LESSON PLAN

Teacher: Keron Calvert

School: Dinthill High School

Grade: 8N

Subjects: General Science

Topic: Food Chain

Duration: Two Weeks

Date: October 29, 2019

Objectives: Based on the topic “Food Chain”, students should be able to:

Cognitive

1. Correctly define the term “food chain”;

2. State the components involved in a food chain;
3. Briefly explain the role of each component involved in the food chain;
4. Create food chains that follow a logical sequence;
5. Identify possible food chain in a food web;
6. State possible consequences if a particular organism is removed from a food web;
7. Explain the terms producer, consumer, omnivore, carnivore, herbivore, food chain, food
web and habitat;
8. Use word processing, multimedia and/or digital story tools to create and present digital
content.

Affective

1. Understand the role of each organism in the transfer of energy.

2. Develop sociable skills via group work.
Specific Entry Competencies
It is a possibility that students are familiar with this topic since it was a topic done at the grade 6
level. However, they might not be familiar with advanced terms such as “tertiary consumer”,
“predator” etc.

Materials/Equipment
Video clip, pictures, text book, laptop, speakers and a worksheet.
Utilizing Material and Equipment
The laptop and projector will be used to display a video clip depicting a food chain sequence.
Pictures will be used to assemble various food chains while the text book will be used to provide
students with notes.
Activity 1 (engaging)
The teacher will use the Socratic method of delivery to introduce and to facilitate understanding
of the topic “Food Chain”. The teacher will relate to a literal chain during the explanation.
Activity 2 (explanation)
The teacher will use illustration to explain the various components of the food chain such as
producer, primary consumer etc.
Activity 3 (engaging,exploring)
Students will view a video clip depicting a demonstration of a food chain which includes a lion,
antelope and grass. Students will be instructed to identify and tell the various component
involved in that food chain.
Activity 4
Students will record the information to be given by the teacher in their notebooks
Activity 5 (elaborating)
Students will be given the task of creating three food chain with no less than four organisms
involved in each. After completing this activity, they will be given a worksheet pertaining to
food chain to be completed.
Activity 6 (engaging)
Students will be introduced to the concept of a food web (which is the combination of two or
more food chain which shows the feeding the relationship of organisms among each other). The
teacher will explain the feeding relationship of organisms in a food web as well as possible
organism is removed.
Activity 7 (elaborating-evaluating)
Students will be given a food web in which they will answer questions which follow. Corrections
will be made individually where necessary
Activity 8 (engaging-explaining)
Students will be engaged in a discussion as it relates to the feeding habits of organism. The
teacher will explain the characteristics of each feeding habit (carnivore, herbivore and
omnivore).Students will then be required to provide examples of organisms that are associated
with each feeding habit. Short notations wil be given to students afterwards.
Activity 9 (Follow-Up Activity)
Students will produce two labelled food chains involving pictures of organisms for the next
lesson.
Activity 10 (evaluating)
A recap of the topic will be conducted. During this activity, the following questions will be
asked:

3. Correctly define the term “food chain”

4. State the components involved in a food chain
5. Briefly explain the role of each component involved in the food chain.

EVALUATION

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V.P. ____________________ H.O.D. _____________________

At the end of the lesson, 3 of 4 cognitive objectives were met. The students were able to state the

components involved in the food chain while stating their role in the food chain. Also, students

were able to create food chains that followed a logical sequence. The teacher’s method of

delivery which included the use of video clips, pictures and illustrations to aid explanations were

highly effective in bringing the topic across which led to the success of the lesson. However,

students had a difficulty recalling or telling what a food chain is their own words. This can be

attributed to the long definition given to the students based on the teacher’s estimation but a

shorter definition would have eliminated key information that constitute the definition. A

possible recommendation to be implemented is to instruct students to read over notes given in

class prior to attending the next lesson based on a given topic. Overall the lesson was a success

and the concept was successfully brought across.

 LESSON PLAN

Teacher: Raheem Jackson

School: Bustamante High School

Grade: 4IE

No. of students___

Subjects: Integrated Science

Topic: The water Cycle

Duration: 140 mins

Date: 8/3/16-10/3/16

Objectives: Based on the topic “Water Cycle”, students should be able to:

Cognitive

1. Understand the meaning of the term “cycle”

2. Define the term “water cycle”
3. State at least 4/5 processes involved in the water cycle
4. Briefly explain how water changes in various states in the water cycle

Affective

1. Show an appreciation for water the water cycle

2. Understand the influence of human on the water cycle

Specific Entry Competencies

There is a high possibility that the students are familiar with some aspects of the water cycle
such as transpiration, infiltration and precipitation.
Materials and Equipment

Chart, video clip, laptop speaker, projector

Utilizing Materials and Equipment

The laptop along with the projector and speaker will be used to display the video clip while the
chart will be used as reference to explain the water cycle and its processes.

Activity 1

Student will be engaged into a short discussion about the water cycle. In this discussion, the
teacher will glean students’ understanding of the water cycle. To increase the students
understanding of the water cycle, the term cycle will be defined and then the water cycle.

Activity 2

With the aid of the chart, the teacher will explain the stages of the water cycle and the processes
involved in each state. In addition the teacher will develop students’ understanding in identifying
the various change of state of water through the different stages of the cycle in real-life situation.

Activity 3

Students will view a video showing the water cycle processes and how man has impacted the
water cycle. The video will be paused at intervals to question students on what they have
observed upon each pause.

Activity 4

Students will record notes pertaining to the water cycle. They will draw a diagram illustrating the
water cycle and the processes involved.

Activity 5 (Follow-up activity)

Students will complete an individual project in which they are required to create a annotated
chart depicting the water cycle.
Activity 6 (Revision)

To conclude the topic, students will be engaged in a revision activity in which they will be asked
the following questions:

1. Define the term “water cycle”

2. State at least 4/5 processes involved in the water cycle
3. Briefly explain how water changes in various states in the water cycle

EVALUATION

Having completed this lesson thus far on the water cycle, cognitive objectives 1, 3 and 4 were

clearly achieved by the majority. Students demonstrated their understanding of the term “cycle”

when asked to give the meaning of the term. They were able to tell more than four processes

involved in the water cycle as well as explaining how the water change into different states of

matter as travel through the water cycle with minimal assistance from the teacher. Their success

can be attributed to their predisposed knowledge of some aspects of the water cycle such as the

change of states and the names of some of the processes involved. In addition, the diagram in

which student were instructed to copy had hints which tell the state of matter the water was in

(curly lines for evaporation and water droplets for condensation). The objective which required

students to recall the definition for what is the water cycle prove to be too difficult for them to

achieve. They had a difficulty remembering the definition and rephrasing it in their own words.

It can be concluded that this portion of the topic was understood. More consistent attendance by

some of the students can assist in them fully understanding what was being taught and how a

given topic is connected to another.

Teacher: Raheem Jackson

School: Bustamante High School

Grade: 3S, 3T, 3A

No. of students___

Subjects: Integrated Science

Topic: Bases

Duration: 105 mins

Date: 7/3/16-10/3/16

Objectives: Based on the topic “Bases”, students should be able to:

Cognitive
1. Tell what is a base
2. Recall at least 4/5 characteristics of bases
3. State at least two common household items that are bases
4. State at least 3 uses of bases
Affective

Appreciate the role of bases in everyday life.

Specific Entry Competencies

Students are not familiar with the topic “Bases” as this or any aspect of it was not taught at
previous grade levels.

Materials and Equipment

Red litmus paper and base solutions

Utilizing materials and Equipment

The red litmus paper will be dipped in the base solutions prepared and circulated around the class
so that the students can recognize if the compounds are weak or strong bases.

Activity 1

Since there is a high possibility that students will be clueless pertaining to the topic “Bases”, the
teacher will explain thoroughly what bases are. In addition, they will be told some key
characteristics of bases, examples of bases as well as they will be informed about some uses of
bases

Activity 2

In identifying characteristics of bases, the litmus paper and base solution will be used to
demonstrate how items are tested to uncover their strength. The litmus paper will be dipped in
the solutions and distributed around the class. Based on the colour of the litmus paper, the
students will state whether the solution was a weak or strong base.

Activity 3

Students will then record notes about bases such as their characteristics, examples (strong and
weak) and uses.

Activity 4

To recap the topic “bases”, the following questions will be asked:

1. Tell what is a base

2. Recall at least 4/5 characteristics of bases
3. State at least two common household items that are bases
4. State at least 3 uses of bases
 EVALUATION

Grade 9S

Of all the cognitive objective stated, three of four were achieved by the majority of the students.

They were able to tell what is a base, recall at least 4/5 characteristics of bases and stated at least

two common household items that are bases and gave Three uses of bases. Despite them not

having prior knowledge in the topic, the success in grasping the topic can be accounted for via

the teacher’s teaching methods which involved detailed explanation of every aspect of the topic.

Also, information given was simplified and concise which made it easy for them to recall. Also,

they were given an activity to answer questions on bases with the aid of their notes. This further

help to reinforce what was earlier taught. The objective which required students to give 4 uses of

bases was not met. Students were only able to provide a maximum of two uses for bases from

their memory. This objective was too difficult given their cognitive ability and objectives as this

nature will be avoided in the future. In concluding, the lesson was successfully delivered and the

topic was understood.