Advance Organizer Model Lesson plan 1
Advance Organizer Model
Name of the teacher :
Standard : VIII
Name of the school :
Division :
Subject : Social Science
Duration : 40 minutes
Unit : Resources
Date :
Topic : Renewable and Non-renewable Resources
Learning Objectives
After the
lesson, students will be able to:
Knowledge
- Define renewable and
non-renewable resources.
Understanding
- Distinguish between
renewable and non-renewable resources.
Application
- Classify examples correctly.
Skill
- Develop reasoning and
analytical skills.
Attitude
- Develop awareness about
conservation of resources.
Previous Knowledge
Students
already know:
- Natural resources
- Uses of resources in daily
life
|
Syntax |
Teacher Activity
|
Pupil Response |
|
Phase
1 Presentation
of Advance Organiser |
Teacher presents the objective of the lesson in the classroom. Teacher asks students whether they have heard
news about petrol price increase or electricity shortage. Where do we get energy from? Considering the responses given by the
students, teacher shows videos related to solar energy, windmills, coal
mining and petroleum extraction. Teacher asks: Why do we get sunlight every day? Then teacher displays a concept map with the
help of a chart showing classification of natural resources. Natural Resources Renewable Resources — Non-renewable Resources Teacher also introduces the idea that some
resources are limited and therefore need protection. |
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Phase 2
Presentation of Learning Materials |
Teacher presents the lesson. Resources obtained from nature for human use
are called natural resources. Some resources are available again and again
in nature. These are called renewable resources. Examples: ·
Solar energy ·
Wind energy ·
Water ·
Forest ·
Biomass ·
Hydropower Some resources take millions of years to
form and may get exhausted after use. These are called non-renewable
resources. Examples: ·
Coal ·
Petroleum ·
Natural gas ·
Minerals ·
Diesel ·
Uranium Teacher explains the importance of
protecting reNon-renewable resources are limited. Excessive use may lead to
scarcity in future. Therefore, we must use resources carefully and conserve
them. Teacher discusses ways to protect resources: ·
Saving electricity ·
Using renewable energy ·
Reducing fuel consumption ·
Planting trees ·
Recycling materials sources. |
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Phase
3 Strengthening
Cognitive Structure |
 Renewable Resources → Replenished naturally Students are given activities to classify resources into renewable and non-renewable
categories. Teacher asks: Why should we protect non-renewable
resources? Students respond and summarize learning. |
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Social System
Teacher remains a strong motivating factor during all three phases of the class.
Teacher controls the classroom and provides necessary guidance and support to students.
Interaction mainly occurs between teacher and students.
Principle of Reaction
Teacher tries to organize students’ prior knowledge and new knowledge in a meaningful way.
Teacher encourages correct responses and clarifies doubts at the appropriate time.
Teacher maintains full control of the classroom while promoting participation.
Support System
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Videos related to renewable and non-renewable resources
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Pictures
-
Newspaper reports
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Concept map
-
Charts
-
Blackboard
Instructional Effect
Students acquire clear knowledge about renewable and non-renewable resources.
Students understand the importance of conserving resources.
Students can classify resources correctly.
Nurturant Effect
Students develop environmental awareness and positive attitude towards resource conservation.
Students relate prior knowledge with new knowledge meaningfully.
Students develop thinking, comparison and analytical skills.
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