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| | = Teaching Outlines = | | = Teaching Outlines = |
| | | | |
| − | ==Concept #== | + | ==Concept #1 - What defines an organism== |
| | + | ===Learning Objectives=== |
| | + | #To develop an understanding of what is an organism |
| | + | #To appreciate diversity |
| | + | |
| | + | ===Notes for teachers=== |
| | + | |
| | + | |
| | + | = Classification of organisms = |
| | + | |
| | + | [[Image:Background%20Material%20-%20Organisms_html_m72240fb2.jpg]]<br>In |
| | + | this section we will explore the following key concepts: |
| | + | |
| | + | |
| | + | # What are the characteristics of organisms? |
| | + | # How can we study organisms? |
| | + | # What are the similarities and dissimilarities? |
| | + | # What are the methods of studying organisms? |
| | + | |
| | + | |
| | ===Learning objectives=== | | ===Learning objectives=== |
| | ===Notes for teachers=== | | ===Notes for teachers=== |
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| | | | |
| − | = Syllabus =
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| − |
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| − | = Scope of this document =
| |
| | | | |
| − | <br>
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| | | | |
| | + | == Concept #1 - Diversity in organisms and their classification == |
| | | | |
| − | The text books are revised on
| + | ===Learning Objectives=== |
| − | the basis of National Curriculum Framework (NCF) 2005 at all levels
| + | #To appreciate diversity |
| − | in India. The NCF has
| + | #To classify organisms |
| − | prepared five guiding principles for curriculum development:
| |
| | | | |
| − |
| + | ===Notes for teachers=== |
| − | # connecting knowledge to life outside the school
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| − |
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| − | # ensuring that learning shifts away from rote methods;
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| − | # enriching the curriculum so that it goes beyond textbooks;
| |
| − | # making examinations more flexible and integrating them with classroom life;
| |
| − | # and nurturing an overriding identity informed by caring concerns within the democratic polity of the country. NCF 2005 Science Position paper emphasizes on activity -based teaching, Inquiry -based approach, Learning by doing, Project-work, Research , field visits and experiments which helps in experiential learning. Often however there remains a gap between the generally agreed objectives of the curriculum and their actual translation into textbooks and teaching practices.This resource material is an attempt to close this gap as much as possible. Extra knowledge and abstract ideas are focussed along with innovative and child- centered activities. '''What does it contain?'''
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| − |
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| − | This resource book contains the resources helpful for
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| − | Science teachers of Std 6<sup>th </sup>to 10<sup>th </sup> for the
| |
| − | topic of organisms. This gives extra informations about Organisms
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| − | and various methodologies that can be implemented during
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| − | teaching-learning process. There are links of web sites, videos and
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| − | audios of various interesting activities which will be helpful for
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| − | teachers and students.In this resource material, importance is given
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| − | to (a) content, (b) methodology and ( c) continuous and
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| − | comprehensive evaluation.
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| − | | |
| − |
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| − | '''How
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| − | can teacher use it?'''
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| − | | |
| − |
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| − | The teachers of any class can go through this resource on
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| − | Organisms. The students are learning about various organisms from
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| − | lower classes only. As they proceed to higher classes, the subject
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| − | content is more deeper and comprehensive. If teacher clicks on the
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| − | web link given, he/she can collect extra information of his/her
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| − | desired sub themes of the topic- organisms. This helps in building
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| − | content knowledge. For each sub theme, many variety of activities
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| − | (online and offline) are framed. These teaching methodologies help in
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| − | enhanced learning among students. The teachers also has to prepare
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| − | for the lessons, activities and for structuring evaluation processes.
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| − | | |
| − |
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| − | == Preparation for teachers ==
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| − |
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| − | Teachers need to prepare at multiple levels for teaching any
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| − | content. This will include identifying learning objectives, detailing
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| − | methods of the activity/ lesson and structuring evaluation processes.
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| − | Teachers
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| − | have to take trouble of planning the teaching -learning process
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| − | earlier to the class- room transaction and keep the materials ready
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| − | for teaching before hand. There are also activities for continuous
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| − | and comprehensive evaluation (CCE) which guide teachers to assess the
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| − | students . There are several components to evaluation also -
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| − | evaluation for a lesson or experience,
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| − | evaluation of student understanding of the topic and self evaluation
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| − | for the teachers. Before we get into evaluation, it may be useful to
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| − | look at some guidelines for teachers while planning a class or an
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| − | activity.
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| − | | |
| − |
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| − | === Planning an activity ===
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| − |
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| − | 1.Identify
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| − | what are the learning objectives to be met using the activity.
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| − | | |
| − |
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| − | 2.Try
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| − | out each activity for yourself beforehand. Check the working of
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| − | audio-video aids.
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| − | | |
| − |
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| − | 3. Spend some time in the previous lesson explaining what the
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| − | students are going to do and what material they might need to bring
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| − | from home.
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| − | | |
| − |
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| − | 4. Plan how the class will be organised - at their seats or
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| − | working in groups; inside or outside the classroom.
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| − | | |
| − |
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| − | 5. Before starting on the activity make sure all the students
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| − | understand what they will be doing, and why. Give the students time
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| − | to ask questions.
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| − | | |
| − |
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| − | 6. (For outdoor activities) Before going outside, explain what the
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| − | students will do outside,where they should and should not go, and
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| − | when they should return.
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| − | | |
| − |
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| − | 7. Let students work independently as much as possible, while you
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| − | concentrate your attention on the slower students or those who need
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| − | encouragement.
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| − | | |
| − |
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| − | 8. Keep to certain routines in the classroom so that students know
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| − | what kinds of things they are expected to do. For example, set up a
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| − | system whereby students clean up the place after the activity.
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| − | | |
| − |
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| − | === Evaluation format ===
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| − |
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| − | The following is one suggested format for evaluation. Based on
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| − | the unit, class and activities, teachers can design evaluation
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| − | formats based on these principles.
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| − | | |
| − |
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| − | ==== Parameters for evaluation ====
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| − |
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| − | There are several parameters for evaluation including
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| − | participation in the lesson, understanding of concept and content and
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| − | the development of skills. The following are some of the pointers
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| − | that teachers can use for evaluation.
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| − | | |
| − |
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| − | # '''Observation (Ob)''' : Teachers should observe the student's participation and involvement in classroom and outdoor activities. That is enthusiasm in doing activities, patience and concentration of the students. And grade can be given.
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| − | # '''Understanding''' of the concept can be measured by- '''a) Oral work (Or)''' – Answering to questions and asking questions to other students or to the teacher. This can be through discussion or explanation. '''b) Written work (Wr)''' : Clarity in reporting observation of activities , project work, discussions, assignment etc. The written work can be extended to include non-textual work and this can include ICTs.
| |
| − | # '''Designing Skills (DS)''' : Assessment of design skills should include both the ‘planning’ and the ‘doing’ parts of manual activities. These activities include drawing, handling plants and animals as well as tools and equipment, seeing the connection between a material and its uses, constructing, measuring and plotting graphs and charts.
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| − | # '''Independent Thinking (IT) : '''Is the student able to extend the learning and come up with original ideas?
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| − | # '''Co-operation with other students(Co''') Able to consider the ideas of other students and to work in a group.
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| − | # '''Completion of home assignments (HA''') – Is the student able to complete home assignments on time.
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| − |
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| − | Teachers might give grades of A, B, C, D, or E for each assessment
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| − | box in the Unit,according to the activities done. and then calculate
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| − | the average for each category. To calculate the average, the number
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| − | equivalent of the grades can be
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| − | used (A = 4, B = 3, C = 2, D = 1, E = 0). Write this grade in the box
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| − | for the category on that page.• After completion of the Unit
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| − | find the average score on each category over the whole Unit.
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| − | Write this score in the Unit Assessment Sheet. The grades on all the
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| − | categories in the four Units
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| − | can be averaged to give a final grade for the year.
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| − | | |
| − |
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| − | ==== Activity Assessment Sheet ====
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| − | This section is not completed. Please help complete it.
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| − | |style="width: 200px;"| Name of Activity
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| − | | colspan="10" align="center"|GRADE
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| + | Every organism whether plant or animal is unique in itself. There is a wide |
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| − | Total
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| − | Characteristics of Living Organisms.(Gp.Work)
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| − | 4+2+3+2+2+4+4 =17
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| − | 17/ 7=2.42
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| − | |}
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| − | | |
| − | ==== Notes ====
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| − |
| |
| − | This guideline is for assessment
| |
| − | of activities done during teaching-learning process . (Ref.
| |
| − | Small Science – A Series of Primary Science Class 4 Teacher's Book
| |
| − | Dev. By Homi Bhabha Centre for Science Education) . It helps in
| |
| − | continuous and comprehensive Evaluation as per NCF 2005 and also for
| |
| − | unit test where both practical and theory tests are considered.
| |
| − | (NCF2005 recommends practical exam at secondary school level also).
| |
| − | | |
| − |
| |
| − | = What are living organisms – an introduction =
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| − |
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| − | Raksha and Tilak had visited many places with their parents
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| − | during vacation. During their stay in grandparents house in Ankola,
| |
| − | they could visit sea shore, and collected sea shells. They saw
| |
| − | variety of fishes, crabs, aquatic plants, mountains nearby with
| |
| − | plants of different structures and shapes. They also saw thick
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| − | forests on their way to their uncle's place -Dandeli. In another trip
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| − | to Rajasthan, they came across very less plants and the structure of
| |
| − | these plants were different compared to plants in their native place
| |
| − | . They traveled on camel on hot sand and collected various cactus
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| − | plants. They felt very hot in this area. But during their visit to
| |
| − | northern part of India, they felt very cold, and found trees with
| |
| − | very thin leaves and also the animals here were different . They
| |
| − | wondered and discussed about the various living beings they came
| |
| − | across during their travel. They were more surprised when they saw
| |
| − | small creatures like spider and silver fish between books in their
| |
| − | cupboard. Raksha started thinking why so many varieties of living
| |
| − | beings are there on this earth? and started collecting information
| |
| − | of these living beings. These are called organisms. She found that
| |
| − | there are tiny organisms also and all these living creatures are
| |
| − | grouped by different scientists on the basis of their habitat (place
| |
| − | they are found), their shapes structure and functions. She started to
| |
| − | ask more questions about the organisms and discussed with her brother
| |
| − | Tilak and also with elders about diversity of living organisms on
| |
| − | this earth. Her teacher told her that she cannot understand all the
| |
| − | types of organisms, their classification , structure and functions at
| |
| − | a stretch and as she proceeds to higher classes she can study in
| |
| − | detail about them.
| |
| − | | |
| − |
| |
| − | With a narrative like this, the teacher can develop a lesson using
| |
| − | the inquiry-based approach. Some of the questions that could guide
| |
| − | this inquiry are:
| |
| − | | |
| − |
| |
| − | # There are many living things around us. Are they all alike? Do you find them only on land?
| |
| − | # Which are the places they grow? What are these living creatures called ?
| |
| − | # How are they different from non-living things?
| |
| − | # How do these living things interact with non-living things and each other?
| |
| − | # What is the behavior of each of these?
| |
| − | # How do they grow in size? How do they become more or less in number?
| |
| − | | |
| − | = Classification of organisms =
| |
| − |
| |
| − | [[Image:Background%20Material%20-%20Organisms_html_m72240fb2.jpg]]<br>In
| |
| − | this section we will explore the following key concepts:
| |
| − | | |
| − |
| |
| − | # What are the characteristics of organisms?
| |
| − | # How can we study organisms?
| |
| − | # What are the similarities and dissimilarities?
| |
| − | # What are the methods of studying organisms?
| |
| − |
| |
| − | == Organism and its characteristics ==
| |
| − |
| |
| − | [[Image:Background%20Material%20-%20Organisms_html_m53532356.jpg]]<br>There
| |
| − | are common features of organisms:
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| − | | |
| − |
| |
| − | * All organisms reproduce
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| − | * There are patterns of responsiveness and behavior
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| − | * There are geographic areas in which organisms live
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| − | * Organisms try to maintain order through self regulation
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| − |
| |
| − | An
| |
| − | organism is any contiguous living creature which is capable of
| |
| − | breathing, response to stimulus, reproduction, excretion, growth and
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| − | development and maintenance of homeostatis as a stable whole. An
| |
| − | organism may be unicellular (single celled) or multi cellular( many
| |
| − | cells). The surrounding where the organisms live is called habitat.
| |
| − | | |
| − |
| |
| − | === Activity 1: Characteristics of Living Beings ===
| |
| − |
| |
| − | ==== Objectives ====
| |
| − |
| |
| − | # To observe and record characteristics of living beings (this topic is already introduced in lower classes)
| |
| − | # To develop skills of observation and classification
| |
| − |
| |
| − | ==== Method ====
| |
| − |
| |
| − | # Group work
| |
| − | # Materials required: Pen and work sheet (Note book).
| |
| − | # Time Required: 30 Minutes.
| |
| − |
| |
| − | ==== Procedure ====
| |
| − |
| |
| − | === Additional web resources ===
| |
| − |
| |
| − | # To know more visit [[http://en.wikipedia.org/wiki/Organism]]
| |
| − | # http://www.blueplanetbiomes.org/rnfrst_animal_page.htm
| |
| − | | |
| − | == Diversity in organisms and their classification ==
| |
| − |
| |
| − | Every | |
| − | organism whether plant or animal is unique in itself. There is a wide | |
| | diversity in the flora (plants) and fauna (animals) in the world. The | | diversity in the flora (plants) and fauna (animals) in the world. The |
| | diversity we see today is the result of 3.5 billion years of organic | | diversity we see today is the result of 3.5 billion years of organic |
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| | | | |
| | | | |
| − | Classification | + | Classification is one such method of studying living organisms in a systematic |
| − | is one such method of studying living organisms in a systematic | + | manner. By making a comparative study and assorting the similarities and differences amongst the various |
| − | manner. By making a comparative study | |
| − | and assorting the similarities and differences amongst the various | |
| | varieties of species, organisms can be classified into groups or | | varieties of species, organisms can be classified into groups or |
| | sets. Systematics is the study of the diversity of organisms with | | sets. Systematics is the study of the diversity of organisms with |
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Line 162: |
| | | | |
| | | | |
| − | === Activity 2: Diversity in organisms === | + | === Activity #1 - Diversity in organisms === |
| | | | |
| | ==== Objectives ==== | | ==== Objectives ==== |
