Sample Unit Plan

       Subject: Biology

Unit: Reproduction in plants

STD: IX

No. of periods: 8 periods

Content overview:

a)      Scientific terms

Calyx, corolla, androecium, gynoecium, pollination, fertilization, embryo,cottlydens, budding, grafting, layering.

b)      Facts

Flower is reproductive organ of plant. Some plants produced from seeds. Some plants are produced by vejetative reproduction. Seeds are produced by sexual reproduction. In vejetative reproduction vejetative parts of the plants are involved.

c)      Concepts

1.      Pollination

2.      Fertilization

3.      Vejetative reproduction

Objectives of the unit

1. Pupil acquires knowledge about reproduction in plants.
2. Pupil understands sexual reproduction and different types of vejetative reproduction in plants.
3. Pupil applies the knowledge in revalent situations.
4. Pupil develops skill in drawing, observation and experimentation.
5. Pupil develops interest in the study of plants.

Learning experience

1. Teacher explains the different parts of flower using charts and specimen.
2. Teacher discusses the basic ways of pollination.
3. Teacher explains fertilization with the help of charts.
4. Teacher demonstrates artificial pollination
5. Teacher shows microscopic slides showing structure of anther, structure of ovule, etc.,
6. Teacher demonstrates, budding, grafting layering etc.,
7. Pupil practice budding, grafting, layering, etc.,

Steps of Unit Plan

(i)                 Content analysis or content overview ( the what of the unit)

The course content is analysed into terms, facts, concepts, principles, process, laws, generalization, etc. This helps the teacher himself in achieving subject competency and in increasing his self confidence.

(ii)               Objectives and specification(the why of the unit)

By going through the analysed content, the teacher should identify general and specific objectives of the unit.

(iii)             Learning activities( the how of the unit)

The teacher decides suitable activities that may be provided for students, for providing objective-based learning experiences. Keeping in mind individual differences, the psychology of learning, the content and objectives suitable learning activities can be planned. This also includes the specific teaching strategies and aids.

(iv)             Testing Procedures( the how far and how good of the unit)

 This involves the choice of suitable evaluation tools and the techniques through which the teacher can evaluate pupil achievement in terms of realization of objectives.

It should be a part of a sequence that permits growth from year to year.

It should be the result of the co-operative planning of teacher and student.

Unit plan Meaning Definition, Characteristics

The preparation of the plan for entire unit or group of related topics in the textbook is called as unit plan.

Definition:

            “A unit is as large a block of related subject matter as can be overviewed by the learner”. – Peterson.

            “A unit consists of a comprehensive series of related and meaningful activities. So, as to achieve student’s purpose, provide significant educational experiences and results in appropriate behavioural changes.” – Bossing.

Characteristics of good Unit Plan

1. The unit should keep in view the needs, the capabilities and the interests of the students.
2. It should permit a variety of field trips, experiments, demonstrations and projects.
3. It should take into account the previous experiences and background of the students.
4. It should provide for new experiences which the students have not done before.
5. The length of the unit should be such as to maintain the interest of the student’s upto the last.
6. The material of the unit should consist of familiar and related topics and not as remote and strange one.
7. It should be flexible so as to allow the above average students to go beyond the limits of the unit.
8. It should be related to the social and physical environment of the student.
9. It should help, anticipate and satisfy some of the future needs of the students.
10. It should be a part of a sequence that permits growth from year to year.
11. It should be the result of the co-operative planning of teacher and student.

Model Lessonplan Biological Science

LESSON PLAN

Name of the student teacher: S.T. Sajith lal raj

Name of the school              :

Standard                               : IX

Division                                : C

Subject                                  : Science

Topic                                     : Parts of flower

Duration                                : 45

Date                                       :

  

General Instructional objectives:   

The pupil,

1.      acquires knowledge about parts of a flower.

2.      understands different parts of a flower anf their unctions.

3.      applies the knowledge in relevant situations.

4.      develops skill in drawing and observation.

5.      develops interest in the study of palnts.

Specific Instructional objectives:

The pupil,

1.      recalls the different parts of a plant.

2.      lists the different parts of a flower.

3.      observes different parts of a flower.

4.      recognizes about calyz.

5.      identifies about corolla.

6.      relates the different parts of flower.

7.      infers the different parts of flower.

Teaching Aids:

1.      chart showing different parts of a flower.

2.      real specimen(flower)

3.      model of gynoecium.

Previous knowledge:

            Pupils have some general idea about different parts of a plant.

Steps	Specification	Learning Experience	Time	Evaluation
Intro duction        Presen tation Demonstration       Explanation	Pupil recalls the different parts of plant Pupil lists the different parts of a flower.	Teacher motivates the class by asking following questions and eliciting answers. 1. Which part of the plant is seen below the soil? Root system 2. Which part of the plant is seen above the soil? Shoot system 3. Which is an attractive part of the plant? Flower   Today we are going to study about different parts of a flower. Through questioning pupil’s previous knowledge is tested. The teacher demonstrates the flower of hibiscus and explains the students to understand the various parts of a flower. Parts of a flower [B.B]       Teacher explains the different parts of flower and the pupil listen Flower is considered as a condensed modified reproductive shoot. The various parts of flowers are calyx, corolla, androecium, gynoecium. Let us see one by one	5 min 10 min 15 min	Which part is called the reproductive part of the plant?

Steps	Specification	Learning Experience	Time	Evaluation
	Pupil recognizes about calyx Pupil recognizes about corolla	Calyx[B.B]        The individual unit of a calyx is called sepals. A sepal is usually green and leaf like. Calyx protects the floral parts of the bud stage, and is the first whorl of the flower. Sometimes it may be modified to do other functions. In mussaenda one of the sepals grows out as a large petal like structure. Calyx is said to be polysepalous and when they are united it is called as gamosepalous. Teacher makes the pupils to observe the chart and specimen. 1. What is the first whorl of the flower? calyx 2. What is the name of calyx, if the sepals are free?           Polysepalous Corolla Teacher explains the corolla by using the real specimen.    Corolla is the second whorl of a flower. It is composed of petals. They are brightly coloured and it attracts the insects for cross pollination. If all the petals are similar in size and shape, it said to be regular. If they are vary in size and shape they are called as irregular. When the petals are free, they are called polypetalous and when they are united they are called as gamopetalous. 1. Name the second whorl of the flower? Corolla 2. What is called polypetalous?     If the petals are free, they are called polypetalous.		Where the calyx is found in the flower? What is called sepals? How many wing petals are present in the lateral side?

Steps	Specification	Learning Experience	Time	Evaluation
.       .	Pupil identifies polypetalous irregular corolla. Pupils recognizes about androecium	3. What is called gamopetalous?      If the petals are united they are called as gamopetalous. Papilionaceous corolla is an example for polypetalous. There are five petals resembling a butterfly. The posterior petal is large and outermost one is called the standard petal. There are two lateral tiny petals and two anterior united keel petals eg crotalarious. Teacher displays a chart with the picture of petals. Teacher asks the students to point out the corolla by using the chart and specimens. Androecium[B.B]     Androecium or the male part is the third whorl of the flower and it consists of stamens or microsporophylls. Each stamen has a basal stalk, the filament and anther lobes at its top. It is connected by means of a special tissue called connective Teacher explains Androecium by using chart and specimen. 1. What is the third whorl of the flower? Androecium 2. What is the name of special tissue present in the top of the Androecium? Connective tissue		Where the microsporophyll is present?

Steps	Specification	Learning Experience	Time	Evaluation
Application Re view:            Assignment	Pupil identifies about Gynoecium Pupil relates the different parts of flower    Pupil recalls about the different parts of flower	Gynoecium[B.B]      Gynoecium or pistil forms the fourth what of the flower and it is female part of the flower. It has a swollen base called ovary and a slender style that ends in stigma.         Teacher explains gynoecium by using the model and specimens. Teacher gives different types of flowers and ask them to find out the different parts of those flowers. a. The individual unit of calyx is called ………….. Ans: Sepal b. ……………… is an example for polypetalous irregular corolla. Ans: Papilinaceous corolla c. ………… is called male part of the flower. Ans: Androecium d. ……………is the female part of the flower. Ans : Gynoecium e. …………part attract insects for crosspollination. Ans: Corolla 1. Which part is called reproductive part of the plant? 2. What is the first whorl of the flower? 3. What is the name of calyx, if the sepals are free?           4. What is called sepals? 5. What is the second whorl of the flower? 6. What is called polypetalous? 1. Describe the different parts of a flower with the help of neat labeled diagram. 2. Collect some flowers from the school campus	5 5	Where is the Gynoecium present? Where the stigma is present in Lilly flower? Where the calyx is present in the Rose flower? Where the stalk is present in the Lotus flower?

WRITING INSTRUCTIONAL OBJECTIVES

Instructional objectives represent the desired change in the pupil who undergoes instruction in a lesson. There are two types of instructional objectives. They are

1. General Instructional objectives
2. Specific Instructional objectives

When a teacher plans a lesson, he should ask himself, “Why should 1 teach this lesson?”  The answer to this question constitutes Instructional objectives. All instruction will result in learning which in turn bring about changes in the behaviour of the learners. So the Instructional objectives it means the anticipated behaviour change, which is what the teachers expect as a result of their teaching.

General Instructional objectives:   

            If the objectives are stated in general and vague manner, then they are called general objectives. They contain non-behavioural verb ie they contain ‘non-action’ verb.

For example:

(i)                 The learner acquires knowledge of the various branches of science.

(ii)               The learner develops skill in manipulating apparatus.

Here the verbs ‘acquires’ and ‘develops’ are non-action verbs which we cannot measure or observe directly, because they are in the form of inner development or passive aspect of mental activity.

Example:

            The pupil,

1.      acquires knowledge about circulatory system.

2.      understands the significance of circulatory system.

3.      applies the knowledge in relevant situation.

4.      develops skill in drawing and observation.

5.      develops interest in the study of circulatory system.

Specific Instructional objectives (S.I.O’s):

If the objectives are stated in general, then they are called specific objectives. They contain behavioural verb ie they contain ‘action’ verb. The observable and measurable behavioural changes as a result of realizing an objective is termed as specific objectives or specifications.

For example:

The learner defines the term Genetics. Here defines is the active verb.

The statement of specification should contain two parts:

                        (i)A modification part and

                        (ii)Content part

Example:

            The learner defines genetic engineering

                                  M.P             C.P

Table showing illustrative examples of specifications with specified behavioural part and content part from Biological science.

Level	SL. No.	Specific objectives/specifications
		The behavioural part	The content part
KNOW LEDGE	1. 2.	The learner recalls recognises	the meaning of biology pond ecosystem
UNDERSTANDING	3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.	distinguishes identifies selects compares classifies detects errors rectifies identifies relationship verifies prepares senses locates gives examples describes explains writes systematically contrasts lists/enumerates	between biotic and abiotic factors. sources of water pollution. detritus food chain from food chains. commensalism and mutualism. consumers into primary , secondary and tertiary consumers. in a faulty procedure of  kerbs cycle. the defects occur in an experiment of osmosis. between micro organisms and macro organisms. the O2 is released during photosynthesis. diorama on food web. the infrared radiation emitted by a hot body. wild life sancturies in India. for mutualism in the ecosystem. the inter relationship among organisms. the tropic levels of ecosystem. the methods of layering. between work and power. the different types of interaction among organisms.

Level	SL. No.	Specific objectives/specifications
		The behavioural part	The content part
APPLICATION	21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33.	gives reason infers computes predicts solves establishes relationship suggests relates adopts evaluates justifies criticizes selects	why do all food chains begin with procedures? that eutrophication is due to excess use of fertilizers. the calorie value of a given quantity of food. the consequences of eutrophication. local environmental problems. between adaptations and environment. measures to dispose wastes. ecosystem and biosphere. measures for fresh water management. the activities of NGO for environmental protection. eco friendly life styles for balance of nature. indiscriminate killing of animals. judicious methods of conservation of nature.
SKILL	34. 35. 36.	draws constructs visits	a generalized drawing of a food chains. a diorama of food web in forest. sewage disposal site.
INTEREST	37. 38. 39. 40. 41.	participates collects. prepares writes organises	in a wild life quiz on oct 2nd . information regarding use of endosulphan. postures on eco-friendly messages. articles on ‘depletion of water’ for school magazine. an exhibition on conservation of nature.

Characteristics of a good lesson plan

1. It is well written and well prepared.
2. The objectives should write clearly.
3. The content is arranged in sequence.
4. While using is aids, proper time should be given.
5. Blackboard work should be indicated clearly.
6. Testing the previous knowledge should based on interest and curiosity of the students.
7. It should be based on the previous experience of the child.
8. It is related to daily life situations.
9. There is a provision for various activities.
10. Class, subject, topic, time, etc., should be indicated clearly.
11. It should be divided into small steps.
12. The Question’s should be well prepared and well planned.

Steps in Lesson Plan

Teachers should follow certain specific steps in writing lesson plans.

J.F. Herbart suggested different steps in lesson plan, and it is known as Herbatian steps. They are

1. Preparation (or) introduction

2. Presentation

3. Comparison (or) Association

4. Generalization

5. Application

6. Recapitulation

1. Preparation (or) introduction:

            According to J.F. Herbart the mind of the student must be prepared to receive new knowledge. Here the teachers establish a link between previous knowledge and new knowledge.

It can be done by

• Testing the previous knowledge of the students.
• Use of charts, pictures and models.
• By demonstrating experiments.
• By telling stories
• Skillful discussion etc.

2. Presentation:

            In the second step the actual lesson begins. Students get new idea and knowledge. The teacher presents the subject matter to the students. The teacher may demonstrate any experiment, using any aid or do any activities.

3. Comparison (or) Association:

            The new ideas or knowledge learnt should be compared and associated with already known ideas and facts.

4. Generalization:

            In generalization stage pupil draw a conclusion. Here teacher makes the students to teach systematically and draw a conclusion.

5. Application:

            A lesson of science will be incomplete if the rules or formulas are not applied to new life situations. Knowledge becomes clear and meaningful in this stage.

 6. Recapitulation:

In Recapitulation stage the teacher assess whether the students understood and grasped the subject matter or not. It can be done by

a)      Asking suitable questions on the topic taught.

b)      Appling a short objective type test.

c)      Asking the students to label the unlabelled sketch.

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   Learning experience                           Evaluation

            For a good lesson plan these three aspects are interdependent one another.

Advantages of lesson plan [importance]

1. It makes the work regular and systematic.
2. It develops self confidence of the teacher.
3. It helps to save time.
4. It helps to avoid repetitation.
5. It helps to maintain discipline in the classroom.
6. It helps to provide individual attention.
7. It facilitate appropriate use of aids at appropriate time
8. It helps to provide assignments according to the mental level of students.
9. Lesson plans establish proper connections between different lessons of study. Therefore, they provide continuity in the teaching process.