Thought Stimulating Model – Lesson plan

Thought Stimulating Model – Lesson plan

Name of the teacher – M. G. Arathi                                                
Std – X

Name of School – St. Thomas H.S.S                                                
Strength – 42/42

Subject – Biology                                                                              
Date – 04/02/2014

Unit – Movement and Locomotion                                                 
Period – VI

Topic – Types of Skeletal System                                                    
Time – 40 min

Theoretical Background:

The  students in this method are allowed to find answers, on their own by unaided efforts. The learner reinvents or discovers items of knowledge and employs inductive reasoning skills for this purpose .  The  principle employed is here is,  process is more important than product. This method is formative  rather than informative.  The teacher may ask questions to  keep the pupil on track and make them active mentally by arousing and maintaining curiosity.  Once the desire to learn is created, the learners will surely learn.

Curricular Statements Learning outcomes knowledge Understand Apply Analyse Evaluate Create Process Skill Attitude Content Analysis-Terms Facts Concept Major Minor Prerequisites Teaching Learning Resources References	1)     The learner acquires knowledge and understanding regarding skeletal system. 2)     The learner collects more information regarding the two types of system 3)     The learner understands the need for strong bones in our body. 1)     The learner recalls the terms – skeletal system 1)     The learner explains the 2 type of skeletal systems – axial and appendicular skeletal systems 2)     The learner gives reason for how skeletal system form rigid structural frame work of the body 3)     The learner applies the learnt knowledge in new life situations. 4)     The learner gives reason why old people find difficulty in walking 1)     The learner analyses how this rigid frame work is are in such  a way, that it enables us to do various kinds of work 1)     The learner judges the bones of axial skeletal system – skull bones, vertebral columns, ribs, chest bones (sternum) etc – form the frame work of body 2)     The learner evaluates that bones which help in movement are included in appendicular skeletal system – the pelvic girdle, bones in hand, bones in leg. 1)     The learner creates an idea of the how the skeletal system forms rigid structural frame work of the body.       1)The learner develops observing, communicating, predicting skills                   2)The students observes the picture of different types of bones 3) The students predict how organisms move. The learner develops a positive attitude towards maintaining healthy bones in body. Axial skeletal system, appendicular skeletal system, skull, vertebral column, chest bones ribs. 1)     Our skeletal system is divided into axial and appendicular skeleton. 2)     Axial skeleton consists of bones which form as framework of the body. 3)     Appendicular skeletal system consists of bones which help in movement. 4)     The bones in axial skeletal system are immovable. 5)     Some joints in the skeletal system help in movements are called movable joint. 6)     Axial skeletal system consists of skull, chest bone, vertebral column and ribs. Types of Skeletal system Axial skeleton forms the framework of the body. 1)     The learner already knows that there is a skeletal system in the body. 2)     The students already know that skeletal system form the structural frame work of the body. 1)     A OHB sheet  Showing the Human skeletal system 2)     Pictures of skeleton and bones on computer 3)     Activity sheets Biology text book of Standard IX Teachers Handbook of Standard IX Textbook of Zoology – P.ValsalaKumar
Teaching Learning Interactions		Pupil’s Responses Pupil write about the different bones they know of. Pupil respond after grouping , as group A and group B Pupil respond Group A bones are movable group B bones are immobile. Pupil say these bones don’t move The pupil write about the bones The pupils  listen carefully The Pupil try to answer the questions
Introduction: Phase 1:  Grouping the data The teacher asks the  students to list various bones of the body. The students list out  bones like ribs, sternum, bones in hand, bones in legs, skull bones, vertebral column Activity 1 The teacher says, Can you classify these bones using the data, which of these go together? Students group data labeled as group A and group B Group A Group B Bones in Hand Bones in Leg Skull bones Vertebral Column Ribs Chest Bones (sternum)       Phase 2: Analysing the Concept Teacher: - We have formed 2 groups of bones. Now let us try to know more about them by comparing. Whether the bones of group A and Group B share some common attributes? What is that attribute or characteristic features? Teacher: - Group A are bones that help in movement and are called appendicular skeleton, they include pectoral girdle, bones in hand, bones in leg and pelvic girdle. Teacher: - What about group B? Students respond – They are immobile Teacher: - The bones which form a framework of body is called axial Skelton which include skull bones, vertebral column, ribs, chest bone (sternum) etc. Can we put our conclusions? Together the axial and appendicular system form what? Students respond as skeletal system. The skeletal system forms the structural formwork of the body. This framework is arranged in such a way that it enables us to do various kinds of works. Our skeletal system is divided into 2 – the axial and appendicular skeleton. The bones which form framework of body is axial skeleton, which includes skull bones, vertebral column, ribs, chest bone (sternum) etc. Bones which help in movement is appendicular skeleton – pectoral girdle, bones in hand, bones in leg, pelvic girdle are appendicular skeleton. Teacher:- Very good, you have rightfully concluded. Phase 3: Knowing the Concept The teacher shows the model of skeletal system and then the children point out the appendicular and axial endoskeleton in the model and write down the bones in it, and their functions.  The teacher moves the various bones of the skeleton system and shows how they work and explains it. Phase 4: Discussion and Evaluation: The teacher asks the students to discuss and evaluate the significance of skeleton system in man. The teacher  consolidates all the data and discusses it with students. Phase 5: Generalization Teacher asks      (1)   How important are bones to us?      (2)   How will you maintain good bone health in our body?      (3)   Why do old people walk slowly? Activity (2) The teacher asks the students to label the parts of the skeletal system given in the diagram. Formative assessment Review Questions      1)     What are the 2 types of skeletal system and their functions?      2)     How will you maintain good bone health? Follow up activity Draw and label skeletal system of our body