Lesson Plan in Science VI

Philippine Normal University

 The National Center for Teacher Education

Lopez, Quezon

Detailed Lesson Plan in Science VI

(Process Approach)

I.              Objectives

At the end of the lesson, the pupils are expected to:

1.    Explain how energy is transferred from one body to another.

2.    Analyze the methods of energy transfer that occurred on given situations.

3.    Work with the group cooperatively.

II.            Subject Matter

a.    Topic: Energy Transfer

b.    Science Concept: Energy is transferred through heat. There are three ways in which heat is transferred namely; conduction, convention, & radiation.

c.    Science Processes: observing, communicating, inferring

d.    Materials: beaker, tripod, wire gauze, alcohol lamp, spoon, sawdust

Value: Cooperation

III.           Procedure

Teacher’s Activity                                                     Pupils’ Activity

A.   Preliminary Activities

1.    Prayer/Greetings Please stand for our opening prayer. Good morning, class! 2.    Science News Let us update ourselves with the latest information in the world of science through our science reporter for today. Very well said! 3.    Review/Checking of Assignment Let us recall our past lesson. Somebody to give a sentence that summarizes our lesson yesterday. Yes, ______. Exactly! What are these forms of energy? Will give one, _____? Very good! Please exchange your notebooks with your seatmate. As part of your assignment, will you give examples for each form? 4.    Vocabulary Development On the board are words with missing letters. I want you to fill in the blanks with the missing letters to form the word. The meaning of the words will aid you in answering. Do you have questions? Let’s proceed. _ r _ _ s _ _ _ - movement from one        place to another w _ _ e _ - an energy-bearing disturbances in a medium co _ d _ c_ _ _n – movement through        substances by direct contact _ o_v_ _t _ _n – movement in liquid r_ _ia_ _ _ _ – movement in waves       through space Very well! 5.    Motivation Who among you have seen their mother cooking in the kitchen? Is there a time that your mother forgot a metal utensil on the frying pan while cooking? What did you notice? B.Lesson Proper 1.    Guided Inquiry a.    Showing of Materials Take a look at my table, class. What can you see? That’s right! Can you still identify these materials one by one? Starting from my right. (The teacher will present the materials one by one.) That’s good! b.    Raising of the Problems Class, I want you to look with the situation that I gave you, what do you want to learn this morning about these materials? That’s a very nice question! 2.    Guided Exploration a.    Group Orientation For us to find the answer, we shall have an experiment. And if we have activities like experiments, what are the standards we should observe? What do you think is the beauty if the group works cooperatively? Very good! Listen now for the instructions: ü  You will be divided into three groups. Each group shall receive an envelope containing the writing materials and the activity cards. ü  Assign a secretary and a leader among yourselves. The leader shall proceed here after my “go” signal to get your materials for each group. ü  Execute the activity as instructed by the activity cards. ü  After 20 minutes, all groups must be done with their activity and shall post their observations on the board for our group reporting. ü  I would like to remind the groups to use the cloth pad when handling hot objects and put the hot containers on padded surface. Do you have questions or clarifications regarding or activity? b.    Group Work If that’s the case, let’s proceed. Leaders, you may now get your materials. Activity Card Materials: beaker, tripod, wire gauze, alcohol lamp, spoon, sawdust A.    1. Put a spoon in a beaker with hot water. 2. Touch the handle of the spoon after a few minutes 3. Describe what you feel and write your observations. B.    1. Do the set up shown in Figure 1.1 2. Fill the beaker with 100 mL. of tap water. 3. Put a little amount of sawdust when the water             reached the boiling point. 4. Observe the movement of the sawdust in boiling             water. 5. Describe the movement and direction of the sawdust.             - How does it move?             - Why does it move in a particular way? C.   1. Bring your hands near the lighted alcohol lamp. Be careful not to touch the heat source. 2. Describe what you feel and write your observations. Your time is up, class. Please keep the materials that you used and be ready for the group reporting. c.    Group Reporting Starting with Group 1, please tell the rest of the class about your observations. (Group 2-3 shall follow) Excellent observation, class! 3.    Guided Discovery a.    Discussion and Analysis Now, I want you to look at the three set up and look for the similarities among them. Exactly! How about the ways how the heat was transferred. What are the media wherein the heat was transferred from one body to another? Correct! How about in set up B? Yes, _______. Very good! Lastly, what medium do we have in set up C? Exactly! Now, let’s classify them. What form of matter is the spoon? water? space around the flame? Precisely correct! b.    Abstraction With reference to the medium through which the heat was transferred, how can energy be transferred from one body to another? Intelligent answer! Kindly repeat his/her answer. If we talk about the transfer of energy through a substance/solid by direct contact, we call this method as ________. Very good! If it refers to the transfer of energy by the movement of liquid, it is said to be __________. Awesome! How about the last one? If energy transfers in waves through space, it is what we call ________. Brilliant! Classifying these three, what do we have now? Very well! c.    Generalization How do we define conduction? What about convection? What can you say about radiation? Very well! How do we call these three concepts on the board? Exceptionally brilliant! Please write these 4.    Application I prepared a game for you to strengthen your understanding on our lesson this morning. This game is entitled, “Heat me up!” I will give each of you three flaglets of different colors; red, blue, & yellow. I will read different occurrences of energy. After reading, I will give you five seconds to think and analyze what method of energy transfer occurred in the situation. After five seconds, I will say “Heat me up!” them you’ll show your answers by raising; ·         red flaglet for conduction ·         blue flaglet for convection ·         yellow flaglet for radiation Your first answer should be your final answer because you are not allowed to switch/change your answer. Did I make myself clear, class? Alright. Let’s start.

Amen. Good morning, Sir! Good morning, classmates! (The reporter shall proceed.) Energy is taken from different sources and has different forms. Chemical energy Mechanical energy Sound energy Electrical energy Radiant energy Nuclear energy (The pupils will give their examples.) None/ Yes, Sir. Yes/None, Sir. Sir, the metal utensil feels hot to when I touched it. Sir, there are scientific apparatus and some materials on the table. Beaker Tripod Wire gauze Alcohol lamp Spoon Sawdust Why the metal utensil does feel hot when somebody forgot it unattended on a frying pan while cooking? Follow the instructions Refrain from unnecessary talking. Observe the precautionary measures. Work cooperatively. The work gets done easier and in less time. None/Yes, Sir. A.   When we touched the spoon on the hot water, we observe that the spoon gets hot after a few minutes. The heat from the hot water caused by the particles of the spoon to move faster. The energy of the hot water particles are transferred to the spoon. B.   When the water is boiling, the sawdust moves in a circular clockwise direction. The liquid closest to the bottom is warmed by heat conducted through the bottom of the beaker. It expands and its density decreases. The hot water as a result rises to the top and the same cooler fluid decreases towards the bottom, thus setting up a circular motion. C.   We feel warm/hot in our hands when we brought our hands near the fir coming from the alcohol lamp. Sir. I have observed that the heat flows from a hot body to a cool body. Heat is transferred from one body to another. In set up A, heat was transferred through the spoon. Sir, heat transfers and flows on the water itself. Heat was transferred through the space around the flame. Spoon is a solid. Water is a liquid. The space around the flame contains gas. Energy can be transferred through solid by direct contact, by movement in liquid, and in waves through space. (The pupil repeats the answer.) Sir, that method is called conduction. It is said to be convection, Sir. Sir, that method is called radiation. These are the three methods of energy transfer. Conduction is the transfer of energy through a substance/solid by direct contact. Convection refers to the transfer of energy by the movement of liquid. Radiation is the transfer of energy in waves through space. These are the three methods of energy transfer. Yes/No, Sir!

1.    After cutting a wood, the blade of a carpenter’s saw feels hot. 2.    A runner perspired after a 2-hour jog due to the sun’s heat. 3.    Katherine touched the top part of the television set and finds it hot after watching her favorite show for an hour or two. 4.    Ariel boiled macaroni pasta in a boiler with 3-4 cups of water. He observed the circular movement of the pasta and the water vapor the come out of the boiler. 5.    Jeffrey finds it hot to sit beside a bonfire during our camp fire activities.

5. Evaluation A. Name the method of energy transfer in the following situation. _____________1.Electrical energy that flows through a light bulb is changed to light  and heat. _____________2. When I place my hand over a glowing charcoal, it feels hot. _____________3. The lighted bulb of a table lamp beside me makes me feel hot. ­­­­­­­­­­­_____________4. I have observed that the ocean current has a circulating  movement. _____________5. The flat iron can transfer its heat to the clothes being pressed. B. From the groups, each member will evaluate their group mates’ participation during the activity using a checklist.

IV.          Assignment

Observe at home. List down at least five (5) examples of energy transfer and identify the method of energy transfer.

Prepared by:

Joe Anthony L. Basco

BEEd IV - A

75 Inspirational, Educational Quotes for the Classroom

It doesn’t matter if you’re a student or a teacher, the educational process can sometimes be an uphill battle. It’s important to find things that will keep you motivated, inspired and striving to do more. Numerous writers, politicians and thinkers have shared their feelings on education, learning, and teaching, and looking to their writing is a great place to start finding the inspiration you need. Here are 75 quotes on education that will help you to remember just why it is you do what you do.

Inspiration and Motivation

These quotes will help inspire you to do more, learn better and help those around you to achieve.

1. Johann Wolfgang von Goethe: Treat people as if they were what they ought to be, and you help them become what they are capable of becoming.
2. Helen Keller: Optimism is the faith that leads to achievement, nothing can be done without hope and confidence.
3. Jean Jacques Rosseau: We should not teach children the sciences but give them a taste for them.
4. Abraham Maslow: If the only tool you have is a hammer, you tend to see every problem as a nail.
5. Dr. David M. Burns: Aim for success, not perfection. Never give up your right to be wrong, because then you will lose the ability to learn new things and move forward with your life. Remember that fear always lurks behind perfectionism.
6. Bill Vaughan: People learn something every day, and a lot of times it’s that what they learned the day before was wrong.
7. Claus Moser: Education costs money, but then so does ignorance.
8. Victor Hugo: He who opens a school door, closes a prison.
9. Erich Fromm: Why should society feel responsible only for the education of children, and not for the education of all adults of every age?
10. Vilfredo Pareto: Give me a fruitful error any time, full of seeds, bursting with its own corrections. You can keep your sterile truth for yourself.
11. Jacob Bronowski: It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.
12. Martin H. Fischer: All the world is a laboratory to the inquiring mind.
13. Mary Kay Ash: Don’t limit yourself. Many people limit themselves to what they think they can do. You can go as far as your mind lets you. What you believe, you can achieve.
14. Antoine de Saint-Exupery: Each man must look to himself to teach him the meaning of life. It is not something discovered. It is something molded.
15. Margaret Mead: Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has.

Teaching

These quotes are ideal for motivating teachers to keep offering students their best day after day.

16. Nikos Kazantzakis: Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own.
17. Richard Bach: Learning is finding out what we already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers, and teachers.
18. Johann Wolfgang von Goethe: A teacher who can arouse a feeling for one single good action, for one single good poem, accomplishes more than he who fills our memory with rows and rows of natural objects, classified with name and form.
19. Frank Smith: Thought flows in terms of stories — stories about events, stories about people, and stories about intentions and achievements. The best teachers are the best storytellers. We learn in the form of stories.
20. Marva Collins: Once children learn how to learn, nothing is going to narrow their mind. The essence of teaching is to make learning contagious, to have one idea spark another.
21. Horace Mann: A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.
22. Carol Buchner: They may forget what you said but they will never forget how you made them feel.
23. Buddhist Proverb: If a seed of a lettuce will not grow, we do not blame the lettuce. Instead, the fault lies with us for not having nourished the seed properly.
24. Josef Albers: Good teaching is more a giving of right questions than a giving of right answers.
25. Confucius: Every truth has four corners: as a teacher I give you one corner, and it is for you to find the other three.
26. Kahlil Gibran: The teacher who is indeed wise does not bid you to enter the house of wisdom but rather leads you to the threshold of your mind.
27. Henry B. Adams: A teacher affects eternity; he can never tell where his influence stops.
28. Mark Twain: Keep away from people who try to belittle your ambitions. Small people always do that, but the really great make you feel that you, too, can become great.
29. Plato: Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.
30. Eliphas Levi: A good teacher must be able to put himself in the place of those who find learning hard.
31. Maria Montessori: The greatest sign of a success for a teacher…is to be able to say, "The children are now working as if I did not exist."
32. Rachel Carson: If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, the excitement, and the mystery of the world we live in.
33. Albert Einstein: It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
34. Benjamin Franklin: Tell me and I forget. Teach me and I remember. Involve me and I learn.

Learning

The learning process is different for each individual. Hear these great thinkers muse on what learning means to them in these inspirational quotes.

35. Frances Willard: No matter how he may think himself accomplished, when he sets out to learn a new language, science or the bicycle, he has entered a new realm as truly as if he were a child newly born into the world.
36. Plutarch: The mind is not a vessel to be filled but a fire to be ignited.
37. B.B.King: The beautiful thing about learning is that no one can take it away from you.
38. George Iles: Whoever ceases to be a student has never been a student.
39. Euripides: Whoso neglects learning in his youth, loses the past and is dead for the future.
40. Chinese Proverb: Learning is a treasure that will follow its owner everywhere.
41. Abigail Adams: Learning is not attained by chance, it must be sought for with ardor and attended to with diligence.
42. Leonardo Da Vinci: Learning never exhausts the mind.
43. Confucius: Learning without thought is a labor lost, thought without learning is perilous.
44. Denis Waitley: All of the top achievers I know are life-long learners. Looking for new skills, insights, and ideas. If they’re not learning, they’re not growing and not moving toward excellence.
45. Greek Proverb: All things good to know are difficult to learn.
46. Lloyd Alexander: We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.
47. Henry Ford: Life is a series of experiences, each one of which makes us bigger, even though sometimes it is hard to realize this. For the world was built to develop character, and we must learn that the setbacks and grieves which we endure help us in our marching onward.
48. Oliver Wendell Holmes, Jr.: Man’s mind, once stretched by a new idea, never regains its original dimensions.
49. Ray LeBlond: You learn something every day if you pay attention.
50. Thomas Huxley: Sit down before fact as a little child, be prepared to give up every conceived notion, follow humbly wherever and whatever abysses nature leads, or you will learn nothing.
51. Oliver Wendell Holmes, Jr.: There are many things which we can afford to forget which it is yet well to learn.
52. Kurt Vonnegut, Jr.: Beware of the man who works hard to learn something, learns it, and finds himself no wiser than before.
53. H.G. Wells: You have learned something. That always feels at first as if you had lost something.
54. Thomas Szasz: Every act of conscious learning requires the willingness to suffer an injury to one’s self-esteem. That is why young children, before they are aware of their own self-importance, learn so easily.
55. Bill Vaughan: People learn something every day, and a lot of times it’s that what they learned the day before was wrong.

Education

In these quotes, you’ll hear everyone from presidents to business moguls muse on the importance of education.

56. Tyron Edwards: The great end of education is to discipline rather than to furnish the mind; to train it to the use of its own powers rather than to fill it with the accumulation of others.
57. John F. Kennedy: Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength of the nation.
58. Malcolm S. Forbes: Education’s purpose is to replace an empty mind with an open one.
59. Thomas Jefferson: Enlighten the people generally, and tyranny and oppressions of both mind and body will vanish like evil spirits at the dawn of day.
60. Aristotle: Education is the best provision for old age.
61. Abraham Lincoln: Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people may be engaged in.
62. Helen Keller: Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding line, and no way of knowing how near the harbor was. "Light! Give me light!" was the wordless cry of my soul, and the light of love shone on me in that very hour.
63. Jim Rohn: If someone is going down the wrong road, he doesn’t need motivation to speed him up. What he needs is education to turn him around.
64. Henry Peter Brougham: Education makes a people easy to lead but difficult to drive: easy to govern, but impossible to enslave.
65. T.S. Eliot: It is in fact a part of the function of education to help us escape, not from our own time — for we are bound by that — but from the intellectual and emotional limitations of our time.
66. William Haley: Education would be much more effective if its purpose was to ensure that by the time they leave school every boy and girl should know how much they do not know and be imbued with a lifelong desire to know it.
67. Will Durant: Education is a progressive discovery of our own ignorance.
68. Robert Frost: Education is the ability to listen to almost anything without losing your temper or your self-confidence.
69. George Washington Carver: Education is the key to unlock the golden door of freedom.
70. B. F. Skinner: Education is what survives when what has been learned has been forgotten.
71. Aristotle: The roots of education are bitter, but the fruit is sweet.
72. Sydney J. Harris: The whole purpose of education is to turn mirrors into windows.
73. Franklin D. Roosevelt: The school is the last expenditure upon which America should be willing to economize.
74. G.K. Chesterton: Education is simply the soul of a society as it passes from one generation to another.
75. Ernest Dimnet: Children have to be educated, but they have also to be left to educate themselves.

teacher=)

Five Inspiring Things I Learned About Plants vs. Zombies

There was a patient who was just released from the mental hospital. Released - meaning he have just recovered from his mental illness. His mother was so happy to be with him after almost 10 years. One day, the mother saw her son planting sunflowers, cabbages, and peas in their backyard. Seeing her son, she was convinced that he have fully recovered from mental failure. But after noticing that the plants were in 5 rows, she asks him, “Son, what are you doing?” Then the son replied, “Don’t you see, mother, a huge wave of zombies is approaching.”

            Prof. Edgardo S. Villasenor - the OIC and at the same time the Head of Academics Department, Prof. Roel V. Avila – the Head of PRE, teaching staff, personnel, and to you my co-existence and co-member of the kingdom animalia, GOOD MORNING.

            I’m sure that everybody is so familiar with twisting tag line in the anecdote that I gave you earlier, am I right? Like any other, youth of my age really enjoyed this addicting game designed by George Fan. As you all know, it is about a fun and thrilling battle between the house owner and the approaching zombies who will probably eat your brains once they have entered. Herein, the house owner which is the one who plays the game, plants unusual plant to defend his house, pool, and even his roof using solar power from the sunflower and from the sun of course. But looking beyond this exciting game, there were five (5) things that I have learned aside from planting in the Zen Garden. Things which if we put it into life’s perspective especially when we are amidst human problems and struggle, life can be smooth flowing I assume.

            First, learn to prioritize. Before planting pea shooter, walnut, champer or any other plant, plant first sunflowers or sun-shroom for this will enable you to avail other plants as the game progresses. In life, we always face different choices. Among these choices, we should be keen to determine what are those that we just want from those that we really need for life’s sustenance.

            Next, formulate solutions to solve your problems. Why put “plantern” at daytime? Why plant “blover” if there are no balloon zombies to come? Solution solves problems. You may say that it is easier said than done to think during hard times. Well, I agree. But if you’ll just pause for a while, think, and reflect, you’ll come up with what should be done. And if doesn’t work, here is the third thing I learned. Let the zombies eat the remaining plants, anyway, you still have the glass cutter, pool and roof cleaner at the end of the row. I mean, just do your best and God will take the rest. “God admits that sometimes he hides his face from us” that according to Rick Warren. Yet Hebrew 13: 5 says, “For God has said, ‘I will never leave you; I will never abandon you.” He is Emmanuel.

            Here comes next. We are given will limited talents, chances and opportunities; use such in a shrewd way. Before each level states the player are given the chance to choose among the plants to use. With limited “seed slots” as we call it, wise technique is imperative. “Desperately tricky to make disaster should you get it wrong.” But one good combination and you’ll find all your endeavors succeeded.

            Lastly, do not be hesitant to ask for help. Once in a while, look at the almanac to ease the difficulty in choosing plants to defeat the zombies at once. At times of tribulations, we should be humble to accept that we are not perfect to know what to do. But remember that we are bound for perfection. Humility is the first step, obedience follows.

“These five little but helpful things;

Ways to ease the burden, ways find things;

That if you’ll just consider;

There’ll be no more eaten brains.”

Thank you very much. Good morning.

How do pupils learn science concepts?

It has been a nature of the child to be curious with his/her surroundings. Inquisitive as they are, they are fan of asking “How did it happen, what makes it possible to do that, or why did it happen that way?” In these cases, there is a need to satisfy the craving for knowledge for learning to occur.

            In many different ways, we tend to ask the same questions as the children do. Upon asking, we are likely to seek for the right answer as much as possible. But young as the mind of a child is, if we are asked with childish but intelligent questions such as, where did the rain come from, we find difficulty in explaining the correct science concept to them. Our reaction sets off the tone of children’s learning. While we don’t to know all the answers, we try to support their curiosity by telling them stories which in some times create misconception in the world around us. During these times, there is an interaction between their experiences and their reflexes or behavior-patterns. Piaget then called it as schemata. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework. This may occur when individuals' experiences are aligned with their internal representations of the world, but may also occur as a failure to change a defective understanding; for example, they may not notice events, may misunderstand input from others, or may decide that an event is an accident and is therefore unimportant as information about the world.

In contrast, when individuals' experiences contradict their internal representations, they may change their perceptions of the experiences to fit their internal representations. According to the theory, accommodation is the process of reframing one's mental representation of the external world to fit new experiences. Accommodation can be understood as the mechanism by which failure leads to learning: when we act on the expectation that the world operates in one way and it violates our expectations, we often fail, but by accommodating this new experience and reframing our model of the way the world works, we learn from the experience of failure, or others' failure.

            In a less broad sense, teaching of the science can be done at an ease if we allow them to observe, organize and change/retain their prior knowledge. By experiencing the successful completion of challenging tasks, learners gain confidence and motivation to embark on more complex challenges which then lead to learning. The teacher acts as little as possible helping the learner to get to his or her own understanding of the content. The emphasis thus turns away from the instructor and the content, but towards the learner creating a learner-centered learning process.