LESSON PLAN – 2006-2007

TEACHER
NAME

Rekha Kiran

DATE:2-12-06

THEME

Extreme Science

DAY : mon.-fri.

SUBTHEME

Environment

SUBJECT

Science

TOPIC

Deep sea invertebrates

SUBTOPIC

Life under sea, Sponge, hermit Crab, Flying fish, octopus, Jelly fish, Star fish, Chrometopher, cattle fish, sea-dragon, Hydra, protozoa, Echinodermata, Porifera, Coelenterata.

WADI

Tamashawadi

TIME

14 DAYS

OBJECTIVE

Students will design an invertebrate capable of living near deep sea hydrothermal vents, and in doing so they will learn about the unique adaptations skills that organisms must have in order to survive in the extreme conditions of deep sea.

LESSON CONNECTION

Water covers most of our planet. On the earth different types of animals are found. Life started in water. Some animals live on the bottom of the sea. Deep down 7000 feet below the surface, tubeworms live in the most extreme environment on earth; hot sea vents. There, the water temp. goes to scolding hot to icy cold, within a few feet.

TIME

PROCEDURE FOLLOWED

INTRODUCTION

Students, different types of plants and animals can be seen on the earth and in water. Where did life started on the planet? From sea, In deep sea, no light can reach; this is the darkest place on earth. Sea creatures that live in this zone produce their own light. This light helps them to lure their prey. This light also acts as a recognition signal for creatures of the same species. Most of the sea creatures living in this zone are dark brown, purple or grey in color. It helps them to avoid capture. Some of the creatures that you can find in this zone are prawn, Angelfish, Vampire squid and Gulper eels.

15min.

MAIN CONTENT

Under the sea live thousands of different plants and animals. In fact, there are much more animals deep in the ocean than there are near the surface. Some of them are so tiny that you would need a microscope to see them. Others are bigger and heavier than an elephant.

ACTIVITY

40min.

DAY-l

Give the introduction of the deep sea animals. (By discussion)

80min.

DAY-2-3

By lecture- Tell about the porifera phylum and give the information about sponge. How do they move and what do the young sponges look like?

80min.

DAY-4-5

By lecture- How can they live in the deep sea water?
And how do they protect themselves?
Which organs help them in seeing through water?

40min.

DAY-6

By worksheet- write the answer of the
following questions given in the worksheet
and draw the diagrams of deep sea animals.

I20min.

DAY-7-9

By making model- prepare
model of deep sea invertebrates.

40min.

DAY-I 0

by research- How do they protect themselves  from their enemies? What do they eat and how do they get their food?

40min.

DAY-II

 By discussion- Explain the Phylum Echinodermata. Does his
group have bones? Why do these
organisms look the way they do?

40min.

DAY-12

Explain the phylem Echinodermata. This group have bones or not. Why do these organisms look yhe way they do? (by discussion)

40min.

DAY-13

By visit - go for a visit to natural
Museum.

40min.

DAY-14

Animal adaptation chart – make a chart and show invertebrate. How do they
live in those extreme conditions? How do they
withstand the extreme pressure and heat?

MATERIAL USED : Ruler sheet, origami paper, Glass box, marbles, sea animals, water color, pencil Rubber, sharpener, sketch pen etc.

5 min.

DAY-l

The natural curiosity of the student will be pleased to know about the extreme climate in which deep sea animals lives.

EVALUATION

20min.

DAY -2-5

Students will be assessed on their concentration, on listening and cooperation, on helping each other to note down the points.

20min.

DAY -6

Students will be given marks on their commitment and cleanliness to do the worksheet correctly in time.

15min.

DAY-7-9

They will be given marks on their competitiveness and creativity for making model.

5min.

DAY-10

They will be evaluated for their creativity for making drawing of the deep sea animals.

5min.

DAY-11

Student will be assessed on their group work and co-operation for searching about sea animals.

5min.

DAY-12

Their cooperation and listening about sea invertebrates animals will be evaluated.

5min.

DAY-13-

They will be evaluated on their critical
Thinking, and for understanding correctly
water animals.

5 min.

DAY-14

Animal adaptation chart from each
students pair will be evaluated for
completeness and student drawing for understanding the adaptations will be
evaluated.

HOMEWORK

DAY-1

 Draw the deep sea invertebrates and write their names.

DAY -2

How Do they protect themselves from their enemies?

DAY -3

What do they eat and how do they get their food?

DAY-4

Why do these organisms look the way they do?

DAY-5

How do they withstand the extreme
pressure and heat in this extreme
environment?

DAY -6

How do they live in deep sea water?

DAY-7

Which organs help them in seeing through water?

DAY -8

How they live in deep sea?

DAY -9

How do they move and what do their young looks like?

DAY-10

What is the temp. at the bottom of sea?

DAY-11

What is regeneration?

DAY-12

Revise the questions and answers.

DAY-13

Draw the animals of porifera group.

DAY-14

Write the name of sea flower.

Teacher Module

Student Module

LESSON PLAN - 20O6: 2007

TEACHER NAME

Jyoti Bala

DATE: 1-12-06
to 20-12-06

THEME

Extreme Science

SUBTHEME

Environment

SUBJECT

English

TOPIC

Extreme Climate

SUBTOPIC

Word making, Adjectives

WADI

Hulgul wadi

TIME

540 minutes

OBJECTIVE

Students will get to know about the new words related to extreme climate. Students will know the definitions of these words. They will know their meanings. Students will create a web connecting global warming, the Arctic and world climate. Children will make words and write their meanings. They will know about the degrees of comparison.

LESSON
CONNECTION

Students will become aware of varied climates of different regions. They will also get to know about the definitions of ‘climate’ and details of climatic changes and extreme climates.

TIME

PROCEDURE FOLLOWED

45 minutes

INTRODUCTION

Teacher will introduce her topic through pictures related to extreme climate and ask questions about relevant to the same. The students’ level of awareness will be analyzed through questions like: Children have you seen these pictures
 anywhere? Yes. Where have you seen these pictures? In
television etc... Then further, the teacher will explain the pictures and write down the name of pictures on the blackboard.

MAIN CONTENT

The region of the Arctic Ocean lies to the North of the
Arctic circle. The northern parts of Asia, North
America, Europe and Greenland areas that enclose the
Arctic Ocean. North Pole lies near its center. This is a
bitterly cold region. The ocean is covered with thick ice
throughout the year.

ACTIVITY

45 minutes

DAY-1

Children will note down words related to extreme climates into their notebooks.

45 minutes

DAY -2

Children will make words with the help of flash cards.

90 minutes 2days

DAY-3

Children will make a quilt on extreme climates and they will write words on it.

90 minutes 2days

DAY-4

Children will make index cards and play a game using these cards and explain the word written on a card.

90 minutes 2days

DAY-5

Children will make a story on extreme climates and narrate it to the class.

45 minutes

DAY-6

Children will make pictures and write their name on it.

MATERIAL USED: Flash cards, index cards, picture books, card board, drawing sheets, worksheets, black board, chalk sticks etc.

EVALUATION

10 minutes

DAY-l

Children will be assessed on the basis of their commitment and cleanliness to do the written work.

20 minutes

DAY-2

Children will be evaluated on their critical thinking for
understanding and making words using flash cards

20 minutes

DAY-3

Children will be assessed on their creativity for making quilt on topic.

20 minutes

DAY-4

Children will be assessed on their confidence level in
explaining the words properly.

10 minutes

DAY-5

Children will be evaluated on their critical thinking for understanding and making story and narrating it in the class.

10 minutes

DAY -6

Children will be assessed for their creativity for making pictures on their topic.

HOMEWORK

DAY-1

Learn all the things that you have written in the classroom about our topic.

DAY -2

Read and write these words twice at home.

DAY -3

Make the Index cards and the words on it at home.

DAY-4

Make a story on your topic at home.

What

Word Making

Why

To enable students to read and write sentences and understand their meanings.

Pre-requisites

Students should be familiar with alphabets and be able to pronounce them properly.

How

Flash Cards
Group activity
Making Cherry Chain Word Flower Pot Booklet
Board game Worksheet

Need

0-1-2-3-4-5

Skill

Students will be able to make sentences on their own and also read and write sentences in English.

Time

900 minutes

Evaluation

Students will assessed on the basis of their curiosity to know about their topic.
Students will be assessed on their ability to do written work neatly.
Children will be evaluated on their group work and cooperation skills.

What

Word Making

Pre-requisites

Students should be familiar with alphabets and they should be able to pronounce it properly.

How

Cherry Chain:- Students will be given charts paper strips on which they will draw the pictures and they write the name of the pictures. They will then be asked to join them together

Application

Students can apply their knowledge for reading newspapers and magazines in their daily life.

Time

135 minutes

Sources

From stories like (Anokha Parivaar)

Direction

Children are allowed to draw lines on chart papers. They are asked to cut the chart papers and make strips. These strips are distributed to every one. Students draw pictures and write their names on it. They join these strips together to make the chain.

LESSON PLAN: 2006 - 2007

TEACHER
NAME

Reeta Biswas

DATE:3.10.06-
31.10.06

THEME

Extreme Science

DAY: Mon-Fri

SUBTHEME

Environment

SUBJECT

English

TOPIC

Global Environment Problems and Awareness

SUBTOPIC

Poster writing, creating bulletin board, drafting complaint letter, writing and understanding simple grammar.

WADI

Khojwadi

TIME

900 minutes. (15 hrs.)

OBJECTIVE

l) To enable students to understand global environment and to awaken their curiosity about current global problems and raise awareness on how to curb them.
2) To enable them to scan newspapers on relevant environment issues and describe newspaper articles on global awareness in a better way.
3) To enable students to spread the message through out the world with the help of poster and drawings on global problems.
4) To help students create a bulletin board in the class on various environmental issues and engage each other in thinking, writing and exploring their environment.

LESSON
CONNECTION

"Global environmental issues are pressing problems that each and every individual faces in their daily lives. It is imperative to generate awareness, especially among children, since they are the future citizens and will form an important part of the community in curbing the menace of environment degradation.’

TIME

PROCEDURE FOLLOWED

20 Mints

INTRODUCTION

Children will be introduced to various innovations in science and their usefulness in our daily lives. However, their harmful effects on the environment will also be highlighted.
Global issues like greenhouse effect, global warming, pollution etc. will be explained.
Statistics and facts like: ‘The global increase in temperature in a few years will make it impossible to live on earth’ will be highlighted.
Students will be asked to find a solution to these problems.

MAIN
CONTENT

Global problems have an effect on the modern world. Today's rapid changes have made countries more interdependent than ever before, shrinking the world into a global village. As the world grows smaller, events in any part of the world also has an impact on other parts of the world. National borders do not limit the effects of pollution or environmental destruction. Even poverty in some areas affects other areas because of migration and its impact on the world economy. Three examples of global problems that have an effect on the modern world are famine, pollution, and terrorism.

ACTIVITY

60 mints.

DAY-1+2

l) student will listen to the introduction of their new theme
and topic and get some information on extreme science and
what science has done to solve global problems.
2) They will note down some amazing facts about achievements in science and also their effects on the World environment

120 mints

DAY -3+4+5

l) Student will listen to the new topic that is global problems and awareness.
2) They will note down different terms related to environmental issues and then try to establish a working definition for them

80 mints

DAY-6+7

1) the team collect pictures and facts on global problems from daily newspapers and magazines.
2) They will then create a bulletin board and display their collection on it to promote awareness on current environmental problems threaten the future of the planet.

80 mints.

DAY-8+9

Together children explore internet sites to further their
Research on current global and environmental issues. They will note down the sites and things that fascinates them most related to global problems and discuss them in class the following day.

75 mints.

DAY-I0+1l

Distribute worksheets among students followed by a question- answer session on global problems and their solutions.

70 mints

DAY-12-13

1 Students will have a brainstorming session on the present global issues like global warming, pollution etc. and put them on the blackboard.
2) Then in groups of five, they would be asked to make posters on any of the global problems selected by the group. Each group will try to convey a message through their poster writings.

130mints.

DAY-
14+15+16

I)In small groups of five, students will learn how to write
complaint letters addressed to the concerned officers on some of the problems faced by them in their locality.
2) They would learn to identify problems of their daily lives related to the environment like problems of sanitation, noise pollution etc.
Students will then draft a complaint letter expressing their own views and suggestions.

80 mints.

DAY-16+17

l) Students will write paragraphs on anyone of the global problems and try to give some hard core facts about them along with their own suggestions.

115 mints.

DAY-
18+19+20

Students will write short poems on environmental issues and their I  ill effects on the world. They will be asked to make beautiful illustrations based on their imagination.

What

Global Environmental problems and awareness

Why

To get an overview of the global environmental situation, analyze the relationship between environmental factors and development issues seen from an environmental perspective, and to develop an understanding of what is meant by a sustainable development. Focus is on the global perspective, to introduce some of the major issues - the global realities - that need to be addressed in building a sustainable future, to highlight the interdependence of these issues and how our daily lives, as inhabitants of the world, are related to social, economic and environmental processes.

Pre-requisites

You should have some idea about what are the global problems and the environmental issues facing by the world today. You should be able to express your feelings on the effects of these problems on the world at large. You should be able to read, write and understand simple sentences to spread awareness on the various global problems.

How

You will know about different global problems and issues through a short introduction in the class. Then you will search Internet sites on global problems. After a brainstorming session on some of the global and environmental problems, these will be noted on the black board. Then you will learn how to write posters to spread awareness on these issues with a short message. Then identify the environmental problems you are facing in your locality and learn to write a complaint letter to the concerned officer. At last write poem and short paragraphs on global issues and their effects.

Need

1-2-3-4-5

Skill

The student will be equipped with improved skills in constructive examination of the major environmental outcomes of policies and practices; Making informed strategic
decisions based on development scenarios;
Environmental information and communication, environmental and development values and ethics and be able to express this in structured presentations.
Developing and understanding of the range of social, economical and environmental issues facing the World today.

Evaluation

1) Students will be evaluated through their concentration and cooperation levels demonstrated while listening to the introduction of the new topic.
2) They will be assessed on their critical thinking and understanding on how to write posters to create awareness on them.
3) Students will be graded on the basis of creativity demonstrated in performing a short skit on global problems.
4) They will be graced on their citizenship for writing complaint letter to the concerned officer regarding issues on their surroundings on behalf of their locality.

What

Global environmental problems and awareness

Pre-requisites

Student should have some ideas about what are the global environmental problems faced by the world today. Students should be able to express their views on the effects of these problems on the world at large. They should be able to read, write and understand simple sentences to spread awareness on the various global problems.

How

Students will know about different global problems and issues through a short introduction in the class. They will search Internet sites for information on global problems. Brainstorming sessions on some of the global and environmental problems will be conducted. Then they will learn how to write posters to spread awareness on these issues with a short message. They will identify the environmental problems existing in their locality and learn to write a complaint letter to the concerned officer. At last, they will write poem and short paragraphs on global issues and their effects.

Application

Student will be able to apply this in their daily life to create awareness among others on global problems and try to collectively overcome the many social and environmental problems we face by making or writing posters on them; discussing the negative effects of them on the future world while reading science magazines, on roads through sign boards, posters and observation of surroundings.

Time

8 hrs.40 mints

Source

By searching Internet and getting information on global issues from the sites like­
www.hindu.com www.extremescience.com www.wikipedia.com
From the library’s books like - Earth encyclopedia and Yes Mag children science magazines.

Direction

1. Listen to the introduction on global problems and their effects on the world in the classroom.

2) Brainstorming session to discuss some of the environmental issues faced by students in their daily life.
3) Then search in the net for information on global warming and their effects on the world from a large point of view.
4) Further learn to write posters on global problems to spread necessary awareness on them.    
5) Then create a short skit on environmental issues and present a class performance.
6) At last learn to write complaint letters to the concerned officers on the problems being faced in the surroundings.