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− | === Objectives: === | + | == '''Objectives:''' == |
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| * To help teachers explore various digital tools and resources for enhancing their TPCK | | * To help teachers explore various digital tools and resources for enhancing their TPCK |
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| * To build a community of learning for sustained and continuous teacher professional development through sharing experiences, ideas and best practices | | * To build a community of learning for sustained and continuous teacher professional development through sharing experiences, ideas and best practices |
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− | === Resources: === | + | == '''Mathematics''' == |
| + | {| class="wikitable" |
| + | |'''Sl. No.''' |
| + | |'''Mathematics''' |
| + | |'''Description about the topic''' |
| + | |- |
| + | |1 |
| + | |[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 |
| + | |[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 |
| + | |[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 |
| + | |[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 |
| + | |[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 |
| + | |[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 |
| + | |[[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. |
| + | |} |
| + | |
| + | == '''Science''' == |
| {| class="wikitable" | | {| class="wikitable" |
| |'''Sl. No.''' | | |'''Sl. No.''' |
| |'''Science''' | | |'''Science''' |
− | |'''Mathematics''' | + | |Description about the topic |
| |- | | |- |
| |1 | | |1 |
| |[https://phet.colorado.edu/sims/html/circuit-construction-kit-dc/latest/circuit-construction-kit-dc_kn.html?download Electricity] | | |[https://phet.colorado.edu/sims/html/circuit-construction-kit-dc/latest/circuit-construction-kit-dc_kn.html?download Electricity] |
− | |Lines and angles | + | | |
| |- | | |- |
| |2 | | |2 |
| |[https://phet.colorado.edu/sims/html/balancing-chemical-equations/latest/balancing-chemical-equations_kn.html?download Balancing Chemical Equation] | | |[https://phet.colorado.edu/sims/html/balancing-chemical-equations/latest/balancing-chemical-equations_kn.html?download Balancing Chemical Equation] |
− | |Solids | + | | |
| |- | | |- |
| |3 | | |3 |
− | |Friction | + | |[https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_all.html Force and Motion] |
− | |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]
| + | |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 |
| |[https://phet.colorado.edu/sims/html/geometric-optics-basics/latest/geometric-optics-basics_en.html?download Light] | | |[https://phet.colorado.edu/sims/html/geometric-optics-basics/latest/geometric-optics-basics_en.html?download Light] |
− | |Symmetry | + | | |
| |- | | |- |
| |5 | | |5 |
| |[https://phet.colorado.edu/sims/html/ph-scale-basics/latest/ph-scale-basics_kn.html?download Acid and Base(PH scale)] | | |[https://phet.colorado.edu/sims/html/ph-scale-basics/latest/ph-scale-basics_kn.html?download Acid and Base(PH scale)] |
− | |[https://phet.colorado.edu/sims/html/area-builder/latest/area-builder_kn.html?download Area and perimeter] | + | | |
| |- | | |- |
| |6 | | |6 |
− | |Digestive system
| + | |[https://karnatakaeducation.org.in/KOER/en/index.php/Modelling_Digestive_system Digestive system] |
− | |[https://phet.colorado.edu/sims/html/expression-exchange/latest/expression-exchange_kn.html?download Algebraic expressions] | + | | |
| |- | | |- |
| |7 | | |7 |
− | |Respiratory system | + | |[https://karnatakaeducation.org.in/KOER/en/index.php/Respiratory_system Respiratory system] |
− | |Triangle and Transeversal? | + | | |
| |} | | |} |
| | | |
− | === '''Reference Websites :''' ===
| + | =='''Reference Websites :'''== |
− | #KOER pages | + | #KOER pages - [https://karnatakaeducation.org.in/KOER/en/index.php/Portal:Mathematics Mathematics], [https://karnatakaeducation.org.in/KOER/en/index.php/Portal:Science Science] |
| #[https://phet.colorado.edu/ Phet simulations] | | #[https://phet.colorado.edu/ Phet simulations] |
| #[https://www.geogebra.org/materials Geogebra files] | | #[https://www.geogebra.org/materials Geogebra files] |