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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.