Lesson Plan Essay Example

Lesson Plan Essay DATE:_______________________ DAY:_________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Identify the parts and function of the peripheral and the autonomic nervous system II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: The Peripheral and Autonomic Nervous System C. Science Ideas: * The nervous system is composed of the central nervous system which is composed of the brain and the spinal cord; the peripheral nervous system which includes the nerves outside the brain and the spinal cord, and the autonomic nervous system which is composed of the sympathetic and parasympathetic nerves. These systems are organized to receive, process and act on stimuli from the environment. D. Science Processes: identifying, describing, comparing E. Materials: drawing or illustration of the peripheral and autonomic nervous system F. Reference: Science and Health 6, pp. 35-38 G. Value: Appreciate how the central, peripheral and autonomic nervous system coor dinate with each other. III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of assignment 4. Review: What are the main parts of the central nervous system? What is the function of each part? B. Developmental Activities 1. Motivation: Ask: How do you think the information reaches the central nervous system and back to the body parts responsible for the implementation of the message(action)? 2. Presentation of the illustrations of the peripheral and the autonomic nervous systems. Discussion on the relationship of the central nervous system with the peripheral and the autonomic nervous system. 3. Let the pupils do the activity, Looking and Interpreting. * Look at the santol fruit or an unripe mango. Do you salivate at the sight of such fruits? What organs of the nervous system are involved when you salivate? Can you tell why you react the same way when you look at delicious and appetizing foods? Have the pupils say in their own words how the peripheral and autonomic nervous system work based on what they read. 4. Abstraction and analysis How do the peripheral and autonomic system work? 5. Generalization What are the parts of the peripheral and autonomic nervous systems? Why ar e they important? 6. Application Armando accidentally cut his finger. At first he did not feel the pain. After a few seconds, he gradually felt the pain? Why do you think so? 7. Valuing: You have a normal peripheral and autonomic nervous system. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What word would you say to God for having this? IV. EVALUATION Multiple Choice. Write the letter of the correct answer in your test notebook. 1. The peripheral nervous system is made up of__________________ a. the cerebrum and the cerebellum b. the brain and the spinal cord c. the brain and the medulla oblongata d. the nerves that connect the central nervous system to various parts of the body 2. Which of these is the function of the peripheral nervous system a. collects information from the sense organs b. transmits information to the central nervous system c. delivers decisions to the body part which will perform the action . all of the above 3. The autonomic nervous system a. controls involuntary functions of the body b. consists of sympathetic and cardiac nerves c. maintains the best possible level for cells to reproduce d. all of the above 4. The central, the peripheral and the autonomic nervous systems_______________. a. work separately b. work by pairs c. coordinate with each other d. work only when the need arises. 5. Which of the following is the work of sympathetic and parasympathetic nerves? a. when the sympathetic nerve produces an effect, the parasympathetic nerve produces an opposite action. b. hen the sympathetic nerve produces an effect, the parasympathetic nerve produces the same effect. c. they work separately d. they allow messages to pass through them freely. IV. ASSIGNMENT Fill up the outline by stating their function. I. Peripheral Nervous System A. __________________________________ B. ___________________________________ II. Autonomic Nervous System A. ___________________________________ B. ___________________________________ DATE:________________________ DAY:_________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe how the nervous system works. II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: How the Nervous System Works C. Science Ideas: * A chemical produced by the nerve endings carries the message. * There are two pathways by which messages are transmitted; 1) carrying the message to the brain, 2) bringing the message to the spinal cord and back to the body part that will do the action. * A reflex is an involuntary action that originates from the spinal cord instead of from the brain. D. Science Processes: describing, tracing, identifying E. Materials: illustrations showing the normal path and easy path of a message F. Reference: VP For Better Life Series 6, Science and Health p. 20. Science and Health 6, textbook, pp. 38-41. G. Value: accuracy in delivering messages III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: Parts of the Nervous and Peripheral Nervous System B. Developmental Activities 1. Motivation Let the pupils recall their observations about the wires on the electric posts along the streets. Ask: What are the wires for? Point out that in our body, we can find something similar to these wires. 2. Presentation Recalling the lesson on the neuron and its parts. Pointing out that there are billions of neurons in our body. 3. Analyzing the illustration of the normal path on a message in a diagram presented. Let the pupils trace an explain to the class the path of the message. 4. Informing the pupils that there are times when the message take shortcut. Introduce to them the reflex action. Let the pupils do the following activity. a. Sit comfortably on a chair and cross your right leg over your left leg. b. Ask a friend to use the side of her hand to strike your right leg just below the kneecap. . Try it again after a few minutes. What happens? Did you jerk your right leg? Did you do this intentionally? Can you tell why this happens? 5. Analysis and abstraction What happened when your friend stroke your leg? Why is this so? Does the message reach the brain? What do you when a message take a short path? How is the message sent to the brain? 6. Generalization How does the nervous system work? 7. A pplication A tired camper set himself inside his sleeping bag. At the middle of his sleep, he felt that there was something joining him in his comfortable and warm bed. Even without seeing it, he knows that it was a snake. What made him aware that it was a snake? 8. Valuing: As a normal child you are very lucky to have a complete senses. How would you treat handicapped people or children like you? IV. EVALUATION Choose the letter of the correct answer. 1. Why are some parts of the body more sensitive than the other areas? a. they have larger nerve endings b. they have more nerve endings c. they have tougher nerve endings d. they have smaller nerve endings 2. Which of the following is a reflex action? a. blinking of the eye b. beating of the heart . inhaling and exhaling d. circulation of the blood 3. What is the usual path of the messages received by the body from the environment? a. brain-nerves-spinal cord-sense organ b. nerves-sense organ- brain- spinal cord c. spinal cord-sense organ-brain –nerves d. sense organ-nerves-spinal cord-brain 4. How are messages in the body transmitted? a. the message is received by nerve endings carried to the brain and back to the body part which will do the action b. the message is received by nerve endings carried to the spinal cord and back to the body part which will do the action. . both a and b d. none of these 5. How is the message carried from one neuron to another if there is a space between them? a. by means of chemical reaction or electrical impulse b. by means of a synapse c. by means of a sensory nerves d. by means of the nerve fibers V. ASSIGNMENT Discuss how the nervous system and the body’s reflex actions protect us from harm. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe and practice health habits that help and control common ailments of the nervous system. II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: Desirable Habits that Prevent and Control Common Ailments of the Nervous System C. Science Ideas: There are several health habits to help prevent and control common ailments of the nervous system: * Eat food rich in Vitamin B such as beans, peas, mongo and vegetables. They are food for the brain and the nerves. * Observe safety measures to avoid falls and accidents. * Refrain from taking coffee, tobacco and alcoholic drinks. Take drugs and medicine only upon doctor’s advice. Some drugs are harmful to the nerves and senses. Use leisure time wisely so that your nerves and senses can relax. D. Science Processes: describing E. Reference: VP for Better Life Series 6, Science and Health, p6 F. Materials: chart, some pictures of health habits G. Value: self-discipline III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science news reporting 3. Checking of assignment 4. Review: How does the nervous system work? B. De velopmental Activities 1. Motivation: Ask: How many are you fond of staying late at night? Is it proper to practice this kind of habit? 2. Presentation of pictures showing health habits. Ask them to describe. 3. Reading of health habits that help prevent and control nervous system’s ailments 4. Analysis and Abstraction Why is it necessary to practice these health habits? 5. Generalization What are the health habits that we should put into practice to prevent and control nervous system’s ailments? 6. Application/Valuing Drug addiction is rampant nowadays. On your way home somebody ask you to join their group in a pot session. What will you do? Why? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. When you are sick which one you should not do? a. ake a restb. consult a doctor c. take not prescribed drugd. don’t mind it 2. We should eat foods rich in Vitamin B because they are food for_______________ a. the body cellsb. the brain and nerve cells c. the eyesd. the motor cells 3. A motorcyclist is supposed to wear helmet whenever he rides on a motorcyclist to a. protect his head from hitting hard objects in case of accident b. protect him from sunlight c. add fashion d. protect his identity 4. Using leisure time wisely can _______________________ a. relax our nerves and sensesb. give us extra intelligence c. give us more friendsd. all of these . Drinking coffee may increase caffeine deposits in our blood. Therefore we should take coffee a. only once a weekb. every other day c. everydayd. once in a while V. ASSIGNMENT List down the activities you do everyday in your notebook. Put a check before each habit which you think would help prevent and control nervous system’s ailments. Put a cross before each you want to eliminate because it may harm your nervous system. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Discuss the physical, mental, emotional and social needs of a person II. SUBJECT MATTER A. Unit I- People B. Topic: Physical, Mental, Emotional and Social Needs of a Person to be Healthy C. Science Ideas: Man needs oxygen, food, water, rest and elimination of wastes to be physically healthy, education and other mental activities to be mentally healthy, love, care, attention feeling of belongingness and self-esteem to be emotionally healthy and acceptance of others to be socially healthy. D. Science Processes: observing, identifying, classifying, inferring E. Materials: chart, pictures of healthy person F. Reference: Science and Health 6, textbook pp. 49-52 G. Value: sharing III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: Health habits to prevent and control nervous system ailments B. Developmental Activities 1. Motivation: Being healthy is a great factor to make ourselves and our country progressive and productive. Do you consider yourself healthy? What makes you say so? 2. Showing pictures of healthy children and let pupils describe them. 3. Activity a. Have them read the article on physical, mental, emotional and social needs of man. Answer the following questions: What are the physical needs of a man to become healthy? * What are the mental needs of a man to become healthy? * What are the emotional needs of a man to become healthy? * What are the social needs of a man to become healthy? b. Have the pupils fill up the table of man’s needs below in order to be healthy. Let them do it by group. Physical| Mental| Emotional| Social| | | | | | | | | | | | | | | | | 4. Group reporting 5. Analysis and abstraction What are the physical needs to be healthy? How can these things make man healthy? What are the mental needs to be healthy? What are the emotional needs to be healthy? Social needs? How will you describe a physically healthy child? mentally? Socially? Emotionally? 6. Generalization What are the physical, mental, emotional and social needs of man to be healthy? 7. Application A poor family of eight children lives in an overcrowded area. How would you describe the physical and mental condition of the family? 8. Valuing: If you belong to the big family, how would you act during mealtime if the food is not enough for all the members of the family? IV. EVALUATION Write P for Physical needs, M for mental needs, E for emotional needs and S for social needs of a person. . love and affection 2. education 3. self-esteem 4. feeling of belongingness 5. acceptance by others 6. food 7. shelter 8. clothing 9. rest and exercise 10. fair treatment from others V. ASSIGNMENT Write a simple composition about how your parents fill your physical, mental, emotional and social needs. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe the effect of physical, mental and emotional state on one’s well being. II. SUBJECT MATTER A. Unit I- People B. Topic: Effect of Physical, Mental and Emotional State on One’s Health C. Science Ideas: When a child is physically, mentally, emotionally and socially healthy he does not get sick easily, he can be able to make sound judgment, face the reality, decide well with others, has a good disposition and always happy. D. Science Processes: observing, describing, inferring and comparing E. Materials: chart, materials showing happy family, pictures of sick child F. Reference: Science and Health 6, textbook G. Valuing: Obedience III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What are the physical, mental, emotional and social needs B. Developmental Activities: 1. Motivation Can you work and study well when you are sick? 2. Show picture of a sick child and a healthy child. Let them compare. 3. Activity a. Using the pictures list down by group the characteristics of a sick and a healthy child. Let them describe the effects of sickness on the physical and emotional state of a child. b. Have them read the short story then answer the questions that follow: Anthony was a grade six pupil. He belonged to a cream section. He was a consistent honor pupil since he was in pre-school. After the first grading period, her teacher posted the ranking of honor pupils from top one to ten. Everybody was surprised when they noticed that there was no name Anthony in the ranking. Mrs. Cruz, his teacher talked to him privately. He found out that Anthony had a serious family problem that time. His parents have just separated. * What kind of a child was Anthony before? Do you consider him a healthy child? Why? * What happened to him when he was in grade six? What is the reason for this? What state was affected in him? * What title can you give to the selection? 4. Group Reporting 5. Analysis and Abstraction Can the child suffering stress or strong emotions eat well? Can he perform his work and studies well? Can he relate well with others when he is full of worries, frightened, angry and over excited? 6. Generalization How does physical, mental and emotional state affect one’s well being? 7. Application You feel guilty for telling a big lie and causing somebody who was innocent to be punished severely. Will the situation affect your physical, mental and emotional state? How? 8. Valuing Whenever you are called by your mother for an errand, you are always pouting because you hate being an errand girl. How would you take this thing lightly? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. A mentally sound child a. can distinguish between right and wrong b. cannot decide well c. cannot reason out well d. cannot get sick 2. This child has a strong resistance against diseases. He is a. mentally healthy b. physically healthy c. emotionally healthy d. all of these 3. Raul excels in the class. He is loved by everybody. He is a. physically sound b. mentally sound c. emotionally sound d. all of these 4. Andrea has no friend in school. She has a short temper that lead her to a quarrel with anyone. She is a. mentally sick b. emotionally sick c. physically sick d. all of these 5. A person who is well loved and cared for is . unreasonable b. temperamental c. easily irritated d. like to be loving and caring towards others. V. ASSIGNMENT Write a simple composition that describe you a healthy and well being. Write your own title. DATE:_______________________ DAY:________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe the effect of relationships with famil y, friends and society on mental, emotional and physical well-being. II. SUBJECT MATTER A. Unit I- People B. Topic: A Healthy Person Sub-topic: Effects of Relationships with Family, Friends and Society on Mental, Emotional and Physical Well-being C. Science Ideas: * Wholesome social relationships beginning with one’s family and extending to friends and those within the community and society, promote the mental, emotional and physical well-being. * Love and security from the family, friends and society make one thinks and feels good about other people. D. Science Processes: observing, identifying, describing, comparing, inferring E. Materials: chart, pictures F. Reference: Science and Health VI pp. 101-103 G. Value: Faith and trust on other people III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignments 4. Review: Effects of physical, mental and emotional state on one’s health B. Developmental Activities 1. Motivation: Who are the ten most important people in your life? 2. Presentation: How do parents and members of the family support one’s Physical, mental and emotional needs? 3. Activity Let them work on the following topics by group Group I * Discuss parent’s role in providing fod, clothing, shelter and other basic needs of their children. Group II * Cite effects of contrasting conditions such as: inability of family heads to provide for the physical needs of the children. Group III Describe the effect of friendships to one’s mental, emotional and physical well-being. Group IV * Describe the effects of wholesome relationships with people in the community or society. Group V * Cite the role or responsibilities of society/community 4. Group Reporting 5. Analysis and Abstraction What will happen if people do not relate well and coo perate among themselves? How are people’s physical, mental and emotional well-being affected? 6. Generalization How does one’s relationship with his family, friends and the society affect his emotional, mental and physical well-being? 7. Application/Valuing Other children make fun of Virgilio because he stutters. What possible effects do you think might have on Virgilio’s physical, mental and emotional well-being? IV. EVALUATION Read the following statements carefully. Check the statements that describe the positive effect of relationship with the family, friends and the society on mental, emotional and physical well being. Cross out the negative ones. 1. Despite being poor, Elinore’s parents provide her with all her needs in school and express their pride when they see her good grades. 2. Being sociable 3. Emotionally insecure 4. Inspired to finish studies 5. Getting along well with others V. ASSIGNMENT In your community, all the families know each other. As neighbours, they are friendly, helpful and caring. Cite the effects of this condition on you and other children’s physical, mental and emotional well being. DATE:_______________________ DAY:________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Practice ways of maintaining one’s health such as: * preventing common ailments * knowing where to seek help * demonstrating a positive attitude to stay healthy II. SUBJECT MATTER A. Unit I- People B. Topic: A Healthy Person Sub-topic: Ways of Maintaining One’s Health C. Science Ideas: Observe health habits to prevent common ailments. Ask help from persons in authority in case of emergency. A positive outlook in life makes one stay healthy. D. Science Processes: observing from a role playing E. Materials: objects used by the characters in the role playing F. Reference: Science and Health 6, Textbook, pp. 49-50 G. Value: Be optimistic III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What are the effects of good relationships with family friends and society on one’s physical, emotional and mental well being? B. Developmental Activities 1. Motivation: Can you still recall a line in a TV commercial â€Å" Sa panahon ngayon, mahirap magkasakit†? 2. Presentation: There are ways of keeping oneself healthy. Watch the role playing to be presented by 3 groups and observe what are these. 3. Role Playing Group I- Observing Health Habits to Prevent Common Ailments Group II- Knowing Where to Seek Help Group III- Demonstration of Positive Attitudes to Stay Healthy 4. Abstraction and Analysis What can you say about the attitudes of the main characters in each scene? Who among them will you follow as a model to keep yourself healthy? Why? 5. Generalization: What should you do to keep yourselves healthy? 6. Application/Valuing: You are going back to your classroom from your school canteen. Suddenly you feel dizzy when you’re on your way going back to your classroom. To whom will you ask help? Why? IV. EVALUATION Copy the table on your evaluation notebook. Answer the questions honestly by checking the appropriate column. Questions| Always| Most of the time| sometimes| Never| 1. Do you eat a balanced diet? 2. Do you always think positive? 3. When you have problems, do you take it lightly? 4. Do you ask help from your school nurse? 5. Do you weigh things before you make moves? | | | | V. ASSIGNMENT Make a checklist on your notebook of the activities you should do to keep healthy. Put a check each day whenever you do a certain activity. DATE:__________________ DAY:___________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Observe and identify living things and non-living things in a mini-ecosystem e. g. aqua rium, fallen log and pond. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Living Things and Non-living Things in a Mini-ecosystem C. Science Ideas: An ecosystem is an environment where both living and non-living things exist and interact with one another. D. Science Processes: Observing, identifying, classifying, inferring E. Materials: pictures of aquarium, pond with living things and other ecosystems F. Reference: Science and Health VI textbook, p 58 G. Value: Environmental Cleanliness III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment 4. Introduction of the new lesson B. Developmental Activities 1. Motivation: Ask: How do we exist in this world? What are the basic things we need in order to live? 2. Presentation Show a picture of an ecosystem. Tell them to identify the things they see in the picture. Ask: How do you think plants and animals live in this kind of environment? 3. Activity Have them observe the drawing of an aquarium and identify the living and the non-living things. Ask: How do these living and non-living things interact with one another? 4. Group reporting 5. Analysis and abstraction What are the living things that may live in an aquarium? Where do they get oxygen to breathe in? How do they obtain oxygen from the water? What are the non-living things in an aquarium? Is there an interaction happens among the living things? Between living and non-living things? How and when this interaction between them occur? . Generalization What is an ecosystem? 7. Application Do you consider Barangay Gen. T. de Leon as an ecosystem? Why? 8. Valuing Being the members of the ecosystem in such place, how will you help maintain the survival of the species? IV. EVALUATION Choose the letter of the correct answer. 1. ___________________ is an environment where both non-living and living things exist and interact with one another. a. communityb. habitatc. ecosystemd. ecology 2. ____________ is the main source of energy in an aquarium. a. plantsb. sunc. fishd. sand 3. The fish obtain oxygen dissolve from______________. a. airb. waterc. plantsd. unlight 4. What is the importance of sand in an aquarium? a. anchorage of plantsb. protects the fish c. beautifies the aquariumd. enrich the plants 5. What is the importance of plants in an aquarium? a. they maintain the cycle of oxygen and carbon dioxide b. they beautify the aquarium c. they provide food for fish d. all of these V. ASSIGNMENT List down at least 3 other examples of ecosystem in your notebook. Identify the living and non-living things. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Observe and describe feeding interrelationship among the living organisms. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Feeding Interrelationship Among the Organisms C. Science Ideas: * An organism finds its habitat in a particular ecosystem, where materials such as food, air, water and other necessities for life are available. * An organism’s role or ecological niche, in an ecosystem depends on the kind of food it eats. An organism may be a producer, consumer, or decomposer as it’s ecological niche. As a consumer an organism may be a herbivore, carnivore or an omnivore. It may be a primary, secondary or tertiary consumer. D. Science Processes: Observing, describing, identifying, classifying, inferring E. Materials: Pictures of different ecosystems F. Reference: Science Spectrum 6, pp. 84-85 G. Value: Concern for Environment and Reverence for Life III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment 4. Review: Things that consists ecosystem, definition of ecosystem B. Developmental Activities 1. Motivation: What does the term â€Å"profession† mean to you? What is your current profession? In what profession would you like to be when you complete your education? 2. Presentation . Defining/Explaining ecological niche b. Read text pp 84-85 and answer the following questions: 1. Why do organisms stay in a particular ecosystem? 2. What is the relationship between habitat and ecosystem? Between habitat and ecological niche? 3. Explain/Illustrate the following: â€Å"Knowing the habitats of fish, earthworm, frog and monkeys give their ecological niches . † 3. Activity Observe the pictures of ecosystems. Group I- Forest Ecosystem Group II- Pond Ecosystem Group III- Grassland Ecosystem Group IV- Sea Ecosystem Describe how the organisms in each ecosystem survive for food. 4. Group Reporting 5. Analysis and Abstraction In an ecosystem, which are the producers, consumers? How many kinds of consumers are there? Where do plants get their food? Which animals depend on plants? What do you call them? Which animals depend on other animals? What do you call them? 6. Generalization How do organisms in such ecosystem survive for food? 7. Application Make a list of animals and food they eat. Classify the animals as to their ecological niche. Write your answer in the table below: ANIMALS| FOOD EATEN| ECOLOGICAL NICHE| | | | | | | | | | | | | | | | 8. Valuing Forest is one big ecosystem where wild plants and animals live. If we continue cut down trees, this wild life will be gone forever. What should we do to maintain the forest ecosystems? Why do we need to value wild life? IV. EVALUATION Choose the letter of the correct answer. 1. Which animal is a herbivore? a. snakeb. horsec. eagled. shark 2. Which is a producer? a. fungib. mushroomc. bacteriad. cornplant 3. Tiger eats other animals. What is the role of it in an ecosystem? a. producerb. primary consumer c. secondary consumerc. decomposer 4. The role or profession of an organism in an ecosystem is its___________. a. habitatb. consumptionc. ecological niched. production 5. In a pond ecosystem, the ecological niche of a frog is as___________. a. decomposerb. primary consumer c. secondary consumerd. producer V. ASSIGNMENT Give meaning of the following words and use them in the sentence: 1. parasites6. symbiotic relationship 2. commensal7. neutralism 3. predators8. mutualism 4. prey9. parasitism 5. hosts DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVES Construct food chains to illustrate feeding relationships II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Feeding Interrelationship Among Living Organisms Sub-topic: Food Chain and Food Web C. Science Ideas: * A food chain is the transfer of energy from product to consumer and from one consumer to another through the eating process. * The amount of energy an organism gets from the food it eats decreases as that organism moves farther away from the producer. D. Science Processes: describing, illustrating, classifying, inferring E. Materials: pictures of animals and plants F. Reference: Science and Health 6 Textbook , pp. 58-65 G. Value: Eat balanced diet III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment . Review: Describe the role of a plant, a goat, a lion in an ecosystem. B. Developmental Activities 1. Motivation: Do you know where your food comes from? What do you actually eat? What did you have for breakfast and dinner? 2. Presentation: List down the food on the board. Ask: â€Å" Where do these food come from? †(indicate name of animal and plant) Trace down the source o f each food. (Note: To show the food chain, indicate links using arrows drawn from â€Å"eaten† to â€Å"eater†) 3. Activities Group Activity Classification of organisms showing the series of eating process. Put arrows to show the flow of energy. What dos this show? 4. Group Reporting 5. Abstraction and Analysis What did you construct? What do you call that? What is the first link in the food chain? What is the role of plants or pro- ducers in the food chain? What do the other link show? 6. Generalization What is food chain? 7. Application Construct food chain as many as you can using the following organisms found in the land ecosystem. 8. Valuing Benjie eats only meat. He doesn’t want to eat vegetable. Is it proper? Why? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. Which food chain is possible in an ecosystem? . worm-grass-cow b. cat-fish-algae c. algae-worm-fish d. man-chicken-corn 2. What is the role of producers in a food chain? a. they make their own food b. they feed primary consumers c. they replace nutrients in the soil d. they provide oxygen in the air 3-5 Here is a food chain: grass grasshopperfrogsnakehawk 3. Which is a primary consumer? a. grasshopperb. frogc. snaked . hawk 4. Which is a herbivore in the food chain? a. bacteriab. frogc. grasshopperd. hawk 5. What is the role or ecological niche of the snake in the food chain? a. decomposerb. secondary consumer c. producerd. primary consumer V. ASSIGNMENT Draw and explain at least one food chain in a coral reef community. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Construct a food web by joining several food chains to illustrate feeding relationships. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Interrelationship in the Ecosystem Sub-topic: A Food Web C. Science Idea: A food web is a series of overlapping food chains showing how organisms are interdependent among each other for food. D. Science Processes: classifying, describing E. Materials: an illustration of food web F. Reference: Exploring Science and Heath 6 p. 102 G. Valuing: Interdependence III. PROCEDURE A. Preliminary Activities: 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What is a food chain? B. Developmental Activities: 1. Motivation Post the following pictures or word cards on the board as follows: Man Rat Lion Cow Grassbig fish Small fish Rabbit Kingfisher * Draw arrows showing feeding relationships between the organisms. 2. Presentation Describing a food web. Name the food chains found in the food web which used in the motivation. Can you distinguish a food chain and a food web? . Activity Studying/Explaining the diagram of food web. Name the food chains found in the food web. 4. Analysis and Abstraction What is the ecological niche of each organism in the food web? Is there organism having two or more ecological niche? What are these? What consists a food web? 5. Generalization What is a food web? 6. Application a. Name the food chains found in th e ecosystem. b. Link the food chains together using arrows to form a food web. 7. Valuing At home, how will you show interdependence among the members of the family? IV. EVALUATION Construct a food web by joining the following food chains. ice plant – man rice plant- grasshopper – frog – hawk rice plant- rat- snake- hawk rice plant- maya- man V. ASSIGNMENT Make a diagram of the food web in a garden ecosystem. DATE:_________________ DAY:___________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Measure one’s ability on the ideas and concept learned by taking a summative test. II. SUBJECT MATTER A. Summative test no. 2 ( First Grading Period) B. Preparation: Photocopied test questions C. Value: Honesty III. PROCEDURES A. Setting Standards for adjustment 1. Checking 2. Scoring 3. Recording 4. Evaluating Lesson Plan Essay Example Lesson Plan Essay L. Objectives: a. Write the Roman Numerals for a given Hindu Arabic numeral and vice versa. B. Master the rules for writing Roman Numerals. C. Show appreciation for the history and origin of number. II. Subject Matter Roman Numerals References: Mathematics in a challenging world up. 35-41 Ill. Procedure: Teachers Activity a. Daily Routine Lets pray first Students can lead the prayer? Thank you Good Morning children! Ill check the attendance first. Who is absent today? Did you know the reason why he is absent today? Okay thank you, but before we proceed to our main lesson lets review what we issued yesterday. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer How do we use rounding numbers? B. Motivation Roman Numeral Seeking Do you want to play a game? Okay listen to my instruction carefully, you need to seek a pictures that involving in Roman Numeral inside the classroom. The game starts now. The game is over. What Roman Numeral did you see class? Student 5 gives me what you saw? Very good! Student 10, 13 c. Lesson Proper Our lesson for today is all about Roman Numerals. Roman Numerals are not widely used but used often enough so you should be able to read or interpret them. Table of Roman Numerals Arabic x c Roman 10 50 1 ,oho 5 A letter of greater value subtract from it. L=50 100 xx=90 A letter of equal or lesser value add to it LSI=III Pupils Activity Yes Maam (The students start to pray) Good Morning Maam! Maam the absent today is student 2. We dont know Maam! If the nearest number is less than 5 and exactly 5 it will become lower and if the nearest number is more than 5 it will become higher. Yes Maam! Maam Clock Student 13, grade year IV. Evaluation A. Write the Roman Numerals for each Hindu Arabic Numeral. Write the Hindu Arabic Numeral for each Roman Numerals. 4. 3, 498 5. 5, 859 V. Generalization: What have you learned today? Today we learned about Roman Numerals. What is the Roman numeral of 5, 10, 100, 500, 1000 L d =500 1000 = M VI. Assignment: Read and answer the following. 1 . President Stared was proclaimed as president of the Philippine in the year 1998. What is 1998 in Roman Numerals? 2. The first Gad Panamanian Algal in Ballasts was aimed to recognize writers with significant contributions to literature in Army Philippine language in the year 1988. What is 1998 in Roman Numerals? Lesson Plan Essay Example Lesson Plan Essay There is some confusion about what a lesson plan* is and is not. A worksheet is not a lesson plan. A handout is not a lesson plan. A classroom game or activity is not a lesson plan. In fact, there is no need for a lesson plan to ever be seen, touched, considered or dreamed of by students, and nor does it even need to exist on paper or disk, though it usually does. A lesson plan is a teachers plan for teaching a lesson. It can exist in the teachers mind, on the back of an envelope, or on one or more beautifully formatted sheets of A4 paper. Its purpose is to outline the programme for a single lesson. Thats why its called a lesson plan. It helps the teacher in both planning and executing the lesson. And it helps the students, unbeknownst to them, by ensuring that they receive an actual lesson with a beginning, a middle and an end, that aims to help them learn some specific thing that they didnt know at the beginning of the lesson (or practise and make progress in that specific thing). To summarize, and in very basic terms: a lesson plan is the teachers guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet, homework etc). Why plan? Lesson planning is a vital component of the teaching-learning process. Proper classroom planning will keep teachers organized and on track while teaching, thus allowing them to teach more, help students reach objectives more easily and manage less. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The better prepared the teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the lesson. Lesson planning:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  provides a coherent framework for smooth efficient teaching.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to be more organized.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  gives a sense of direction in relation to the syllabus.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to be more confident when delivering the lesson.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  provides a useful basis for future planning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to plan lessons which cater for different students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Is a proof that the teacher has taken a considerable amount of effort in his/her teaching. Decisions involved in planning lessons: Planning is imagining the lesson before it happens. This involves prediction, anticipation, sequencing, organising and simplifying. When teachers plan a lesson, they have to make different types of decisions wh ich are related to the following items:   Ã‚  Ã‚  Ã‚  Ã‚   the aims to be achieved;   Ã‚  Ã‚  Ã‚  Ã‚   the content to be taught;   Ã‚  Ã‚  Ã‚  Ã‚   the group to be taught: their background, previous knowledge, age, interests, etc.   Ã‚  Ã‚  Ã‚  Ã‚   the lessons in the book to be included or skipped;   Ã‚  Ã‚  Ã‚  Ã‚   the tasks to be presented;   Ã‚  Ã‚  Ã‚  Ã‚   the resources needed, etc. The decisions and final results depend on the teaching situation, the learners? level, needs, interests and the teacher’s understanding of how learners learn best, the time and resources available. Lesson Plan Part 1– What to teach (refer to group task in session) Background info (sts age – no of sts – time limit) Objectives Language skills Language Content: (structures, vocabulary, functions, etc) Resources Attitude Lesson Plan Part   2 –   Lesson Procedures (how we are going to teach)  §   Warm-up  §   Core lesson: teaching new language, recycling, project work, written and oral production.  §   Tasks (which sequence to follow)  §   Rounding off. Hints for effective lesson planning: O   When planning, think about your students and your teaching context first. O   Prepare more than you may need: It is advisable to have an easily presented, light â€Å"reserve† activity ready in case of extra time . Similarly, it is important to think in advance which component(s) of the lesson may be skipped. if you find yourself with too little time to do everything you have planned. O   Keep an eye on your time. Include timing in the plan itself. The smooth running of your lesson depends to some extent on proper timing. O   Think about transitions (from speaking to writing or from a slow task to a more active one). O   Include variety if things are not working the way you have planned. O   Pull the class together at the beginning and at the end. O   End your lessons on a positive note. Planning enables you to think about your teaching in a systematic way before you enter the classroom. The outcome of your planning is a coherent framework which contains a logical sequence of tasks to prepare the field for more effective teaching and learning. Plans only express your intentions. Plans are projects which need to be implemented in a real classroom with real students. Many things may happen which you had not anticipated. In the end you need to adapt your plans in order to respond to your pupils? actual needs. It is important to bear in mind Jim Scrivener’s words: Prepare thoroughly. But in class, teach the learners not the plan. First of all, a planned lesson is just better. Not all planned lessons are fabulous and not all unplanned lessons are a disaster, but even a bad lesson will be less bad planned, and even a great lesson can be greater with a plan. If you are good at teaching unplanned lessons, you will be even better at teaching with a plan. There are several reasons why a planned lesson is better. One of them is that having a lesson plan helps you maintain focus. With a classroom full of children, with their short attention spans and their natural desire to disrupt anything and everything, it is very easy for a lesson to be sidetracked or derailed completely, and the best way for you, the teacher, to steer the lesson back on course is if you happened to have brought your map along with you. Sorry about mixing the train and car metaphors there. Kids also notice when a teacher doesn’t really know what to do. If you show one sign of weakness, they will pounce. A primary school lesson is a battle of wills, and if you blink you lose. A lesson plan is your best weapon in that battle. Kids respond extraordinarily well to structure and regularity, and planning out your lessons gives them that structure. Kids respond to dead air in a lesson – to moments of uncertainty – by creating chaos. If you flounder at all in thinking about what to do, the kids will fill that time by escaping from the mentality of the lesson and into the mentality of play – from which it is often impossible to recover. A lesson plan keeps you on track and keeps the kids on track, but it also helps outside the context of the lesson itself. Lesson planning lets you track progress and problems. With planned lessons, you have actual paperwork of everything you’ve taught, so you can refer back to it later. If kids aren’t learning a particular point, you know which lesson plan to amend, which helps you learn from your own mistakes and missteps. If kids learn something really well, you can look at that lesson and figure out what about it really worked. You can start to learn to be a better teacher overall and for each particular class, and you don’t have to do it via memory. Lesson plans let you show off what you’ve taught. They’re good for your teaching portfolio, they make great blog posts, they’re great for showing other teachers, your director, other TLGVs, your parents, etc. what you do with your time. If you have a really great one, you can share it and others can benefit. People will think you are magically organized. Important When writing lesson plans, be sure to include what part of the textbook you are covering in the lesson, the target structure, new vocabulary, directions for all the activities you intend to use, and the approximate time each section of your lesson will take. The idea behind a lesson plan is that another teacher could pick it up and successfully teach your class without further instructions. If there is an activity where you plan to ask the students questions so that they use the past tense in their responses, write down the questions you plan to ask. It is more difficult to think of appropriate questions on the spot and you are more likely to ask them a question using vocabulary they are unfamiliar with as well. If there is a group activity in the lesson, write down about how many students should be in each group because two to four students is a lot different than five to ten. Writing out your lesson plan can also help you figure out what material you must prepare for a lesson because if your production activity will only take about ten minutes, then you are obviously going to need an additional activity to end the class with. Not all lessons will be conducted the same. In some instances, the introduction of new material may take an entire lesson or the production activity may be an entire lesson. It is always good to have familiar activities to fall back on in case something doesn’t work quite the way you had planned. If students are playing the board game without actually speaking, in other words just moving their pieces around the board, they are not getting the necessary practice so you may have to either join the group having difficulties or change activities altogether. At any rate, lesson plans are enormously helpful and if the following year you find yourself teaching the same material, preparation will be a breeze. Are lesson plans necessary? Although lesson plans constitute a major part of being a teacher, they are dreaded and sometimes their importance underestimated by some teachers. Some teachers even advance the unpredictability of some events in the classroom to discredit any attempt to provide any strict planning of what occurs in the classroom. Although this might be true, it should be noted that a lesson plan is a project of a lesson. It’s not (and cannot) be a description of what will exactly happen during lesson delivery. It provides, however, a guide for managing the classroom environment and the learning process. Reasons for lesson plans To have some hints on the importance of lesson plans on the teaching process, consider these reasons: * Clarity Lesson plans help to be clear about what you want to teach. teachers need to make wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals. * Unpredictable Events Lesson plans may also include a room for unpredictable events. This helps teachers to be ready to cope with whatever happens. * Framework Lesson plans give your teaching a framework, an overall shape. * Reminder Lesson plans may also play the role of a reminder for teachers when they get distracted. * Commitment It suggests a level of professionalism and real commitment . In addition to the above reasons, it is worthwhile mentioning that lesson plans will have positive impact on both the teacher and the learner. * For the teacher * They don’t have to think on their feet. They don’t lose face in front of their learners. * They are clear on the procedure to follow. * They build on previous teaching and prepare for coming lessons * For the learner * They realize that the teacher cares for their learning. * They attend a structured lesson: easier to assimilate * They appreciate their teacher’s work as a model of well-organized work to imitate.