IMAGES OF DNA

       HUMAN DNA

 

QUIZ MAKER

QUIZ MAKER

 

 

QUESTIONS

 

1.       The growth of plant due to the presence of ………………… ?

2.       Which is the part in which the growth of plants where occur?

3.       How many types of meristems are present in a plant?

4.       Where are the Apical meristems located in a plant?

5.       …………….. Meristem is absence in the monocotyledonous plant?

6.       What is the main function of intercalary meristem?

7.       Where is intercalary meristem situated?

8.       Which meristem is helps to increase the length of stem and root?

9.       ………………….. Meristem helps to increase the girth of the stem?

10.   Give an example for a mono cotyledon plant?

 

ANSWERS

 

1.       Meristematic cells

2.       Meristem

3.       3 types

4.       Tip of root and stem

5.       Lateral meristem

6.       Increase the length of the stem

7.       Above the node of monocotyledons

8.       Apical meristem

9.       Lateral meristem

10.   Coconut tree

 

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INNOVATIVE LESSON TEMPLATE

	Date: 17-10-2015 Class: VIII Div.: B Str.: 35 Dur.45min

 

Name of the teacher: Saranyakrishnan.S

Name of the school: LMS HSS Amaravila

Name of the subject: Biology

Name of the unit     : Cell clusters

Name of the topic   : Animal Tissue

                                                

PROCESS         INTRODUCTION   How are you students? Are you ready for studying? How many types of organisms are present in our surrounding? Which are they? Ok, if they are same in structure? Why?   So, each and every organism is differing from each other, isn’t it? Do you know the basic structure of an organism? Yes, it is Cell. The groups of cell are together called, what? Good Now we are going to study about Animal Tissue.   ANIMAL TISSUE (BB)     INTERACTIVE SESSION   The teachers teach different kinds of animal tissues and its functions.   PRESENTATION   After the teaching the teacher present pictures of animal tissues using teaching aid.   Picture I         Picture II                                 Picture III             DISCUSSION SESSION   The pupils are divided into groups according to teacher’s instruction. And the teacher asks to open the text book and read the topic silently. Then the teacher gave some questions about the topic.    After that teacher ask any student from each group to present the answer.   Then the teachers summarize or teach again about the topic. Then ask questions to students.   1.      How many kinds of animal tissue, which are they? 2.      What is the function of epithelial tissue? 3.      How muscle tissues help our body movement? 4.      An example for connective tissue? 5.      What are the functions of nervous tissue?

PUPIL’S RESPONSE                Fine Yes Many types   Animals, humans ….. etc No They have different organs, they differ in size, color etc.   Yes   Yes, Cell Tissue           Pupils are listen carefully            Pupils are listen carefully                                                                                                                                      Pupils read silently     Pupil read the answer               Pupils respond actively

	DATE                         BIOLOGY                               STD: VIII                                                                                   DIV: B STR.:35 Animal Tissue   Epithelial Tissue Nervous Tissue Connective Tissue Muscular Tissue

 

 

 

 

 

 

online assaignment

        
                               
                                        
                    ONLINE  ASSIGNMENT 
                                                                                                                                                                            SARANYA KRISHNAN .S                                                             NATURALSCIENCE                                                                                                               NEW.B.ED COLLEGE                                                                      NELLIMOODU                                                                                                                               REG.NO  :  181 / 14376018                                                                     
                                                          
                              
TOPIC  
                                                                                                         
PEDAGOGIC CONTENT ANALYSIS OF SECONDARY SCHOOL SYLLABUS PRESCRIBED BY SC ERT & NCERT                               
                                                                                                                     
                       
NEW TRENDS IN THE CURRICULAR REFORMS (2002)  IN KERALA  
  
                                                                    Basically, curriculum is a Social document. Like the constitution it
reveals the ethos of the society. Vision in a curriculum is the product of a set of assumption about
people and the world at large. Curriculum is the sum total of idea , values and visions transmitted
through the teaching learning process. The curriculum for upper primary and secondary levels
followed in Kerala was developed in 1992 and obviously needed modification and updating in the
light of the changed situations and needs.  
                                                  The existing school education in Kerala seems to be in a state of
inertia due to many reasons .The existing education which is exclusively based on success in
examination and mechanical ways of instruction constitute the main reason for this condition. Also, 
The challenges of the time like globalization, decentralized development, information technology,
consumerism lope sidedness is the value system etc. helped in the creation of this inertia.   
 
This demands innovations in curriculum, consequent on the revised curriculum of primary classes,
for the program of DPEP, delinking of pre-degree from colleges and introduction of Higher
secondary education, the State Council of Educational Research and Training(SCERT), Kerala developed a secondary school curriculum for implementation from 2002 onward                                       
  The curricular revision has considered the child centered, activity- based pedagogy introduced in
primary classes. Such changes have to be continued with appropriate changes warranted by the
developmental status of the learners, in the successive stages up to plus two. The present
(revised) curriculum was prepared in accordance with the frame work approved by the
Government of Kerala.       
SCIENCE  CURRICULUM 
                                                                 We live in an age of science, and it is essential that
students of today, Who will occupy positions of leadership in this century in future should have the
background of a modern and forward looking program in science. In science education, learner-
centered process-oriented approach has to be introduced in the place of the teacher centered
content- oriented approach.
  
                   SALIENT FEATURES OF THE NEW CURRICULUM                    INTRODUCED IN THE HIGH SCHOOL CLASS                                          IN 2002 – 2003   
1. Learner centered approach in the class room; Activity based classrooms where teacher is
a facilitator; peer group learning in the class. 
Individualized learning at one’s own speed and limit fixed according to learners capabilities
Instead of teaching aids learning aids are used in sufficient number.                                      
More freedom to learners for learning and expression.  
2. Importance given to the PROCESS of learning rather than to the PRODUCT. 
Textbooks are so prepared that no answer statements are included. The content of the text
is open ended. The way through which the learner has to proceed will be given. Teachers
Hand Books are provided.  
3. Continues and Comprehensive Evaluation 
Both scholastic and co-scholastic aspects are evaluated. Evaluation column is the lesson
plans to be completed during the lesson
  
4. No average student in the class. Each differs is their intelligence and learning speed.
Multiple intelligence theory accepted instead of the traditional IQ concept 
     
5. Group activities – pupils learn and do their activities in basic groups and instantaneous
group.   
6. Different strategies like project, seminars, debates, field trips, special assignments, club
activities are used apart from group activities inside the class.  
7. Grade system in the Term – end evaluation
 
                               NCERT  
                                National Council for Educational Research and Training (NCERT) during the
last many years of its existence has come up with three different National Curriculum frame work
during the year 1986, 2000 and 2005. This document currently provides the frame work for making
syllabus, text books and teaching practices within the school education programs in India. 
                                     MAIN OBJECTIVES OF NCERT  
1. Implementation of National Curriculum frame work.
2. Universalisation of elementary education. 
3. Vocational education. 
4. Education of group with special needs. 
5. Early childhood education. 
6. Evaluation and examination reform IT. 
7. Competitive value education. 
8. Education of girl child. 
9. Production of teaching – learning experience 
10. Improvement in teacher education 
11. Improvement of thought of students.
 
                                       
                                                AIMS OF SCIENCE  
                        The general aims of Science education follow directly from the six criteria of
validity cognitive, content, process, historical, environmental and ethical. 
 
 Know the facts and principles of science and its applications, consistent with the
stage of cognitive development. 
 Acquire the skills and understand the methods and processes that lead to
generation and validation of scientific knowledge. 
 Acquire the requisite theoretical knowledge and practical technological skills to
enter the world of work. 
 Cultivate ‘Scientific temper’ – objectivity, Critical thinking and freedom fear and
prejudice.  
          CURRICULUM AT DIFFERENT STAGES 
1. PRIMARY STAGE  (Class I to v) 
                Primary science education has to be a phase of joyful learning for
the child with ample opportunities for exploring of the environment, to interact
with it and to talk about it. The main objectives at this stage are to arouse
curiosity about the content and topic.
  
2. UPPER PRIMARY STAGE (Class VI to VIII) 
             In this stage the contents are studied the students by experimenting,
investigation, discussion in the class with the teacher, peer interaction etc.   
3. SECONDARY STAGE (Class IX AND X) 
              At the secondary stage, the pupil learn through himself, that means
they identify and solve problems on the basis of their own knowledge. And
also the contents are collected by his own surroundings. In this stage is
related to psychological approach ‘learning by doing’.  
             INSTRUCTIONAL OBJECTIVES AND SPECIFICATIONS                               OF  SCIENCE SUGGESTED BY NCERT 
OBJECTIVE – 1  
                           Pupil acquire knowledge of terms, facts, Symbols, formula etc. 
SPECIFICATION 
1. Re calls facts, concepts. 
2. Recognizing facts, concepts etc
OBJECTIVE- II  
                        Pupil understands concepts, principles, definition, equations etc 
 
           SPECIFICATION   
1. Illustrate a phenomenon or principle 
2. Give experimental or theoretical proof 
3. Scrutinizes statements of facts. 
4. Interpret charts, graphs. 
5. Express scientific ideas.  
                    ROLE OF SCERT AND NCERT  
1. SEMINAR.  
               It can be arranged on various educational problems concerning any aspect of
education. A working paper is prepared before hand and circulated among the participants.
Then it is read and discussed is the plenary session. Seminars can be held on re-orientation
of educational objectives, new techniques of teaching, supervision etc.   
2. WORKSHOPS 
           A workshop differs from a seminar. In a workshop, the approach is more practical. 
A  workshop is organized to consider intensively practical problems of classroom teaching  
                 
                                                      
.
3. Refresher course 
4. Conferences 
5. Study groups 
6. School programs 
7. Study of professional writing
8. Miscellaneous programs etc. 
OBJECTIVE – III 
                                 Pupil applies scientific knowledge is a new or unfamiliar situation. 
SPECIFICATION 
1. Formulates definitions 
2. Suggests hypothesis 
3. Verifies hypothesis 
4. Improve a scientific appliance 
5. Arrive at generalizations.   
OBJECTIVE – IV  
                      Pupil develops skills like. 
1. Experimental skill 
2. Drawing skill 
3. Observation skill 
       
 OBJECTIVE - V   
                      Develop scientific interest. 
SPECIFICATION 
1. Read scientific literature 
2. Collects scientific materials & information 
OBJECTIVE – VI 
                Pupil develop scientific attitudes, values etc   
SPECIFICATION 
1. Shows intellectual honesty 
2. Shows curiosity 
3. Develop a sense of dedication etc.  
OBJECTIVE – VII 
               Pupil develops scientific appreciation 
SPECIFICATION 
1. Realize the significance of discovery learning
2. Express scientific achievement 
3. Show respect for great scientists 
4. Realize the importance of science in human progress
  
                            
                      REFERENCE 
  
 SCIENCE EDUCATION       -      SIVARAJAN 
 THEORETICAL BASE OF TEACHING &
 PEDAGOGICAL ANALYSIS – MOLLY KUTTY   
 www.edurite.com
 http; // www.learning technologies.co.uk