Group Investigation Model Lesson Plan 1
Group Investigation Model Lesson Plan
Name of the Teacher :
Name of the School :
Subject : Social Science
Standard : VIII
Division :
Strength :
Unit : Atmosphere
Topic : Layers of Atmosphere
Date :
Curricular Objectives
● Students define atmosphere.
● Students recognize different layers of the atmosphere.
● Students explain the features of each atmospheric layer.
● Students analyze the importance of atmosphere for life on Earth.
● Students evaluate the role of atmospheric layers in protecting Earth.
● Students recognize the need to protect the atmosphere from pollution.
Process Objectives
● Cooperative learning takes place.
● Collaborative learning takes place.
● Students engage in enquiry learning.
● Students actively participate in discovery learning.
● Students develop communication skills.
● Students develop social interaction skills.
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Syntax |
Teacher Activity |
Pupil Response |
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Phase 1 — Encounter the Puzzling Situation |
Teacher systematically presents the topic Atmosphere in front of the students. We know that
Earth is surrounded by air, which makes life possible. In order to collect
the attention of students, the teacher presents some video clippings showing Earth from space, aeroplanes flying,
clouds, and satellites orbiting Earth. The teacher also shows
pictures related to weather changes and space travel. Then the teacher asks: ·
What surrounds the Earth? ·
How do aeroplanes fly in the sky? ·
Why do meteors burn before reaching Earth? ·
Is the atmosphere the same everywhere? All these questions are very relevant and we
must think about them. We must develop certain concepts about what the
atmosphere is and what its layers are. Then the teacher presents more visuals
showing the different layers of the
atmosphere to create curiosity. Students become interested and attentive. |
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Phase 2 — Explore Reaction to the Situation |
In order to collect students’ attention related to atmosphere, the teacher
consciously asks certain questions about it. Then the teacher collects the
responses of students and provides support. Students share their ideas: ·
Air is everywhere. ·
Planes fly in the sky. ·
Clouds bring rain. Teacher acknowledges responses and guides
discussion. |
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Phase 3 — Formulated Study Task and Organized Themselves for Study |
Dear students, as responsible learners we must understand how the
atmosphere protects us and supports life. We must find out what the layers of
atmosphere are and what their features are. Then the teacher divides the class into five groups and assigns: Group 1 — Troposphere Students collectively find out the features, importance, and functions of
their assigned layer. |
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Phase 4 — Independent and Group Study |
The teacher organizes a particular place for each group for discussion and
enquiry. The teacher provides appropriate study materials and learning aids
for each group. Teacher provides proper guidance and
support. |
Group 1 — Troposphere Lowest
layer of atmosphere where we live. Features:
Importance:
Group 2 — Stratosphere Layer
above troposphere. Features:
Importance:
Group 3 — Mesosphere Middle
layer. Features:
Importance:
Group 4 — Thermosphere Upper
layer with very high temperature. Features:
Importance:
Group 5 — Exosphere Outermost
layer. Features:
Importance:
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Phase 5 — Analysis Progress and Process |
Each group presents their ideas and discussion points collectively.
Students, with the support of teacher and learning materials, find out the
features and importance of their atmospheric layer. Group members present their ideas creatively
using charts and diagrams. Teacher appreciates each group and the
effort taken by them. |
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Phase 6 — Recycle Activity |
The teacher presents another topic in front of the students for further
studies: “What
will happen if the atmosphere gets polluted?” Students are placed in another puzzling
situation and think about protecting the atmosphere. |
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Social System
At first teacher activities present a topic in front of the students. After that classroom becomes student-centered and teacher acts as a facilitator to provide a healthy learning environment with sufficient learning materials.
Principle of Reaction
Teacher motivates students in collaborative and cooperative learning and provides proper guidance at appropriate stages.
Teacher appreciates participation and encourages enquiry.
Support System
Teachers handbook, textbook, charts showing layers of atmosphere, video clippings related to atmosphere, globe, diagrams, worksheets, and reference materials.
Instructional Effect
Students understand about atmosphere and its layers. Through discovery learning students establish concepts clearly. Discussion points are presented in groups creatively and informatively.
Nurturant Effect
Students become responsible and committed in their group work. Enquiry learning takes place. A healthy and friendly relationship is established among students.
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