TPTG620

Teaching Practice (Long Term)

Assignment Lesson Plan (Fall 2020)

Total Marks: 50
Weightage 25%

Objective:
To assess the students’ understanding of concepts of teaching and enable them for implementing
lesson planning practically.

Instructions:

 Late assignments will not be accepted.

 If the file is corrupt or problematic, it will be marked zero.
 Plagiarism will never be tolerated. Plagiarism occurs when a student uses work
done by someone else as if it was his or her own; however, taking the ideas from
different sources and expressing them in your own words will be encouraged.
 No assignment will be accepted via e-mail.
 The solution file should be in Word document format; the font color should be
preferably black and font size should be 12 Times New Roman.

List of Activities
Lesson plans and teaching will be assessed in google classroom. A schedule is shared from your
supervisors or if not shared, it will be done by the end of this month.
You should prepare 12 lessons of subjects you have selected in your first assignment as the
number given below:

1. Students need to prepare four lesson plans for each subject in two weeks. Lesson
plan needs to be submitted on weekly basis. This assignment is for two weeks’
duration.
i.e. Subject 1 = 4 lesson plans
Subject 2 = 4 lesson plans
Subject 3 = 4 Lesson plans
Total lesson plans = 12

2. You will prepare 12 lesson plans on different topics in this assignment. Subjects
should be same as mentioned in Subject selection form.
3. The lesson plans should not be repeated with Lessons submitted in Assignment no. 2
of 12 lesson plans. If these lessons are same or copied from other student, your
assignment will be marked as zero.
 4. You need to upload the 12 lesson plans in a single Word Doc. File on LMS within the
due date. However, you must start each lesson plan from a NEW PAGE of the
solution file. DO NOT start a new lesson plan from the middle or end of a page.
5. Carefully check all 12 lesson plans before uploading on LMS.

Note: You have to teach 2 lessons in online class from these lessons at your turn. Keep visiting
LMS for updates about your turn.
6. Also fill the following table:

Sr. Grade/Class Subject Topic

No
1 10th Chemistry The pH Scale
2 10th Chemistry Global warming
3 10th Chemistry Valence electron and chem reaction
4 10th Chemistry States of matter
5 9th Computer Introduction to Microsoft excel
6 9th Computer Word processor
7 9th Computer Communication And Information
Processing
8 9th Computer Computer hardware
9 10th Biology Communities ,biome ,ecosystem
10 10th Biology Cell organelle
11 10th Biology Inhalation and exhalation
12 10th Biology Bones

Activity 1: Format of Lesson Planning

Lesson plan should be activity based for students so that they can directly participate in the
process of learning and construct learning from their own experiences. Here are the brief
contents of the lesson plan; you may please prepare your lesson accordingly.

Here are the elements of a lesson plan; you may please prepare your lesson accordingly.

1. Subject
2. Grade level/ Class
3. Text Book
4. Topic & Sub Topic
5. Time duration
6. General Objectives
 Example: After reading this topic _________, students will be able to
___________________________________________________________________

7. Specific/Instructional Objectives (Use Measureable verbs to state specific objectives e.g.

See Bloom’s Taxonomy)
Example: Students will be able to:
1. Define common and proper nouns.
2. Differentiate between common and proper nouns
3. Enlist few examples of both nouns on their notebook
8. Resources/Materials A.V aids (resources that will be used in the lesson)
9. Procedure
a. Introduction (something to get the students' attention)
b. Teaching Procedures (methods you will use in the classroom i.e. lecture method,
activity method, group work, pair work etc.)
c. Student Participation (how will you get the students’ participation)
d. Formative check (check students’ understanding during the lesson)
e. Closure/summarizing (how will you end the lesson)

10. Assignment or Homework (relevant to the specific objective of the lesson)

11. Assessment of Student Learning (Propose questions for this lesson e.g. objective &
subjective).
Lesson plan no. 1

Subject: Chemistry

Grade: 10th

Textbook: Punjab text book

Topic: The pH Scale Lesson Plan

Content
What is the pH Scale?
Why is it important?
What is Universal Indicator?
How to make a pH Scale
What is it used for?

Goals / Aims of Lesson Plan

1.To be able to write 2 paragraphs on what the pH Scale is
2.To know what substances can be made from the pH Scale
3. Students will be able to read and determine the pH of various solutions.
4. Students will use wordle to create a word cloud of important vocabulary words.
5. Students will be able to answer vocabulary study questions using their word clouds.
6. Students will see the value of technology in their study habits.

Objectives
1. No Running with the experiments near
2.Water to front
3. Students should be able to measure the pH reading of all types of various substances.
4. Students should be able to determine the severity of the nature of acids and bases.
5.Wordle will be used to create word clouds.
6. Word clouds will contain all the vocabulary words from each previous quiz.
7. Printed word clouds will be the only thing used to answer the in class vocabulary study guide.

Materials and Aids

Computer PowerPoint/PHSCALE, pH Paper, Red Litmus, Blue Litmus, Wordle will be used on the
computers in the lab.

Procedure
A. Introduction-
1. PowerPoint/PHSCALE
2. See what students know already about the PH Scale
3. Read about the PH Scale from Science
4. Students will create a "weighted" list using vocabulary words from all the previous quizzes.
5. Students will copy and paste this list into wordle to create a word cloud.

B. Development-
1. Demonstrate pH Scale
2. Explain Safety when handling acids and bases.
3. Describe the properties of acids and bases.
4. Students will print their word cloud and bring it to class the next day.

C. Practice-
1.Go round to each group and get them started
2.Tell the class if there doing anything wrong
3.Keep an eye whilst they do their work on their own
4. Students will use their word cloud to answer in class questions.
5. Students will participate in the class study sessions using their word cloud.

D. Independent Practice-
Write a paragraph on what they think a PH Scale is

1. Students will be able to answer all the at home vocabulary study questions using their word cloud.

2. Students will use their answers on their study guide and their word cloud to complete an on-line
pre-test.

E. Accommodations (Differentiated Instruction)-
Swap with their partner and see what they think

F. Checking for understanding-

1.White_board Game
2.Powerpoint /UNDERSTANDTHEPHSCALE
3. In class participation will be graded.
4. On-line pre-tests will be graded immediately so students can use it to study more for the exam.

G. Closure-
1. Talk to them and answer questions.
2. This should be used a study method and should only enhance the studying process.
H. Evaluation-

Get them to go over there work

1. The following rubric will be used to grade:

1. In class participation and

2. On-line pre-test

I. Reflection-

Check there work and Level it.

Lesson plan no. 2

Subject: Chemistry

Grade: 10th

Topic

EFFECTS OF GLOBAL WARMING

Lesson Concepts:
Students will read an article on one effect of climate change (global warming) in
small groups. They will answer questions on this article and fill in a graphic
organizer. The graphic organizer will be presented to the class. After all
presentations, each group of students will develop a graphic organizer that looks at
the causes, implications, and solutions to the eight different effects of global
warming discussed in the articles
Learning Objectives — Students will be able to:
• Explain how climate change affects hurricanes, wildfires,
animal populations, human health and allergies, and sea levels.
• Present information to their peers.
• Read and understand information on how to combat the
effects of climate change.
Describe the greenhouse effect and global warming.
Explain the concept of climate change.
Consider the effects of climate change on extreme weather.
Materials 1.
Four copies of the following articles and their corresponding worksheet and graphic organizer:
• Why Global Warming May Be Fueling Australia’s Fires
• How Climate Change Will Impact Animals
• Can Climate Change Make Us Sicker?
 • Is Global Warming Worsening Hurricanes?
• Could Rising Seas Swallow California’s Coast?
• Allergies Getting Worse? Blame Global Warming?
• Why Global Warming Portends a Food Crisis
• The Dire Fate of Forests in a Warmer World

Introduction/Motivation
Greenhouse gases (including CO2, water vapor and aerosols) are found in the atmosphere above
the surface of the Earth. Their job is to trap heat reflected off the Earth from the Sun. You have
probably experienced the greenhouse effect while sitting in a car that is parked in the Sun. The
glass windows let in light but keep heat from escaping. If it is a bit chilly out, it may feel nice to
get into a warm car, but on a hot day, it can be very uncomfortable to get inside a car that is
rapidly warming up in the hot Sun.

Associated Activities
 Trash to Treasure! - Students design and build products made entirely from reused
materials.
Watch this activity on YouTube

Lesson Closure
Much of our daily human activities directly or indirectly contribute to increasing greenhouse
gases, which contribute to global warming. Engineers can help reduce the emission of harmful
greenhouse gases by designing products that limit the production of these harmful gases.

Assessment
Pre-Lesson Assessment
Stop and Jot: Ask students to write down some ideas they have for ways to help the
environment. After a few minutes, have them share their ideas. Some ideas include:

 Walk or ride your bike when possible.

 Turn off the TV, radio, computer and other electronics when not in use.
 Recycle.
 Buy recycled products.
 Plant a tree.
 Avoid buying products with a lot of packaging.
 Turn the heat and air conditioning down; just a couple of degrees can make a big
difference.
  Replace light bulbs with energy efficient CFLs that use 60% less energy.
Questions: Have students come up with questions to ask eachother about global warming (i.e.,
what factors have caused the rise in global temperatures over the past century?). After the lesson,
have students answer the questions.
Post-Introduction Assessment
Question/Answer: Ask the students a question and instruct them to raise their hands to respond;
discuss their answers as a class:

 Can anyone think of other ways that a warmer planet may affect us besides just having
hotter temperatures? (Possible answers: More rainfall in some areas, drought in some
areas, heavier storms, higher sea levels, crops that no longer grow in certain locations,
changes in our ecosystems, etc.)
Lesson Summary Assessment
Brainstorming: As a class, have students engage in open discussion. Remind them that in
brainstorming, no idea or suggestion is "silly." All ideas should be respectfully heard. Take an
uncritical position, encourage wild ideas and discourage criticism of ideas. Have students raise
their hands to respond. Write their ideas on the board. Ask the students:

 What can you do to cut down the amount of greenhouse gases that you are contributing to
the atmosphere?
Group Discussion/Presentation: With the class divided into groups of four students each, ask
students to design posters that answer the following questions. Have teams present their posters
in front of the class.

 What is global warming?

 What is causing global warming?
 How does global warming affect you?
 What can engineers do to prevent or slow down global warming?
Homework
Carbon Footprint Worksheet: Ask the students to take home the Carbon Footprint Worksheet and
fill it out with their parents based on their family's energy use.
After completion of the worksheets, as a class compute the class mean footprint and discuss why
some students have larger or smaller numbers
LESSON 3
Subject: Chemistry
Grade: 10th
Topic
Valence Electrons & Chemical Reactions
Text book: Punjab text book
Learning Objectives
STUDENTS WILL BE ABLE TO
Identify how many valence electrons an atom has using the group number of the element and
will determine that atoms that share valence electrons create new compounds in chemical
reactions.
MATERIALS
Six Elements 4D blocks, Post-it
notes, Periodic Tables, Valence
Electrons Patterns worksheet
VOCABULARY
Chemicals reaction, valence
Electrons, electron, proton,
Atomic number
STEP 1
INTRODUCTION (10 MIN)
Begin Lesson 2 by reviewing atomic structure, specifically electrons and valence electrons.
Then, point out how the elements are arranged on the Periodic Table, using some of the patterns
that students came up with in Lesson 1. Specifically, point out period numbers and group
numbers (or introduce them if it wasn’t a pattern that was noticed in Lesson 1). (Note: Students
will connect valence electrons to group number in this lesson, so it is not necessary to teach them
how to identify the number of valence electrons before this lesson; it is only necessary that they
know where to find the group number.) After reviewing structure and patterns, give students two
Post-it notes. With one Post-it note, have students make a prediction about what they think
valence electrons have to do with period and group numbers. Post predictions on their desk/ table
so they can refer to it during and after the activity. On the second Post-it note, have students
draw a lightbulb. Instruct students that they will place this Post-it on their forehead when they
have their “a-ha” moment about how valence electrons and group/period numbers are related.
STEP 2
PRE-ACTIVITY (5 MIN)
Students should know how to use the Elements 4D blocks after Lesson 1; however,
they might not know that they can use two blocks at once and see the new compound
formed. Show the class an example of what they will see when two blocks (that react)
are put together. Point out how they can see the compound’s name in the image.
STEP 3
ACTIVITY (15-20 MIN)
In partners, students will combine Elements 4D blocks to find ten compounds. Students must fill
in the element name and group number for each of the reactant elements (not necessary to use
the term reactant—they will learn it in Lesson 3) and the name of the compound formed. Walk
around the classroom as students are working and make sure that they are filling in the correct
element name/group number and are filling in the correct compound name. Ask them how they
think their prediction is holding up based on their observations so far
Step 4
WRAP-UP (10-15 MIN)
Before beginning the wrap-up session, remind students of their lightbulb Post-it
note if they have not yet placed it on their heads; let them know they can place it
on their forehead at anytime in the wrap-up session. In bingo-style fashion, call out
two or three element combinations and have students who have these combinations
stand up. (Tip: you might want to pick very obvious combinations the students
would come up with, such as Hydrogen and Oxygen OR make note of combinations
students have come up with during the activity.) Ask these students why they think
these particular combinations resulted in a chemical reaction/new compound being
formed. Guide students to look at the group number and see if any notice a pattern.
Teaching Through Inquiry
In this module, students answer a central question by collecting evidence from a series of
activities. The Student Guide gives the procedures for the activities. However, students
have to make decisions on what evidence to collect and how to formulate explanations
based on this evidence. The role of the teacher and the ambassador should be to guide
students in this inquiry. The teacher and ambassador should avoid giving students
answers to questions. Instead, they should direct students to relevant observations and
prior scientific knowledge. A more open inquiry may develop from questions students
raise during this module. Teachers may want to collect these questions on a fip chart or
Post-it notes and use them as a basis for a student-designed activity later.
Assessment
To finish, give out a few individual element examples, and ask the class to identify which groups
of elements they would most likely react with based on how many valence electrons the
element needs.
 Lesson plan 4
Subject: Chemistry
Grade: 10th
Topic:

States of Matter Lesson Plan

Lesson Objectives

1. Visualize volumes of solid objects

2. Start to understand the integration formula
3. Identify two of the three states of matter.
4. Observe how heating and cooling changes the matter.
5. Investigate and observe how mixtures can be made by combining solids and liquids.
6. Students will be able to identify that all matter contains particles called molecules.
7. Students will be able to distinguish between the movement of moecules in each of the 3
states of matter.

Content
 Volumes of solids
States of Matter: solid to liquid, liquid to solid.
Crystalization
Finding the volumes of solids using integration
Matter and Molecules
 Integrations, Understanding volumes graphically
 Definitions: Solid, liquid, crystalize, evaporate, supersaturated.
 Children will gather bottles with different liquids in them and also serval solid objects and
then they will observe how the liquids react when you transfer them in to the bottles with the
liquids in them.

Goals / Aims of The Lesson Plan

1. Introduce the idea of the volumes of solids
2. Understand the purpose of rotating graphs about an axis
3. Understand that integration can be used for more than just area
4. Explain the difference between a solid and a liquid.
5. Explain how combining a solid and liquid changes both a solid and a liquid.
6. Explain how heating and cooling solids and liquids change them.
7. Students will be able to observe the traits of a solid and liquid. They will also be able to tell
the density of the object.
8. Students discover that each state of matter is different.
9. Students discover the differences of molecules in each state of matter.

Materials and Aids

White board or tablet, candy in identifiable shapes, Hot plate, wooden spoon, sauce pan or pot,
goggles, apron, oven mitten, water, sugar, food coloring, flavoring, wax paper, marker, paper tape,
magnifying glass, measuring cup, candy thermometer, glass jar, wet string, nail, paper clip.
Technology needed- web camera, laptop, projector and screen.

Procedure
A. Introduction-
1. Today we will understand that integration is not only for finding the area under a graph
2. There may be some candy involved for some of you
3. Students will review the 3 states of matter.
4. Students will be asked to share what they already know about each of the states of matter.

B. Development-

1. I will draw a sample of a sphere and demonstrate how something rotates.

2. Teacher will tell students that all matter is made up of molecules.
3. Teacher will use students to demonstrate what happens to molecules in the 3 different states of
matter.
4. Students will view the short video on molecules in matter.

First thing we are going to do is gather all our supplies and make sure that we have everything. We
need a hot plate, wooden spoon, sauce pan or pot, goggles, apron, oven mitten, water, sugar, food
coloring, flavoring, wax paper, marker, paper tape, magnifying glass, measuring cup, candy
thermometer, glass jar, wet string, nail, paper clip. Each of you have a piece of string and as well as a
paper clip and nail tie one to each end of the string and place them in the jar with the nail stretched
across the top of the jar and the paper clip in the bottom. Place a piece of tape with your name on it
on the side of the jar and line them up on the counter at left side of the room according to your tables.
Okay to begin I put on my safety gear of goggles, oapron and oven mitten because the mixture will
become very hot and we want to be safe, we then begin with mixing four cups of sugar to two cups
of water in our pan as you can see on the screen at the front of class. As you watch you will see the
sugar crystals dissolve into the water and the mixture starting to form bubbles which will bring it to a
boil. At your tables you have magnifying glasses look at the sugar crystals I have given you and write
down what you see while we wait for the mixture to boil. Once the mixture is boiling and has
doubled in size we cut off the heat and remove it from the burner and add in our flavoring and food
color. I will then pour the mixture into each of your jars and we will let them set for seven days
without touching them. everyday you will need to look at your jars and draw what you see. At the
end of the seven days you will have something that looks like this ( pulls out a premade piece of rock
candy that was made using this experiment.) Now that the experiment is over lets go back and break
down everything that we did. Can someone tell me the difference between a liquid and a solid? What
did you notice about the sugar crystals that we began with and what can you tell me about the sugar
crystals in the pieces of rock candy I am passing out. Do not eat them. Good that is correct they are
similar because the rock candy was made from the sugar crystals.

C. Practice-

1.Start by drawing the reses because it is obvious

2. Move on the other candies
3. Students will make lists of solids and liquids and compare and contrast them.
4. Students will assess what liquids can turn into solids and what solids turn into liquids.
5. Students will mix solids and liquids to determine if they are compatible and what the outcome
would be if they were heated or cooled.
6. Students will work in groups and arrange the molecules in various states of matter.

D. Independent Practice-
1. Once finished with the candies, draw some graphs on the board and tell them to practice.
2. Have volunteers come up to the board to finish drawing the graphs.
3. Students will label the 3 states of matter
4. Students will distinguish the differences of molecules in each state by creating a model of the
molecules in motion in each of the 3 states.

Students will draw what they see developing over the seven day period and predict what they think
happen. They will journal their thoughts on solids and liquids.

E. Accommodations (Differentiated Instruction)-

1. I would also show students the way that solids are formed by rotating about an axis on the
computer. There are many programs that allow students to visualize the creation of solids.2. Small
group or 1:1 assistance provided as needed.

F. Checking for understanding-

1. Are there any questions?

2. Assign homework that has students practicing drawing graphs and rotating

G. Closure-
1. Today were learned that we can find volumes of solids by integrating
2. Teacher will ask students to share what they discovered about molecules and matter.
3 2.Tomorrow, we will start with equations and learn how to integrate using the graphs of specific
equations

At the end of the seven day period the students will then explain as a group what the process was of
making rock candy as well as what the difference in solid and liquids are.
 F. Evaluation-
1. Student recognition of candy shapes
2.understanding volume by integration

Mini True/False quiz to assess today's understanding. Brief pupils on their ongoing assignment: Over
the seven days, pupils will: note down what changes that they see happening as well as keep a journal
to demonstrate the changes over time, such as the liquid disappearing and the crystals formation .

Lesson plan 5

Subject: Computer

Grade: 9th

Topic:

 Introduction to Microsoft Excel

Overview and Purpose: 
A basic review of excel toolbars, buttons, functions, cursors, and intro to the use of formulas.

Goals:
1. Each student will gain the basic skills needed to operate and navigate MS Excel.
2. Identify, gather and input data into a spreadsheet.
3. Successfully create, copy and paste formulas and functions.
4. to be able to work collaboratively with peers in groups.
5. Successfully print areas of the spreadsheet.
6. Identify Excel as a tool used for manipulating data.

Objectives:
1. Identify ways of utilizing Excel as a tool
2. Students will be able to identify and create a spreadsheet.
3. Students will successfully record data and be able to create, copy and paste formulas and
functions.
4. Students will acquire information using various resources.
5. Review of standard and formatting toolbars and menus within Excel.
6 . Review of worksheets, workbooks, cells, columns, rows, and Excel cursors
7. Introduction of basic use of formulas in Excel.

Resources:
LCD Projector, handouts, audio equipment.
Students will be provided a computer workstation in the computer lab.
Students will utilize Microsoft Excel to develop a spreadsheet using the data they obtain.
Students will have access to the Internet.
Students will be given a copy of the rubric to refer to while working on this lesson.
A laptop/projector set up will be provided for presentation.
A flash drive will be used to save and copy student work onto the laptop.
A shared drive will be available to store completed spreadsheets .

Methods Introduction:
1. First we will discuss uses of spreadsheets
2. A payroll with three records will be opened and cell contents identified.
3. Discussion on the data necessary to complete a payroll.
4. Request that students perform actions such as cell alignment, formatting cells,shading cells,
placing borders around cells etc. individually.
5. Request that students exhibit knowledge of renaming worksheets,deleting worksheets,
adjusting row heights and column widths etc.
Engagement:

1. As a class we will add one record of data.

2. Each student will verbally add their record (fictitious); the payroll now contains 10-12
records.
3. I will demonstrate formula building, copying, pasting and printing.

Class Practice:
1.Students will complete the payroll (pay).
2. Overtime, bonus will be added to the spreadsheet (use of absolute value)
3.They are encourage to look on each others screens and speak out loud.
4. Students will be given opportunity to print (print preview).

Independent Practice:
1. Students will create a spreadsheet from scratch(grocery budget, address list or book
inventory a book inventory
2. They will create, copy and paste formulas and functions.
3. They are encouraged to look on each-others screens and speak out loud.
4. Students have been asked to complete a detailed budget exercise to exhibit gathered
knowledge of MS Excel.

Accommodations (Differentiated Instruction):

1. Slow typists - they will be able to Open my completed spreadsheet (as emphasis in this class
is not on typing)
2. Quick to create - we add the overtime calculation and bonus (using absolute value)
3. Experienced in a payroll (completed examples of advanced payrolls will be on shared drive,
to be explored during breaks)

Learning Checkup:
1. I will walk around the room as they create and work on their spreadsheets
2. Challenge students by changing the data (pay rate)- does the 'ripple down' effect occur?
Wrap Up:

1.Verbally as a class (encouraging them to speak out loud) describe (while I write on board) the
steps to create a spreadsheet.
2. Students will reflect on what they have learned.
3. Teacher will review each students assignment individually to insure that they have a clear
understanding of how to operate Excel.
As an instructor, I have never done this. The students have always evaluated me! Students will
be evaluated using a rubric. I will forward each student's completed rubric via email.

Lesson plan 6

Subject: Computer

Grade: 9th

Topic: Word Processing (EDITED)

Content:
Computer Skills

Goals:
Students will be able to create a new word processing document. Students will be able to save
a file for the first time.

Objectives:
Using MS Word, students will create a new word processing document using at least three
sentences, creating a personal folder and saving it to My Documents.

Materials:
teacher computer, projector to demonstrate method, student computers

Introduction:
Discuss how word processing on a computer is used in place of pencil and paper to create
written sources. It is much more useful because the file can be edited, saved and retrieved
easily.

Development:

Using my computer and the projector, I will demonstrate how to create a new WP file, identify
it as a new file, add data to the file. Create a personal folder under My Documents and save the
file for the first time using a specific file name.

Practice:
Students will now create a new WP file, add 3 sentences of data. Create a folder on My
Documents, save the file in the folder with a specific name.

Accommodation
Student may type just his/her name in a new WP document and then save it in a newly created
folder under My Documents.

Checking For Understanding:

Have students tell their study buddy the process they used to create and save the file for the
first time.

Closure:
Have students describe when this might be useful for other class assignments.

Evaluation:

Observe each students created file in their personal folder.

Teacher Reflections:
Verify every student has created and saved at least one file. Did they enjoy this process, as well
as learn a new technique? Will I use this with another class?

Lesson plan 7

Subject: Computer

Grade: 9th

Topic: Communication And Information Processing

Content:

The use of Cell phones while driving is lethal. Awareness to bring to how dangerous it is to not
focus on the road. bring the importance of respecting the road and others lives as well as your
own. graphic demonstration.
Goals:

Reach the teens emotionally and em-pathetically. Create an idea that sticks. An emotional idea
that will be passed on to others as a favor or duty. Find triggers that will encompass that effect.

Objectives:

To have students be aware of the essential importance of safety and following the laws of man
and God. Being responsible individuals in society.

Materials:

Bible Video/ crash w the person using the cell phone while driving. to capture that emotion.

Introduction:

All computer processing requires data. Data refers to the raw facts, including numbers, words
images, and sounds, given to a computer during the input operation using input devices for
processing. In the processing phase, the computer manipulates and organizes the data to create
information using the central processing unit (CPU) which will be discussed in chapter six.
Information refers to data that has been processed into a form that has meaning and is useful. The
production of information by processing data on a computer is called information processing.
During the output operation, the information that has been created is put into some form, such as
a printed report, that people can use. The information also can be stored electronically for future
use. The computer is an electronic unit which therefore processes data electronically inside the
CPU. Electronic processing within the computer is accomplished using electronic switches,
which are either off or on. If the switch is off, the PC reads numeral 0. If it is on, it is read as
numeral 1. The computer is filled with these switches (in the form of transistors). There are
literally millions of those in the electronic components, so any amount of data can be processed
with millions of 0's and 1's. This is known as the binary system or machine language. Each of
these digital values is called a BIT, the abbreviation form for Binary digit. Practically, computers
process data in terms of BYTES because bit is not very informative. More about data
representation will be discussed in chapter seven.

Development:

Using the video at the beginning and the end of what is said. Think of a theme that will stick in
their minds and create a conscious awareness that will move in their hearts to spread the message
of life.

Practice:

1. Definitions of Data and information

2. Describe the different types of Communications media

3. Define ICT

4. Describe the information processing cycle

5. Explain the different ways of Finding information

6. Identify the advantages and disadvantages of using computers to process information.

Accommodations:

hand outs or...

Checking For Understanding:

Ask questions; how does this affect you? Do you know anyone you can pass this message on
too? Will you be responsible and do this?

Closure:

If I could only get you to understand the important of being responsible, not only in this
situation but every your life will then be in line with what the father expects of you as teenagers.
He wants you safe and well.

Evaluation:

Teacher Reflections:

Did the young people hear me?

What was the reaction from the PA

? Did this have an impact or would live demonstration help more?

Was it purposeful to the youth?

Did the point get across to them in their own words?

Lesson plan 8

Subject: Computer

Grade: 9th

Computer Hardware 101

A student with no prior knowledge of computer hardware will be introduced to the crucial components,
how they each function, and how they work together to make up a computer.

Lesson Objectives
The student will understand and can accomplish these tasks at the end of the lesson:

● Learn what a hard drive, ram, DVD/CD drive, video cards, power supply, and motherboard look
like and the function of each part.
● Will know how to uninstall and reinstall each part.
● Will know of some safety and maintenance best practices when working with computer
hardware.

Lesson Prep Work

(30 min, at a minimum, prior to student arrival)

● Gather individual parts.

● Clear desk space for demonstration and class participation.
● Load the Prezi Presentation: http://prezi.com/yrts1nbv1xyv/computer-hardware-101-new/
● Print handouts.

Lesson Prerequisites

● (None)

Lesson Outline

The lesson is completed in one [90-minute] class session.

● (5 min) Introduction
○ Introduce instructor.
○ Introduce students. Ask introductory question:
■ What do you visualize when someone says the word computer?
○ Let students know it’s okay to take phone calls, but ask them to put their phone on
vibrate and answer calls outside the classroom.
○ Inform students that they can sit back and watch if the class is too advanced.
○ Inform students they can go to the bathroom, they don’t need permission.
○ State/show order in which class will happen. Explain scope of class.

● (80) Activities
○ (15) Parts of the Computer
■ Walk through Prezi:
● http://prezi.com/yrts1nbv1xyv/computer-hardware-101-new/
● MotherBoard
○ Metaphor: mothership
■ Where everything is docked and connected.
■ Facilitates the connection between all crucial parts.
● Processor/CPU (“Computer Processing Unit”)
○ Metaphor: brain or engine
■ The component that runs/coordinates the computer.
● RAM (Random Access Memory)
○ Metaphor: horsepower or desktop space
■ Temporary data storage.
■ Requires power for storage.
■ More RAM = faster computing.
■ RAM is a card that fits into the RAM slot.
● Hard drive
○ Metaphor: car trunk or desk drawers/file cabinet
■ A type of permanent storage that does not require
power to retain data.
○ Question: What is the difference between RAM and a hard drive
if they are both types of storage?
■ RAM is volatile and temporary: you need to have power
to keep the information stored.
■ Hard drive is not volatile: you don’t need power to keep
the information stored on the drive, and the data is
permanently stored until a user deletes it.
● Video Card
○ An expansion card that generates output images to a display.
■ Many video cards have RAM built onto the card so as
not to use the computer’s main RAM source.
■ Can make the computer run more efficiently, especially
in cases of heavy game and video use.
● Sound Card
○ An expansion card that can add high quality and/or professional
sound to your computer for music, movies, and games.
■ May also include extra input/output (I/O) ports (for
microphones, etc.).
● PCI Slots (not pictured in slide show until last slide)
○ Definition: Peripheral Component Interconnect
○ Slots for Video and Sound Cards
■ Tip: Not every card fits in every PCI slot.
○ Question: How can you tell the difference between PCI slots and
RAM slots?
■ RAM slots have snaps at each end to secure RAM cards.
■ PCI slots are usually located near the edge of the
motherboard to accommodate external I/O ports.
● DVD/CD-RW Drive
 ○ Allows for watching movies, listening to music, playing games,
and installing software.
○ RW stands for rewritable.
○ Mounted in the case, not on the motherboard.
● Power Supply (not pictured in slide show)
○ Provides and regulates power to the computer.
○ Mounted in the case, not on the motherboard.
● Peripherals (not pictured in slide show)
○ Parts of a computer that are not permanently mounted on the
motherboard or in the case.
○ Examples:
■ Mouse
■ Keyboard
■ Monitor
■ Printer

○ (10) Construction & Safety

■ Toolkit
● No need for a fancy tool kit; keep it basic.
● Necessary tools
○ Philips head screwdriver
○ Flat head screw driver
○ Canned air
○ Needle nose pliers
● Cost = $20
■ Safety
● Basic precautions
○ Unplug everything prior to any kind of work.
○ Electric Static Discharge (ESD)
■ Definition: when electricity is exchanged between two
entities (e.g. the shock you receive when rubbing your
feet on the carpet and touching something metal).
■ When working with computer hardware, ESD can
damage parts.
■ Tips to avoid ESD
● Use anti-static band (optional but
recommended).
● Don’t work on carpet.
● Wear cotton fibers.
● Reminder: never open or attempt to fix power supply.
● Hardware safety
○ Proper Handling (discussed in the Component Review)
 ■ Extends life of the device.
■ Prevents common problems.
○ Proper Disposal
■ Most hardware components cannot be thrown in the
trash.
■ Local organizations assist in proper disposal (you may
need to pay a fee).
■ Recycle when possible!

○ (15) Component Review

■ Walk back through hardware components along with the Prezi. Have students:
● name the parts.
● explain the function of each part.
● put the parts into the motherboard or point out where the part lives on
the motherboard or in the case.
● Discussion: Proper handling of delicate components
○ Reminder: Anti-static wrist band
■ Wear to prevent static discharge.
○ Processor/CPU
■ Don’t touch the pins.
● Avoids static discharge.
● Prevents oils from your skin ruining the pins.
○ RAM
■ Don’t bend/break the RAM card when installing.
○ Video Card & Sound Cards
■ Don’t bend/break the card when installing.
■ Don’t touch the pins.
○ Hard drive
■ Never open hard drive.
■ Don’t shake or drop hard drive.
○ Power Supply
■ Never open power supply to avoid potentially fatal
shock.
■ Keep away from moisture.
■ Don’t shake or drop power supply.

○ (5) Case
■ What makes a good case?
● Ease of access
● Air flow
● USB 3.0 ports
● Front accessibility for headphones
 ● Well positioned Drive Bays for CD/DVD and hard drives
■ How do you pick a case?
● Make sure you pick a case that fits your motherboard.
● Style. Don’t underestimate the importance of aesthetics!
● Consider where your case will be stored to help determine size/shape.

○ (15) Maintenance
■ Cleaning
● Dusting
● Using the right solutions
● Using the right tools
○ Canned Air
○ Microfiber cloth
■ Tip: NEVER use paper towels.
● Clean outdoors or at least in a well-ventilated space.
■ Choosing a proper location for your computer
● Good air flow
● Away from animal hair
● Not in Kitchen
○ Too many hazards, like liquids
● Not on carpets
○ Put in on a desk if you have all carpets
■ Keep your computer cool
● Cable management
● Dusting
● Choose a case with good airflow
● Choose a well-ventilated location

○ (10) How to find good computer parts

■ Demo of Newegg.com
● Search for a component.
● Look at specifications.
● Look at reviews.
■ Microcenter (Denver, CO)
● Visit the store and seek advice.
● Take a class.

○ (10) Further Resources and Q&A/Class Discussion

■ Further resources
● Online forums
● Tech websites
○ Memoryx.com (find RAM specs for any computer model)
 ○ Computer.howstuffworks.com (more detailed hardware info)
● Wikipedia/Google
■ Q&A: Open up the floor for questions about hardware.

● (5) Conclusion
○ Go over handout, review material, emphasize contact info & further resources on
handout, such as 1:1 appointments and other applicable classes.
○ Any questions? Final comments?
Remind students to take class survey

Lesson Plan 9 : Communities, Biomes, and Ecosystems

Teacher Name:

Aziz Ahmad

Grade: Grade 9-10

Subject: Biology
Topic:

Communities, Biomes, and Ecosystems

Content:

Vocabulary:

climax community, community, ecological succession, limiting factor, primary succession,

secondary succession, tolerance, latitude, tundra, boreal forest temperate forest, weather, climate,
tropical rain forest, woodland, primary succession, desert, tropical svanna, abyssal zone, aphotic
zone, benthic zone, estuary, intertidal zone, limnetic zone, littoral zone, photic zone, plankton,
profundal zone, sediment wetlands

Goals:

Limiting factors and ranges of tolerance are factors that determine where terrestrial biomes and
aquatic ecosystems exist

Objectives:

Section 3.3 Objectives:

1. Identify the major abiotic factors that determine the aquatic ecosystems.

2. Recognize that freshwater ecosystems are characterized by depth and water flow.

3. Identify transitional aquatic ecosystems and their importance.

4. Distinguish the zones of marine ecosystems.

Materials:

Chapter 3 Vocabulary Word Search Launch Lab Chapter, p. 76 Mini Lab Chapter 3, p. 77 Video
Lab Chapter, DVD, Bio L. 79 Real World Biology - Analysis,p.81 Handout / Careers in Biology,
p. 82 Webb Site Enrichment - HO, Homework - Mapping - p. 84. Chapter 3 Study Guide -
Section 3.3 - Homework

Introduction:

Interactive Classroom 1. Power Point Presentation Chapter 3, Section 3.3 Aquatic Ecosystems 2.
TLW - Read Chapter 3 for Homework Assignment before class

Development:

Start - up Activities A. Foldable Study Organizer, Used with Section 3.1 to study what we learn
about primary succession and secondary succession. Fun Activty
Practice:

Chapter 3, Study Guides for guided practice and home work Assessment at the end of the
chapter

Accommodations:

Teaching strategies and activities have been coded for ability level appropriateness. A
competency level is given for each activity using different coding systems for each student.

Checking For Understanding:

Daily Quiz, Formative Assessments Chapter 3 Assessment Practice Chapter 3 Quick Check
Chapter 3 Test, Standardized Testing

Closure:

Review the BIG Idea Check for understanding of main idea's Check vocabulary Assign Next
Chapter

Evaluation:

Evaluate their work has been done .

Home assessment

Ask students to learn and write ✍ .

Add some mcqs in home assessment .

Lesson Plan 10: Cell Organelle

Teacher Name:

Mr. aziz Ahmad

Grade 9-10

Subject: Biology

Topic:

Introduction to cells
Content:
CONTENT STANDARD A:

SCIENCE AS INQUIRY As a result of activities, all students should develop abilities necessary
to do scientific inquiry and understandings about scientific inquiry.

CONTENT STANDARD E: SCIENCE AND TECHNOLOGY As a result of activities, all

students should develop understanding about science and technology.

CONTENT STANDARD G: HISTORY AND NATURE OF SCIENCE As a result of activities,

all students should develop understanding of science as a human endeaver, nature of scientific
knowledge and historical perspectives. NEW YORK STATE MATH, SCIENCE, AND
TECHNOLOGY STANDARDS MST 1: ANALYSIS, INQUIRY AND DESIGN KEY IDEA 1:
The central purpose of scientific inquiry is to develop scientific explanations of natural
phenomena in a continuing, creative process.

PERFORMANCE INDICATOR:

Students question the explanations they hear from others and read about, seeking clarification
and comparing them with their won observations and understandings.

MST 2: INFORMATION SYSTEMS KEY IDEA 1: Information technology is used to retrieve,

process and communicate information and as a tool to enhance learning.

PERFORMANCE INDICATOR: Students access the needed information from printed media,
electronic data bases and community resources.

KEY IDEA 2: Knowledge of the impacts and limitations of information systems is essential to
its effective and ethical use.

PERFORMANCE INDICATOR: Students demonstrate the ability to evaluate information.

MST 4: SIMILARITY AND DIVERSITY AMONG LIVING THINGS KEY IDEA 1: Living
things are both similar to and different from each other and from nonliving things.
PERFORMANCE INDICATOR: Students describe and explain the structures and functions of
the human body at different organizational levels.

Goals:
The goals of this ninth-grade Biology lesson are for the students to understand plant and animal
cells and to acquire technology skills to complete an assigned task.

Objectives:
 Given a computer, Internet access, and a list of websites, students will research and answer
questions about plant and animal cells. Given poster board, markers, and colored pencils,
students will make a poster of either a plant or animal cell. Given access to a computer with
PowerPoint, students will create 1-2 slides about an assigned cellular organelle.

Materials:
computer with PowerPoint, Internet access, cell question sheet containing websites, poster
board, markers, and colored pencils.

Introduction:
The lesson will start by having the class complete a brainstorming activity. Ask the class to
think of many different words that contain the word cell and record the student responses on the
chalkboard. Examples of student responses may include jail cell, terror cell, fuel cell, cell
battery, and cellular phone. Then ask the students to come up with a definition of the word cell
from thinking about the meanings of the words that contain the word cell.

Development:

The instructional strategies used are guided practice and cooperative learning. Explain to the
students that they will be learning about cells. Provide background information about cells by
discussing the Cell theory. (CELL THEORY STATES THAT ALL LIVING THINGS ARE
MADE UP OF CELLS, CELLS ARE THE BASIC UNIT OF LIFE, AND ALL CELLS COME
FROM PREEXISTING CELLS). During this part of the lesson, students will learn the basic
characteristics of plant and animal cells using the computer. Students will be provided questions
about plant and animal cells, and a list of websites to explore to find answers to the questions.

QUESTIONS 1.

What are the two types of cells and identify their major characteristics?

2. What are the shapes of a plant and animal cells?

3. What cellular organelles are found inside plant and animal cell and what do they look like?

4. What are the functions of all of the cellular organelles inside plant and animal cells?

5. How are plant and animal cells different? Cell Websites http://www.cellsalive.com/index.htm
http://www.biology4kids.com/files/cell_main.html http://www.ibiblio.org/virtualcell/index.htm
http://www.winterwren.com/apbio/cellorganelles/cells.html
http://vilenski.org/science/safari/menu/index.html
http://projects.edtech.sandi.net/miramesa/Organelles/animal.html

Practice:
 The next activity is for the students to make posters of a cell. Half the class will make an animal
cell, and the other half will make a plant cell. Students will use poster board, markers, and
colored pencils to draw, color and label their diagrams. The posters must include all of the
cellular organelles for the assigned cell. Upon completion, each student will present their poster
to the class. The posters will be displayed around the classroom after everyone has presented
their cellular artwork. During this activity the teacher will circulate to assist and evaluate the
progress of the students.

Accommodations:
For challenged learners:

Students can complete the assignments in groups. This will help students that have special needs
participate and complete the assigned task. Students can present their posters as a group. This
will take some anxiety away from student that fear speaking in front of others. Students with
motor control problems may be provided with a cell that is already drawn and labeled. These
students would only have to color in the cell. For advanced learners: Those who finish the
project quickly can be asked to create more PowerPoint slides. They may be able to create an
entire presentation consisting of many cell organelles. Students who show early mastery can also
be asked to create a plant and animal cell comparison using technological resources.

Checking For Understanding:

Teacher circulates around the room to assist and evaluate students during the lesson, informal
assessment. The questions about cellular organelles, the cell poster, and PowerPoint slides are
graded according to the rubric.

Closure:
Discuss the similarities and differences between plant and animal cells. Students are asked to
identify the differences between plant and animal cells (PLANTS HAVE CHLOROPLASTS
AND A CELLWALL AND ANIMALS HAVE CENTRIOLOES).

Evaluation:
Use the following three-point rubric to evaluate how well students conducted research, created
and presented posters, and created their PowerPoint slides. 0-NOT MET: lacked research skills
did no create poster did not present display did not make PowerPoint slides 1-PARTIALLY
MET: showed weak research skills did not complete poster gave a brief report with some ereors
to the class lacked technology skills in PowerPoint slides 2-MET: showed on-grade research
skills adequately created poster developed competent ways to present poster displayed adequate
amount of technology skills in PowerPoint slides 3-EXCEEDS: showed strong research skills
developed creative and innovative ways to complete poster gave detailed and interesting
presentation to class used many different technology skills in PowerPoint slides

Teacher Reflections:
Were there too few websites to complete task or were there too many websites? Make
adjustments in websites as needed. Did the students have difficulty with the content of the
websites or were the websites to simplistic? It is important to have the content at the instructional
reading level during class, because I am available to assist them with reading comprehension.
Assess the overall project. Was the project motivating and engaging enough for the students? If it
was not, try to find activities that will engage students more.

Transportation in Plants

Teacher Name:

Mr. aziz Ahmad

Grade 9-10

Subject: Biology

Topic:

Transportation in Plants
Objectives:

This lesson is designed for middle school and high school. The objectives for
this lesson are as follows:

1) Students will understand how the forces of

adhesion and cohesion and the process of transpiration aid in the transportation
of water through the plant.

2) Students will recognize the form and function of

stomata.

Materials:

Glass tube (hollow; the smaller the diameter, the better)

Celery Stalks (with leaves; about 10 stalks for every 25 students)
Microscopes, slides, and cover-slips
Food coloring
2 glass containers
Scalpel
Scotch tape
Clear nail polish
Leaves from plants

Strategy:

1) preparation:

mix several drops of blue food coloring with water in the glass
container. Place the celery stalks in the container 4 days prior to the date
the class will be using the celery. After mixing food coloring and water in the
second container, insert the glass tube (the water should creep up the tube, but
will not reach the top.) Collect leaf samples from around the campus.

2) the lesson:
PART 1:

Have the students observe the water in the tube. Ask them why the water
is creeping up the glass rod, apparently defying gravity. After discussing how
the forces of adhesion and cohesion are responsible for the ascending water,
have them compare the celery and the glass tube in terms of how high the water
ascended. Students should notice that the water in the celery has risen to the
tips of the leaves, while the water in the glass tube is much lower. Then pose
the following question: "Why did the water rise so high in the leaves but not in
the glass tube?" Following their responses, explain the
Adhesion/cohesion/transpiration theory (include how the gradient of water
potential moves water from cell to cell to cell to stomata.) Have the students
view a thin cross section of celery under the microscope to discover the
location of the xylem cells which are stained blue.

PART 2: Paint a small section of the underside of a leaf with clear nail polish.
Let it dry completely. When dry, peel the polish off the leaf by pressing
scotch tape to it. If done carefully, the polish should stay attached to the
tape as you peel it away from the leaf. Affix the tape to a slide and search
for the imprint of stomata in the polish (practice this method ahead of time).
Once the students can recognize stomata, have them compare how many stomata are
located on the underside of the leaf versus the top of the leaf. Relate their
findings to solar radiation, transpiration, and the cuticle.

Performance Assessment:

To assess the student's comprehension of the lesson the following quiz would be
administered:
1. Explain in detail how the forces of adhesion and cohesion and the process
of transpiration aid in the transportation of water through the plant.

2. Predict what would happen to a plant if all of it's stomata became

plugged by a substance that prevented the passage of matter into and out
of the leaves. Provide an explanation for your prediction.

This quiz would be worth 6 points.

The following rubric would be used for

awarding points:

Question #1 is worth 4 points with 1 point awarded for each of

the explanations of adhesion, cohesion, and transpiration. The final point would
be awarded for an overall coherent answer.

Question #2 is worth 2 points, with

1 point awarded for a reasonable prediction and 1 point for an accurate
explanation.
Lesson plan 11 # Inhalation and Exhalation

Teacher Name:

Mr. aziz Ahmad

Grade 9-10

Subject: Biology

Topic:

Inhalation and Exhalation

Objectives:

The main objectives of this Mini-teach are to make a model of the

respiratory system that will demonstrate the processes of inhalation/exhalation
and to determine the volume of air exhaled.
 Materials Needed:

MODEL CONSTRUCTION VOLUME OF EXHALED AIR

2 pieces of plastic straw food coloring

2 small balloons water

rubber cement paper towel

clear plastic cup 2-L plastic bottle

large balloon 2-hole rubber stopper

rubber band rubber tubing

tape glass tubing

graduated cylinder

Strategy:

Model Construction

1. Take a piece of straw and cut a hole in the middle, do not go through to

the opposite side. Fit a small balloon over each end. If the balloons

are slightly larger than the straw, cement them to the ends. Put this

aside to dry.

2. When the cement has dried, bend the straw in the middle of the hole.

3. Take a second piece of the straw and cut a V-shape at the end. Fit the

slanted points of the straw into each semi-circle of the bent straw.

4. Cement the two pieces of straw together. Allow the cement to dry.

5. Cut a hole in the bottom of the clear plastic cup using the diameter of

straw as a guide. Push the open end of the straw into the hole of the
 plastic cup from the inside. Cement the straw in the hole.

6. Take the large balloon and cut the neck off. Carefully stretch the cut

balloon sheet over the opening of the cup. Do not crack the cup. Secure

the balloon sheet with a rubber band. If necessary, you may tape the

edges, but do not cement them to the sides of the cup. The model will work

only if there are no leaks.

7. Pull down on the balloon sheet. Observe what happens to the small balloons.

8. Push up on the balloon sheet. Observe what happens to the small balloons.

Measuring the Volume of Exhaled Air

1. Fill a plastic bottle four-fifths full of water. Add several drops of food

coloring to the water.

2. Put a short glass tube (does not reach the water) and a long glass tube

(almost reaches the bottom of the bottle) through the 2-hole rubber

stopper.

3. Connect the rubber tubing. To the short glass tube connect a piece to blow

into. To the long glass tube connect a piece that will touch the bottom

of a graduated cylinder.

4. Cover the opening of the shorter length of rubber tubing with a paper

towel, and after inhaling normally, exhale normally into the rubber tubing.

5. The exhaled air will cause an equal volume of water to move through the

outer length of tubing into the graduated cylinder. Record the volume of

this water in ml in a data table.

6. Pour the colored water from the cylinder into the 2-L plastic bottle.

7. Repeat steps 4-6 two more times. Record the results in your data table.
 Calculate the average of the three readings.

8. Run in place for two minutes and exhale into the rubber tubing. Record

the volume of the water in the graduated cylinder.

9. Rest for a few minutes until your breathing returns to normal. Then

repeat step 8 two times and record the results. Calculate the average

of the three readings.

Performance Assessment:

At the conclusion of the Mini-teach, students will be able to answer the

following questions:
1. What do the small balloons represent?
2. What do the two ends of the straw to which the balloons are attached
represent?
3. What does the longer piece of straw represent?
4. What do the sides of the cup represent?
5. What does the balloon sheet over the cup's opening represent?
6. What happened to the small balloons when you pulled down on the balloon
sheet?
7. What happened to the small balloons when you pushed up on the balloon
sheet?
8. What happens in the plastic bottle as you exhale into the rubber tubing?
9. Why is it important to measure the volume of exhaled air three times
before and after exercise?
10. How does your average volume of exhaled air before exercise compare to
your average volume of exhaled air after exercise?
11. What effect does exercise have on the volume of exhaled air? Explain.

Conclusion:

Students will understand the basic anatomy and physiology of the

respiratory system. Also, students will understand that exercise will effect
the volume of air exhaled.
Lesson plan 12.

Bones

Teacher Name:

Mr. aziz Ahmad

Grade 9-10

Subject: Biology

Bones

Objectives:

This lesson is designed for primary grade levels 2-3, although it can be
adapted for intermediate and upper grade levels.
Students will be able to describe the functions of bones in the human body.
Students will be able to describe the make up of a bone.
 Students will be able to recognize that hollow bones have more strength.
Students will comprehend that the depletion of calcium in bones causes them
to become weak.
Students will be able to describe what the backbone is made up of.

Materials Needed:

ACTIVITY 1 ACTIVITY 2
Pictures of Bones Paper
Examples of Bones Tape
Pictures of Joints Paper Plates
Clay Measuring cups
Weights (Blocks-small)

ACTIVITY 3 ACTIVITY 4
4 Chicken Leg Bones Empty Thread Spools (assorted sizes)
Vinegar String, Scissors
Containers (4jars) Tape, Balloons
Ruler, Hole Puncher

Background Information:

The skeletal system of the human body is made up of bones. These bones
make up the body's shape and protect the internal delicate body parts. An
adult person has about 206 bones in his/her body. The number of bones in a
person's body varies from person to person. This is due to the discrepancies
in the number of little bones in the hands and feet. The bones in the human
body are distributed in this way: skull=29, spine=26, ribs and breastbone=25
shoulders, arms, and hands=64, pelvis, legs and feet=62. The central support
system for the body is the spine. The spine is made up of 26 linked
bones called vertebrae.

Strategies:
ACTIVITY 1 "BONE MAKEUP"

1) Teacher will show students a picture of a bone pointing out the

various parts of the bone, and reviewing important vocabulary.

2) Students will create a clay model of the bone, labeling the parts

of it.

3) Teacher will introduce the four joints of the human body.

 4) The teacher will demonstrate the movements of the joints.

5) Teacher will provide examples of each joint.

6) Students will match up joints with examples.

ACTIVITY 2 "HOLLOW STRENGTH"

1) Students will roll up a sheet of paper (8 1/2 x 11) about 1 in wide

into a cylinder. They will make 3 of these (paper bones).

2) Students will stand the bones up on their ends, placing a paper plate

on top of the bones.

3) Teacher will ask students to tell what is happening - the hollow rolls

will support the plate.

4) Students will begin to add weights (wooden blocks) to the plate.

5) Students will count how many blocks the plate can hold before it

collapses the bones.

6) Students will roll 3 more sheets of paper as tightly as they can so

that there is no hollow section.

7) Students will stand these "bones" up as before placing the same plate

on top of them.

8) Students will place weights on top of the plate until they collapse.

9) Students will deduce what happened. Teacher will explain that hollow

bones were able to support more weight. Teacher will also explain that

having a hollow center gave the bones a better design and made them

stronger. Teacher will continue explaining that the large bones in our

body are also hollow, which makes them strong so they can support more

weight, but light, so it takes less energy to move them.

ACTIVITY 3 "DEBONING"

1) In cooperative learning groups, students will observe chicken legs

soaked in vinegar in jars.

2) Students will observe bones that have not been placed in vinegar.

3) Students will compare and contrast the similarities and differences

of the sets of bones.

4) Students will deduce that the bones that were placed in vinegar were

weaker and more flexible.

5) The teacher will explain that the vinegar contains an acid which dis-

solves the calcium phosphate in the bones. Without calcium bones will

loose their hardness and will become weaker.

ACTIVITY 4 "GET A BACKBONE"

1) Students will get the following material: 2 large, 2 medium, and 2

small empty thread spools, 1 pencil, scissors, ruler, hole puncher,

string, and tape.

2) Students will draw 5 circles on the cardboard by tracing the base of

2 large, 2 medium, and 1 small spools of thread.

3) Students will cut the circles out and will punch holes through the

center of them.

4) Students will cut an 18in (45cm) length of string.

5) Students will began threading the spools of thread together beginning

with the largest spools, taping the string to the bottom of the largest

spool (cardboard circles of corresponding sides will be threaded

between each pair of spools).

6) Students will blow up a balloon and will place it on top of the model.
 7) Students will stand the column of spools on the table (largest on

the bottom) and push top spools about 2 inches to the side.

8) Teacher will explain that the small spools at the top represent the

cervical vertebrae, the medium spools represent the thoracic vertebrae

and the larger bottom spools represent the lumbar vertebrae. The

teacher will also explain that because the vertebrae, like the spools,

are not permanently attached together the human body can bend and lean

in different directions. Between each pair of vertebrae is a disk of

cartilage that acts as a shock absorber, just as the cardboard circle

between the spools keeps them from knocking together. Without this

flexible disc the vertebrae would grind together and the body would

be able to twist, turn, or bend the torso without pain and damage.

Performance Assessment:

Activity 1

1) Students will color and label the parts of a bone on a ditto sheet.

2) Students will match the joints of the body with examples that

represent their movements.

Activity 2
1) Students will observe both models of the bones and will record

the differences.

Activity 3
1) Students will observe, and compare/contrast the bones using a Venn

diagram.
Activity 4
1) After making model, students will label the three regions of the back.

2) Students will be able to explain how the spine moves.