ICT-BASED LESSON PLAN IN SCIENCE

Name:Ivy Joy T. Leopoldo

School:CabancalanNationalHigh School

Mandaue, City

Country:Philippines

Year Level:Second Year

Topic:Animal and Plant Cells

OBJECTIVES:

At the end of the lesson, the students shall be able to:

Learning:

  • identify the different parts of the cell
  • differentiate plant cell from animal cell
  • explain the function of each cell

ICT:

  • Use information technology to assist learning
  • Select appropriate software to complete a task.
  • Use information technology to conduct research, share information, and work in collaboration with others.

Duration:180 mins

ICT Tools & Resources:

  • Computer in the laboratory with internet connection, CD-ROMS

Pre-requisite skills:

  • Knowledge in the basic skills in the use of the computer
  • The use of MS PowerPoint or MS Photostory 3.

Preparation Before Class:

  • Prepare the resources needed (e.g. internet connection, CD-ROMS, LCD projector.) and downloaded URLs

Procedures:

Time
(Minutes) / Students Activities / Teaching Methods/Activities / Materials/ Resources
10
5
60
30
15
60
15 / Sing the action song “Every Single Cell”
Activity:
Leaders will gather their group members and assign certain task.
TASK 1:
Search on the internet the organelles found in plant and animal cells and be able to tell the difference between them.
TASK 2:
Make a comparison on the similarities and differences between and animal and a plant cell.Draw two overlappingcircles with the use of MS Word. On one side of the circle write animal cell organelles and on the other side is the plant cell organelles. On the intersection will be the organelles that are both found in plant cell and animal cell. Explain what each organelle does.
Students will share and discuss of their outputs.
TASK 3:
Make a cellular-city.
Fill up the reflection and journal
Assignment:
1. Differentiate unicellular and multicellular organisms. / Motivation:
Facilitate in the action song.
Presentation:
Facilitate in the clearinghouse of group task.
Monitor in the use of the computer
Facilitate in collaboration
Assessment:
Name the cell organelles that are found in both plants and animals. / Computer and LCD Projector
DownloadedURLs
MS Word
MSN Messenger
MS PowerPoint /or
MS Photostory 3

Rubrics for Cell Circle Activity

Excellent
4 / Very Good
3 / Good
2 / Needs Improvement
1 / Score
Content / There is the evidence in the response that the student has a full and complete understanding / There is the evidence in the response that the student has a good understanding / There is the evidence in the response that the student has a basic understanding / There is the evidence in the response that the student has some understanding.
Identifies the similarities and differences between Plant Cell and Animal Cell / Accurately selects all major similarities and differences for each item. / Selects similarities and differences for each item. / Makes some errors in identifying major similarities and differences / Makes many errors in identifying major similarities and differences.
Comprehension
( interprets and understands concepts makes connection) / All of the specified curriculum expectations are fully or consistently met and extended. / Most of the specified curriculum expectations are fully or consistently met. A minor error occurs. / More than half of the specified curriculum expectations are fully or consistently met. Several minor errors occurred. / Only a few of the specified curriculum expectations are fully or consistently met. Major errors. Occur.
Team work / Cooperates with other group members.
Keeps group focused and on task.
Communicates well with groups and on behalf of the group. / Cooperate with other group members.
Remains on task.
Communicates effectively with group. / Needs Encouragement to work in a group.
Tries to work alone.
May only work well with group when student chooses the group. / Does not work well in group.
May be disruptive and keep others from working.

Rubrics for Cellular-City:

Excellent
4 / Very Good
3 / Good
2 / Needs Improvement
1 / Score
Content / There is the evidence in the response that the student has a full and complete understanding / There is the evidence in the response that the student has a good understanding / There is the evidence in the response that the student has a basic understanding / There is the evidence in the response that the student has some understanding.
Comprehension
( interprets and understands concepts makes connection) / All of the specified curriculum expectations are fully or consistently met and extended. / Most of the specified curriculum expectations are fully or consistently met. A minor error occur. / More than half of the specified curriculum expectations are fully or consistently met. Several minor errors occurred. / Only a few of the specified curriculum expectations are fully or consistently met. Major errors. Occur.
Quality of Information / Information clearly relates to the main topic. It includes several supporting details and/ or examples. / Information clearly relates to the main topic. It provides 1-2 supporting details and/ or examples. / Information clearly relates to the main topic. No details and/or examples are given. / Information has little or nothing to do with the main topic
Internet Use / Successfully uses suggested internet links to find information and navigation within these sites easily without assistance. / Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. / Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. / Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams and Illustrations / Diagrams and illustrations are neat, accurate and add to the reader’s understanding of the topic. / Diagrams and illustrations are accurate and add to the reader’s understanding of the topic / Diagrams and illustrations are neat, accurate and sometimes add to the reader’s understanding of the topic / Diagrams and illustrations are not accurate OR do not add to the reader’s understanding of the topic
Team work / Cooperates with other group members.
Keeps group focused and on task.
Communicates well with groups and on behalf of the group. / Cooperate with other group members.
Remains on task.
Communicates effectively with group. / Needs Encouragement to work in a group.
Tries to work alone.
May only work well with group when student chooses the group. / Does not work well in group.
May be disruptive and keep others from working.
Presentation Tools
( effectiveness in the use of media and/or technology) / Effective integration of posters, overhead, samples, demonstrations, videos, computer-based presentation tools. / Use of several of posters, overhead, samples, demonstrations, videos, computer-based presentation tools / Some use of posters, diagrams, overheads etc. / Limited use of posters, diagrams, overhead etc.