Lesson plan

• Is a detailed extract of a scheme of work.

• Is an outline of teaching learning activities to
take place during a specified period of a typical
school day to bring about learning in a given
subject of the school curriculum.
• The outline depends on
• 1) Subject matter to be covered and objectives
. This gives a hint of what method to use
• 2) Length of teaching –learning period
3)Teaching –learning resources available
 common aspects of a lesson plan
• Learning outcomes : the intentions of teacher in
reference to learner.
• Teaching –learning activities & Teaching –learning
resources
• Some means of evaluation – some way of finding out
learning outcomes
• NB; What to consider when lesson planning
i) Schemes of work
ii) Level of learners in terms of what they already know ,
move form known to unknown \subject matter
iii) Biological skills to be acquired.
 Essentials of a lesson plan
1. Topic or sub-topic , Refers to major topic ,
Sub-topics specifically planed to suit certain
duration i.e. period Example: syllabus topic
Heterotrophism
• Sub-topic (i)Types of food and their function in
the body (ii) Balance diet in main (iii) Factors
determining of mammalian digestive system .
• Each sub-topic represents a concept. If it is a
double period, combine sub-topics 1 and 2
 2. Learning outcomes
• Very instrumental in good lesson planning .
Are also referred to as lesson objectives
instructional behavioural operational. They
reflect what the learner should achieve at the
end of the lesson. They must describe specific
testable and observable attributes of what is
hoped to be acquired by the learner at the
end of the lesson.
 Cont’
• Importance of learning outcomes
• They force the teacher to define clearly what he
believes is important for his students to learn i.e.
direct teachers goals and suggests the means of
achieving it.
• They guide in selection of content procedure and
materials used in the teaching learning situation.
• They provide varied criteria for evaluating learners’
accomplishment.
• They gives guidance to the learner in terms of
organizing his works and evaluating his progress
 Cont’
• Two forms of learning outcomes ;
• Are skilled based –psychomotor
• knowledge based – acquisition of factors and
concepts in cognitive
• How to state learning outcomes -Skilled
based (psychomotor). At the end of the
lesson the learner should be able to:-
• Cut a longitudinal section of a Hibiscus flower
to display the reproductive plants
 Cont’
Knowledge based
At the end of the lesson, the learner should be
able to: explain each part of the flower
When stating learning outcomes, use action
verbs. these include among others according to
bloom taxonomy
i.Remember/Knowledge – state, define, describe
,explain, list, Remember, Recognize, Identify,
Recall, Retrieve
 Cont’
ii. Comprehension/understand – Compare ,
classify reflex , measure, Understand, Interpret,
Clarify, Paraphrase, Illustrate, Classify,
Categorize, Summarize, Generalize, Infer,
Conclude, Explain, Predict, Compare, Contrast,
Map out
iii. Application – Apply, Execute, Carry out, Use,
Implement
 Cont’
iv. Analysis – Differentiate, Analyze, Discriminate
Focus, Distinguish, Select, Organize, Outline,
Integrate ,Structure Attribute, Deconstruct,
predict , state the problem , specify the
difference , focus,
v. Evaluate–Evaluate, Check, Coordinate, Detect
Monitor, Test, Critique, Judge.
vi. Create-Create, Generate, Hypothesize, Plan,
Design, Produce, Construct
 Cont’
• Creativity is the newest addition in Blooms
taxonomy. It involves putting elements
together to form a coherent whole new
-Questions-What are possible solutions to .. How
would you design an .. What would happen if ..
How many ways can you .
-Activities-Design an experiment, Create a new
product, Plan a marketing campaign, Create art,
Design a model.
 Cont’

• N/B Words to avoid when stating learning

outcomes–understand, know, appreciate (they
don’t specify the behavior that the learners is
portray)
 Cont’
3. Content-Subject matter consists of a brief
content of what is to be covered. Specify duration
to be taken in minutes, specify concepts , skills a
fact e.g Diffusion & osmosis or Use of the
microscopes
4. Teaching –learning activities- Are the
description activities in which teacher and learner
are engaged to meet objectives. Well thought out
teaching materials. The unique ones are selected.
Where possible, the teacher should improve.
 Cont
5. References -Those particulars books, journals,
magazines that you use in preparing sampling
quote the no in the lit and page i.e. Ref 1 P 100
and 102
6. Evaluation of the lesson -This includes a
statement of how learners were involved in the
learning. May be evaluated /assessed to find out
the learning outcomes.
 Major steps in Lesson plan
1. Introduction
• Single lesson , 5 minutes ( in certain cases may
take longer).
2. Actual development of lesson -30 minutes –
presentation.
3. Conclusion 5 minutes or 3 minutes eg
conclusion 2 Assignment 1 minutes marking.
Double lesson
1.Introduction 5 minutes
 Cont’
2. Development of lesson 65 minutes i.e
Development steps I, II, III & IV
3. Conclusion 10 minutes .
Assignments -Giving any assignments, must be
reflected in the lesson plan. They may be written
or reading books (Onyango, P. S Book 1 pg -14)
Special Announcements purely administrative
i.e for a test, handling of an assignments e.t.c
must be reflected in the lesson plan.
 Cont’
Step and Content Method Learning/ Teaching
Time (Concept/skill) Learning/ Teaching resources
activities

Introduct Review of previous Question-Answer Students notes

ion lesson on importance of
(5 biology
minutes)
Lesson Meaning of cell Discussion Students secondary
develop physiology Drawing biology book 1 page
ment Draw the structure of a 1-3
(30 cell membrane
minutes) Model of Cell
membrane
Conclusi Name parts of a cell Question- answers
on (5 membrane Students notes
min)
 CBC PROFESSIONAL DOCUMENTS
Just like in 8-4-4 biology curriculum, five
professional documents are essential when
preparing for effective teaching-learning. These are
1. Curriculum design (previously known as syllabus
and is prepared by subject experts from KICD).
2. 2. Scheme of work.
3. Lesson plans.
4. Record of work
5. Student progress record
 Cont’
In CBC, the content is divided in terms of grades.

• PP1 &PP2 (Early years/Nursery school)

• Grade 1 to 6 (Primary Level).
• Grade 7 to 9 (Junior Secondary).
• Grade 10 to 12 (Senior Secondary).
In each grade, the topics to be taught have been put in a serial order. The
topics in CBC are referred to as strands, and the curriculum design has the
following components:
• Strand (Main Topic)
• Sub-strand (Sub-topic) and time allocation in form of number of lessons
required.
• Specific learning outcomes.
• Suggested learning experiences.
• Key inquiry questions.
 FORMAT OF THE CURRICULUM DESIGN BY THE KICD.
STRAND SUB-STRAND SPECIFIC LEARNING SUIGGESTED KEY INQUIRY
OUTCOMES LEARNING QUESTIONS
EXPERIENCES
1.0 1.1 Definition By the end of the sub- Learners to 1. Have you ever
Introduction biology and strand the learner should 1. observe, heard of the
to biology importance of be able to identity and sort word biology?
biology (2 1. Define biology out plants and 2. How do you
lessons) 2. Name branches of animals provided. think biology
biology 2. Explain can be helpful
3. Explain importance of observable to you?
biology distinguishing 3. Can you sort
4. State the characteristics of out plants
characteristics of both plants and from animals?
living things animals 4. Are you able
5. Compare between to identify
plants and animals distinguishing
characteristics
between
animals and
plants?
 THE SCHEME OF WORK
A scheme of work is derived from curriculum design and has
several components which include the following;
• Instructional outcomes,
• Week,
• Lesson,
• Strand,
• Sub-strand,
• Specific learning outcomes,
• Key inquiry questions,
• Learning experiences,
• Learning resources,
• Assessment methods, and
• Reflection/Remarks.
 Cont’

WEEK LES STRAND SUB- SPECIFIC LEARNING KEY LEARNING ASSESSME REMARK
SO STRAND LEARNING EXPERIENC INQUIRY RESOURCE NT S
N OUTCOME ES QUESTION S METHODS /REFLECT
NU S ION
MB
ER

1 1 Introduct Definition By the end Learners in After - Various - Oral

ion to of biology of the groups to defining cosmetic questio
biology lesson the discuss biology , products. ning
learner will importance what is the -Different - Written
be able to of biology importanc types of exercis
1.Explain e of specimen. e.
the biology to - Differe
meaning of human nt
biology life? types
2. Identify of
some food.
importance
of biology .
 Lesson plan
A lesson plan is a daily plan of content to be taught and how to be taught on a lesson to
lesson basis. It has the following components:
• Strand.
• Sub-strand.
• Lesson number.
• Specific learning outcomes.
• Key inquiry questions.
• Core competencies.
• Pertinent and contemporary issues (PCIs).
• Link to values.
• Link to other learning areas.
• Community service activity.
• Step and time.
• Content (concepts / skills)
• Learning experiences.
• Learning resources.
 SAMPLE CBC LESSON PLAN

• STRAND: LESSON NUMBER:

• SUB-STRAND:
• SPECIFIC LEARNING OUTCOME(S): By the end of the lesson …..
• CORE COMPETENCIES:
• LINK TO Pertinent contemporary issues(PCI’s)
• LINK TO VALUES:
• LINK TO OTHER LEARNING AREAS:
• COMMUNITY SERVICE ACTIVITY:
STEP AND TIME CONTENT LEARNING LEARNING RESOURCES
(CONCEPTS/SKI EXPERIENCES
LLS)

INTRODUCTION
(5 MIN)
DEVELOPMENT
(30 MIN)
CONCLUSION
(5 MIN)
 PERTINENT AND CONTEMPORARY ISSUES (PCIs)
Issues that have been identified as useful to learners to become
fulfilled and productive members of society other than mastery of
subject content are referred to as pertinent and contemporary
issues. They have been classified into six broad categories as follows:
• Citizenship e.g. social cohesion, patriotism.
• Health education e.g. HIV, alcohol and drug abuse.
• Life skills and values education e.g. life skills education.
• Education for sustainable development (ESD) e.g. environmental
education, gender issues, safety and security education.
• Learner support programmes e.g. Guidance and Counselling,
Career Guidance, Clubs and Societies.
• Parental engagement e.g. involvement of parents in the child’s
education.
 Cont’
LINK TO VALUES
According to CBC there are eight core values to be nurtured in the learner.
These are:
Love, responsibility, respect, unity, peace, patriotism, social justice,
and integrity. The lesson should be linked to one or more of these values.

• LINK TO OTHER LEARNING AREAS

Other learning areas refers to link to other subjects

• COMMUNITY SERVICE ACTIVITY

Learning should be linked to activities at home or in the community. The
school community and the larger community should provide conducive
environment for learners to apply competencies they have learnt.
•
 IMPORTANCE OF THE LESSON PLAN

• The lesson plan helps the teacher in several ways.

• It helps the teacher to present the lesson in a
systematic way.
• It helps the teacher to prepare the necessary
resources in advance.
• It helps the teacher to prepare the activities or
experiences for the lesson.
• It helps the teacher to manage time effectively.
• It helps the teacher to assess the success or failure of
the lesson by asking oral questions at the end of the
lesson.
 RECORD OF WORK COVERED

• School: …………………..
• Learning Area: BIOLOGY
• Teacher’s Name: ………………….
• Grade: ………………….
• Term: ……….. Year: ……………
 Cont’

Date Wee Sub-strand Work Covered Reflection Sign

k
12/2/ 1 Importance of ● Explain the Learners P.G.K.
2024 biology importance of correctly
biology explained
● Identify an various
economic importance of
importance of biology
biology
 MICRO TEACHING
Is a miniature lesson where one prepare a small topic in specific area lasting 6-10 minutes.
One skill is practiced i.e teaching methods. Was developed in 1963 at Stanford University
when traditional methods had failed.
AIMS OF MICRO TEACHING
1. Gives student teacher a preservice teaching experience
2. Gives one an opportunity to refine teaching skills.
 Cont’
3. Lessens complexities of teaching
4. Provides one with a set of real personal
experience in terms of handling board , talking
to peer , conducting a lesson.
 PHASES OF MICRO TEACHING
(1)Teaching phase
- Planning of micro-teaching
–Teach
-Evaluation
(2) Re-teach phase
 TEACHING PRACTICE
Is the climax of teaching training course, has a
C.F of 10 (6 teaching and 4 project work)
Is the 1st step of future teacher to get to work or
perform his work in a real school environment.
 Objectives of teaching practice
• Gives one an opportunity to organize or plan
lessons organize schemes of work using then
in real classroom.
• Establishing and maintaining genuine
teacher / learner situation for learning and
teaching purposes
• Gives one opportunity to maintain good
classroom management.
• Opportunity to cooperate with head of
institution and other teachers
 Cont’
• Offers opportunity to demonstrate
professional attitude in the school.
• Gives one opportunity to be acquainted with
school rules regulations.
• Give your input within the understanding of
school community.
 Common faults in teaching

• Coming unprepared i.e. No lesson plan, no

chalk ending up in time wasting.
• Failure to check classroom or lab before lesson
begins.
• Mumbling while facing bill boards saying
things that are not clear.
• Beginning lesson before the class has settled.
• Ranging voice, monotonous voice, failure to
be audible.
 Cont’
• Poor lesson preparation.
• Failure to give enough materials for the class, over
planning but not all materials will be presented
• Refusal to admit lack of knowledge on some
points.
• Too much talking by the teacher or less activities
on learners part.
• Failure to mark written work (tests) and give in
time.
• Failure to revise the exam.
 Cont’
• Poor lesson preparation.
• Failure to give enough materials for the class
(overpaln but not all materials will be presented)
• Refusal to admit lack of knowledge on some
points.
• Too much talking or less activities on learners
part.
• Failure to mark written work (tests) and give in
time.
• Failure to revise the exam.
 Cont’
• Academic arrogance – work with other
teachers.
• Allowing a class or individual to argue.
• Discussing members of staff with students.
• Lack of Punctuality
• Failure to dismiss the class after lesson.
N/B Supervisor has no business with the class-
start and dismiss your class.
 Lesson notes
Lesson notes are very relevant because:
• Aid in teacher’s memory with regard to
content.
• Enable teacher to have proper illustration and
diagrams intended for use during the lesson in
explanation off concepts.
For lesson notes to serve the two purposes,
they should be short enough to be read quickly
and arranged in such a way that they can be
used at a glance.