Organizing Teaching-

UNIT 5 ORGANIZING TEACHING- Learning Experiences

LEARNING EXPERIENCES

Structure
5.1 Introduction
5.2 Objectives
5.3 Linking Process Skills with Content
5.4 Formulating Learning Objectives
5.5 Unit Planning in Science
5.5.1 Using Concept Map as a Tool for Planning
5.6 Lesson Planning in Science
5.6.1 Traditional Methods of Lesson Planning
5.6.2 5-E Approach of Lesson Planning
5.7 Using Laboratory for Teaching-Learning
5.8 Let Us Sum Up
5.9 Unit End Exercises
5.10 Suggested Reading and References
5.11 Answers to Check Your Progress
5.12 Annexure: Examples of Lesson Plans

5.1 INTRODUCTION
When you organize the teaching-learning in science, you have to plan certain
things in advance as a Science teacher. We have already discussed the nature of
science in Unit 1 of block 1 and also discussed in detail about aims and objectives
of science teaching at various levels in unit 2 of the same block. Here, in this unit
our focus will remain on helping you in planning of teaching-learning situations
in a science classroom. How will you identify the objectives? How will you
select appropriate process skills to be developed and how is the content to be
integrated for the same? What should be the transactional strategies? These are
the major questions to be answered through this unit. Unit will also explain
some prototypes of lesson planning, which could be used by you with required
modifications in your class. The unit will remain focused on constructivist
pedagogy and help you to organize teaching-learning situation, where young
minds can construct scientific knowledge, on their own.

5.2 OBJECTIVES
After going through the unit, you will be able to:
• identify the appropriate process skills to be developed through a particular
content;
• formulate learning objectives in sync with process skills;
• use concept map as a planning tool in science teaching-learning;
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Teaching-Learning of • compare the traditional lesson planning with 5-E Model of planning;
Science
• develop lesson plan for variety of content in 5-E format; and
• use laboratory as a place for construction of scientific knowledge.

5.3 LINKING PROCESS SKILLS WITH CONTENT

It has been discussed already, that the curriculum of science upto the class X is
thematic i.e. disciplinary classification for content like physics, chemistry,
zoology, botany, etc., has not been exercised. You must have studied the basis
for thematic approach adopted at elementary and secondary level during your
elementary teacher training programme. Keeping in view the cross-disciplinary
nature of science, curriculum of science, from classes VI to X has been designed
around some basic themes like Food; Materials; The world of the living; How
things work; Moving things; People and ideas; Natural phenomena and Natural
resources.

You must have observed a change in approach at the secondary level. At the
secondary stage, more emphasis has been given on abstraction and quantitative
reasoning as compared to the elementary stage. Higher order skills are to be
developed among learners and content has been designed keeping this in mind.

As a science teacher, it is important for you to understand the nature of content

as well as skills to be developed while designing your instructions. In Unit 3, we
have discussed about various process skills, which are to be developed among
learners at secondary level. Here our focus will be on identifying appropriate
content for a desired process skill or vice-versa but both are important before
entering in the class.

While planning any teaching-learning strategy, first thing on which you have to
focus is the nature of content and which skill can be developed through it.

Let us try to understand it with an example.

For Chapter 5 “The Fundamental Unit of Life” of class IX, Mr. Rohan, the
science teacher of a secondary school has conducted the following exercise.
He prepared a grid of major content areas covered in the chapter and identified
associate process skills to be developed.
Major points to be covered Skills to be involved
Origin of Cell Observation
Basic structure of Cell Observation
Types of Cell: Prokaryotic and Eukaryotic Observation and Comparison
Difference between plant cell and Observation, Comparison and Critical
animal cell Thinking
Cell organelles and their function Observation and Critical Thinking
Structure and functions of microscope Precision and Experimentation

While going through any content, you also need to have a look on what skills
are required for dissemination. If you identify and develop a link between
skills required and nature of content, it will help you to design your instruction
6 more effectively.
 Organizing Teaching-
Activity 1 Learning Experiences

Select any one chapter of science from the textbook of class 9 or 10 and
identify the major content to be covered and associated skills.

Once you are able to identify the content and associated skills, you will be able
to locate the nature of knowledge to be created. In science, it may be factual,
conceptual, procedural or meta-cognitive. Let us understand this with the help
of following table:

Types of What Comes under it? Examples

Knowledge

Factual Facts, terms, definitions, laws, Wood, water, brick,

vocabulary, etc. colloid, law of gravitation,
Ohm’s law, etc.

Conceptual Concepts, theories, Mixture, valency,

generalizations, interpretations evaporation, solution,
Mole, Bohr’s model, etc.

Procedural Activities, processes, cycles, Sublimation, separation of

experiments, etc. mixtures, writing chemical
formula, digestive system,
water cycle, etc.

Metacognitive Awareness and knowledge about Reading, writing, working

one’s own cognition. It includes together, doing activities,
knowledge of general strategies psychological
that might be used for different characteristics, etc.
tasks, knowledge of the
conditions under which these
strategies might be used,
knowledge of the content to
which the strategies are effective
and knowledge of self.

Check Your Progress

Note: a) Space is given below to write your answer.
b) Compare your answer with the one given at the end of this Unit.
1) Why is it essential to associate the content with process skills?
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Teaching-Learning of
Science 5.4 FORMULATING LEARNING OBJECTIVES
Once you identify the desired process skills associated with the content, you
have to move to the next step i.e. formulating the learning objectives of the
identified topic.

While formulating the learning objectives, your focus should be on the existing
knowledge and background of your learners. You have to plan objectives in such
a way so that you can facilitate learning as per the abilities of the learners as well
as to develop their competence and potential.

When you are formulating the learning objectives, you should keep in mind the
aims of science education prescribed at the secondary and senior secondary level
(as discussed in Unit 2). Unit 2 has also discussed a classification of learning
objectives, suggested by Anderson and Krathwohl, which is a revision of Bloom’s
taxonomy. We will focus here only on this revised taxonomy.

While formulating learning objectives, a teacher should keep in mind the

following:
• Learner should be the center of objectives.
• Language of objectives should be simple, direct and easily understandable
for teacher and learner both.
• Objectives should be observable i.e. observable behavioral terminology
should be used.
• Objectives should facilitate learner to acquire knowledge or develop the
desired process skills.
Let us see an example:

Benjamin, the science teacher in a secondary school of Panaji tried to formulate

the learning objectives for a topic “Nutrition” in the chapter 6: Life Processes.
He discussed the topic and major content with his learners in the class and
formulated the following objectives:
SET-I
– identifying different types of nutrition in the plants and animals;
– differentiating autotrophic and heterotrophic nutrition with examples;
– establishing relationship of type of nutrition with immediate environment
of animals and plants; and
– exploring various methods of getting nutrition in various organisms.
SET-II
Now compare these objectives with the following:
– to explain various types of nutrition in plants and animals.
– to differentiate autotrophic and heterotrophic nutrition.
– to demonstrate the relationship of type of nutrition with immediate
environment of animals and plants.
– to explain various methods of nutrition.
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If you examine the two sets of objectives, you will be able to understand the Organizing Teaching-
Learning Experiences
differences between the two sets. One major difference is that Set-1 objectives
are learner centered, while Set-2 objectives are teacher centered. Set-1 objectives
are reflecting the activities to be undertaken by the learners whereas Set-2
objectives are reflecting the activities to be undertaken by the teacher.

In Set-1, while framing the objectives, Benjamin has engaged his learners
actively which will motivate learners to achieve these objectives.

Here is one more example in which teacher has tried to match the procedural
knowledge with cognitive processes.

Knowledge Learning objective Cognitive process

dimension dimension

Procedural • Making a simple torch recalling the Remembering

knowledge required electric circuit diagram.
• Explaining how does the bulb glow,
indicating the direction of flow of the Understanding
electric current.
• Relating glowing of the torch with a
closed electric circuit. Applying
• Identifying problem in the electric
circuit/components, if the bulb does Analyzing
not glow.
• Selecting suitable electric cell and
bulb from a given assemblage for
making torch by checking their Evaluating
specifications.
• Modifying the structure of electric
circuit of a simple torch/making a Creating
device using simple electric circuit.

Source: Pedagogy of Science, Part-1, p. 86-87, NCERT

This example is again indicating the characteristics identified in the example of

Benjamin. After discussing major considerations for formulating learning
objectives, let us move towards writing the learning objectives.
Writing Learning Objectives
We have already discussed that while writing learning objectives, we should
keep in mind the previous knowledge and background of the learners, process
skills to be developed and knowledge dimension.

Here are few examples of learning objectives, which you should go through.

Cognitive process Learning Objectives

Remembering - Listing the types of state of matter
- Defining evaporation
- Labelling the cell organelles in the diagram of cell
- Enlisting hierarchy of classification of living beings
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Teaching-Learning of
Science Understanding - Describing the process of sublimation
- Distinguishing between speed and velocity
- Giving examples of conservation of momentum
- Representing ray diagram for reflection from concave
mirror
Applying - Explaining solubility of sugar in water
- Demonstrating centripetal and centrifugal force by
using a stone attached with a thread.
- Computing the distance to hear the echo
- Balancing the chemical equations
- Recording the observations in an experiment.
Analyzing - Identifying acid and basic radicals in a given
compound.
- Comparing the animal cell with plant cell
- Illustrating the process of digestion in human beings
- Solving a numerical problem using more than one
formula
Evaluating - Inferring a conclusion from a graph
- Writing hypothesis for an experiment
- Justifying any statement/principle/theory with
arguments and counter arguments.
- Relating the density of medium with distance to be
covered by sound waves.
Creating - Developing a model of plant cell.
- Making a device from household goods to explain
any scientific phenomenon.
- Devising a crossword puzzle on concepts related to
light
- Designing a role play to demonstrate relation of the
sun and planets.

Above table is just showing some examples of learning objectives, which can be
formulated by you. You can formulate objectives keeping in mind the category
of cognitive process and knowledge dimension.

Activity 2
Select any one topic of science from the textbook of class 9 or 10 and
formulate some learning objectives based on the discussion held in above
section.

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 Organizing Teaching-
Check Your Progress Learning Experiences
Note: a) Space is given below to write your answer.
b) Compare your answer with the one given at the end of this Unit.
2) What are the key considerations while formulating learning objectives?
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3) Why is it important to consider knowledge dimension while formulating
learning objectives?
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5.5 UNIT PLANNING IN SCIENCE

Unit planning reflects the planning of units prescribed in the syllabus, according
to which a teacher normally plans the lessons. Unit plan not only includes the
planning of content but also reflects upon the activities to be undertaken and the
evaluation procedure to be adopted to evaluate the success in achieving the desired
objectives.

Unit plan includes concepts and learning objectives, which are to be taught in
various lessons reflecting the inter correlation of concepts of subject as well as
experiences and issues, often across the subject area.

Unit planning is a practice, which can help a teacher in planning teaching and
learning activities logically in a boarder sense. Generally, a teacher practices
lesson planning as a regular activity but isolated lesson planning can create a
kind of a separation in the correlated content elements. Unit plan provides an
opportunity not only to plan in advance but to plan whole unit in a comprehensive
way, so that lessons are presented in a lucid and interrelated manner.

If unit planning is done effectively, the learning experiences for learners can be
maximized and multiplied. Unit plan provides an opportunity to interact with
teachers of various disciplines, to work with them and provide multimodal
exposure to learners.
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Teaching-Learning of Characteristics of a unit plan
Science
• Unit plan is mapped around a central problem or purpose.
• Unit planning includes learners’ participation.
• It considers all the related concepts around the main theme of the unit.
• It brings a continuity and comprehensiveness in the classroom teaching
practices, so that a learner can learn any concept with all its related aspects.
• It basically helps teachers to plan daily lessons, according to the path shown
in unit plan.
• Unit plan helps teachers to consider the objectives, classroom processes and
evaluation techniques in a holistic manner.
• Unit plan guides teachers to arrange the resources according to the need in
everyday lesson.

General Steps of a Unit Plan

Generally, when you plan to develop a unit plan in science or in any other subject,
you need a general framework or guidelines to structure your unit plan. Teachers
use various formats and approaches for constructing unit plans. In the traditional
approach, some steps have to be followed while constructing a unit plan. The
essential steps of unit planning are as follows:

Division of Unit

Determining the objectives of a unit

Deciding Methods/ Techniques of teaching

Planning about interaction

Evaluation

Fig. 5.1: Steps of a Unit Plan

5.5.1 Using Concept Map as A Tool for Planning

Concept map is a tool which is being used for planning teaching learning
experiences. We have already discussed about concept map and its use in planning
in unit 9 of the course BES-123. Learning and Teaching.

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In this unit we will focus on use of concept map in planning. Concept map is a Organizing Teaching-
Learning Experiences
tool which is very useful for unit planning. It helps in linking various concepts
and their relationships. You as a teacher can distribute your lesson accordingly
and establish linkages between various lessons planned for the unit. Here is an
example, in which a Science Teacher from Kerala, Ms. Uzma is using concept
mapping for unit planning.

Fig. 5.2: Concept Map on Atom

Ms. Uzma has distributed her plans after this concept mapping in the following
order:
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Teaching-Learning of
Sl. Topic Sub-concepts Activities/ Teaching- Assessment
Science
No strategies learning Strategy
Material

1 Basic - Charged Activities to 3-D model of Crossword

Structure of particles i.e. show charge in an atom puzzle
an Atom Electron and particle, role-
Proton. play on
- Neutral subatomic
particle: particles
Neutron
- Nucleus of
atom and basic
structure

2 Distribution Orbits, Brainstorming Model of Unit test of

of Electrons Distribution of and discussion nucleus and 10 marks
and Valency electrons, Bohr- on possible orbits, placards
bury Scheme, structure of an on electron,
Concept of atom, exercise orbits and
Valency on filling nucleus
electrons in
orbits, role-play

3 Atomic Thomson Model, Demonstration Video Pictorial

Models Rutherford Model of atomic animation on demonstration
and Bohr’s Model models and atomic models of atomic
discussion models

4 Atomic Atomic Number, Examples and Video Small project

Number and Mass Number, its exploration of demonstration, on exploring
Mass symbolic ideas, numerical examples from use of
Number representation, practices daily life isotopes and
Isotopes, Isobars utilities of isobars.
isotopes and
isobars

This table is illustrating how to use concept map for unit planning. You already
have an idea about unit planning, now you can compare which one is more
learner friendly and why?

Activity 3
Select any one topic of your choice from science textbook of class 9 or 10
and develop a concept map followed by description table for unit planning.

For developing a concept map, you can also use software available like MindMap,
cMap, etc.

5.6 LESSON PLANNING IN SCIENCE

The term lesson is interpreted in different ways by different people. Generally,
teachers take it as a job to be covered in a class period which runs over 40-50
minutes or in two or three periods. A lesson is defined as a blueprint, a guide
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map, a plan for action in the near future. Lesson planning refers to sequencing of Organizing Teaching-
Learning Experiences
teaching acts or events or episodes, that we plan, organize and carry out in order
to generate a learning environment for our learners.
N.L. Bossing in his book “Teaching in Secondary Schools” proposes the following
definition of a lesson plan:
“Lesson plan is the title given to a statement of all achievements to be realized
and the specific means by which these are to be attained as a result of the activities
engaged day to day under the guidance of the teacher.”
The Dictionary of Education defines a lesson plan as a “teaching outline of the
important points of a lesson arranged in the order in which they are to be presented;
it may include objectives, questions to be asked, references to materials,
evaluation, assignments etc.”
Now it must be clear in your mind that lesson planning is a product of short term
or micro level planning involving:
• identification of specific objectives;
• selection of an appropriate content and activities;
• selection of procedures and methods for presentation of the content;
• selection of assessment exercises; and
• selection of follow up activities; etc.
Characteristics of a Lesson Plan
You may plan your lesson based on any format, but a good lesson plan must
have following characteristics:
i) must be flexible;
ii) organized content in the light of attainable objectives;
iii) rich with respect to learners’ activities and evaluation exercises;
iv) has link with the previous and future lesson; and
v) must include relevant home assignment and activities for learners

5.6.1 Traditional Methods of Lesson Planning

There are various approaches to lesson planning. They are Herbartian approach,
Unit approach, Evaluation approach and Project approach. A brief
description is provided for your sensitization.
i) Herbartian approach is based on perceptive mass theory of learning. The
learner is considered to be a clean slate and all the knowledge is to be given
from outside. If new knowledge is based on old knowledge of the learner
(his previous knowledge or experiences), it may be acquired easily and
retained for a longer period. Herbart has given five steps: Introduction,
Presentation, Organization, Comparison and Evaluation. The main focus
is on content presentation.
ii) Unit approach of Morrison is based on unit planning and transaction. The
plan of teaching is cyclic and Morrison has given five steps for this ‘cycle-
phase’ of teaching; Exploration, Presentation, Assimilation, Organization
and Recitation.
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Teaching-Learning of iii) Evaluation approach of B.S. Bloom considers education as objective centered
Science
rather than content-centered. It takes into consideration the learning
objectives, methods of providing learning experiences on the basis of the
objectives and assessing learning outcomes.

Then, a decision can be taken about objectives of learning and these evidences
may provide the basis for revision and improving the learning experiences.
The focus in this approach is on objective based teaching and testing.

iv) Project approach originated by Dewey and W.H, Kilpatrick stresses on self-
activity, social activity and experiences of real life situations; it is also a
learner planned purposeful task accomplished in a social environment.

Factors Affecting Lesson Planning

There is no certainty that a lesson plan developed by a teacher for his/her use
will be a success at every place and any time. The reason is simple. Many factors
influence lesson planning such as:
• location of a school
• size of the class
• age-wise composition of the class
• availability of teaching-learning aids
• the nature of the topic, etc.
This list is not exhaustive. You may add few other factors from your own
experiences.

Writing the Lesson

There are various forms of written lesson plans used by practicing teachers. A
teacher needs some information about the class, learners and their background
before he/she attempts to plan a lesson. Usually a lesson is divided into many
stages or steps. When a detailed lesson plan is developed, all these steps are used
in some form or the other. In the above section we have given you an idea about
some of the approaches of lesson planning. In this section we will help you to
write your plans based on different approaches.

A) Herbartian Approach
The steps of the Herbartian approach are given below:
i) General information regarding the subject, topic, class, age level of
children, estimated time.
ii) Teaching-learning Objectives
• General Objectives
• Specific objectives
You are aware that different subjects at different grade levels have some
general objectives whereas specific objectives are written in behavioural
terms as they focus on the expected outcomes of our teaching the topic over
a given period of time. These specific objectives, also known as teaching-
learning objectives must be measurable and observable. You are required to
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 identify your behavioural objectives and state them in a clear and unambiguous Organizing Teaching-
Learning Experiences
language.

iii) Teaching-learning aids: Select teaching-learning aids which you think

are proper for clarifying the concepts to be learnt: List all such teaching
aids used in the form of charts, static or dynamic model, real specimens
etc.

iv) Assessing the previous knowledge: Development of the lesson is based

on the previous knowledge of your learners. We have to assume the
previous knowledge/entry level behavior of learners related to the content
to be taught and assess it through a single direct question.

v) Introduction: This step mainly concerns with introducing a topic

through introductory questions or by creating the appropriate situation.
The focus is on preparing our learners to receive new knowledge by
linking it with their previous knowledge.

vi) Presentation: Presentation comprises of ways in which relevant content

is presented. Most of the teachers develop lessons with the help of
developing questions and using learners’ responses for further
presentation of the content. This presentation or development stage is
interactive in the real classroom situation; it depends on teachers’
communication skills and teaching skills like questioning, explaining,
giving demonstration and providing reinforcement on desirable learner
behaviour.

vii) Recapitulation: Recapitulation of the lesson helps the teacher to find

out the extent of learning that occurs during the period of instruction. It
can be done by asking several questions. This stage provides feedback
to the teacher about his/her teaching-learning process.

viii)Black Board Summary: Teacher writes the summary of his teaching

points and explanations. It is developed simultaneously when lesson is
being developed.

ix) Home Assignment: At the end of the session, thought provoking

questions or activities must be planned and given to the learners. It
gives a chance of repetition or practice to the learners. It also gives an
opportunity to them to assimilate, whatever they have learned.

B) Evaluation Approach
The design of lesson plan according to this approach consists of three aspects:
(i) Input, (ii) Process, and (iii) Output.

i) Input level: It includes the identification of objectives in behavioural

terms. They are known as Expected Behavioural Outcomes (EBOs).
The entering behaviour of the learners is also identified. The sequence
of instructional procedure is determined with the help of these
instructional objectives. These objectives are broadly classified into four
categories: knowledge, understanding, application and creativity. You
have to write objectives in behavioural terms.
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Teaching-Learning of ii) Process level:This is an interactive stage when you are actually in the
Science
classroom and communicating with your learners. You have to select
different teaching strategies, audio-visual support materials for effective
presentation of the content.

iii) Output level:This aspect of instructional procedure refers to real learning

outcomes (RLOs). This is equivalent to terminal behaviour which is
usually measured by using oral and written questions. Output aspect is
concerned with evaluation of the desirable behavioural change among
learners.

INPUT PROCESS OUTPUT

EBO’s RLO’s

Check Your Progress

Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the unit.
4) Give any one difference between Herbartian approach and evaluation
approach of lesson planning
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Format of Presentation
Effective teaching needs proper planning, transactional process and feedback
mechanism. Practically there are three stages of a lesson plan: pre-active,
interactive and post-active. Preactive stage is a stage of planning before going
to the classroom. The interactive stage is a stage of interaction between teacher
and his/her learners in the real classroom situation. Post active stage is a stage
of self-evaluation of teacher’s own teaching work.

There cannot be a single format for writing a lesson plan because it varies from
teacher to teacher and subject to subject, the only thing which can be suggested
is that it should be a well-ordered structure which follows some basic fundamental
steps and parts of a lesson. Some of the formats based on different approaches to
lesson planning discussed in Section 3.4.2 are suggested below for your guidance.
You are free to make changes according to the objectives you plan to achieve
and the nature of the subject etc.

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i) Herbartian Lesson Plan Format Organizing Teaching-
Learning Experiences
Subject : Date :
Unit : School :
Topic : Class :
Duration : Period :
1) General Objectives:
2) Specific Objectives:
3) Teaching Aids:
4) Method of teaching:
5) Previous Knowledge:
6) Introduction:
7) Statement of the Topic/Aim:
8) Presentation or Development of the Lesson:

Teaching Points Teacher’s Activity Learners’ Activity

OR

Content Objective Teaching-Learning Evaluation

Activities

9) Recapitulation:
10) Black Board Summary:
11) Home Assignment:
12) Reference:
Note:
i) Order of S.No. 1 to 5 may be changed according to your needs.
ii) In presentation/development objectives, teaching-learning activities and
evaluation are in relation to particular teaching point/content.
iii) If assessment of learners’ learning is done for each teaching act/episode, then
you may ignore recapitulation at the end of the lesson.
iv) Black board summary should be developed as the lesson progresses.

ii) Bloom’s Evaluation Lesson Plan Format

Date :
Subject : School :
Unit : Class :
Lesson : Duration :

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Teaching-Learning of 1) Specific Objectives:
Science
2) Previous Knowledge:
3) Introduction:
4) Statement of the Topic/Aim:
5) Presentation:

Objective Teaching-learning Teacher’s Learners’

Method & Aids Activities Activities

6) Evaluation:
7) Home Work:
8) References:
Note:
i) The objectives are to be written in behavioural terms.
ii) The teaching activities are to be related to the learning structures.
iii) Black Board Summary should be developed as the lesson progress.

iii) RCEM Lesson Plan Format

Date :

Subject : School :

Unit : Class :

Topic/Lesson : Duration :
1) Concepts:
2) Teaching Aids:
3) Previous Knowledge:
4) Introduction:
5) Statement of the Topic:
6) Presentation:

Expected Behavioural Sequential Learning Real

Outcomes (EBO’s) Experiences/Activities (LEs) Learning
Outcomes (RLO’s)

7) Black Board Summary:

8) Home Assignment:
9) References:
Note:
i) RCEM is Regional College of Education, Mysore.
ii) Concepts are to be identified through content analysis.
iii) Black Board Summary to be developed as the lesson progresses.
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 Organizing Teaching-
Check Your Progress Learning Experiences
Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the unit.
5) Give any two characteristics of an effective lesson plan.
i) .......................................................................................................
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ii) .......................................................................................................
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5.6.2 5-E Approach of Lesson Planning

Teaching-learning practices based on Constructivism do not follow the lesson
plan developed through a behaviourist approach. They criticize those plans as
mechanical plans which do not give opportunity to construct knowledge.

The current focus of Science teaching is on engaging learners in meaningful and

authentic learning by providing them opportunities to construct knowledge on
their own. Constructivist approach of teaching-learning does not follow fixed
steps rather it is flexible. However some educationalists have proposed some
specific steps for constructivist planning of teaching-learning. One most accepted
model is 5-E Model.

The model helps learners to change their conceptions of phenomenon explored

in Science class. The conditions required to enable learners to change conceptions
are:
• They must be dissatisfied with existing ideas and
• The new ideas must be viewed as intelligible, plausible, and fruitful
Here, the teacher is expected to help learners to restructure their conception
from novice to expert knowledge. This model has five stages of teaching and
learning. You have already gone through the basics of 5-E approach in detail in
Unit 9 of the course BES-123, Learning and Teaching.

Let us try to understand 5-E approach with the help of an illustration of a

lesson plan.

Example of A Lesson Plan

CHAPTER: Is Matter Around Us Pure Class: IX (B) Duration:

40-45 Minutes
Title of the lesson: Solutions
Material required:sugar, salt, water, honey, sand, soda/Eno, etc.
Key Concepts:Solute, Solvent, Solution, concentration of solution
Process Skills to be developed: Observation, exploration, experimentation, problem
solving

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Teaching-Learning of
Science CLASSROOM PROCEEDINGS
I-ENGAGE
The class will be divided into 4-5 groups and ask them to enlist their daily experiences/
observations where they feel or observe that two or more substances are being mixed
to bring out something new. They will be asked to use a table for this task
(3-5 minutes)
Things/substances which may be mixed Outcome or the new substance

After preparation of the table, teacher will choose randomly few examples from the
table of each group and ask few learners few questions, which they will try to answer
based on their observation/understanding.
• What are the things/substances mixed in lemonade?
• What is the state of substances which are missed to prepare lemonade?
• Are all substances in same state or different?
• Can you recognize/see all substances separately in the lemonade once it is
prepared?
Learners will answer and many other similar questions related to other mixtures.
II- EXPLORE (10-12 Min)
Activity 1
Teacher will distribute sugar/ salt and water to all groups and ask them to mix and
record their observations in another table.

What did the What was their Is something What are Why do they
learners do? observation? new formed? characteristics feel so?
of the new?

Subsequently teacher will provide similar other substances and ask to repeat the
activity.
After 2-3 such activities, teacher will ask few questions and encourage learners to
discuss and reflect.
Teacher: What are the substances you have mixed?
Learners’ possible answer: water, sugar, salt, honey, soda, etc.
Teacher: Which substance you used as a medium to mix other substances?
Learners’ possible answer: water
Teacher: What are the outcomes or new products?
Learners’ possible answer: sarbat, sweet water, soda-water
Teacher: Can you recognize the substances, which are mixed in the new substance
through observation?
Learners’ possible answer: no, we can only see color change in some example
Teacher: When things are similar or evenly distributed in a mixture, what is the
name of it?
22
 Organizing Teaching-
Teacher will interact and discuss with learners to bring them on desired concepts. Learning Experiences
III- EXPLAIN (8-10 Min)
Teacher will discuss and introduce some key terms like solution, solute and solvent.
Teacher will encourage learners to define these terms in their own words. Learners
will define following words and correlate with their observations during the
engagement and exploration phase.
Solution
- Solvent ________________________________________________________
- Solute _________________________________________________________

IV- ELABORATE (10-15 min)

(In this phase learners will be provided opportunity to experience and explore more
about the concepts introduced they will discuss in groups, perform some activities
and explore some more examples from their daily life experiences to develop their
understanding of these concepts).
Teacher will ask them to do one more activity and ask few more questions to help the
learners in exploring more.

Activity 1
Teacher will ask learners to divide the solution of honey and water into two parts. He
will give more water to one group and more honey to another group and ask them to
mix it in the given solution and reflect on their observation.

Group 1: When we are mixing more water in our solution, it is becoming thin and
clearer.

Group 2: When we are mixing more honey in our solution, it is becoming more
thick and denser.

Teacher: What should be the name for such solutions?

While discussion with learners, teacher will introduce the concept of dilute and
concentrate.
Teacher will introduce the formula (s) with the help of learners’ examples, i.e.
Concentration of solution = Amount of Solute/Amount of Solvent and Amount of
Solute/Amount of Solution
Teacher will also introduce that Concentration of solution can be expressed in Mass
by Mass percentage and Mass by Volume percentage.
He will use some wrappers of medicines/other solutions which show the concentration
in M/V or V/V. Learners will also be encouraged for exploring such examples where
they have seen such expressions.
V- EVALUATION (3-5 min)
1) Teacher will give example of solutions and ask learners to identify the solutes
and solvent?
2) Teacher will show two solutions of same solvent and solute and ask learners to
identify and tag, which is dilute and which is concentrated.
3) A solution of 100 ml. contains 30 ml. Honey. Find out the volume by volume
percentage of the solution.
23
Teaching-Learning of This lesson plan is only an example to facilitate you while you develop your
Science
lesson plan. Constructivist practitioners don’t impose any fixed structure. You
can see other formats also which are based on constructivist practices, two such
examples are given at the end of this units on Topic Faraday’s Laws of
Electromagnetic Induction and Sources of Food.

5.7 USING LABORATORY FOR TEACHING-

LEARNING
Importance of Laboratory Work
Our teaching should be consistent with the nature and structure of the area of
discipline being taught. The demonstration, experiment, project should be
developed consistent with the nature and structure of science. Science is both a
product (body of knowledge) and process (approaches of acquiring and refining
of new knowledge). It is impossible to imagine teaching of science without
practical work. We must accept that science teaching in our secondary schools
emphasizes the product aspect of science. In other words it is based on providing
knowledge of scientific facts, concepts, principles and broad generalizations.
Seldom are the learners given an opportunity to work in the laboratory as young
scientists. They are restricted to do repetitive type of exercises in which they
simply verify the already known knowledge.

No one will disagree that laboratory work should occupy a central position in
any programme of science education. Through laboratory activity it is quite
possible for you as a science teacher to realize the following process objectives
of science teaching:
• development of scientific concepts and principles;
• improving the understanding of various methods and procedures of scientific
inquiry;
• development of scientific attitudes, interest and appreciation;
• provide training in scientific method;
• designing and planning an activity in a scientific manner, etc.

Planning of Science Laboratory

To achieve these objectives of laboratory teaching, the science laboratory of your
school must be well equipped so that the learners get first hand experiences
through direct observations and experimentations. A good science laboratory
has most of the following characteristics:
• spacious in size;
• provision of elements of flexibility for effective teacher’s demonstration(s),
individual and small group work;
• ample physical and material facilities;
• ample storage facilities for chemicals and equipment;
• arrangements for good lighting and proper ventilation; and
• regular supply of water and gas, etc.
24
But the science teachers of India cannot be very ambitious about their laboratories Organizing Teaching-
Learning Experiences
because of imperative need for economy. Their dire need is to establish functional
laboratory. For this, you should keep in mind the following considerations for
determining the total area of a science laboratory;
• number of pupils working at a time;
• minimum space necessary for comfortable work;
• need for ancillary accommodation for storage.
We propose a simple but convenient plan of a science laboratory for our secondary
schools (see the layout plan). It has two demonstration rooms and one store-
cum-preparation room. The two demonstration rooms can be converted into rooms
for experimentation or for science club activities. Only the demonstration table
has water taps and sinks. The chemicals and other materials are stored in the
store room. Teachers can make improvement in this plan as and when more
funds are available. You must remember that “a science lab is never so good that
it needs no changes or so bad that it must be abandoned as hopeless.”

Procurement and Maintenance of Laboratory Equipment

Every laboratory requires the procurement and maintenance of equipment. What
is your basis of procuring laboratory equipment? Perhaps you will agree that it
has considerations such as (i) budgetary provision, (ii) specification of needs of
various experimental programmes and (iii) replacement of obsolete or
unserviceable equipment.
An acceptable streamlined procedure is to be adopted for the procurement of the
equipment. First of all you have to make the list of such equipment giving their
precise specifications and required quantity. This list will get the approval and
sanction of your head of institution. In some states the Directorate of Education
approves the names of firms or suppliers with which you may place the order for
supply of your needed material or equipment. You must acquaint yourself with
the procedure of procurement followed in your institution.
Maintenance of the procured equipment is equally important. The proper care
and maintenance by subject teacher, laboratory assistant and learners can increase
the life span of equipment.

Storage of Science Materials

The chemicals, equipment and other objects and materials are expensive so they
are to be placed with care in a store room. Expensive equipment and chemicals
must be placed in the safe custody of laboratory in-charge. The store-room must
be spacious in size and have many shelves or compartments. There should be
separate shelves for glass-ware, acids, chemicals, and other equipment. The items
must be stocked in such a way that their quick issuing is possible.

Management of Safety
The science laboratory being a place of potential dangers, both teachers and
learners must be careful while engaged in laboratory activities. The freedom of
the learners in the laboratory has to be considerably restricted. It is important to
train learners in the use of laboratory equipment, fire extinguishers and first-aid
box. Hazardous chemicals must be placed beyond the reach of learners. One
must be aware of the following precautions while working in the laboratory: 25
Teaching-Learning of • updated and correct knowledge of the nature of materials, especially
Science
chemicals, which require considerable care and caution;
• location of fire extinguishers and fire exit;
• location of first aid box;
• location of master shut off controls of the lines for gas, water, electricity;
etc.

Check Your Progress

Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the unit.
6) Mention at least two fundamental objectives of laboratory activity for
instruction in science.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
7) State two considerations which one must keep in mind while procuring
the equipment for science laboratory.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................

5.8 LET US SUM UP

Development of process skills among learners is the key focus area of pedagogy
of science. Unit facilitates you to link the content with suitable process skill.
Learning objectives are to be formulated keeping in mind the skill to be developed;
the discussion of learning objectives will help you in it. Unit has discussed various
traditional approaches of unit planning and lesson planning and promoted the
use of 5-E approach of lesson planning in your teaching-learning. Apart from
classroom teaching, a lot of learning experiences are to be provided to learners
in science laboratory. Discussion on using laboratory for teaching-learning will
help you in it.

5.9 UNIT END EXERCISES

1) Why cognitive processes should be in sync with learning objectives? Choose
any topic from science textbook at secondary level, identify two cognitive
processes and develop learning objectives for them.
26
2) Differentiate between Bloom’s approach of lesson planning and 5-E Organizing Teaching-
Learning Experiences
approach?
3) How can you facilitate learning in science through laboratory?

5.10 SUGGESTED READING AND REFERENCES

- NCERT (2013). Pedagogy of Science, Textbook of B.Ed., Part I, National
Council for Educational Research and Training, New Delhi
- NCERT (2013). Pedagogy of Science, Textbook of B.Ed., Part II, National
Council for Educational Research and Training, New Delhi
- Pintrich, P. R. (2002). The Role of Metacognitive Knowledge in Learning,
Teaching, and Assessing, Theory Into Practice, 41 (4), pp. 219-225, retrieved
from http://www.jstor.org/stable/1477406?seq=1&cid=pdf-reference#
references_tab_contents on June, 08, 2016

5.11 ANSWERS TO CHECK YOUR PROGRESS

1) Core objective of science teaching-learning is to develop process skills among
learner. Content should be linked with so that appropriate process skill can
be developed with suitable content.
2) While formulating learning objectives, a teacher should keep in mind the
following:
• Learner should be the center of objectives.
• Language of objectives should be simple, direct and easily
understandable for teacher and learner both.
• Objectives should be observable i.e. observable behavioural terminology
should be used.
• Objectives should facilitate learner to acquire knowledge or develop
the desired process skills.
3) Reflect, based on your understanding.
4) Compare and write in your own words.
5) Improving the understanding of various methods and procedures of scientific
inquiry; development of scientific attitudes, interest and appreciation
6) Number of pupils working at a time; minimum space necessary for
comfortable work; need for ancillary accommodation for storage.

27
Teaching-Learning of
Science 5.12 ANNEXURE: EXAMPLES OF LESSONS PLANS
Example 1 (Taken from BES 019, Unit 7, IGNOU)

Topic: Sources of Food Class: VI Duration: 40 Min.

Instructional Objective:

Children will be able

• to explain the phrase ‘sources of food’;

• list different sources of food; and

• classify food items according to sources

Teaching-Learning Material Required: One set of colourful cards

Pre-Requisite

The learners are already familiar with variety of foods.

Step 1- Engage (Group Activity)

The teacher divides the learners in four groups and asks them to discuss what
they eat every day. Make a list of food items that they have taken. Afterward the
task-leader of each group readsout what their groups have listed and writes the
food items on the blackboard. Then they discuss it and based on this discussion
they will find out that some items are common. These common food items are
then listed.

For example, list may include Bread, Corn Flakes, Milk, Lassi, Dosa, Idly,
Chapatti, Dal, Dalia, Rice, ice-cream, sweets, Uttapam, Curd, Chapatti, Poori,
Paratha, Vegetable, Rajama, Chola, Pav-Bhaji, Juice, Salad, Chicken, Mutton,
Egg, Omelet, Fish, etc.

Then teacher asked seach learner to check his/her lunch box and if he/she has
any other food item in his/her lunch box other than the listed ones then it should
be added. In this way list can be elaborated.

Step 2- Explore

28
 Organizing Teaching-
Teacher Activities Learner Activities Learning Experiences
What did you take when you came to school? Bread, Milk, Lassi, Corn flakes
Whatdo you see in the picture? These are some food items
List out the items that you observe in the Milk, Curd, Cheese, Butter, Ice-cream
picture?
Ok, What is the common attribute in Curd and Ice-cream is made from milk
these items?
Can anyone tell me from which product No answer
cheese and butter are made?
Children Cheese, butter, ghee all are made From Dairy
from milk. Tell me how do we get milk?
Who gives milk? Cow , Buffalo
So what is the source of milk? Animal

Announcement of the topic: After having the above discussion with learners,
the teacher announces that today let us discuss about ‘Sources of Food’.

Step 3- Explain
Then teacher asks some question in your class.

Teacher Activities Learner Activities

Now we have a list of food items that - Some are liquid and some are solid
we take in daily life. Can these items - Raw & Cooked Food
be divided into different categories? - Some food are vegetarian and some are
non-vegetarian.
- Some are obtained from plants while
others are obtained from animals.

Categorize food items into vegetarian Vegetarian food: Bread, Corn Flakes, Milk,
and non-vegetarian. Lassi, Dosa, Idly, Chapatti, Dal, Dalia, Rice,
ice-cream, sweets, uttapam, Curd, Vegetable,
Rajama, Chola, Pav-Bhaji, Juice, Salad, fruits
Non-vegetarian food: Chicken, Mutton,
Boiled Egg, Omelets, Fish.

How can you divide food into Food items that we get from plants are called
vegetarian and non-vegetarian vegetarian and food items that we get from
categories? animals are called non vegetarian.

Now check the list of vegetarian food. No madam, milk is obtained from animals.
Are all the items obtained from plants?

So in this context do you agree with No madam

the above statement?

Try another way to define vegetarian

and non-vegetarian food?

Can anyone divide food items into raw Raw food: Fruits, Salad
and cooked food Cooked food: Dosa, Idly, Chapatti, Dal,
Dalia, Rice, ice-cream, sweets, Uttapam
29
Teaching-Learning of
Science Teacher Activities Learner Activities

Has anyone seen chapatti being made Yes madam I have seen that first they take
at your home? flour and then water is poured gradually. Both
are mixed to prepare soft dough. Then
chapatti is rolled out of small balls from that
dough.

Does anybody have idea what kind of Yes madam, wheat

flour is generally used to make
chapatti?

And where does wheat come from? From wheat plant

So what is the source of wheat? plant

Step 4- Extend
Teacher has a set of colorful card. On one side she writes the names of food
items (Bread, Corn Flakes, Milk, Lassi, Dosa, Idly, Chapatti, Dal, Dalia, Rice,
ice-cream, sweets, Uttapam, Curd , etc.) identified by the learners. Then she
asks each learner to come one by one and take a card and identify whether it is a
raw or cooked food item. If it is cooked then write the sources, from which it is
made, on one side of the card. If it is raw food item then write its sources on the
other side of the card.

Then she makes a table on the blackboard in the following format and asks
learners to come one by one and fill the table.

Food Item Cooked/ Raw From which item is Source

it made
Milk raw Cow/buffalo/
goat (animal)
Chapatti cooked Wheat grains Plant
Bread cooked grains Plant
idly cooked Rice and pulses Plant
Ice-cream cooked milk Cow/ buffalo
(animal)
Dalia cooked grains Plant
Fruits raw Plant
Omelet cooked egg Animal

Stage 5-Evaluate
1) Make a list of items that you have eaten yesterday. Then identify sources of
these items.

2) List the various items that are made from milk.

30
 Example 2 (Taken from Pedagogy of Science- Part-II, NCERT) Organizing Teaching-
Learning Experiences
Class: XII Topic: Faraday’s Laws of Electromagnetic Induction
Time: 40 Minutes
1) Situation
• What do you expect from students to do and how will students
derive meaning?
• Which situation will you arrange for learning based on students’
learning interest and approach?
– Students perform activities using a magnet, a coil and a
galvanometer to observe electromagnetic induction (Fig. 12.6).
– Students describe the factors on which magnitude of induced
current depends.
– Students explain faraday’s laws of electromagnetic induction
mathematically.
Coils, magnets and galvanometers/multimeters will be arranged to perform
activities. Video clip of the simulated experiments will also be arranged.

Figure: Steps of a Lesson Design

2) Groupings
• How will you facilitate grouping of students?
• How will you arrange grouping of materials that students will
use to perform and have collective experiences of learning?
I shall facilitate the class to form six groups, each of five students, taking
care that the group is heterogeneous. Six sets of coils, galvanometer /
multimeters and magnets will be arranged. Help of students will be taken
in making the coils.
3) Bridge
• It is to bridge the gap between pre-existing knowledge and the
knowledge students might construct by teaching-learning experiences.
31
Teaching-Learning of
Science It can be filled by hands-on activities, discussion, questions, etc. This
might take place before grouping or after grouping and it can facilitate
growth of knowledge over time.
• Teaching-learning experiences can continually be changed
according to the observed gaps in students’ learning.
o Static charge can produce electric field, static magnet and static
coil altogether cannot produce electric field.
o Comparison of
– electric field and magnetic field;
– a conservative field and non-conservative field;
– electric flux and magnetic flux;
o story of Faraday’s experimental observation; and
o performing activity
4) Questions
• What questions can guide you to introduce the situation, make
groups and bridge the gap and to encourage reflection?
• What questions you anticipate from the students and you intend
to ask?

Figure: Magnet in motion produces an induced emf in coil C

See the figure, what do you observe? What do you think is the reason for
deflection seen in the galvanometer? Do you observe deflection in the
galvanometer, if magnet is held stationary inside or near the coil? Does the
deflection depend on the speed with which magnet is brought near the coil;
the number of turns in the coil; area of the coil and inclination of the coil with
respect to magnet? What is the direction of induced current when north and
south poles of the magnet are brought towards the coil respectively? Is there
32
 Organizing Teaching-
any difference between the current flowing through a circuit connected to a Learning Experiences
battery and induced current? Can we use this phenomenon to generate
electricity? How is electric field associated with changing magnetic field? Is
the electric field generated by changing magnetic field, non-conservative? What
is the difference between a conservative and non-conservative field? What if
magnet is held stationary and the coil is moved towards it? How can we
conclude our observation to get Faraday’s laws of electromagnet induction?
How can we explain it mathematically? What is the significance of negative
sign in the equation? How can we solve some numerical problems based on
Faraday’s laws?
5) Exhibit
• Students produce evidence of learning by writing, oral
representation, performing activity / experiment, making models,
etc.
1) Performing activity to observe;
o the phenomenon of electromagnetic induction;
o how speed with which the magnet is brought towards or away
from the coil changes the magnitude of induced current; and
o the effect of number of turns of the coil on the magnitude of
induced current.
2) Writing report of observation.
3) Explaining Faraday’s laws of electromagnetic induction
mathematically.
• Some students may make coils of different diameters and number of
turns/primary and secondary coils for learning the concept of mutual
induction in the upcoming class.
6) Reflections
• Students reflect on what did they know, what they wanted to know
and what did they learn.
• How did they come to know what they know?
• What concepts, skill and attitudes are developed?
• What did they learn while explaining the situation and observing
the exhibit of others?
Students do self-assessment. Teacher and students talk about what
they have learnt and reflect on their teaching-learning experiences.

33
Teaching-Learning of
Science Students knew Students wanted to What did they learn
know

1. emfs are • Can magnet/ • emfs can remain distributed

localized magnetic field throughout the circuit.
between two produce electric
terminals of a field? • A changing magnetic flux can
battery. produce electric field in a
coil.

2. Magnetic field • What is magnetic • The electric field associated

flux? with changing magnetic
fields is non-conservative.

3. Electric field • How can • Magnitude of induced current

resulted from magnitude of can be increased or decreased
static charges induced current by
is be increased or - changing the speed of the
conservative. decreased? moving magnet;
- changing number of turns
and area of the coil; and
- changing orientation of
the coil with respect to
the moving magnet.
This lesson plan is adopted for demonstration purpose only. This lesson
plan has been taken from Teaching of Science, NCERT, pp. 454-457

34