Chemistry Lesson Plan

Topic: Fertilizers

Time: 70 minutes

Student Learning Outcomes

At the end of this session, students will be able to describe fertilizers and its types.

Required Material

Videos, slides, computer, sample of fertilizer, and assessment worksheets.

Motivational Activity (7 minutes)

Teacher will show students a short video clip of 1 minute which shows different industries. Then, teacher will ask students about the video that what did they observe in the video? Teacher will get responses from students and connect it with the topic that they will learn about chemical industries of fertilizers.

Introductory Activity (8 minutes)

Teacher will tell students about fertilizers. Then, teacher will show them the sample of fertilizer.

Activity (20 minutes)

Teacher will explain the three types of the fertilizers by using PowerPoint slides. Then, she will divide students into two groups. She will give them a handout about the two types of phosphatic fertilizer. Each group will explain one type of phosphatic fertilizer. Then, teacher will consolidate students points and add further points if students missed those points. Furthermore, teacher will also tell students about the fact and figures regarding world’s largest fertilizer industries and also about Pakistan’s largest fertilizer industries.

Activity (15 minutes)

Sudents will be shown a video about fertilizers. Students will be asked to carefully watch the video and note down the points. Then, students will be asked to share the key points of the video. Then, teacher will consolidate students points and add further points if students missed those points.

Assessment Activity (15 minutes) 

Students will be assessed through assessment worksheets in which there will be related questions which students will answer in pairs.

Conclusion (5 minutes)

Teacher will ask students about the key points of the session and then she will conclude it.

Inquiry Based Lesson Plan

Topic: Effect of Food on pH of Human Body

Grade: VIII

Subject: Science 

Time: 7 days

Question	Does our diet affect our body’s pH?
Hypothesis	The food, that we consume, affects the pH of our body.
Background Information	Students should have the background knowledge about the pH and different food groups. On day one, teacher will explore students background information about these concepts. For further clarification, she will share reading material with students.
Sources of Data	Sources of data will be students own selves. They will first make a dietary plan for four days like, what they will eat in morning, noon and at night (Teacher will guide them to include some acidifying food materials and some alkalizing food material). They will eat the things according to their dietary plan for four days. They will check the pH of their body before taking meal and then, they will consume the food and after that they will check pH of their saliva by using pH strip and pH scale(Teacher will make them know how they will check the pH of their saliva through a demonstration) and note it down. These measurements of the pH on daily basis will be the data for them to know that whether the food, they eat, affects the pH of their body or not?
Data Collection	For four days, students will check the pH in morning before breakfast, after that, when they will eat breakfast, then they will check the pH of their saliva. After that, they will record the pH after taking lunch and after dinner. They will make a table in which they will write the pH before taking anything, pH after eating a food item. They will write the name of the food item and in front of that, they will write the pH and they will also write that whether the pH has risen or lowered by eating a specific food item. In this way, they will collect the data for four days.
Data Analysis	When students will collect the data, they will step up into the phase of analysis. They will analyze it that whether the pH has increased or decreased after eating a specific food item. Then, they analyze that which kind of food cause the pH to rise and which kind of food cause it to lower.
Proving or disproving Hypothesis	On the basis of the data analysis, students will conclude that whether the food, that they consume, have an effect on the pH of their body or not? If the food items cause the pH to raise or lower, then, they will conclude that yes, food affects the pH of our body and their hypothesis will be proved. If the food items do not cause the pH to raise or lower, then, they will conclude that food does not affect the pH of our body and their hypothesis will be disproved. They will also conclude that which kind of food cause the pH to raise and which kind of food cause the pH to lower. In this way, they will drive a conclusion of their inquiry. Then, in one day time, they will make a presentation of their process and conclusion of inquiry and write a detailed report of their process of inquiry and conclusion that they have devised by analyzing their data.
Assessment	Assessment will be taken formatively throughout the inquiry when teacher will check students work on daily basis and provide them feedback. Teacher will keep checking the progress of students. If students are out of the track, then teacher will assist them to come on the track by providing feedback. Furthermore, summative assessment will be taken through the presentation which students will deliver on last day of their inquiry about their process and the conclusion of the inquiry. Another summative assessment will be the final report that students will submit at the end of the inquiry lesson.
Resources and Material	Reading material about pH and food groups.   pH strips   pH scale   Food items (for those students who can’t afford the food that they have mentioned in the list)

 

 

Action Research

Action research refers to a type of research that is focused on identifying problems and weaknesses to develop practical solutions, that are implemented, to deal with those issues effectively and efficiently. These problems can be organizational, academic, or instructional. If we talk specifically about the Classroom action research, so it refers to the action taken to solve classroom issues or challenges. It is an ongoing process of reflection which helps teachers to explore and  examine the different aspects of teaching and learning to take action for improvement. Classroom action research can be conducted by a single teacher, by a group of colleagues who share an interest in a problem, or by the entire faculty of a school. 

Action research is also called a cycle of action because it follows a proper process that is repeated over time. The steps of the action cycle are given below:

-Identification of the problem

-Collection of data on the problem

-Organization, analysis, and interpretation of data collected in previous step

-Development of a plan to address the problem

-Implementation of the plan

-Evaluation and reflection on the results of the actions taken

-Follow-up plan (Re-plan)

Importance of Action Research for Teachers 

-Conducting an action research is empowering for teachers because instead of relying on the published researches that have less relevance to their context and waiting for other researchers to come to their classroom and find solutions for their classroom problems, they themselves hold the power of changing and improving their classroom by taking an action. Whenever they face issues, they can reflect on it, interact with students to know the causes and simply take an action to resolve it.

-It helps the teachers to plan an action that is suitable for his/her students. If a foreign researcher comes, he/she may not know the psyche, learning style and learning needs of the students. A teacher, who is teaching the specific students, knows well about them and give them the treatment that is suitable for them.

-It deepens the teachers’ understanding of the teaching and learning and develops their teaching skills and knowledge. By continuously trying to know the causes of the problems, getting knowledge about it and taking actions to resolve it, they come to know that which things are fruitful to be implemented and which thing should be avoided in teaching and learning. In this way, they also refine and enhance their teaching skills, classroom practices and knowledge.

-It allows the teachers to try out diverse approaches, methods and ideas for improving their teaching and learning process

-When teachers take action, they reflect on the actions to see what worked well, what need to be changed, and which further steps should be taken for improvement. So, this develops reflective practice of teachers.

-When teachers try out new methods and practices for teaching, these diverse teaching methods and practices pave a way for students to learn well. 

Lesson Plan based on Argumentation on a Socio-Scientific Issue

Socio-Scientific Issue: Use of Bovine Growth Hormone for increased Milk production in Livestock     

Grade: IX

Time: 2 days      

Activity Description

Day 1

On day 1, students will be first taught about the socio-scientific issues and argumentation. For that purpose, teacher will show them a video about socio-scientific issues (Link of the video: https://youtu.be/4X1xqWocsbQ ). Students will watch it and share the main points of the video. After that, teacher will consolidate the main points of the video. Then, she will tell them about the argumentation and later they will be given a handout about the “Components of an argument” (Link of the Reading Material:  http://writing2.richmond.edu/writing/wweb/toulmin.html). Students will read the handout and share the main points of the reading. After that, teacher will sum up the main points of the handout. Thus, students will come to know that what is an argument? Which are the key components of an argument? How can they make an argument? After that, teacher will give student a writing frame for writing their argument. For practice purpose, students will be given the topic of “Smoking” for writing the arguments using writing frame that they have been provided earlier. They can make an argument of their choice about the topic. Then, they will be asked to share their arguments with the whole class.

Day 2

On day 2, students will be acquainted with the socio-scientific issue, that is, Use of Bovine Growth Hormone for increased Milk production in Livestock. Teacher will make them aware of this topic by showing them a video related to it (Link of the Video: https://youtu.be/fxK8X3KMTDM). Students will watch it and share their understanding regarding video. Teacher will listen them and then sum up all of the points of the video. Then, they will be divided into two groups and will be asked to prepare their own arguments related to the topic. One group will support the topic and other will oppose it. Teacher will give them the instructions for the activity and then, they will be asked to start working on their arguments. They can use the writing frames to create their argument. They will also be allowed to search on the internet about the given topic in order to collect authentic and sufficient data for supporting their claims. After 20 minutes, they will be asked to give their arguments. One group will share the argument, the other group will counter-argue it. In this way, the activity will go on until teacher ask them to stop and conclude the session. Throughout the activity, teacher will manage the activity, so that, students listen to one another, respect and value one another’s viewpoints and argue by following the ethical guidelines. 

Purpose of the Activity

The purpose of this activity is not to focus on winning or losing of the groups but it will revolve around the quality of the arguments of students, their ability to create and support the argument and their learning from one another. The ultimate aim of this activity is to promote the culture of argumentation in the Biology classroom for in-depth learning of the concept. Students will learn to base their claim on reason and explanation. They will learn to develop a point of view on a concept or socio-scientific issue and prepare the explanation underpinning the point of view of the students. Students will be required to think logically, creatively and critically to have a viewpoint, support their viewpoint and counter-argue other’s viewpoint. Thus, it will improve their logical, creative and critical thinking skills.

Biology Project-Based Lesson Plan

Project Name: The Wilting Tomato Plants

Grade: IX

Time: 1 week

Project Task

On day 1, students will be divided into the groups of 4 students. Then, they will be shown pictures of the wilting tomato plants. Teacher will ask students that what do they observe in those pictures? After getting responses from students, teacher will tell them that there is garden in a village where these tomato plants are wilting. Teacher will give them this project in which they will be required to:

-Come up with the reasons why these tomato plants are wilting?

-Suggest how the tomato plants can be saved from wilting? 

Teacher will give them further instructions written on the PowerPoint slide. Students will be given 5 days to work on this project. This case initially requires the students to carefully reflect upon many basic concepts of plant anatomy, physiology, and ecology. Students might discuss and explore possible effects of soil quality, water relations, humidity, transpiration, hormones, and nutrition on the growth of plants. Students will be encouraged to explore examples of pathogenic mechanisms, perhaps involving wilt fungi, wilt viruses, and wilt bacteria. When they will construct all this knowledge, then, they will go to the garden on day 4 to observe the wilted tomato plants. They will use their constructed knowledge to see which factors are causing tomato plants to wilt. They will also talk to the farmers for getting more information about the wilting tomato plants and the conditions in which they are grown. After a close observation for a day, they will write down those factors that are causing the tomato plants to wilt. Then, after knowing the causes, they will think for the suggestions regarding the precautionary measure/cure that should be applied to save tomato plants from wilting. Their suggestions will be based on their knowledge that they have previously constructed at the start of the project. 

After reaching to a conclusion, on 7th day, students will deliver a final presentation in which they will share their process of doing the project, the conclusions that they have reached (in regard to the two questions given above), their learning and the challenges they faced in the process of working on the project. They will be given 20 minutes for presentation and 5 minutes for questions and answers.

Curriculum Areas Covered

Through this project, students will get understanding of following biological concepts:

-Plant anatomy, physiology, and ecology.

-Factors affecting plant growth, such as, soil quality, water relations, humidity, transpiration, hormones, and nutrition.

-Pathogens that cause Wilting in Plants, such as, wilt fungi, wilt viruses, and wilt bacteria.

Models of Curriculum Development

Rational or Objective Model

Rational or Objective Model was given by Tyler and was later modified by Hilda Taba. Tyler recommended that curriculum planners identify general objectives by gathering data from these sources: The learners, contemporary life outside the school, and the subject matter. After identifying numerous general objectives, the planners refine them by filtering them through two screens: the educational and social philosophy of the learning. The general objectives that successfully pass through the two screens became specific instructional objectives. In describing general objectives Tyler referred them as “goals”, “educational objectives” and “educational purposes”. Tyler’s Rational /objective model is based on 4 questions:

•What educational purposes should the school seek to attain?

•What educational experiences can be provided that are likely to attain these purposes?

•How can these educational experiences be effectively organized?

•How can we determine whether these purposes are being attained? 

On the basis of these questions the process of curriculum development will have following four steps:

1. Stating objectives

2. Selecting learning experiences

3. Organizing learning experiences

4. Evaluation

The Rational model was then modified by Hilda Taba. She hold a view that in developing a curriculum, teachers should take an active part. She believed that generalized learning objectives ought to be organized around curriculum which facilitate students in discovering principles efficiently. Her model was based on following 7 steps:

1. Find the requirements of the learners. 

2. Identifying goals to be learned by the teachers. 

3. The contents and objectives should be match. 

4. According to the interest of the children the content should be categorized. 

5. The methods of instruction should engage the learners. 

6. The actions of learning should categorize to recall the learners what they learned. 

7. In the process of evaluation both the teacher and student involved.

The requirements of the learners are the first preference to the curriculum, according to Taba. Walker holds that, the curriculum development model of Hilda Taba is descriptive, inductive and nonlinear. 

Strengths of the Rational Model

The strengths of Rational model are given below:

1. It provides curriculum developer with a clear direction and a guide for the  process of curriculum development and this clear direction or guide can simplify the process.

2. It provides a logical sequence of curriculum elements.

Weaknesses of Rational/Objective Model

Following are the weaknesses of the rational model:

1. Objective model is fixed. But in terms of the reality of curriculum development process, it is rarely a fixed or linear process.

2.  This model overlooks the unpredictable nature of teaching and learning. While the model prescribes specific objectives to be achieved, learning occurs beyond these objectives due to factors that could not be foreseen. The model cannot account for the many complex outcomes of learning.

3. Another criticism on rational model is that educational objectives need not to precede the selection and organization of learning experiences.

4. The rational model of Tyler have been criticized for not adequately explaining the sources of their objectives.

Cyclic Model

The Cyclic Model was given by Wheeler. As the name suggests, this model is cyclic. Wheeler devised a model which was based on logical/sequential development. Wheeler’s version of the cyclical model consisted of five logically sequenced phases, those are:

1) Selection of aims, goals and objectives.

2) Selection of learning experiences to help achieve these aims, goals and objectives.

3) Selection of content through which certain types of experiences may be offered.

4) Organization and integration of learning experiences and content with respect to the teaching-learning process.

5) Evaluation of each phase and the attainment of goals.

Step one involves the selection of aims, goals and objectives as relevant to the specific content area. The aims, goals and objectives represent the baseline data needed for the other steps in the entire process to be considered. Step two involves the selection of activities which occur in the classroom in order to ensure that the material specified in step one is delivered. Step three involves the selection of content through which different experiences may be offered. Content in this context, means the subject matter of teaching/learning. It involves much more than simply facts and could include attitudes, values and skills. Step four involves the organization and integration of learning experiences or methods as they are connected to the teaching/learning process. Step five involves an evaluation of the different phases and an examination of whether the goals have been attained. This can be done through formative or summative means and adjustments can be made if the goals have not been attained.

Wheeler has converted Tyler’s original ideas into cyclic form. Wheeler (1978) believes that curriculum decision making can start from any point and can come back to any of the points. If the curriculum developer has developed a curriculum and the new researches or new information appears that need to be added in the curriculum, then, cyclical model allows curriculum developer to make modification in each element of the curriculum by repeating the cycle.

An important difference between Rational and cyclic model is that the cyclical model views the curriculum process as circular or a continuing activity, rather than the fixed and rigid processes which the rational/objective model of curriculum is associated with. The key element of cyclic model is that the process of curriculum development is seen as a cycle. That is, it has no particular beginning or end.

The Cyclic model was again modified by Nicholls and Nicholls. He indicates that with this model “there is no starting-point…it is a never ending process”. The Nicholls and Nicholls model of curriculum has five points. Those five points are:

1) Situation analysis.

2) Selection of objectives.

3) Selection and organization of content.

4) Selection and organization of methods.

5) Evaluation.

The five steps provided by Nicholls and Nicholls appear relatively straight forward and practical. Certainly the model is less complex and more flexible when directly compared to traditional rational/objective model and reflects Nicholls and Nicholls’s view that if students are to be effective learners that learning must be thoroughly planned. A common criticism of the cyclical model is that, although it claims to be cyclical, there must be a starting point and an end point.

Strengths of Cyclic Model

The strengths of Cyclic model are given below:

1. It provides a logical sequence of curriculum elements.

2. It provides sufficient baseline data for stating objectives.

3. It can effectively cope with changing circumstances. For example, if new information appears, the curriculum can be modified to add the new information in it.

4. It provides flexibility in a sense that it is able to cope with the changing circumstances. 

Weaknesses of Cyclic Model

Following are the weaknesses of the Cyclic model:

1. It is difficult to locate. Like, in Pakistan, we follow the curriculum that is 14 years old because the curriculum developers are not updating it by adding updated information in it. Thus, this model cannot be adopted in all the countries.

2. It is not different from objective model. It just converts the linear sequence of objective model into the cyclic form.

3. It takes time for curriculum developer to do an effective situational analysis.

Dynamic Model

The Dynamic Model was advocated by Walker, Skilbeck and Stenhouse. It views the process of curriculum development as dynamic in nature. The process of curriculum development can be initiated from any point unlike the objective model where the beginning is always the setting of objectives.

In the dynamic model, curriculum is not considered as linear or sequential; it can start with any element and proceed in any order. The curriculum elements are seen as flexible, interactive and modifiable in this model.

Walker(1972) felt that the objective or Rational models were unsuccessful and devised a model, which has three phases.  These are platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized. In the second stage, the curriculum developers start discussing on the basis of the recognized platform statements. This stage is complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed. In the final phase (design stage), curriculum developers make decisions about the various components or elements of the curriculum.

Steps of Dynamic Model

1. Analyze the situation

2. Define objectives

3. Design the teaching-learning program

4. Interpret and implement the programme

5. Assess and evaluate

Strengths of Dynamic model

The strengths of the dynamic or interactional model are following:

1. This models provide a realistic way of handling curriculum development because in this model, the curriculum developer is free to start from any point by keeping in view the information of the situation for which curriculum is to be designed.

2. In this model, there is no restriction of stating objectives first, which allows developers to be more creative. The model allows the developer to change the order of planning, to move to and fro among the curriculum elements.

3. Another strength of the model is its flexibility during curriculum development process. The flexibility is in the sense that developers may begin at any point in the curriculum process that is appropriate to their needs.

Weaknesses of Dynamic Model

The weaknesses of the dynamic model of curriculum development are following:

1. The dynamic models seems to be confusing and lacking in providing  a clear direction. It has no  fixed direction or sequence which can make curriculum developer confused as what to do.

2. Objectives provide guidance and direction,  then, they must be stated in order to be effective in designing content and teaching methods. In this model, there is no restriction that the curriculum developer should state objective, then, how do you know where you are going if you pose few or no objectives? 

Believe in Yourself

The path to become successful in life depends upon your state of mind; what you believe about yourself. If you can restructure your mind to think positively about yourself, then the possibilities are endless. You have the power, if the idea has come into your mind, then, most probably you are able to implement it and conquer your destiny. What if you once try and unfortunately, you fail? What if your struggles are not making any abrupt changes? What if your efforts are not being appreciated? But you have to keep going and believing in yourself.

دل نا امید تو نہیں، ناکام ہی تو ہے

لمبی ہے غم کی شام، مگر شام ہی تو ہے۔

So, just start believing in yourself. The path of believing in yourself and not giving up is filled with thorns of hardships, stones of discouraging words and traps of demotivating results. But at the end, there are flowers of success, glory, prosperity and fame. Believing in yourself stimulates you to put higher and purer efforts. It will make you believe that Yeah, I can do it! It is your own wisdom and perseverance that can take you to the top. Be your own guide, lamp and help and never crave for favor, if you desire to achieve a respectable measure of success. Heaven and hell, victory and defeat, success and failure lies within you. It is up to you what you choose. You are the maker of your destiny and you are the master of your own fate and fortune. So, it is time to believe in yourself, your capabilities, your knowledge, your wisdom, your dreams, your enthusiasm and your endeavors because you have got the power to cut the rock, cross the sea, melt the mountain and change the world only by believing in yourself. 

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کبھی دریا کے سینے میں اُتر کر

کبھی دریا کے ساحل سے گزر کر

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