- conservation of plants and animals
- Sound
- Reproduction in plants
- The living organisms and their surroundings
Name of the
topic: conservation of plants and animals
Instructional Objectives:
-Students
will be able to recall terms like conservation, extinction, nesting site.
-Students
will be able to explain the need for conservation of biodiversity.
- Students
will be able to explain reasons for human-wildlife conflict .
Concepts:
-Conservation of frog in Goa
-Turtle conservation site at Ghalgibhag, Morgim and
Anjuna.
-Traditional way of protecting wildlife through
festivals ( Nag panchami)
Previous
Knowledge:
-Students
know that various animals are killed because of various reasons.
-Some
students must have many a times celebrated Nag panchami.
Instructional Materials:
Charts showing pictures of turtle nesting site,
worksheets, concept map.
Set Induction:
Tr. Tells a
story of father and his son who plan to
visit the museum one day . In the museum
they come across many stuffed animals. Father says that he has seen all these
animals alive when he was in college and then the son says that even he wants
to see live animals. Then the father says that he wont be able to see all the
animals alive because the have killed the animals. Son asks the father why they
have killed the animals.
Tr. Gives
worksheet to the students.
Activity-1
Tick mark in
the appropriate column.
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NAME OF THE ANIMAL
|
   
WHY ARE THEY KILLED?
MEAT SKIN IVORY
FEAR OTHER
REASONS
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Tiger
|
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Crocodile
|
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Elephant
|
|
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Lion
|
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Snake
|
|
Tr.
Discusses worksheet with the students.
As
you have told me some of the reasons why animals are killed, in the same way
father tell the son various reasons why they have killed the animals. So the
son becomes very sad because he won’t be
able to see all the animals.
Tr.:
So what do you think can be the solution for this problem?
Ss:
we have to protect the animals, we have to conserve them.
Statement of the topic
So
in today’s lesson we shall learn some of the conservation measures used to protect animals in Goa in
the chapter
“conservation of
plants and animals ”.
Development of the topic
Activity-2
Instructions: the worksheet contains a picture of a frog with a
caption. Read the captions and write your opinions.
|
Worksheet
Frog
population is declining day by day ….. What
should we do?
|
Tr.
Discusses worksheet with the students.
“Save
the frog”, is a world wide organization and its
main aim is to save frogs.
Frogs
help reduce mosquito bourne diseases.
The
punishment for killing frogs is imprisonment for 3years or fine of Rs. 25,000.
Tr.:
as students how can we help conserve frogs?
Ss.:
educate people, stop frog consumption.
The
Olive
Ridley turtle from Pacific oceans comes
to the beaches of Goa (Ghalgibhag,
Morgim and Anjuna) to lay its eggs. Some people rob the eggs and kill the
turtle for its meat and shell. Therefore the forest department people protect
the nests of the turtle.
Tr. Discusses about nag panchami with the students. This is a festival where in people
will devotedly involve themselves in the service of snakes and thus help in
conservation of snakes.
There are around 50 different types of
snakes found in Goa, out of these only 9
are venomous. Most of the snakes are
non-venomous.
In our states various snake awareness
programmes are conducted by many people, for example: the members of “animal
resque squard”
So in todays class we have studied the
conservation measures taken in Goa to protect some of the animals.
Evaluation
Match the columns:
|
A
|
B
|
|
1.
Nag panchami
|
a.
Olive Ridley
|
|
2.
Turtle conservation
|
b.
To prevent mosquito bourne diseases
|
|
3.
Mannge thapnne
|
c.
Snake worship
|
|
4.
Frog conservation
|
d.Crocodile
worship
|
Fill in the blanks:
1.
Traditional
way of conserving snakes is through a festival called
2.
Nesting
site of Olive Ridley in Goa is at , Agonda and
Homework:
Write
8-10 lines on tiger project.
Sound
Instructional Objectives:
-Students
will be able to recognize the different mediums of sound.
-
Students will be able to recall terms like vibration, echolocation.
-Students
will be able to differentiate between infrasonic sound and ultrasonic sound.
-
Students will be able to explain how bat is able to fly at night.
Concepts:
-Application
of sound in real life situation.
-Sound
is produced due to vibration
-Sound
cannot travel in vacuum, always needs a medium.
-As
distance increases, sound waves decrease.
-Bat
uses echolocation for flying.
Previous
Knowledge:
-Students
come across sound in everyday life.
-Different
mediums of sound.
-students
know that sound is produced due to vibration.
Instructional Materials:
Charts,
worksheets, C.B.
Set Induction:
Tr.
Develops rappo with the students with students for the introduction of the
topic by asking questions based on the different situations by giving them to
hear various sounds.
Tr.
Then asks as to how the students could recognize the different voices and the
students say that it was because of the sound.
Statement of the topic:
So
in todays class we are going to study some more facts about sound in the topic
“Sound”.
Devolopment of the topic:
Activity – 1
Tick
mark the correct option.
|
|
Did it produce vibration?
|
Did it produce sound?
|
|
Ringing
of the bell
|
|
|
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Hit
2 iron nails
|
|
|
|
Place
your hand on the neck and speak
|
|
|
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Place
your ear on the desk and tap it twice
|
|
|
Sound is produced due to vibrations.
Activity-2
Tr.
Displays a chart of an astronaut and an alien on the moon. The astronaut is not
able to hear what the alien is speaking and asks questions based on the
picture.
There
is no air on moon. Sound requires a
medium to travel, it cannot travel in vacuum.
Sound
travels through solid, liquid and gaseous medium.
As
distance increases, the sound waves become smaller and finally they become nil.
Audible
range of sound for humans extends from 20Hz to 20,000Hz. Dog can hear upto 25
Hz. Sound with frequency below 20Hz are called infrasonic sound. Rhinoceros,
Whales, elephants produce sound in the infrasonic range. Sound with frequency
more than 20Hz is ultrasonic sound.
Bats
make use of ultrasonic sound to travel at night and dolphins make use of
ultrasonic sound to communicate with each other. Bats fly by echolocation. bats
send out very high pitched sound waves and listen for the echoes. Big echoes
are obstacles to avoid, small insects are insects, on which they feed.
In
todays class we have studied that sound produces vibrations and require a
medium to travel. We have also seen the audible range of hearing for humans and
what is infrasound and ultrasound.
Homework:
List
5 areas where sound is useful for us.
Reproduction in plants
Instructional Objectives:
-Students
will be able to recall terms like unisexual, besaxual, pollination.
-
Students will be able to recognize the different parts of a flower.
-Students
will be able to differentiate between asexual and sexual reproduction.
-
Students will be able to cite illustrations of bisexual flowers.
-
students will be able to sketch and label the different parts of a flower.
Concepts:
-Flowering
and non-flowering plants.
-flowers are
reproductive parts of a plant.
-In sexual
reproduction there is involvement of male and female gamete.
-Unisexual
flowers have only one type of gamete in them.
-Bisexual
flowers have both gametes in the same flower.
-Transfer of
pollen grains from anther to stigma of a flower is called pollination.
Previous
Knowledge:
-Have knowledge
about different types of flowers.
-parts of a
flower
-Seeds are
required to grow a new plant.
Instructional Materials:
Valvet
paper and flannel board, worksheets, C.B.
Set Induction:
Activity
-1
Put
a tick mark at appropriate places.
|
PLANTS
|
WITH
FLOWERS
|
WITHOUT
FLOWERS
|
|
Rose
|
|
|
|
Ginger
|
|
|
|
Bryophyllum
|
|
|
|
Hibiscus
|
|
|
|
Mango
|
|
|
|
Cashew
|
|
|
|
Potato
|
|
|
|
Spirogyra
|
|
|
Tr.
Discusses worksheet with the students.
Plants
that produce flowers are called as flowering plants and plants that do not
produce flowers are called as non-flowering plants.
Most
of the flowering plants require seeds to give rise to a new plant.
Statement of the topic:
So
in today’s class we shall see how flowering plants reproduce in the chapter
“Reproduction in flowering plants”.
Development of the topic:
Activity
- 1
Parts
of a flower:
The
flower contains the reproductive parts or the gametes. Therefore the flower is
said to be the reproductive part of the plant.
|
|
The
type of reproduction in which the male and female gamete fuse to form the fruit
and give rise to a new plant is called as sexual
reproduction.
Some
plants produce flowers having only one gamete (either male or female gamete).
Flowers
which contain either only the pistil or only the stamen are called unisexual flowers. Eg. Flowers of
papaya plant.
A
flower which contains both stamens and style is called bisexual flower.
In
sexual reproduction male and female gametes fuse to form the zygote which
further grows and forms new plant. The pollens first come in contact with the
stigma.
The
transfer of pollen grains from anther to stigma of a flower is called pollination.
Evaluation:
Homework:
Draw
a picture of the flower and label its parts
The living organisms and their surroundings
Instructional Objectives:
-Students
will be able to recall terms like adaptation, habitat.
-
Students will be able to differentiate between abiotic and biotic components.
-Students
will be able to cite illustrations of terrestrial habitats.
-
Students will be able to make accurate observations of adaptations of desert
animals.
Concepts:
-The
surrounding where organism lives is called its habitat.
-The
presence of special features or habits, which enable an organism to live in its
surroundings, is called adaptation.
-Organisms
that live on land are said to be terrestrial animals.
-The habitat
of organisms that live in water are called aquatic habitat.
-The living
things in a habitat are its biotic components and non-living things in the
habitat constitute the abiotic components.
Previous
Knowledge:
-Students have
knowledge about different habitats.
-Students
know about the living and non-living components in the habitat.
Instructional Materials:
Valvet
paper and flannel board, concept map, worksheets, C.B.,
Set Induction:
Activity
-1
Tr.
Tells story about the camel and the polar bear. The camel and Polar bear were
good friends. One day the camel goes for a party in the polar region at the
polar bear’s house. In the polar region the camel felt sick and decided to go
back home and on the way back home died. The polar bear was worried about his
friend and thought of visiting him in the desert. As it approached the desert
region the Polar bear also died.
|
ANIMAL
|
TH
RAIN
|
COLD
|
FLOODS
|
POISON
|
HEAT
|
EARTHQUAKE
|
||
|
CAMEL
|
|
|
|
|
|
|
||
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POLAR BEAR
|
|
|
|
|
|
|
The
Camel died because of cold and the polar Bear died because of heat.
Each
animal is able to survive better in its own environment or surrounding.
Statement of the topic:
So
in today’s class we shall study more about living organisms and the changes
they have undergone to live in that surrounding in the chapter “the living
organisms and their surroundings”.
Development of the topic:
The
animals have certain features or habits that allow them to live in their
surroundings. This is called as adaptation and the surrounding where the
organism lives is called its habitat.
So
now we shall discuss about the desert habitat.
Tr.
Asks names of desert organisms.
Ss.:
camel, rat snake, cactus.
Desert:
-day
----very hot, night----- very cold
-less
rainfall, very little water available
Cactus:
Tr.
Makes many pieces of cactus leaves and passes it in the class and discusses the
characteristics among the students.
Leaves---
modified into spines, this helps in reducing water loss during transpiration.
Stem---waxy
coating, carries out photosynthesis. The stem stores water.
Camel:
Hump---stores
fat
Legs----long,
keep the body away from the heat of the sand.
Eyes---
covered with transparent membrane and have long eye lashes, to protect the eye
from the sand.
Camel
does not sweat, excrete small amounts of urine. Their dung is dry. This is to
prevent water loss.
Evaluation:
Homework:
What
are the adaptations of a Polar Bear that allow it to live on ice?
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