Difference between revisions of "Integrating digital resources for teaching Maths and Science"
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|'''Sl. No.''' | |'''Sl. No.''' | ||
|'''Mathematics''' | |'''Mathematics''' | ||
| − | |Description about the topic | + | |'''Description about the topic''' |
|- | |- | ||
|1 | |1 | ||
| − | |Lines and angles | + | |[https://karnatakaeducation.org.in/KOER/en/index.php/Lines_and_Angles Lines and angles] |
| − | | | + | |1. Describes geometrical ideas like line, line segment, open and closed figures, angle, triangle, quadrilateral, circle, etc., with the help of examples in surroundings. |
| + | |||
| + | 2. Classifies pairs of angles based on their properties as linear, supplementary, complementary, adjacent and vertically opposite and finds value of the one when the other is given. | ||
|- | |- | ||
|2 | |2 | ||
| − | | | + | |[https://karnatakaeducation.org.in/KOER/en/index.php/Angles_associated_with_parallel_lines Transeversal] |
| − | | | + | |Two parallel lines are cut by a transversal the angles formed are alternate angles, corresponding angles co-interior angles and vertically opposite angles. |
| + | |||
| + | It helps to verifies the properties of various pairs of angles formed when a transversal cuts two lines. | ||
|- | |- | ||
|3 | |3 | ||
| − | | | + | |[https://phet.colorado.edu/sims/html/number-line-operations/latest/number-line-operations_all.html Number line- operations] |
| − | + | |1. Represent addition and subtraction of integers on a horizontal number line | |
| + | 2. Reason about addition and subtraction of integers in terms of number-locations | ||
| + | |||
| + | 3. Use logical necessity to reason that addition has the opposite effect as subtraction or that adding (or subtracting) a negative integer has the opposite effect as adding (or subtracting) a positive integer. | ||
|- | |- | ||
|4 | |4 | ||
| − | | | + | |[https://karnatakaeducation.org.in/KOER/en/index.php/Fractions Fractions] - [https://phet.colorado.edu/sims/html/fractions-intro/latest/fractions-intro_kn.html?download Intro], [https://phet.colorado.edu/sims/html/build-a-fraction/latest/build-a-fraction_kn.html?download Build a fraction], [https://phet.colorado.edu/sims/html/fraction-matcher/latest/fraction-matcher_kn.html?download Fraction Matcher] |
| − | | | + | |To make fraction-related topics simpler and more conceptually understandable. |
|- | |- | ||
|5 | |5 | ||
| − | |[https:// | + | |[https://karnatakaeducation.org.in/KOER/en/index.php/Understanding_area_and_perimeter#Classroom_transactions Area and Perimeter] |
| − | + | |1. Find the area of a shape by counting unit squares | |
| + | |||
| + | 2. Describe the relationship between area and perimeter | ||
| + | |||
| + | 3. Build shapes with a given area and/or perimeter | ||
|- | |- | ||
|6 | |6 | ||
|[https://phet.colorado.edu/sims/html/expression-exchange/latest/expression-exchange_kn.html?download Algebraic expressions] | |[https://phet.colorado.edu/sims/html/expression-exchange/latest/expression-exchange_kn.html?download Algebraic expressions] | ||
| − | | | + | |1. Simplify expressions by combining like-terms |
| + | |||
| + | 2. Contextualize coefficients and like/unlike-terms | ||
| + | |||
| + | 3. Interpret an expression in both abstract and concrete representation | ||
|- | |- | ||
|7 | |7 | ||
| − | | | + | |[[Triangles]] |
| − | | | + | |Classifies triangles into different groups/types on the basis of their angles and sides. For example- scalene, isosceles or equilateral on the basis of sides, etc. |
| + | |- | ||
| + | |8 | ||
| + | |[https://karnatakaeducation.org.in/KOER/en/index.php/Introduction_to_2D_and_3D_shapes Visualizing 3D shapes] | ||
| + | |1. Identify common 2D shapes (circle, square, triangle, rectangle) and 3D shapes (sphere, cube, cone, cylinder) in various everyday objects and surroundings. | ||
| + | |||
| + | 2. Differentiate between different shapes (Classify and sort) based on their characteristics/attributes (e.g., number of sides, corners, faces, edges). | ||
| + | |||
| + | 3. Learn the appropriate terminology to describe various attributes of shapes, such as sides, vertices (corners), edges, and faces. This helps them communicate and compare shapes effectively. | ||
|} | |} | ||
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|- | |- | ||
|3 | |3 | ||
| − | | | + | |[https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_all.html Force and Motion] |
| − | | | + | |1. Identify when forces are balanced vs unbalanced. |
| + | |||
| + | 2. Determine the sum of forces (net force) on an object with more than one force on it. | ||
| + | |||
| + | 3. Predict the motion of an object with zero net force. | ||
| + | |||
| + | 4. Predict the direction of motion given a combination of forces. | ||
|- | |- | ||
|4 | |4 | ||
| Line 68: | Line 97: | ||
|- | |- | ||
|6 | |6 | ||
| − | |Digestive system | + | |[https://karnatakaeducation.org.in/KOER/en/index.php/Modelling_Digestive_system Digestive system] |
| | | | ||
|- | |- | ||
|7 | |7 | ||
| − | |Respiratory system | + | |[https://karnatakaeducation.org.in/KOER/en/index.php/Respiratory_system Respiratory system] |
| | | | ||
|} | |} | ||
Latest revision as of 08:00, 28 June 2024
Objectives:
- To help teachers explore various digital tools and resources for enhancing their TPCK
- Help teachers understand the diversity of needs in their classroom and imagine possibilities of using ICT-based pedagogy in the mathematics and science classroom
- To enable teachers to use multi-level, multi-modal resources and strategies
- To build a community of learning for sustained and continuous teacher professional development through sharing experiences, ideas and best practices
Mathematics
| Sl. No. | Mathematics | Description about the topic |
| 1 | Lines and angles | 1. Describes geometrical ideas like line, line segment, open and closed figures, angle, triangle, quadrilateral, circle, etc., with the help of examples in surroundings.
2. Classifies pairs of angles based on their properties as linear, supplementary, complementary, adjacent and vertically opposite and finds value of the one when the other is given. |
| 2 | Transeversal | Two parallel lines are cut by a transversal the angles formed are alternate angles, corresponding angles co-interior angles and vertically opposite angles.
It helps to verifies the properties of various pairs of angles formed when a transversal cuts two lines. |
| 3 | Number line- operations | 1. Represent addition and subtraction of integers on a horizontal number line
2. Reason about addition and subtraction of integers in terms of number-locations 3. Use logical necessity to reason that addition has the opposite effect as subtraction or that adding (or subtracting) a negative integer has the opposite effect as adding (or subtracting) a positive integer. |
| 4 | Fractions - Intro, Build a fraction, Fraction Matcher | To make fraction-related topics simpler and more conceptually understandable. |
| 5 | Area and Perimeter | 1. Find the area of a shape by counting unit squares
2. Describe the relationship between area and perimeter 3. Build shapes with a given area and/or perimeter |
| 6 | Algebraic expressions | 1. Simplify expressions by combining like-terms
2. Contextualize coefficients and like/unlike-terms 3. Interpret an expression in both abstract and concrete representation |
| 7 | Triangles | Classifies triangles into different groups/types on the basis of their angles and sides. For example- scalene, isosceles or equilateral on the basis of sides, etc. |
| 8 | Visualizing 3D shapes | 1. Identify common 2D shapes (circle, square, triangle, rectangle) and 3D shapes (sphere, cube, cone, cylinder) in various everyday objects and surroundings.
2. Differentiate between different shapes (Classify and sort) based on their characteristics/attributes (e.g., number of sides, corners, faces, edges). 3. Learn the appropriate terminology to describe various attributes of shapes, such as sides, vertices (corners), edges, and faces. This helps them communicate and compare shapes effectively. |
Science
| Sl. No. | Science | Description about the topic |
| 1 | Electricity | |
| 2 | Balancing Chemical Equation | |
| 3 | Force and Motion | 1. Identify when forces are balanced vs unbalanced.
2. Determine the sum of forces (net force) on an object with more than one force on it. 3. Predict the motion of an object with zero net force. 4. Predict the direction of motion given a combination of forces. |
| 4 | Light | |
| 5 | Acid and Base(PH scale) | |
| 6 | Digestive system | |
| 7 | Respiratory system |