AY 2020-2021

Sci. 115 – The Teaching of Science

Indicative Content
INSTRUCTIONAL PLANNING
Instructional Objectives
Lesson 1 * General and specific instructional objectives
Module 4 Lesson Planning & Writing
• Characteristics of a good lesson plan
Lesson 2 • Steps in developing a lesson plan
• Format of a lesson plan
• Writing a lesson plan

LEARNING OUTCOMES
On completion of this lesson, one should be able to:
1. formulate general and specific objectives;
2. identify and discuss the steps in lesson planning and writing;
3. write a lesson plan.

INTRODUCTION
Planning is important in every walk of life. The success of a piece of work is
ensured if the work is properly planned. Without planning we shall be aimlessly
loitering about, applying means without aiming at the achievement of ends. Just as
planning is important in our daily life, planning is of unique importance in the
teaching-learning process. For a successful and effective teaching, planning is the first
and the most important step. The teacher should know before hand what to teach and
how' to teach.
Planning leads to systematic work and helps to avoid wastage. The plan for each
unit is known as unit plan. A unit is a group of lesson plans that covers a particular
topic. The planning for a particular period of 20 or 25 minutes is known as a lesson
plan. The lesson plan helps the teacher to realize the instructional objectives. A
teacher can bring. About direction by specifying objectives and providing suitable
learning experiences

INSTRUCTIONAL OBJECTIVES
An objective represents the desired change in the pupil who undergoes
education.
It is what the pupil is expected to do after studying a course. These objectives
are of two types
They are
1. Non-behavioural (or General objectives)
2. Behavioural (or) Specific objectives.

The general objectives are educational objectives. The general objectives are
broad and cannot be achieved in one science lesson. Although they are important,
they are not useful for practical purposes. They do not help the teacher in every day
class room teaching. Unless the teacher specifies for a particular lesson, he can neither
plan his instruction for the lesson efficiently nor test its effect. i.e., specific objectives.
In the coming paragraphs, details about the objectives are given with examples.

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1. GENERAL INSTRUCTIONAL OBJECTIVES

If the objectives are stated as general objectives, they contain non-behavioural verb
i.e., they contain non-action' verb.
For example,
i) The pupil understands the three laws of reflection.
ii) The pupil develops skill in drawing the experimental set up for the
preparation of chlorine gas.
iii) The pupil develops skill in drawing the different parts of a flower

The formulation of these objectives helps the teacher to have a comprehensive

view of the related ideas included this study unit.

CRITERLA FOR WRITING GENERAL INSTRUCTIONAL OBJECTIVES

(G.I.Os)
1. The general instructional objective should contain a non-action verb.
For Example:
(i) The pupil requires knowledge about the properties of chlorine gas.
(ii) The pupil understands the principles of magnetic lines of force.
(iii)The pupil develops skill in drawing the floral diagram of a flower.

Here the verb 'acquires, 'understands' and 'develops skill' are non-action
verbs. They are in the form of inner development or passive aspect of mental
activity which we cannot measure or observe directly.

2 . It should also mention the subject matter area (content). The statement of
objectives helps the teacher to evaluate the student level. Unless the subject matter
area is known to the teacher, he will not be able to organize learning activities and
hence realize the objectives.
Do not write,
(i) To provide knowledge about magnetic filed.
(ii) To develop favourable attitude among the pupils.
Better Write,
i) The pupil acquires knowledge about magnetic filed.
(ii) The pupil develops favourable attitude.

3 It should be written in the form of the achievement of every single student and not
in the form of the achievement of a group of students or class.
For example:
Do not write,
(i) The class acquires knowledge about magnetic filed.
(ii) The class develops skill in drawing and labelling.
Better write
(i) The pupil acquires knowledge about magnetic filed.
(ii) The pupil develops skill in drawing and labelling

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4. It should contain only one ability to be developed or achieved or modified.

Tor example:
Do not write,
(i) The pupil acquires knowledge and understands the properties of chlorine.
(i) The pupil acquires knowledge and understands the significance of reproduction.
Better Write,
(i) The pupil acquires knowledge about the properties of chlorine.
(ii) The pupil understands the properties of chlorine
(iii) The pupil acquires knowledge about the significance of reproduction
(iv) The pupil understands different parts of a flower.

5. To conclude, the general instructional objectives should be related to the level of

the students.

2. SPECIFIC INSTRUCTIONAL OBJECTIVES (S.ILOs)

If the objectives are stated in specific terms, then they are called specific
instructional objectives. They contain behavioural verb ie., they contain "action verb.
It means that the objective should reflect the terminal behaviour of the learner in
specific terms. Therefore, such objectives are called as "behavioural objectives or
Expected Learning outcomes, (E.L.Os), Behavioural objectives and 'specifications are
one and the same. Montague and Built have defined behavioural objectives as follows
A behavioural objective is a goal for, or a desired outcome of, learning which
is expressed in terms of observable behaviour (or performance) of the learner
We can also say that the outcome of learning, as a result of instruction, is
called behavioural objective.
The achievement of such objectives in every day instruction will finally lead
to the achievement of educational objectives (i.e., general objectives) which are
general. Hence, before planning his lesson, a teacher should specify such objectives
which could be achieved at the end of the lesson. By going through this, you will train
yourself in writing the specific Objectives.

SPECIFIC INSTRUCTIONAL OBJECTIVES (S.I.Os) OR SPECIFICATIONS

As mentioned earlier Specific Instructional Objectives must be stated in
specific behavioural terms so that they can be observed and measured. When an
objective is written in full or detailed form it has three parts.
1. The action or behaviour that the learner is to perform.
2. The conditions under which the action or behaviour is to be performed for
observation.
3. The criteria by which the action or behaviour is to be judged.

A few examples are given below satisfying the characteristics. Example,

(i) From the list of planets, the learner will be able to locate the five, nearest to the sun.
Specific Instructional Objective, for the above
1. A list of planets = Condition (under which learner performance occurs)
2. Locate - Action (in observable behavioural terms)
3 Five nearest to the sun - Criterion (minimum expected level of performance
of the learner Activate

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(ii) The pupils will the able to interpret the three chemical properties of chlorine
correctly in their own works without any reference material.

1. With out any reference material - Condition

2. Interpret - Action
3. The three chemical properties of chlorine correctly in their own works -Criterion

FUNCTIONS OF S.I.Os
Specific Instructional objectives
1 Are useful in identifying those students behaviour which correspond to a given
set of content or lesson.
2 Provide criteria for the selection of learning activities.
3. Provide accurate means to evaluate the progress of the learner
4 Are helpful in organizing content in a proper sequence and selecting instructional
methods.
5 Are useful in performance assessment.

CRITERIA FOR WRITING SPECIFIC INSTRUCTIONAL OBJECTIVES

(S.I.OS) OR SPECIFICATIONS
1 The specific instructional objectives should contain an action verb .e., behavioural
term. Example,
i) The pupil defines Boyle's Law,
1) The pupil explains the meaning of the term refraction.

In the above example, define and explain are action verbs. Here defining and
explaining are related to behaviour. The specific instructional objective should be
written in the form of a completed activity or a behavioural outcome which is
observable' and measurable

2. The statement of specification should contain two parts. They are,

(a) The modification part (i.e) pupils expected behaviour and
(b) The content part by which the student's behaviour is to be changed or modified
Do not write,
i) The student explains
ii) The student compares
Better write,
(i) The student explains the experiment to verify the laws of refraction.
(ii) The student compares the properties of an acid with base.
(iii) The pupil compares the characteristic features of the root system of monocot
plants with that of the dicot plants.

3. It should be in the form of the student's achievement and not in the form of the
teacher s interaction.
Do not write,
1) To explain the term refraction with example.
(ii) To describe the method of preparation of Hydrogen sulphide in a Kipp's
apparatus.
Better write,
i) The student explains the terms refraction with example

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(i) The student describes the method of preparation of Hydrogen sulphide in a

Kipp's apparatus.
(iii)The student describes the process of photosynthesis that takes place in green
Plants

4. It should be written in the form of the achievement of every single student and not
in the form of whole class or group of students
Do not write,
(i) The students define Boyle's Law
(ii) The class identifies the uses of Ammonia
(iii) The class understands the economic importance of insects in cross pollination

Better write,
(i) The student defines Boyle's Law
(ii) The student identifies the uses of Ammonia
(iii) The pupil understands the economic importance of insects in cross pollination.

5. It should contain only one behaviour to be developed, achieved or modified.

Do not write,
) The student defines the term refraction and verifies the law of refraction.

Better write,
) The student defines the term refraction.
i) The student verifies the law of refraction.

6. The specification should be related to the level of the students.

Let us study each of the objectives in terms of behavioural patterns or specification

Objective:1

Knowledge: The pupil acquires knowledge of terms, facts, concepts, definitions,

fundamental laws, principles and processes in the field of Physics.

Specifications: The pupil,

1. Recalls terms, facts, concepts etc., in Physics.
2. Recognizes facts, concepts etc., in Physics.

Objectives: 2
Understanding: The pupil develops understanding of terms, facts, concepts,
definitions, fundamental laws, principles and processes in the field of Physics.
Specifications: The pupil,
1. Gives illustration of a principle.
2. Scrutinizes statements of facts.
3. Locates errors in given statements, arrangements etc., and rectifies the samc
4. Sees relationship between cause and effect
5. Classifies as per criteria.
6. Translates verbal statements into symbols and vice-versa
7. Verifies facts, principles etc.

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8. Selects appropriate apparatus tools etc.

9. Distinguishes between related concepts.
10. Gives explanation of familiar phenomena in physical processes
11. Uses appropriate unit for various physical processes.
12. Finds out the adequacy, superfluity, or relevancy of the given data.
13. Identifies the significance and limitations of physical principles.
14. Reads graphical relations of physical quantities.

Objective: 3
Application: The pupil applies his knowledge and understanding.
Specifications: The pupil,
1. Analyses
2. Locates the principles relevant to a phenomenon.
3. Interprets observations.
4. Makes certain predictions.
5. Establishes relationship between cause and effect, the known and the unknown.
6. Verifies predictions.
7. Relates basic principles in solving physical problems.
8. Realizes the limitations of the validity of a theory
9. Devises new experiments.
10. Represents the relation between physical quantities, graphically.

Objective: 4
Skill: The pupil, acquires skill in (A) the practical aspects of handling apparatus,
recording, observations etc., and (B) drawing diagrams, graphs et.,
(A) Manipulative Skill
Specifications: The pupil,
1. Checks apparatus and equipment regarding their working condition
2. Rectifies, if possible, (under laboratory conditions)
3. Sketches the arrangement of apparatus (if necessary) at the outset.
4. Sets up the apparatus in a planned manner.
5. Uses equipment within their limitation.
6. Records relevant readings accurately and systematically.
7. Performs experiments with reasonable speed and neatness.
8. Carries out simple projects.

(B) Drawing Skill

Specifications: The pupil,
1. Draws neat sketches and diagrams to scale.
2 Draws diagram according to the actual arrangement of the apparatus. Activate W
3 Selects proper scales for graphs
4. Draws neat free-hand graphs.
5 Records and presents data in tables, charts, graphs etc.,
6. Labels the parts of a diagram accuracy.

Objective: 5
Interest: The pupil develops scientific interest through the study of physical sciences.
Specifications: The Pupil,
1. Puts questions in scientıfic discussion

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2. Reads scientific literature and biographies of prominent scientists

3. Takes to scientific hobbies
4. Takes parts in science talks and debates.
5. Visits places of scientific interest.
6. Organizes or actively participates in science club activities.
7. Contributes articles on topics of scientific interest
8. Observes and studies natural and man-made surroundings.
Objective: 6
Attitude: The pupil develops scientific attitude through the study of physical sciences.
Specifications: The pupil,
Obiective: 6
Attitude: The pupil develops scientific attitude through the study of physical
sciences.
Specifications: The pupil,
1. Respects the teacher of Physics
2. Records and interprets his observations honestly.
3. Is clear and precise in his statements and activities
4. Bases his judgments on verified facts and not on opinion
5. Is willing to consider new ideas and discoveries
6. Locates sequential development and growth of Physics
7. Is prepared to reconsider his judgement
8. Develops independent thinking
9. Pursues his activities with precision and consıstency undaunted by failures
10. Shows spirit of team-work self-help and self-reliance
11. Realizes the danger in the misuse of scientific knowledge

Objective: 7
Appreciation: The pupil appreciates the contribution of Physics to human
happiness.
Specifications: The pupil,
1. Follows and adjusts to the impact of Physics on society and individual.
2. Derives pleasure in understanding the scientific advance in inter-planetary travels,
radio, astronomy, electronics etc.,
3. Feels that more invention and discoveries are possible.
4. Shows respect and admiration for great scientists.
5. Manifests a spirit of scientific enquiry.

Objective: 8
Personality Traits. The pupil develops good personality traits through the study of
Physics
Specifications: The Pupil
1. Develops punctuality
2. Reports his observation faithfully
3. Avoids wastage of materials
4. Develops self-confidence

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UNIT PLAN
When the subject matter in the text book is not adequately grouped and
presented the teacher has to reorganize the subject matter into suitable units.
According to Preston, "A unit is as large a block of related subject-matter as
can be over-viewed by the learner". It represents a theme around which some lessons
can be developed.
A unit plan is a detailed outline for a series of interrelated lessons on a
selected topic of study which lasts two to four weeks. Availability of the period (time)
is very important aspect for the preparation of unit plan.

Advantages of Unit Planning

i.) It clears the aims general as well as specific, of teaching. Teacher can cater to the
need, aptitude and attitude of different students
ii.) It works in and develops democratic atmosphere i.e., the students as well as the
teacher work in a co-operative way.
iii.) It saves time and develops among students interest in learning as they actually
know the value of content learnt by them.
iv). It develops certain skills among the students and sharpens their insight. The
students can apply the knowledge gained in other life situations also.
i.) As students learn independently it gives confidence develops resourcefulness and
reliancc.

Steps involved in developing a Unit Plan

The teacher should have thorough idea about the subject matter of the unit before
he makes an attempt to write the unit plan. While planning a unit, the following steps
are to be followed.

Steps involved in a Unit Planning

1. Preparation: This is to motivate children for learning. Since it is a new topic, a
correlation can be made to life situation.
2. Previous knowledge tested: The background knowledge of the students are to be
tested. The basic step to start with should be fixed in this step.
3. Presentation: The Subject matter is presented with teaching aids, extra activities
and exercises.
4. Summarisation: The whole unit is summarized under systematized sub-headings.
5 Drill or Recapitulation The whole unit is revised by putting small questions.
6, Evaluation. The fulfillments of objectives are tested and remedial measures can be
planned after evaluating it

Writing a Unit Plan

There are many types of formats that can be used. Generally, a unit plan format
includes the following components.
1. Unit Title
2. Major Objectives of the Unit.
3 Concepts (Topics).
4. Scope of the content.
5. Method of Teaching.
6. Time required.

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7. Teaching Aids and materials required.

8. Pupil's Assignment.
9. Evaluation (effectiveness of teaching)

LESSON PLAN
After planning for the unit, we are to concentrate on lesson plan. Lesson plan
is teacher's mental and emotional visualization of class room activities. Carter V.

Good defines a lesson plan as, "a teaching outline of the important points of a lesson
arranged in order in which they are to be presented. It may include objectives, points
to be asked, references to materials, assignments etc.
In the words of Lester B. Stands, "A lesson plan is actually a plan of action. It
is therefore,
i. Includes the working philosophy of the teacher,
ii. His knowledge of philosophy,
iii. His information about and understanding of his pupils,
iv. His comprehension of the objectives of education,
v. His knowledge of the material to be taught and
vi. His ability to utilize effective methods".

Advantages of Lesson Plan

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1. It helps the teacher to be systematic and orderly in his teaching process.

2. It helps to face challenging questions in the class.
3 .It builds up definite aim for each dav's work.
4. It gives confidence and self - reliance.
5. It helps in finishing the lesson in the allotted time.
6. It gives good idea to use the teaching aids effectively.
7. It helps the teacher to select appropriate method to teach a particular unit.
8. It gives chances for good correlation with other subjects and life situation.
9. It gives an idea of how questions can be framed involving reflective thinking.
10 t helps to get thorough knowledge when they prepare the lesson plan in advance.

10.1 Criteria of a Good Lesson Plan

Every teacher should know the essential elements of a good lesson plan.
1. A good lesson plan should be preferably written.
2. It should give information regarding the subject, topic, strength, date and time
allotment for the particular class.
3. It should contain the general objectives.
4. It should also include the specific objectives which are going to be achieved after
the completion of the lesson
5. It should list out all the instructional aids that are to be used for particular period,
Maps, charts, diagrams on black board films, film strips and other audiovisual1
aids.
6. The materials of instruction or subject matter should be well selected and
organized in an orderly manner
7. It should be built up on the previous knowledge of the class.
8. It should explain the learning activities provided to the students.
9. It should indicate the teaching techniques to be used by the teacher how the lesson
is to be presented, what methods are to be followed, what questions are to be asked
and what illustrations are to be used
10. It should give place for evaluation by which the teacher is able to know whether
he has achieved his aims.
11. It should contain review or recapitulation (1.e.) an outline or summary of whole
lesson taught in the particular period.
12. It should include one or two assignments for pupils to strengthen learning.

Herbartian Steps or Steps Involved in a Lesson Plan

Six formal steps are suggested by J.F. Herbart in lesson planning. The steps are
known as Herbartian steps. They are
1. Preparation
The teacher should first of all prepare the students to get new knowledge. He
should excite the students in such a way that they feel the need of learning new
things. It can be done by
1.Testing the previous knowledge.
2.Story telling.
3.The novelty of experimentation or activity.
This is the most important step, for well-began is half-done.

2. Presentation
Immediately after the first step of preparation the aim of the lesson should be

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clearly stated. The subject matter should be presented in simple and familiar way. It
should be done with the active participation of students. Students should not be
passive listeners. Question asked should be relevant, according to the mental level of
students and evenly distributed. Aids should be used and "Black Board summary
should be developed side by side

3. Comparison
Whatever students learn, they compare it with similar set of examples. It is felt.
that knowledge is not like piling up bricks, it is like a tree that grows. This step is the
most important when we are establishing principles or generalizing definitions

4. Generalisation
It should be done with the participation of students. In most of the science
lesson we have to arrive at certain generalizations, formulas, principles or laws are to
be established.

5. Application
Whatever the students learn should be applied to new situations and so that the
transfer of training and knowledge gained becomes permanent. Here knowledge
becomes clear and meaningful.

6. Recapitulation
This is the last but not in any way the least important step. Here the teacher
knows what the students have learnt, where they stand and whether the teacher
himself is successful in his aims or not

It should be noted that these Herbartian steps need not be followed strictly in
teaching all types of lessons. The type of lesson plan will depend upon the nature of
the topic to be taught and the method of teaching. In some cases one step of the
Herbartian Scheme maybe stressed than the other while in other cases some steps may
be deleted already.

2.10.3 Writing a Lesson Plan

Every teacher must write his lesson plan well in advance. The method of writi
the lesson must reflect the modem trends of science teaching. There is no one money
or form like Proforma for writing up the lesson plans.
The lesson plan is written in four columns.
1. Specifications Deciding Why to teach? (Stating G..Os & S.I.Os)
2. Content Analyzing. What to teach? (Analysis of content area)
3. Learning Experience Deciding How to teach? (Methods and learning
activities)
4. Evaluation Measuring How far it is taught?" (Evidence of achievements)

Learning experiences depend on specifications. Content is given through

appropriate leaning experiences to realize the specification. Evaluation is directed
towards assessing the extent to which the specification has been realized.
The teacher should have thorough idea about the content area of the lesson
before he makes an attempt to write the lesson plan.

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Usually the following is commonly used, with little modifications, in a

majority of the teacher training institutions.

The Format of a Lesson Plan

Preliminary information: (such as class, subject, topic, etc..)
I. General Instructional objectives: The pupil,
1. Acquires knowledge.
2. Understands....
3. .......

II Specifications: The pupil,

1. Recalls
2 Recognizes.
3. Explains...

IIL Teaching Aids

List of apparatus/ chemicals/ charts

IV. Introduction:
(Motivation)

V. Presentation:

Specification Content Learning Experience Evaluation

VI. Recapitulation: (2 or 5 Short answer type questions)

VIl. Assignment: (1or 2 Essay type questions)

Signature of the Guide Teacher Signature of the Trainee

Sample Lesson Plan

1. Name of the Trainee
2. Name of the school

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3. Class
4. Strength
a) Roll
b) Present
5. Date
6. Period
7. Duration: 25 minutes
8. Subject: Science
9. Unit 7: Magnetism
10. Topic: Magnetic field – Mapping

I. General Instructional Objectives: The pupil,

1. Acquires knowledge about
a) Magnetic field,
b) Magnetic lines of force.
2. Understands the magnetic lines of forces around a magnet.
3. Applies his knowledge in identifying earth's magnetic lines.
4. Develops skills in a) observation and b) drawing and labelling.
5. Appreciates the nature of Earth's magnetic field.

I1, Specific Instructional Objectives: The pupil,

1. Recalls the definition of magnetic field"
2. Recognizes the magnetic ınes of force.
3. Recognizes the magnetic lines around bar magnet.
4. Interprets the earth' s magnetic lines
5. Interprets the observed phenomena.
6. Compares earth s magnetic lines with the magnetic lines of a bar magnet.
7. Reason for the appearance of earth s magnetic lines.
8. Draws the magnetic lines of
a) a bar magnet, Activate
b) the earth.
9. Enjoys the activities related to magnetism.
III. Teaching Aids
1, Bar magnet
2. Iron fillings
3. Glass plate
4. White papers
5. Pencil
6. Compass needle
7. Chart-magnetic lines of a bar magnet
IV. Introduction:
1. This lesson may be introduced just by testing the previous knowledge of the
pupils
Tr. What is the name of the substance that attracts iron fillings?
Pupil: Magnet
Tr What are the two poles in a magnet?
Pupil: North pole and south pole.
2. The Teacher brings the north pole of a Bar Magnet near the north pole of a
compass needle.

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Tr: What do you observe? Activate Wind

Pupil: Like poles repel each other.

VI. Recapitulation:
1. Define magnetic field.
2. What is the experiment to know the magnetic forces around a magnet?
3. Define magnetic lines of forces.
4. State the properties of earth's magnetic lines.

Team Written Output

1. Collaborate with your members and create a Twenty-five (25) minutes Lesson
Plan following the sample presented in page 13.

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2. This output will be used in your individual demo lesson. (One lesson plan only
will be used as a team). However, demonstration lesson will be done
individually as part of your performance.
3. No two persons are alike; thus, you have your own approaches and strategies
in presenting your demonstration lesson.
4. Demonstration Lesson or Topic will be provided to you.
“Lesson 43. How do Human Activities Affect the stability of Ecosystem?”
Please refer to the attached file.
5. Rubrics in rating your demonstration lesson will also be provided.

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