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ICT-BASED LESSON PLAN IN SCIENCE
Name
School
:
:
Country
Year Level
:
:
Ivy Joy T. Leopoldo
Cabancalan National High School
Mandaue, City
Philippines
Second Year
TOPIC
:
ANIMAL AND PLANT CELLS
OBJECTIVES:
At the end of the lesson, the students shall be able to:
Learning :



identify the different parts of the cell
differentiate plant cell from animal cell
explain the function of each cell
ICT :



Use information technology to assist learning
Select appropriate software to complete a task.
Use information technology to conduct research, share information, and work
in collaboration with others.
DURATION: 180 mins
ICT TOOLS & RESOURCES:

Computer in the laboratory with internet connection, CD-ROMS
PRE-REQUISITE SKILLS:


Knowledge in the basic skills in the use of the computer
The use of MS PowerPoint or MS Photostory 3.
PREPARATION BEFORE CLASS:

Prepare the resources needed (e.g. internet connection, CD-ROMS, LCD
projector.) and downloaded URLs
PROCEDURES:
Time
Students Activities
(Minutes)
10
5
60
Sing the action song
“Every Single Cell”
Teaching
Methods/Activities
Motivation:
Facilitate in the action
song.
Materials/
Resources
Activity:
Leaders will gather their
group members and assign
certain task.
Presentation:
Facilitate in the
clearinghouse of group
task.
Computer and
LCD Projector
TASK 1:
Search on the internet the
organelles found in plant
and animal cells and be
able to tell the difference
between them.
Monitor in the use of the
computer
Downloaded
URLs
TASK 2:
30
Make a comparison on the
similarities and differences
between and animal and a
plant cell. Draw two
overlapping circles with the
use of MS Word. On one
side of the circle write
animal cell organelles and
on the other side is the
plant cell organelles. On
the intersection will be the
organelles that are both
found in plant cell and
animal cell. Explain what
each organelle does.
15
Students will share and
discuss of their outputs.
60
TASK 3:
Make a cellular-city.
15
Fill up the reflection and
journal
MS Word
Facilitate in collaboration
Assessment:
Assignment:
1. Differentiate unicellular
and multicellular
organisms.
MSN Messenger
Name the cell organelles
that are found in both
plants and animals.
MS PowerPoint
/or
MS Photostory 3
Rubrics for Cell Circle Activity
Excellent
Very Good
Good
4
3
2
Needs
Score
Improvement
1
Content
There is the
There is the
There is the
There is the
evidence in the
evidence in the evidence in the evidence in the
response that
response that
response that
response that
the student has
the student has the student has the student has
a full and
a good
a basic
some
complete
understanding understanding understanding.
understanding
Makes some
Makes many
Identifies the
Accurately
Selects
errors in
errors in
similarities and selects all major
similarities and
identifying
identifying
differences
similarities and
differences for
major
major
between Plant Cell differences for
each item.
similarities and similarities and
and Animal Cell
each item.
differences
differences.
Comprehension
( interprets and
understands
concepts makes
connection)
Team work
More than half
Most of the
Only a few of
All of the
of the specified
specified
the specified
specified
curriculum
curriculum
curriculum
curriculum
expectations are
expectations are
expectations
expectations are
fully or
fully or
are fully or
fully or
consistently
consistently
consistently
consistently met
met. Several
met. A minor
met. Major
and extended.
minor errors
error occurs.
errors. Occur.
occurred.
Cooperates with
Needs
other group
Encouragement
Cooperate with
members.
to work in a
other group
group.
Does not work
members.
Keeps group
well in group.
focused and on
Tries to work
Remains on
task.
alone.
May be
task.
disruptive and
Communicates
May only work keep others
Communicates
well with
well with group from working.
effectively with
groups and on
when student
group.
behalf of the
chooses the
group.
group.
Rubrics for Cellular- City:
Excellent
Very Good
Good
4
3
2
Needs
Score
Improvement
1
Content
Comprehension
( interprets and
understands
concepts makes
connection)
Quality of
Information
Internet Use
Diagrams and
Illustrations
There is the
There is the
There is the
There is the
evidence in the
evidence in the evidence in the evidence in the
response that
response that
response that
response that
the student has
the student has the student has the student has
a full and
a good
a basic
some
complete
understanding understanding understanding.
understanding
More than half
Most of the
Only a few of
All of the
of the specified
specified
the specified
specified
curriculum
curriculum
curriculum
curriculum
expectations are
expectations are
expectations
expectations are
fully or
fully or
are fully or
fully or
consistently
consistently
consistently
consistently met
met. Several
met. A minor
met. Major
and extended.
minor errors
error occur.
errors. Occur.
occurred.
Information
Information
clearly relates clearly relates
to the main
to the main
topic. It
topic. It
includes several provides 1-2
supporting
supporting
details and/ or details and/ or
examples.
examples.
Information
clearly relates
to the main
topic. No
details and/or
examples are
given.
Information
has little or
nothing to do
with the main
topic
Occasionally
Usually able to
able to use
use suggested
suggested
internet links to
internet links to
find
find
information and
information and
navigates
navigates
within these
within these
sites easily
sites easily
without
without
assistance.
assistance.
Needs
assistance or
supervision to
use suggested
internet links
and/or to
navigate within
these sites.
Diagrams and
Diagrams and Diagrams and
illustrations are
illustrations are illustrations are
neat, accurate
neat, accurate
accurate and
and sometimes
and add to the
add to the
add to the
reader’s
reader’s
reader’s
understanding understanding
understanding
of the topic.
of the topic
of the topic
Diagrams and
illustrations are
not accurate
OR do not add
to the reader’s
understanding
of the topic
Successfully
uses suggested
internet links to
find
information and
navigation
within these
sites easily
without
assistance.
Cooperates with Cooperate with
Needs
Does not work
other group
other group Encouragement well in group.
members.
members.
to work in a
group.
Team work
Keeps group
focused and on
task.
Remains on
task.
Tries to work
alone.
May be
disruptive and
keep others
from working.
Communicates
Communicates effectively with May only work
well with
group.
well with group
groups and on
when student
behalf of the
chooses the
group.
group.
Effective
Use of several
integration of
of posters,
posters,
Presentation Tools
overhead,
overhead,
Some use of Limited use of
samples,
samples,
posters,
posters,
( effectiveness in
demonstrations,
diagrams,
diagrams,
the use of media demonstrations,
videos,
videos,
overheads etc. overhead etc.
and/or technology)
computer-based
computer-based
presentation
presentation
tools
tools.