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Name
of the teacher: Reni Babu C P
Name
of the school: Govt. K V H S S,
Ayira
Subject: Physics
Unit: Motion
Topic: Acceleration
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Std:
VIII
Div:
A
Str:46/49
Date:10/9/2015
Time:45’
Stage:13+
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Curricular
Statement:
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Pupil
develops knowledge on the concept of chemical bonding through observations,
experiments and discussions.
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Concept:
Process
Skills:
Objectives:
Entry
Behavior:
Learning-teaching
aids:
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Acceleration
is rate of change of velocity in one second
Acquire
process skills such as,
a)
Observation: Observation of the experiments on the
concept of acceleration.
b)
Experimenting: Doing experiments based on the
concept.
·
The pupil acquire the strategies for create
inquiry.
·
The pupil develops ability to tolerance ambiguity.
·
The pupil understand and tentative nature.
·
The pupil develop independent autonomy in learning
The
pupil has the idea about the acceleration from the daily life.
1.
Chart
· About
acceleration
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Syntax
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Teacher Activity
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Pupil Activity
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Phase-I
Encounter
with the problem
Phase-II
Data
gathering verification
Phase-III
Data
gathering experimentation
Phase-IV
Formulating
an Explanation
Phase-V
Analysis
of inquiry process
Social
system:
Principles
of reaction:
Support system:
Instructional
effects:
Nurturant
effects:
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Today
we are studying the topic in a new way. The teacher explains an instance.
Manu is travelling in a helicopter. While travelling, he got hungry so he
eats the food and the other wastes are throughout down the window. The food
waste is down in the earth at 5 seconds and its velocity is 50m/s.
The
pupil asks questions about the above instance.
Yes
No
Yes
Yes
Yes
Yes
Yes
For
explaining the concept the teacher had done an experiment.
A
picture of car travelling through a straight line is shown below.
Yes
No
No
Yes
The
rate of change of velocity is called acceleration.ie, the velocity change in
one second. From the above experiment it is seen that acceleration is a
vector quantity.
How
we finalize the concept acceleration?
Teacher
having the prominent role in
· Choosing
concept
· Organizing and
sequencing the data
· Student-teacher
interaction
The
teacher act as a guide, motivator, facilitator etc. She supports the pupil’s
hypothesis and creates an atmosphere of meaningful dialogue.
The
teacher supports the pupil using a-v aids and other aids. She should try to
search to improve their skills.
· Getting clear
notation about nature of concept
· Developing
skills in using appropriate inquiry building strategies
· Attaining
specific concepts
· Sensitivity to
logical reasoning
· A sense of
using alternative perspectives
· Tolerance to
ambiguity and initial errors
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Is
the food packet placed down to earth and throw out is at the same state?
Is
any hindrance occurred when the food packet is placed down?
Is
the time required is 5 seconds?
Is
the velocity and the speed of the food packet is 5m/s?
Is
the unit of speed and velocity is same?
Is
the initial velocity of the food packet is zero?
Is
if the final velocity is 50m/s then the velocity difference is also 50m/s?
Is
the time intervals are same?
Is
the distance travelled by the car at equal intervals is same?
Is
the difference between initial velocity and final velocity of the car is
same?
Is
the change in velocity is indicated by time?
By
experiments, observations and discussions.
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