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Technology and the Teacher

Lesson Plan 2

For this lesson, I engaged in a more student-centered approach; as the students were responsible

for extracting the relevant information from the resources provided to them; and I simply guided them in

their explanations and question-answer sessions. Students were even more excited to utilize this

approach, as they always enjoyed using You-tube videos as a means of obtaining meaningful

information to fulfill learning objectives. It served as a more fun and visual method of learning as

opposed to other methods used.

One of the biggest problems with this approach, however, was that for this session the students

were unable to connect to the internet from their classroom. The internet connection at the school not

strong enough to reach the classrooms, and students were unable to conduct the activities as planned.

Instead, students were required to utilize their class texts, together with other resource texts I provided to

them. The students were very disappointed that they were unable to view the videos; and having to

resort back to conventional textbook methods of gaining information made the task cumbersome and

boring for them. Instead, I advised they could have used their laptops to create presentations for their

particular area to be covered; and I provided them with the Multimedia projector for use, if necessary.

The students reaction towards the use of You-tube videos, and availability of the internet to

conduct research during classes made me realize the importance of this technique as a teaching tool. The

internet provides vast amounts of information that can be accessed in a variety of ways, and once

students have access to this tool in the classroom, learning becomes easier and fun. Therefore, this is a

method I intend to continue to utilize. However, in order for this to be successful for subsequent

sessions, there needs to be proper internet connectivity that can be accessed by all classes. The videos

could have indeed be downloaded and placed unto individual laptops, however, I also wanted the
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students to have access to other internet resources should the need arise when conducting question-

answer sessions. It is my intention that through staff meetings and regular meetings with the ICT

technician and Administration, that proper internet facilities can be put in place to accommodate

enhanced student learning.

In attempting to execute this method of lesson delivery, I was once again reminded that students

regard technology as a powerful learning tool in the classroom. This motivates me as a teacher to

continue to incorporate the use of technology in lesson delivery; as it engages students and stimulates

them in the classroom. At my school, we face many challenges with technology, from lack of resources

to proper internet connectivity. It is my hope that in time, students will be able to have access to the

technological tools that can continue to enhance learning in the classroom.

You did try to overcome the obstacles to technology use, and pre-loading videos and maybe some

resource materials might be an idea. But you are correct regular interventions will help eventually, and

possibly an interested parent may intervene as they have done previously.

Your observations of students enthusiasm for technology and how it changes your role are important,

and point to the future of schooling.


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VISHNU BOYS HINDU COLLEGE


SCIENCE LESSON PLAN

TEACHER: Devrani Narine

DATE: 10th October, 2016

CLASS: Upper 6

TIME: 8:20am

PERIODS: 3 (2 hours)

TOPIC: Immunology

REFERENCES (exclude class text, include page numbers).

Biological Science. Pages 320 328

PRE-REQUISITES

Knowledge:- students should know that:


The immune system is responsible for protecting the human body from foreign / invading
organisms.
White blood cells are responsible for initiating an immune response.

Skill:- students should know how to:


Work individually and in groups.
Extract information presented in videos.
Present information to large groups.
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MATERIALS & RESOURCES

For Teacher For each group / student


MMP and laptop Video presentation
Class text
Plasticine

CONCEPT OR PRINCIPLE

Immunology refers to the study of the immune system; the cells involved and their mode of action. The
immune system is vital in humans as it protects the body from foreign/invading organisms that can
potentially harm healthy cells and systems within the body.

MISCONCEPTIONS ALTERNATIVE IDEAS

There is only one type of white blood cell. Using Vitamin C when ill will make the

The immune system is made up of a series immune system work faster.

of structures as in the digestive and


respiratory systems.
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SPECIFIC OBJECTIVES

At the end of the lesson, students should be able to: Classification Learning Type

Discuss the processes that occur in phagocytosis role Knowledge and Cognitive
of mast cells and histamine production. comprehension

Define the term immune response. Knowledge Cognitive

Discuss the origin and maturation and B and T Knowledge and Cognitive
lymphocytes comprehension

Distinguish between humoral and cell-mediated Knowledge and Cognitive


immune responses comprehension

Construct a model of a typical antibody molecule; and Application Psychomotor


relate its structure to its function.
Knowledge and Cognitive
comprehension

PROCESS SKILLS

During this lesson, students will be engaged in:

Identifying / formulating a problem


Designing and Planning an experimental procedure
Setting-up and executing experimental work
Observing and measuring X
Recording of data and observations X
Interpreting and evaluating data and observations X
Communicating scientific ideas, observations and arguments X
Applying scientific ideas and methods to solve qualitative and quantitative problems X
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Decision-making based on examination of evidence and arguments X


Extracting from available information data relevant to a particular situation X

ACTIVITIES

Introduction:
The teacher will begin the lesson by presenting the following scenario: If there is an intruder in
the school, someone staff, security and pupils are not familiar with, what are the possible actions
that may be expected?
Security, staff and pupils will become alert and immediately identify the person as being
strange to the school environment.
Determine the reason for his presence of the compound.
Ask him to leave / take necessary action if he poses a threat.
The teacher will ask students to identify a system in the body that acts in the same manner.
The teacher will introduce the topic: Immunology.

Development:
The teacher will provide students with a list of objectives to be completed by the end of the
session.
Students will be placed into groups. Each group will have at least one laptop amongst them.
Each group will be given a website, which directs them to a You-tube video demonstrating a
particular aspect of immunology (in accordance with the objectives).
Students from each group will be required to make notes as their video progresses; and also use
their texts to assist in gathering additional relevant information for that particular aspect they
were responsible for.
Each group will be required to approach the class, and present their information.
Students will be allowed to ask questions, and members of the respective groups will be required
to answer the questions to the best of their abilities. The teacher will assist where necessary.
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Each student will be required to use their plasticine and construct a 3D model of a typical
antibody molecule. They would be required to present their models to the class, identifying the
main structures and their function.

Assessment / Evaluation :
Students will be provided with a worksheet, requiring answers to questions from different
aspects of immunology covered by all groups.

Consolidation:
The teacher will engage students in a whole-class discussion, whereby the various aspects of
immunology investigated by the different groups are logically sequenced to form a complete and
cohesive lesson.
The teacher will ask questions relating to the topic and students will be required to provide
answers.

Assignment:
Past-paper questions relevant to the topic.

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