D.A.PUBLIC SCHOOL(O & A LEVEL)ACTION PLAN FOR SCIENCE

ByAyesha Shafiq

AIM To enhance students

Scientific concepts using activity-based learning and incorporating 21st century skills for the world today.

LONG TERM GOALSTo develop 21st century skills by using 21st

century techniques and approachesTo develop IT skills by enabling students use

computer effectivelyTo develop Higher- order thinking and

student collaboration to promote learning

SHORT TERM GOALSPromote 21st century skills by making the

lessons student-centeredDevelop higher order thinking by

incorporating challenging tasksUse various kinds of technology to conduct

research, communicate, and create knowledge

Bloom’s Theory

Mind map of Bloom’s taxonomy

Text file1. Knowledge

The knowledge category simply applies to the ability to recall what has been learned. The recall of dates, information, facts and even concepts is seen as a lower order skill.

Traditional education has mostly focused on the ability to recall information, but in recent years most countries’ education systems have moved to something that resembles Bloom’s taxonomy of the Cognitive Domain.

What must not be forgotten when ‘moving up the ladder’ is that the ability to recall information is the foundation upon which the other categories are built. A common error is to move onto the higher levels without first mastering the ability to recall information. This is particularly dangerous if this step is skipped in the formative years of a child’s life.

Example: List the Mind Map Principles and the seven steps in creating a Mind Map.

2. Comprehension

You should be able to demonstrate your understanding of the subject matter. This is best done by explaining in your own words, or comparing to something else.

Example: Explain the Mind Mapping Principles in your own words. Compare the Mind Mapping principles to the Seven Steps in creating a Mind Map.

3. Application

Applying what you have learnt in a new situation or in solving a problem.

Example: Create a Mind Map summary of a book, or chapter of a book, using the Mind Map Principles and the Seven Steps in creating a Mind Map.

4. Analyze

Breaking up the information into parts, comparing, questioning and analyzing. Distinguish between facts and inferences.

Example: Rank the Mind Map principles in order of importance with reasons, based on the relative benefit of each principle. Which benefits are absolutely necessary and why? Which are not necessary and why not?

5. Synthesis

Combining the elements learned and perhaps forming a new pattern, new meaning or new structure.

Example: Use the Seven Steps in creating a Mind Map to combine various sources into one cohesive Mind Map, while blending the thoughts of the original authors with that of your own.

6. Evaluation

Judge the value of what you have learned, defend the principles and choose the best option when applying the principles. Evaluate whether you should use the new found knowledge in a situation, or whether you old know would suffice.

Cognitive process through Bloom’s theory Bloom’s Taxonomy is the most well-

known for the work done in the Cognitive Domain. Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives. The categories in the Cognitive Domain go from the lowest order to the highest order of human thinking.

USES OF BLOOMS TAXANOMY AND 21ST CENTURY APPROACHESWho can make it

possible?What to achieve?

Time Line

Science Student

Book

INSTRUCTIONAL STRATEGIES

ScienceTopicsSeparating solids

and liquids (Unit 1)Gases around us

(Unit 2)Circuits and

Conductors (Unit 3)Changing Sounds

(Unit 4)

Teaching and Learning StrategiesUnits 21st Century

approachesTechniques / Modes

1.Separating solids and liquids

Exploring different states of matter, observation, questioning, giving directions intervening ,computer

•Experiments to observe the characteristics of three states of matter• apparatus• Daily life experience• Power point presentation

2.Gases around us Exploring various properties of gases through activities, observation, questioning, giving directions intervening ,computer

•Experiment •Apparatus• daily life experience •power point presentation•Using library books

3.Circuits and Conductors

Activities, exploring, research, observation of the functions of circuits and analyze open and close circuits

Activities providing resource material, observation construct, design, assemble

4.Changing Sounds

Observation, monitoring, construction and understanding about different musical instruments

Investigate, research, compose measure construct act

Skills and ResourcesUnits Skills ResourcesSeparating solids and liquids

Creativity and intellectual curiosityCritical Thinking

Interpersonal and Collaborative skillsProblem identification, formulation and solutionMedia literacy

Different sized sievesActivitiesHandout and work sheets

Gases around us Accountability and adaptability

Communication skillsCritical thinkingInformation and media literacy

Library booksActivitiesComputerHand outsProject work

Circuits and conductors

Accountability and AdaptabilityCreativity and Intellectual curiositySystem thinkingProblem Identification, formulation and solution Communication skillsSelf- direction

Main components of the circuitThinking questionsClass activitiesSoft boardsComputer gamesHandouts and work sheets

Changing soundsCritical and system thinkingInterpersonal and collaborative skillsSocial Responsibility

Different musical instrumentsActivitiesHandout and work sheetsGRAPHS

PROBLEMS AND SOLUTIONSChallenges SolutionsStudents motivation Encouragement Management of classApparatus

Group workingLab support or pre booking

Motivation of students EncouragementPermissionTime managementQuestionnaire

Letter for principal & teachers for other classesGroup task divisionExtra Personal Time

Matter and details Search from internet & booksMultimedia presentationpermission

Search from netletter

Availability of resourcesLab booking & apparatus

Head will provide the resourcesBy the coordinators of the subject

CHANGING SOUNDSSounds Sound is a type of vibrations It travels through air , solid or liquids It travels fastest through solids It can not pass through a completely empty space

like on moon ,if we want to send messages in space we have to change the sound vibrations to electrical or radio signals

Sound is a form of energy as it travels from one place to another

Sound can change by pitch and volume Pitch is the rise and fall of sound. Pitch depends

on thickness, size and length of the object Volume is the level of sound Small musical instruments produce high sound

because vibrations are near, big musical instruments produce low sound because vibrations are far

Changing soundsq. How our ears work and how we hear sounds?

1. Our outer ears are shaped to catch

sound waves

2. They pass the sound waves down

to our ear canal

3. The sound waves make our ear drum vibrate

4. The ear drum passes these

vibrations on to 3 tiny bones

5. These tiny bones carry the vibration

to a snail shell shaped tube

6. Inside the tube there are many

small nerve cells

7. These nerve cells carry the sound messages to our

brain

Teaching methodologies and children activities Topic 21st Century

approachesTechniques / Modes

Changing Sounds

Observation, monitoring, construction and understanding about different musical instruments

Investigate, research, compose measure construct act

Hearing

Have one group of students lay on the floor with one ear to the ground while the other group jumps up and down to f eel and hear the vibrations.

Ask students to put their hand over their throat. Then have them whisper, talk, yell, hum, etc. to feel the vibrations of their larynx.

Demonstrate vibrations making sounds by running your fi nger across a comb and by

Conclusion

Sound produce through vibrationsIt travels fastest through solidsSmall musical instruments produce high pitch notesBig musical instruments produce low pitch notes

21st Century Approaches and Skills development

21st Century Approaches1.Observing & Monitoring Skills

2.Giving Direction Skills

3.Listening & Speaking

4,Questioning Skills

5.Encouraging Skills

6.Intervening Skills

21st century Skills1.Accountibility & Adaptability

2.Communication Skills

3.Creativity & Intellectual curiosity

4.Critical Thinking & System Thinking

5.Information & Media Literacy Skills

6.Interpersonal & Collaborative Skills

7.Self Direction

8.Problem Identification & Solution

9.Social Responsibility

Achievements of children The City School Gulshan junior F

FATIMAH MASOOD Topic: Changing sounds

Periods Contents

1pd Fill in the blanks and True and false

1pd Plot a graph to check the best material to muffle the sound

1pd Give short answers and Match the columns

1pd Answer the questions with illustrations and reasons

1 Pd.

Fill in the blanks

1. Hearing is one of our _____________ senses 2. Sound waves are like the _______________ on the pond 3. Sound travels _________ than light 4. Bats use _________ to hunt their preys 5. The carpet ___________ the sound

True and false

1. Human voice is an instrument (_______) 2. Trumpets work because air vibrates inside a long tube (_____) 3. Sound travel through solids only (______) 4. The pitch of the wind instruments can not be changed (______) 5. Whales sing to each other through hundreds of km of water (______)

1 Pd.

Look at the table given below and check which is the best material to muffle the sound Plot a graph to explain your answer

Sr. no OBJECTS SOUND HEARD 1 FOAM QUIET 2 GLASS QUIET LOUD 3 THERMAPORE SOFT 4 HEAVY CURTAINS VERY QUIET

1Pd.

GIVE SHORT ANSWERS

a) Why sound is a form of energy?

b) If you hit the drum gently, what kind of a sound produced?

c) How can we change the pitch of the string instruments ?

d) Why long tubes give a lower note?

e) How sound travels ?

Match the columns

PROBLEMS AND SOLUTIONSChallenges Solutions

Students motivation Encouragement certificates

Noise pollution By using appropriate muffling materials

Management of classApparatus ( MUSICAL INSTRUMENTS)

Group workingLab support or music room the permission of music teacher

PermissionTime managementQuestionnaire

Letter for principal & teachers for other classesGroup task divisionExtra Personal Time

Matter and details Search from internet & books school soft boards

Multimedia presentationpermission

Search from netletter

The City School Gulshan Junior F Fatimah Masood

This certificate is awarded to______________ of Class/ Sec ___ for

being the Best Student of the class.

RESOURCEShttp://

www.teachersdomain.org/resource/phy03.sci.phys.howmove.lp_sound/

http://www.youtube.com/watch?v=MFLeGJclQiI

www.ndted.org/EducationResources/HighSchool/Sound/vibr...

www.en.wikipedia.org/wiki/sound.com

ACKHNOWLEGMENTTo the tutors for their end less support

To the management of our branch

To ColleaguesTo the DAPS• To the most important person: Our Principal

THANK YOU!

Learning how to learn is life's most important skill