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Science Teaching Tools

Science Teaching Tools

We have gathered together science teaching tools into one place to make your job of planning science lessons a little easier.
Our Lesson Planning Tools are a collection of documents and worksheets that we have used in our professional development workshops.
Our list of Science "Treasure Trove" Websites lets you explore the best of the web all from one place. These are the websites that we keep going back to again and again.
Connecting learning across the curriculum is a powerful way to reinforce skills while exploring new content material. Bring literature and science together by checking out these Science Literature Connections.
CRS can provide customized professional development for the staff of your school.

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Module Assignment for Module 3

KE/PANAKAWA M.V

MODULE 3

MODULE ASSIGNMENT 3.1

Date: - 20^th June 2011

Grade: - 6

Subject: - Science

Unit: - Investigates plants diversity

Lesson: - Let’s inquire about the characters that plants get according to their habitat

Time: - 120 minutes

Special objects:

1. Explains the special features of plants acquired according to their habitat

2. Accepts that the plants have various adaptations to live according to habitat they live

3. Matches the special characters of plants with the environmental factors in their habitat

4. Develops the totality by addition of parts

5. Presents the information innovatively

INTRODUCTION

There are various plants in our environment. Plants which are found normally in our home garden s are called mesophytes. There are plants in environment different to our home gardens. There is diversity in plants according to their habitat. Special features in roots, stems, leaves, flowers, fruits and seeds could be seen according to their habitat.

Teacher asks students to collect more information about variety of plants by using the internet. Also teacher advices students to share information by using E-mail with each other.

Teacher has divided the class in to five groups and assigns each group a topic to search information about it. Theses information has to be copied to Word document. Each group leader has an e-mail account to do this task. Teacher has helped students to create an email account in the previous day.

The below table is for each groups activity.

Group 1	Mangrove
Group 2	Aquatic plants
Group 3	Seashore plants
Group 4	Epiphytic plants
Group 5	Xerophytic plants

Teacher advice students to share the information, which they have found in the form of Text and Graphics. Teacher shows and explains how to simply send emails by attaching file to their email.

Teacher briefly explain what is an Email.

Electronic mail, commonly called email or e-mail, is a method of exchanging digital messages from an author to one or more recipients. Modern email operates across the Internet or other computer networks.

STEP 01

Teacher explains the students how to log in to their Gmail accounts. Teacher advice students not share their email account passwords with each other.

All the group leaders have a Gmail account. Teacher advices group leaders to share their email addresses.

STEP 02

Go to Internet Explorer web browser and type www.gmail.com on the address bar. Type your user name and password in the given window.

Ex. Email: ranjani.hmr@gmail.com

Password: *************

STEP 03

First teacher explains how to compose and send a mail to a given e-mail address. To compose a new e-mail click on the compose mail button. The below window will appear.

Teacher guides students to send an e-mail in a proper manner.

First: enter your recipient's email address in the “To” field, or find the address in your Contacts list. Directly beneath the 'To:' field, we'll also suggest contacts for you to include, based on the groups of people you email most often. You can send the same mail to many recipients as you like.

Second: enter a suitable subject in the Subject Field. The subject should fit the message body. Teacher explains that the recipient first look the subject and decide weather to read or ignore the message. Need to check the spelling and grammar mistakes.

Third: enter the message in the message body. In this area we need to type the collected information or to copy and paste it over here. Teacher advice students to be very careful when they type words that are not suitable for conversations with each other.

Need to be very careful of the spelling and grammar mistakes. To do a spelling and grammar mistake there is special section in the compose mail window “Check Spelling”. Click on it and the spelling mistakes will appear highlighted.

When you're done composing the e-mail, click the Send button (located just above the 'To:' field. You'll see a confirmation at the top of the window that your message was sent

STEP 04

Teacher explains there is a way to send files through e-mail. You can send File through attachment with your e-mail.

To attach a file or more to an email:

v Click Attach a file while composing a message in e-mail. (If you do not see Attach a file, continue with clicking Browse or Choose File below.)

v A file selection dialog will pup-up

Select the files (Use the Ctrl (Windows, Linux) or Command key to select multiple files.) that you want to send as attachments and click ok button.

STEP 05

Teacher explains and advice students to check their Inbox for new e-mails from other group leaders. Teacher advice they send a reply for the help.

First go to Inbox and see if there are is e-mails from other group leaders. If there is, click on the message.

STEP 06

Teacher helps students to reply to the selected message. Teacher tells it is a good practice to send a reply to each message.

First open the pen the message that the other group leader has sent. Click on the Reply Button to reply to this message.

• Click the down arrow next to the Reply button near the message's top.

STEP06

EVALUATION

Let’s inquire about the characters that plants get according to their habitat

· Plants have been classified according to the habitat as follows.

Mangroves

Aquatic Plants

Xerophytes Plants

Seashore Plants

Epiphytic Plants

• Focus your attention to the class of Plants you are assigned.
• Collect relevant information need by using internet.
• Observe characters of leaves, stems, fruits, seeds and roots system with the aid of pictures.
• What are the identified characters of plants help them to grow in that particular habitat.

Module Assignment for Module 2

KG/PANAKAWA MV

MODULE ASSIGNMENT 2.1

MODULE NO 02

Date : 03/11/2011

Grade : 11

Subject : English

Unit : Story

Time : 80 minutes

INTRODUCTION

The teacher is going to teach a lesson on “Let’s Build up a Story” by using MS Word. When we teach students they always pay their attention on very attractive and creative lessons. Although their computer knowledge is high. So the teacher doesn’t want to explain the very simple things about MS Word. They can easily open MS Word and start their typing tasks accurately.

Teacher wants students to build up a small story by using MS Word in computer.

Keep a notebook. To R. V. Cassel, notebooks are “incubators,” a place to begin with overheard conversation, expressive phrases, images, ideas, and interpretations on the world around you.

· Write on a regular, daily basis.

Sit down and compose sentences for a couple of hours every day — even if you don’t feel like it.

· Collect stories from everyone you meet.

Keep the amazing, the unusual, the strange, and the irrational stories you hear and use them for your own purposes. Study them for the underlying meaning and apply them to your understanding of the human condition.

Point of view is the narration of the story from the perspective of first, second, or third person. As a writer, you need to determine who is going to tell the story and how much information is available for the narrator to reveal in the short story. The narrator can be directly involved in the action subjectively, or the narrator might only report the action objectively.

As the first step, teacher uses a projector to display some sentences and advises students to type those sentences on their computers using MS Word 2007.

01. Fisherman went out upon the sea.

02. Threw his nets into the water.

03. The wind blew from the land he caught nothing.

04. The fish came in from the deep.

05. Swam into the meshes of his nets.

06. He went out upon the sea.

07. He tugged at the thin ropes.

08. Nearer came the circle of flat corks.

09. Net rose at last to the top of the water.

10. Her hair was as a wet fleece of gold.

11. He tugged at the coarse ropes till, like lines of blue enamel round.

12. Her body was as white ivory.

13. Her tail was of silver and pearl.

14. The cold waves dashed over her cold breasts.

15. Her ears and her lips were like sea-coral. The cold waves dashed over her cold breasts, and the salt glistened.

POSSIBILITIES THAT MS WORD CAN OFFER

SPELLING & GRAMMAR

When typing sentences it is very important that we need to check our spelling and grammar mistakes. It is good practice to check the spelling and grammar mistakes before you submitting the story or any other types of documents. Teacher gives the path to do this task.

On the Review tab è select Spelling & Grammar button Or F7 key (F7 Function key)

Teacher describe to the students that they don’t needed to bother when tying sentences if the words are displayed a Red underline or Green underline in some words. The red words underlined indicate the word wrong or there’s a spelling mistake. If the words are underline green underline, it indicates that there is a grammar mistake in the document

Note: We always use UK dictonary( British ) in our day to day writing in MS Word application, but spelling & grammar check will indicate USA dictonary (US). Because of that we can ignore some words if we are sure that word is correct according to US dictonary.

E.x. Colour (UK English) and Color (US English)

SYNONYMS

Teacher explains students on how to find similar or unfamiliar words of using MS Word Synonyms option. If there are any unfamiliar words such as “Marvel”, we can get similar word by using synonyms and can get an idea.

First select the word you unfamiliar with. As in this example we use the word “Marvel”

Then right click on the word “Marvel”, select Synonyms from the drop down short cut menu.

You’ll see a list of similar words for “Marvel”.

JUSTIFY

Teacher explains In typesetting, justification (can also be referred to as 'full justification') is the typographic alignment setting of text or images within a Column, Paragraphs or "measure" to align along both the left and right margin. Text set this way is said to be "justified".

In justified text, the spaces between words, and, to a lesser extent, between glyphs or letters (kerning), are stretched or sometimes compressed in order to make the text align with both the left and right margins. When using justification, it is customary to treat the last line of a paragraph separately by left or right aligning it, depending on the language direction.

First select the paragraph that you want to justify ž In the Home tab go to Paragraph section ž click on Justify tool

HEADER & FOOTER

Teacher instructs students to insert header and footers to their typed word document as follows.

Headers and footers are those little identifiers that run across the top and bottom of your document, providing important background information about it. They include such things as page numbers, dates, book or chapter titles, and author name.

These small signposts improve the usability of your document, and they make it look professional.

First go to Insert Tab žClick on Header button ž Select a suitable a header Layout

Header

First go to Insert Tab žClick on Footer button ž Select a suitable a Footer Layout

Footer

ACTIVITY

Teacher expects that students will create a story as follows. Teacher shows bellow story to the student finally (The Fisherman and His Soul - Activity 1).

Module Assignment For Module 2 (Web Page Preview)

Module Assignment for Module 1

KG/WALAGAMBA VIDYALAYA

MODULE 1

Module assignment 1.1

Date         :           29/05/2011

Grade      :           10

Subject    :           History

Unit         :           1

Lesson    :           Archeological Sources of Sri Lankan History 

Time        :           80 minutes

Objective:           To identify the Archeological sources of Sri Lankan History 

Special objectives      :

           

·         Define what the archeological sources of the History are

·         Classify the archeological sources

·         Give examples on each source

·         Explain how they contribute to learn history

·         Appreciate the value of the sources to verify the historical facts

Introduction              :          

History is depended on sources. Each country has a history. Sri Lanka also has a great history.  It depends on historical sources. We can categorize them as two main aspects. They are,

Ø       Literary sources

Ø          Archeological sources

In this lesson we are mainly considering on archeological sources. There are 42 students in the class room. Although their computer knowledge is high, they are poor in searching information on the internet due to searching difficulties.

Engagement               :   

1. 1.      Group students for four teams
2. 2.      Give the sub topics of archeological sources
3. 3.      Ask them to explore the facts
4. 4.      Present the facts to the class

1st Group	Inscriptions
2nd Group	Coins
3rd Group	Religious Ruins
4th Group	Non Religious Ruins

           

Teacher explains by using text books, Magazines, News Papers students can find some useful information on it.  Teacher explains but her are some questions occur when using these methods.

• The Magazines, Text books and News Papers are not up-dated.
• The information that can be collected from these materials is limited.
• Need have a scanner to add images to the document that we make on the computer.

Teacher tells students that we can use the internet to find relevant information and other materials like Images, Audios, and Videos act… on the internet. To find information on the internet we need understand the terms of what is Internet, what is a Browser and what is a search Engine.

What is Internet and why we use the Internet      :

The Internet is a global system of interconnected computer networks that use the standard Internet protocol suite to serve billions of users worldwide. It is a network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies. The Internet carries a vast range of information resources and services, such as the inter-linked hypertext documents of the World Wide Web and the infrastructure to support electronic mail.

How to get start to find relevant information on to the Internet

Go to START button and click on Google Chrome or Go to Desktop and click on the Shortcut for Google Chrome            

Teacher briefly explains the browser window and gives the definition to what is a browser and a search engine is.

Web browser

                                   

A web browser is a software application for retrieving, presenting, and traversing information resources on the World Wide Web. An information resource is identified by a Uniform Resource Identifier and may be a web page, image, video, or other piece of content. Hyperlinks present in resources enable users to easily navigate their browsers to related resources.

The major web browsers are,

Ex. Windows Internet Explorer, Mozilla Firefox, Google Chrome, Apple Safari, Opera

A web search engine is designed to search for information on the World Wide Web and FTP servers. The search results are generally presented in a list of results often referred to as SERPS, or "search engine results pages". The information may consist of web pages, images, information and other types of files. Some search engines also mine data available in databases or open directories. Unlike web directories, which are maintained only by human editors, search engines also maintain real-time information by running an algorithm on a web crawler.

Ex. http://www.google.com, http://www.Yahoo.com, http://www.AltaVista.com, http://www.msn.com

Among this teacher can recommend http://www.google.com because it gives more hits, it has best validity as well as it is a user friendly search engine.

When searching the main topic you will get more hits. When you are searching sub topics the hits will be reduced.

Techniques of advance Searching

When you are seeking results for Archeological History you will get more hits.  To get the appropriate result you can use Includes and Excludes.

Your search by using a plus sign (+) to combine search terms. The sign will instruct a search engine to only return web pages that feature both keywords.  Be sure to place the sign directly before your keyword or phrase without leaving a space.

Ex. Archeological History in Sri Lanka +coins

Here you can find out information about both topics.

Limit your search by using a minus sign (-) to exclude a concept, issue or person.  Place the sign directly before the keyword or phrase you want to exclude without leaving a space.  The search engine will return pages that do not feature the specified word, name or phrase.

Following the method you can find out information about Archeological History of Sri Lanka except coins.

Ex. Archeological History Sri Lanka - coins

Ex                    :             Final results of ‘Archeological Sources of Sri LankanHistory’.

Topic	Google	Yahoo	MSN
History of Sri Lanka	81,200,000	14,800,000	14,100,000
Archaeological history of Sri Lanka	2,730,000	7,310,000	7,350,000

Exploration    :          

Ask students to find relevant information within groups through the web sites. And also have to include the relevant pictures. For this, go to the web site and type the topic on the search bar and click on the images on the left side. After getting the pictures keep the curser on the image and click on the right button and select ‘copy’. Then the image will be copied and paste it on the appropriate place.

If not you can go to the site and click on the Print Screen and paste it on your document as a screen shot.

Ex :                 

After finding the images, you can save it in ‘My Document, My Pictures ‘.

How we save a picture:

Select the Image and click on the right button and go to the place where you need to save it

Ex: Go to My Pictures in My Documents and paste the picture by clicking the right button.  And save it in your folder.

Explanation    :         

Present the findings by using word document to the class group wise. You can use Images and provided details where you have saved in my documents and My Pictures.

Elaboration    :         

After presented the findings each group has to give their views on other groups’ topics. Finally teacher gives her ideas and facts to summarize the whole lesson.

Evaluation      :         

By asking questions below

1.      What are the archeological sources of the History?

2.      Classify the archeological sources

3.      Give examples on each source

4.      How they contribute to learn history in brief?

For further information you can go through following links-

·         www.lankalibrary.com/arch.html

·         http://www.lankalibrary.com/

·         http://en.wikipedia.org/wiki/History_of_Sri_Lanka

These websites are given to students to refer for getting additional information. Teacher has gone through these websites and has come conclusions of,

·         The information is correct and up-to-date

·         The author of the website is known