in a step- like fashion. The required to be done is usually programmed (in the computer).Learning from the programmed materials required active participation by the learner.

6. Field trip: This is usually carried out outside the classroom, to observe the first-hand operations, processes, life etc in natural and functional settings. Field trips can be formal {carefully planned and pre-arranged} or in formal. Field trips provide pupils with direct first-hand experiences. It allows pupils to see and observe processes in natural life settings. The educational value of a field-trip is the opportunity to discover and explore new information as well as to apply and organize previous knowledge by concrete examples.

NAME- ANNAN DAMILOLA OMOLABAKE

DEPT- EDUCATIONAL TECHNOLOGY

COURSE- INSTRUCTIONAL STRATEGIES IN STM

COURSE CODE- STM 312

MATRIC- 2011/1/0010TE

ASSIGNMENT 2

IMPORTED MATERIALS                         LOCAL MATERIALS

1. Watch glass                                                Small flat plastic cover                  

2.  Spatula                                                       Small tea spoon                                               

3. Filter paper                                                  cotton wool

4. Stop watch                                                    Wrist watch 

5. Lab scissors                                                   Razor blade

6. Pendulum bulb                                              String and small spherical ball

7. Lab goggles                                                    Sun glass

8.  Nose mask                                                    Handkerchief              

9. Flat bottom flask                                            Empty wine bottle         

10. Test tube brush                                               Tooth brush

 

NAME – UMOINAM IMAOBONG ABIGAIL

MATRIC NO -2011\1\0025BE

DEPT- BIOLOGY EDUCATION

COURSE TITLE- INSTRUCTIONAL STRATEGIES

COURSE CODE- STM312

ASSIGNMENT 1

Laboratory Method

This teaching method is an activity carried out by an

individual or a group for the purpose of making

personal observations of processes, products or events.

Laboratory method can be used in teaching Biology in

secondary school. It should be noted that if the

development of manipulative skills is the objective

then, individual laboratory exercise which is an

empirical work is far more important than lectures,

discussion, question and course content. Laboratory

exercise includes outdoor activities, visits to places of

interest and these can be help students to develop

interest in science.

Advantages

· It stimulates students’ interest in biology, because they

are actively involved.

· It adds reality to textbook material

· It provides the right conditions for formulating and

solving problems

· It aids the development of visual, perception and

manipulative skills

Disadvantages

· Lack of economy of time and material

· Students cannot learn about everything through

laboratory exercise

· Practical work are difficult to organize

· Laboratory period is often misused when there is no

proper organization

· The prevalence of copying, duplicating of results by

unserious students

DISCOVERY OR INQUIRY METHODS

This is sometimes used to refer to a group of methods

which involve quests and searches into problems. It is a

student-centred teaching method in which students by

themselves choose or identify a problem. It is an

activity-oriented method and a lot of learning by doing

obtains.

Advantages

§ Motivation and interest of students is sustained and

his horizon is broadened

§ Critical thinking and problem solving skills enhanced

§ Class active and lively

§ Manipulative skills enhanced

Disadvantages

§ Time-consuming to fit into normal school time-table

§ Limited facilities and equipment may be an inhibiting

factor to such activity-oriented methods

§ Contains lots of trial and error which if not properly

guided might lead to frustration and confusion

§ Only few are so gifted to interprete results and reach

conclusion on their own

Demonstration method

This is a teaching method in which the teacher shows a

procedure or a set of operation to students, combining

illustration with explanation. By this method, the

teacher allows the children to actually do the things.

Demonstration method is the basic method for

introducing new skills to the learner for developing

understanding and for setting procedure to accept new

and better ways of doing things. The demonstration is

done by the teachers, while the learner watches. The

demonstration is often the only feasible method of

attaining the objective in some teaching situation.

For example, a biology teacher demonstrates how

Uses

§ It is very useful in the sciences, when facilities are not

adequate

§ Demonstration of the uses of expensive and delicate

equipment and safely precautions

§ Adult leadership training and physical education

which involves a lot of observation by doing

Advantages

§ Effective use of limited resources

§ Saves money and time

§ Reception is possible

§ Protection of delicate equipment, dangerous chemical,

expensive materials

§ Useful when students are too many.

Disadvantages

§ Class is passive as few student gets to participate

§ Does not give student experience in manipulative

skills

Field trip

This is usually carried out outside the classroom, to

observe the first-hand operations, processes, life etc in

natural and functional settings. Field trips can be formal

{carefully planned and pre-arranged} or informal. Field

trip provide pupils with direct first-hand experiences. It

allows pupils to see and observe processes in natural life

settings. The educational value of a field-trip is the

opportunity to discover and explore new information as

well as to apply and organize previous knowledge by

concrete examples.

Before the trip takes off, the teacher must obtain

approval from the administration and in some cases

from the parents. He also needs to visit or write to the

place the trip is to be made to arrange for taking the trip.

Pupils should be asked to think of questions they would

like to ask over there as well as the appropriate fee and

behavior for such a trip. A meeting time and place

should be agreed upon and pupils should stay as a

group at all times. At the end of the trip, the class should

enumerate its value, review objective and discuss

interesting and useful points which they observe. The

teacher may file a report with the school authorities

about the worth and effort of the trip with comments or

suggestion for improvements.

USES

It is a good method for Biology and its practically in

school curriculum

Advantages

§ Motive learning

§ Offer an excellent link between the schools and the

community

§ It provide experiences that cannot be brought into the

classroom

§ Material collected are useful for future references

§ Teachers and students observe each other in a new

environment

§ Materials being studied in class are observed in its

natural setting

§ First-hand experience can bring about new concepts

and attitudes.

Disadvantages

§ Time consuming

§ Scheduling problems and difficulties

§ Transportation hazards and cost

§ Poor planning by teacher is possible

§ Could involve danger or accidents.

Project methods

A project is a method that has grown from the

educational work of John Dewey, a philosopher. A

project is a task-oriented or problem-solving learning

activity, ideally one having a concrete results or end

product. A project is intended to help the pupil gain

more concrete understanding of an abstract or

comprehensive idea. It should organize the pupil

learning into specific, well-defined tasks set to their

level of ability. It should make the topic more relevant

to real things and event that happen in everyday life.

Projects can be done individually or groups. Projects

are productive activities that motivate and sustain the

interest of the pupils and students’ desire in productive

and useful activity.

Advantages

· Arouses students’ interest in learning about a topic

· Active participation of students

· Helps to concretize large or diffuse learning concepts.

· Co-ordinates many skills of hand and mind

· Enhances manipulative skills

· It involves pupils’ in purposeful, orderly and

productive activity. There is a definite and tangible

Disadvantages

· Time constraint

· May be expensive

· Extensive preparation

· May not be easy to evaluate

· Wrong selection of projects by pupils

OUTLINE OF LESSON PLAN

Class: SS1

Topic: reproduction

Average age: 14 years old

Period: 45 minutes

Objectives: at the end of the lesson, student should be

able to:

I. Define reproduction/reproductive system

Instructional material:

A chart showing the male and female reproductive system.

Step 1: introduction of the topic by asking what

genetical transfer is?

Step 2: the teacher explains the two reproduction and

lists types of reproductive system

Evaluation: what is reproduction system

I. What is reproductive system and reproduction

II. Mention the reproductive system in humans

Summary: the male reproductive system are found in

male, while the female reproductive system are found in

female, except in few cases of occurrence of having both

male and female organs.

Conclusion: for continuity to take place in humans

reproduction cannot be avoided, you are in existence

due to the fertilization of the egg of your mother by the

semen from your father which reproduces you.

Definition of reproduction

Reproduction can be defined as the process of mating

which occur between a male and female individual,

whereby there is fusion of the two gametes producing

new living individuals/offspring’s that resembles the

parents.

Types of reproductive system in human

Male reproductive system

Female reproductive system

NAME – UMOINAM IMAOBONG ABIGAIL

MATRIC NO -2011\1\0025BE

DEPT- BIOLOGY EDUCATION

COURSE TITLE- INSTRUCTIONAL STRATEGIES

COURSE CODE- STM312

ASSIGNMENT IMPORTED AND IMPROVISED

MATERIALS 1)Filter paper White pieces of cloth

2)Clamp Clip 3)Beaker Jar

4)Pendulum bulb Stone 5)Specimen bottle Grocery

bottle 6)Meter rules Thin long wood, cut strips of

paper 7)Spatula Discarded spoon 8)Electron

microscope Hand lens 9)Stop watch Wrist watch

10)Pipette Drinking straw

NAME- CHIJIOKE CHINATU MERCY

DEPT- BIOLOGY EDUCATION

COURSE- INSTRUCTIONAL STRATEGIES IN STM

COURSE CODE- STM 312

MATRIC- 2011/1/0012BE

ASSIGNMENT (1)

1. Demonstration Method: This is the method of teaching through example or experiments. A demonstration may be used to prove a fact through a combination of usual evidence and associated reasoning.

2. Lecture Method: This is the process of teaching by giving spoken explanations of the subject that is to be learned. Lecturing is often accompanied by visual aids to help students visualize an object or problem.

3. Teaching Method: This method involves students assume the role of a teacher and teach their peers. Students who teach others must study and understand a topic well enough to teach to their peers.

4. Discovery Method: This method enables the learner to generalize from simple experiences. It helps the students/learners find out thing and gain meaningful insight into the basic structure and processes of science and mathematics.

5. Auto-Instructional Method: This method consists of instructional materials that are prepared in a step- like fashion. The required to be done is usually programmed (in the computer).Learning from the programmed materials required active participation by the learner.

6. Field trip: This is usually carried out outside the classroom, to observe the first-hand operations, processes, life etc in natural and functional settings. Field trips can be formal {carefully planned and pre-arranged} or in formal. Field trips provide pupils with direct first-hand experiences. It allows pupils to see and observe processes in natural life settings. The educational value of a field-trip is the opportunity to discover and explore new information as well as to apply and organize previous knowledge by concrete examples.

Project methods: A project is a method that has grown from the educational work of John Dewey, a philosopher. A project is a task-oriented or problem-solving learning activity, ideally one having a concrete results or end product. A project is intended to help the pupil gain more concrete understanding of an abstract or comprehensive idea. It should organize the pupil learning into specific, well-defined tasks set to their level of ability. It should make the topic more relevant to real things and event that happen in everyday life. Projects can be done individually or groups. Projects are productive activities that motivate and sustain the interest of the pupils and students’ desire in productive and useful activity.

NAME: CHIJIOKE CHINATU MERCY

MATRIC NUMBER: 2011/1/0012BE

ASSIGNMENT: LESSON PLAN

PLAN DATE: 11/6/2014

SCHOOL- ALPHA COLLEGE

CLASS- SS2

AGE RANGE- 13-15 YEARS

PERIOD: 10:00-10:45 A.M

TOPIC: EVOLUTION

OBJECTIVES: At the end of the lesson, the students should be able to-

-          Understand the meaning of the word Evolution

-           Know about the life and works of Charles Darwin

-           Know how to describe the evolutionary process of mammals

PREVIOUS KNOWLEDGE:

-          Students have an idea on what Evolution process is.

INSTRUCTIONAL MARIALS:

Chart showing the evolutionary processes of some animals, statues of extinct evolved animals (dinosaurs).  

CONTENT:

-          What is evolution

-          Steps involved in evolution

-          Factors affecting evolution

-          Evolution in mammals

INTRODUCTION: The teacher introduces the topic by asking what evolution is

STEP 1: The teachers begins by describing the life history and work of Charles Darwin

STEP 11: The teachers continues by using the chart to describe the evolutionary process of different    animals in the chart.

STEP 111: The teacher continues by stating the factors which affect evolution.

CLASS ACTIVITY:  Students step out to identify the different animals which possess the evolutionary process in the Chart. Also students name the animal statues and describe their evolutionary processes.

EVALUATION:

Answer the following

1)      What is evolution

2)      Mention Charles Darwin’s Theories of evolution

3)      Which era does the Tryanassorus rex belong to-

A)    Holozoic era B) Jurassic era C) Triassic era  

CONCLUSION: The teacher concludes the lesson and gives note of lesson to the students

ASSIGNMENT:

1)      Describe the evolutionary process of these mammals-

a)      Homo-sapiens  b) Loxondata africana

NAME- CHIJIOKE CHINATU MERCY

DEPT- BIOLOGY EDUCATION

COURSE- INSTRUCTIONAL STRATEGIES IN STM

COURSE CODE- STM 312

MATRIC- 2011/1/0012BE

ASSIGNMENT 2

IMPORTED MATERIALS                         LOCAL MATERIALS

1. Watch glass                                                Small flat plastic cover                  

2.  Spatula                                                       Small tea spoon                                               

3. Filter paper                                                  cotton wool

4. Stop watch                                                    Wrist watch 

5. Lab scissors                                                   Razor blade

6. Pendulum bulb                                              String and small spherical ball

7. Lab goggles                                                    Sun glass

8.  Nose mask                                                    Handkerchief              

9. Flat bottom flask                                            Empty wine bottle         

10. Test tube brush                                               Tooth brush

 

NAME- NTINU EMMANUEL

DEPT- BIOLOGY EDUCATION

COURSE- INSTRUCTIONAL STRATEGIES IN STM

COURSE CODE- STM 312

MATRIC- 2011/1/0018BE

ASSIGNMENT (1)

Laboratory Method

This teaching method is an activity carried out by an individual or a group for the purpose of making personal observations of processes, products or events. Laboratory method can be used in teaching Biology in secondary school. It should be noted that if the development of manipulative skills is the objective then, individual laboratory exercise which is an empirical work is far more important than lectures, discussion, question and course content. Laboratory exercise includes outdoor activities, visits to places of interest and these can help students to develop interest in science.

Discovery or Inquiry Methods

This is sometimes used to refer to a group of methods which involves questions and searches into problems. It is a student-centered teaching method in which students by themselves choose or identify a problem. It is an activity-oriented method and a lot of learning by doing obtains.

Demonstration method

This is a teaching method in which the teacher shows a procedure or a set of operation to students, combining illustration with explanation. By this method, the teacher allows the children to actually do the things. Demonstration method is the basic method for introducing new skills to the learner for developing understanding and for setting procedure to accept new and better ways of doing things. The demonstration is done by the teachers, while the learner watches. The demonstration is often the only feasible method of attaining the objective in some teaching situation.

Field trip

This is usually carried out outside the classroom, to observe the first-hand operations, processes, life etc in natural and functional settings. Field trips can be formal {carefully planned and pre-arranged} or in formal. Field trips provide pupils with direct first-hand experiences. It allows pupils to see and observe processes in natural life settings. The educational value of a field-trip is the opportunity to discover and explore new information as well as to apply and organize previous knowledge by concrete examples.

Project methods

A project is a method that has grown from the educational work of John Dewey, a philosopher. A project is a task-oriented or problem-solving learning activity, ideally one having a concrete results or end product. A project is intended to help the pupil gain more concrete understanding of an abstract or comprehensive idea. It should organize the pupil learning into specific, well-defined tasks set to their level of ability. It should make the topic more relevant to real things and event that happen in everyday life. Projects can be done individually or groups. Projects are productive activities that motivate and sustain the interest of the pupils and students’ desire in productive and useful activity.

NAME: NTINU EMMANUEL

MATRIC NUMBER: 2011/1/0018BE

ASSIGNMENT: LESSON PLAN

PLAN DATE: 1/6/2014

SCHOOL- JANET AND JOHN COLLEGE

CLASS- JSS3

AGE RANGE- 13-15 YEARS

PERIOD: 9:00-9:45 A.M

TOPIC: EVOLUTION

OBJECTIVES: At the end of the lesson, the students should be able to-

-          Understand the meaning of the word Evolution

-           Know about the life and works of Charles Darwin

-           Know how to describe the evolutionary process of mammals

PREVIOUS KNOWLEDGE:

-          Students have an idea on what Evolution process is.

INSTRUCTIONAL MARIALS:

Chart showing the evolutionary processes of some animals, statues of extinct evolved animals (dinosaurs).  

CONTENT:

-          What is evolution

-          Steps involved in evolution

-          Factors affecting evolution

-          Evolution in mammals

INTRODUCTION: The teacher introduces the topic by asking what evolution is

STEP 1: The teachers begins by describing the life history and work of Charles Darwin

STEP 11: The teachers continues by using the chart to describe the evolutionary process of different    animals in the chart.

STEP 111: The teacher continues by stating the factors which affect evolution.

CLASS ACTIVITY:  Students step out to identify the different animals which possess the evolutionary process in the Chart. Also students name the animal statues and describe their evolutionary processes.

EVALUATION:

Answer the following

1)      What is evolution

2)      Mention Charles Darwin’s Theories of evolution

3)      Which era does the Tryanassorus rex belong to-

A)    Holozoic era B) Jurassic era C) Triassic era  

CONCLUSION: The teacher concludes the lesson and gives note of lesson to the students

ASSIGNMENT:

1)      Describe the evolutionary process of these mammals-

a)      Homo-sapiens  b) Loxondata africana

NAME- NTINU EMMANUEL

DEPT- BIOLOGY EDUCATION

COURSE- INSTRUCTIONAL STRATEGIES IN STM

COURSE CODE- STM 312

MATRIC- 2011/1/0018BE

ASSIGNMENT 2

IMPORTED MATERIALS                         LOCAL MATERIALS

1. Watch glass                                                Small flat plastic cover                  

2.  Spatula                                                       Small tea spoon                                               

3. Filter paper                                                  cotton wool

4. Stop watch                                                    Wrist watch 

5. Lab scissors                                                   Razor blade

6. Pendulum bulb                                              String and small spherical ball

7. Lab goggles                                                    Sun glass

8.  Nose mask                                                    Handkerchief              

9. Flat bottom flask                                            Empty wine bottle         

10. Test tube brush                                               Tooth brush

 

NAME –ADEBAYO OLUWABUKOLA ESTHER

MATRIC NO -2011\1\0002BE

DEPT- BIOLOGY EDUCATION

COURSE TITLE- INSTRUCTIONAL STRATEGIES

COURSE CODE- STM312

ASSIGNMENT 1

Laboratory Method

This teaching method is an activity carried out by an

individual or a group for the purpose of making

personal observations of processes, products or events.

Laboratory method can be used in teaching Biology in

secondary school. It should be noted that if the

development of manipulative skills is the objective

then, individual laboratory exercise which is an

empirical work is far more important than lectures,

discussion, question and course content. Laboratory

exercise includes outdoor activities, visits to places of

interest and these can be help students to develop

interest in science.

Advantages

· It stimulates students’ interest in biology, because they

are actively involved.

· It adds reality to textbook material

· It provides the right conditions for formulating and

solving problems

· It aids the development of visual, perception and

manipulative skills

Disadvantages

· Lack of economy of time and material

· Students cannot learn about everything through

laboratory exercise

· Practical work are difficult to organize

· Laboratory period is often misused when there is no

proper organization

· The prevalence of copying, duplicating of results by

unserious students

DISCOVERY OR INQUIRY METHODS

This is sometimes used to refer to a group of methods

which involve quests and searches into problems. It is a

student-centred teaching method in which students by

themselves choose or identify a problem. It is an

activity-oriented method and a lot of learning by doing

obtains.

Advantages

§ Motivation and interest of students is sustained and

his horizon is broadened

§ Critical thinking and problem solving skills enhanced

§ Class active and lively

§ Manipulative skills enhanced

Disadvantages

§ Time-consuming to fit into normal school time-table

§ Limited facilities and equipment may be an inhibiting

factor to such activity-oriented methods

§ Contains lots of trial and error which if not properly

guided might lead to frustration and confusion

§ Only few are so gifted to interprete results and reach

conclusion on their own

Demonstration method

This is a teaching method in which the teacher shows a

procedure or a set of operation to students, combining

illustration with explanation. By this method, the

teacher allows the children to actually do the things.

Demonstration method is the basic method for

introducing new skills to the learner for developing

understanding and for setting procedure to accept new

and better ways of doing things. The demonstration is

done by the teachers, while the learner watches. The

demonstration is often the only feasible method of

attaining the objective in some teaching situation.

For example, a biology teacher demonstrates how

Uses

§ It is very useful in the sciences, when facilities are not

adequate

§ Demonstration of the uses of expensive and delicate

equipment and safely precautions

§ Adult leadership training and physical education

which involves a lot of observation by doing

Advantages

§ Effective use of limited resources

§ Saves money and time

§ Reception is possible

§ Protection of delicate equipment, dangerous chemical,

expensive materials

§ Useful when students are too many.

Disadvantages

§ Class is passive as few student gets to participate

§ Does not give student experience in manipulative

skills

Field trip

This is usually carried out outside the classroom, to

observe the first-hand operations, processes, life etc in

natural and functional settings. Field trips can be formal

{carefully planned and pre-arranged} or informal. Field

trip provide pupils with direct first-hand experiences. It

allows pupils to see and observe processes in natural life

settings. The educational value of a field-trip is the

opportunity to discover and explore new information as

well as to apply and organize previous knowledge by

concrete examples.

Before the trip takes off, the teacher must obtain

approval from the administration and in some cases

from the parents. He also needs to visit or write to the

place the trip is to be made to arrange for taking the trip.

Pupils should be asked to think of questions they would

like to ask over there as well as the appropriate fee and

behavior for such a trip. A meeting time and place

should be agreed upon and pupils should stay as a

group at all times. At the end of the trip, the class should

enumerate its value, review objective and discuss

interesting and useful points which they observe. The

teacher may file a report with the school authorities

about the worth and effort of the trip with comments or

suggestion for improvements.

USES

It is a good method for Biology and its practically in

school curriculum

Advantages

§ Motive learning

§ Offer an excellent link between the schools and the

community

§ It provide experiences that cannot be brought into the

classroom

§ Material collected are useful for future references

§ Teachers and students observe each other in a new

environment

§ Materials being studied in class are observed in its

natural setting

§ First-hand experience can bring about new concepts

and attitudes.

Disadvantages

§ Time consuming

§ Scheduling problems and difficulties

§ Transportation hazards and cost

§ Poor planning by teacher is possible

§ Could involve danger or accidents.

Project methods

A project is a method that has grown from the

educational work of John Dewey, a philosopher. A

project is a task-oriented or problem-solving learning

activity, ideally one having a concrete results or end

product. A project is intended to help the pupil gain

more concrete understanding of an abstract or

comprehensive idea. It should organize the pupil

learning into specific, well-defined tasks set to their

level of ability. It should make the topic more relevantstm

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