LESSON PLAN

Subject: Biology Teacher’s Name: Benjamin Tee Xin RuiForm: 5G Date: 15th June 2016/WednesdayTime: 11.55am – 12.30pm (35 minutes) Total students: 3 studentsStudent’s Ability: Above AveragePrevious knowledge:

Student has finished studying from Form 4 syllabus and Form 5 Chapter 1-2Topic: Coordination and Response

Learning Objective: 3.2       Analysing the role of human nervous system

Learning outcomes: After the lesson, students are able to:

draw and label a diagram of a cross section of the spinal cord, state the main functions of the spinal cord, label the structure of an efferent neurone, identify the type of the neurone from diagrams given, state the function of each type of neurone, state the mode of transmission of information along the neurone, describe briefly the pathway of transmission of information from receptors to effectors draw and label a simple diagram of a synapse, describe the transmission of information across synapses state the role of the synapse in transmission, give examples of voluntary action give examples of involuntary action, outline the transmission of information in voluntary action, outline the transmission of information in involuntary action, draw a schematic diagram showing a reflex arc, give examples of nervous system related diseases.

Task: Students to do the exercises prepared by the teacher as part of homeworkTeaching aid: Power point slides, lesson note, exercisesAssessment type: Students’ fill in the blanks provided by the teacher in lesson notes, homework completionStrategy: Teacher-centeredTeaching method: Ausubel theory of comparative advance organizerLearning approaches: Meaningful learningKey concepts: Spinal cord, neurons, transmission of information along the neurone, synapse, voluntary and involuntary action, transmission of information in voluntary actions, transmission of information in involuntary actions: reflex actions

Step/ Time Content Learning Activity Strategy/Method/Teaching Aid/Value/KBKKTeacher’s Activity Student’s Activity

Induction Set ( 10 minutes) Introduction 1. Teacher to check on corrections of examination paper made by students

2. Teacher to check on exercise given to the students

1. Student to submit their files on Biology right after the class

2. Student to complete the exercise and hand in for marking

Strategy: Teacher-centredMethod : Cross-checkingTeaching Aid : Projector and

Microsoft wordValue : Honesty and learning

from mistakesLesson Development (90 minutes)

Learning outcomes (5 minutes)

3.2.4 Spinal cord

1. Teacher to introduce the scope of the day

2. Teacher to compare the structure and functions between spinal cord and

1. Student to be briefed on the topics and subtopics of the day

2. Student to distinguish the difference between them and list out the

Strategy: Teacher-centred

Method: Ausubel’s comparative

advanced organizerTeaching aid:

Lesson note

3.2.5 Neurones

3.2.6 Transmission of information along the neurone

3.2.7 Synapse

3.2.8 Voluntary and Involuntary Action

3.2.9 Diseases of the Nervous System

spinal nerve

3. Teacher compare the differences between afferent, efferent and interneurons and the main functions of neurons.

4. Compare the diagrams when at rest, start of impulse transmission, and end of transmission.

5. Identify the pathway of transmission of information

6. Teacher shown the synapse and compare with neurotransmitter

7. Compare and contrast voluntary and involuntary actions

8. Comparison

compositions with the aid of diagrams

3. Student can differentiate the neurons and draw the motor neurons

4. Students can draw motor neurons and make distinct comparisons of the three types of neurons.

5. Students are able to identify the right and wrong pathway

6. Student able to identify the exact position of neurotransmitter and synapse in nerves

7. Student can differentiate examples, transmission process and roles of the two types of actions

8. Student can find the

Projectors exercises

Value/skills: Having critical and

analytical thinking Making inferences

between Parkinson’s disease and Alzheimer’s disease

similarities and differences between nervous system related-diseases

Closure (10 min) Reflection 1. Teacher to provide links for students to revise and also exercises for reinforcement

2. Teacher told the students that they will proceed with roles of hormones in humans next week

1. Student can receive extra reference for further revision and lifelong learning

2. Students know what to be expected of next week and be learning ready

Strategy: Teacher-centred

Method: Ausubel’s comparative

advanced organizerTeaching aid:

Lesson note Projectors exercises

Value/skills: Being diligent and

perseverance Lifelong learning

Teacher’s reflection:

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Principal’s Name/Advisor: ______________________________________________________________________________________________

Principal’s Name/Advisor signature:

Comment:

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