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Lesson Plan Class VII B

This document outlines a lesson plan for a biology class on transportation in plants and animals over two weeks. It includes assessing students' prior knowledge, teaching core concepts through activities like observing pulse rates before and after exercise. Students will measure and record their heart rates, explore how activity impacts heart rate, and identify heart parts. There will be assessment of students' understanding through questions and a presentation assignment. The plan aims to develop students' observation, critical thinking, and digital literacy skills.

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Joydev Dasmahapatra
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591 views4 pages

Lesson Plan Class VII B

This document outlines a lesson plan for a biology class on transportation in plants and animals over two weeks. It includes assessing students' prior knowledge, teaching core concepts through activities like observing pulse rates before and after exercise. Students will measure and record their heart rates, explore how activity impacts heart rate, and identify heart parts. There will be assessment of students' understanding through questions and a presentation assignment. The plan aims to develop students' observation, critical thinking, and digital literacy skills.

Uploaded by

Joydev Dasmahapatra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CLASS: VII B DURATION OF THE PLAN: 16 Jan to 31 Jan 2023

SUBJECT: Biology
TOTAL STUDENTS: 37 NO. OF PERIODS: 12

TITLE OF LEARNING EXPERIENCE/CHAPTER: Transportation in plants and animals

Subtopics for the week: Transportation of water

Transportation of photosynthetic products( Glucose)

Transportation of nutrients, oxygen , carbon dioxide, Soluble impurities and hormones

Concepts involved: *Active transportation

* Passive transportation

STEPS IN METHOD OF TEACHING:

A. STARTER:
 ASSESSING PREREQUISITE PREVIOUS KNOWLEDGEOF STUDENT through
 Questions /Experiment/Activity to Test Prerequisite Knowledge: -
1. What are the substances that need to be transported in plants and in animals?
2. Why this transportation is necessary?
3.What will happen if there is no proper transportation of substances occurs?
4. Name the organs that involve in circulatory and excretory system
 Performance of Class (Indicate No of students): -
Outstanding Average Slow Learners

 Steps Taken to Improve Pre Requisite Knowledge of Class :

 NEW PREREQUISITE KNOWLEDGE GIVEN BY TEACHER through


Story Telling, Activity or any other…

B. CORE TEACHING: DEALING CURRENT CONCEPT.


 Core Skills to be instilled through the teaching of Current Concept
(Choose 3/more skills & Explain the Plan of instilling them): -
i. External Observation / Study of the text. iv. Digital Literacy
ii. Critical Thinking for Problem Solving v. Empathy / Leadership / Responsibility &
iii. Creative Thinking to Design Solution other Life Skills.

(i) External Observartion:

 Observation of Pulse rate.


 Observation of chat representing circulatory and excretory system

(ii) Digital literacy:

 Videos shown to students related to circulatory and excretory

 Practical Application of Concept:


Integration of Subjects:

i. Subjects being Integrated:



ii. Objective of the Particular Integration.

C. TLEARNINGOUTCOME: ASSESSING KNOWLEDGE OF CURRENT CONCEPT.


 Lesson Plenary to be attached.

i) Teacher’s Activity:
Measure your Heart Rate (Students’ Activity) Estimated Time: 5-10 minutes
Material: a watch for the teacher to measure time intervals, or students’ wristwatches

Beforebeginningthelesson,theteacherstartswithawarmupactivity.

1. Studentsarefirstaskedtohear/feelthedub-dubsound oftheirown(ortheirfriend’sheartbeat)coming
thoughtheirchest.
2. Studentsareaskedtostartjoggingattheirplacesforashortinterval,firstataslowpace,thengrad
uallyincreasingthespeed,andfinallygradually reducing the speed tillthey come to a stop.
3. Thestudentsareaskedtofeel/hearthedub-
dubsoundoftheirownortheirfriend’sheartbeatagainandexaminethedifferenceintheirheartbeatsbe
fore and after this activity.
(Studentsaretoldbeforehandthattheyaregoingtomeasureandcomparetheirheartratesbeforeandafter
theactivity.)

4. Theteacherasksiftheyobservedanydifferenceinthedub-
dubbeforeandaftertheactivity.Whywasthisdifferenceobserved?Whatiscausing this dub-dub?

ii) Group/Student’s Activity

1.Students will measure their pulse rate and note their observations.
2.Students will explore and correlate the change in their heart rate with the physical warm-up
activity.

Class room discussion:


Each/some group(s) present(s) their findings in front of the class by sharing their measurements and
discussing their impressions. The teacher notes all the
observations on the board (the teacher can represent the average beats per minute of all students in
the form of a bar graph).
The teacher asks questions like:
A. Is the rate the same for all?
B. Is the rate different before and after jogging?
C. Will the rate increase if students jog for 5 more minutes?
D. The teacher will guide students to reach the correct conclusion

Teacher Activity II:


Teacher use a PowerPoint presentation and a model to show and discuss various parts of the heart
and their names.
The teacher helps students to draw and identify the different parts of the heart.

Student Activity II:


(a) In groups, students draw the schematic structure of the heart based on the presentation given
by the teacher.
(b) Also, students will record the characteristics of the different parts of the heart.

Outstanding Average Slow Learners

ASSESSMENT ACTIVITY:
i) Students’ Assessment:
 Answer questions from the text book.
 Prepare ppt on circulatory and excreatory system.

ii) Teachers’ Assessment :


 Completion of Syllabus:
 Correction Status:

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