Name of the teacher trainee  :  Amalu S                                                           Standard : IX

Name of the supervisor               :  Dr. A V Sujith                                              Period     : 2nd 

Name of the School                  :  G B M H S S, Thycaud                                  Date         :  16/11/15

Subject                                         :  Social  Science II                                          Duration:  25 minutes

Unit                                                :  The Ocean and Man                                    Strength:

Topic                                              :  Salinity of Ocean Water

 

Curricular Objectives         To understand the factors affecting salinity of ocean water.

Content Overview               Salinity of Ocean Water - average salinity of sea water, reason for

                                                salinity,  factors affecting   salinity.

Content Analysis                

·       Term                         Salinity average salinity, Sodium chloride salts, evaporation,

                                    rainfall,  currents, latitudes,estuaries

·       Facts                                                                                                                                                                                                                                                                                                    

Ø Salinity of ocean water in the amount of salt present in ocean water.

Ø Salinity is usually expressed as the number of grams of dissolved salts in 1000 grams of sea water and the  average salinity of sea water in 35 parts per 1000 grams (35 %).

Ø The main reason for the salinity of ocean in the presence of Sodium Chloride.

Ø Rainfall, evaporation , presence of   estuaries  , water from melting ice, ocean currents etc... are the factors affecting salinity.

Ø  Concept                     

Ø The amount of salt present in sea water in the salinity and the average salinity of sea water is 35 %.

Ø These are many salts in sea water other than sodium chloride like magnesium chloride, magnesium sulphate, calcium sulphate, etc..

Ø  Principles

Ø These are many factors which causes the changes in the amount of salt in sea water and that leads to the change in salinity.

INSTRUCTIONAL OBJECTIVES

Knowledge                         Students recognize the causes of sea water salinity.

Understanding                   Students understand the factors affecting salinity.

Application                         Students analyse  the reason behind changes in different oceans.

Analysis                               Evaporation, amount of rainfall, presence of educations,                                        water from melting ice, meeting of currents etc.. are the                                            factors affecting  salinity.

Synthesis                            These are many salts present in  the sea and  among                                            them sodium chloride causes  the salinity in sea water.

Evaluation                          Students evaluate that the variation in salinity can affect                                            the change  in temperature of ocean water also.

Pre- requisites                   Sodium chloride is the reason  for salinity of ocean                                                                           water.

Attitude /Values  

Ø    Develops interest in visiting sea or ocean.

Ø    Develops interest in studying   oceanography.

Learning  aids                            Chart showing the factors affecting salinity.

Entry  behaviour                   Idea about characteristics of sea water.

Method                                 Discussion lecturing and activity oriented methods.

References            

Ø     Text book of social science II , Class IX SCERT

Ø     Physical Geography text book by Savindra Singh.

                                                                                                                                                                                                       Content / Activity                                                          Response / Evaluation

How many of you visited beaches?                                           Students puts their hands up.

ok. All of you visited beaches.  Then can you say the             Sea water is saline.

different property of sea water when comparing  with

well water?

Yes, very good. Today we are going to discuss about

SALINITY  OF OCEAN WATER (BBH).

Can you say what is salinity ?                                                      Salt content

Yes, Salinity  of sea water is the amount of salt present in

 sea  water.

   Can you say the name of the salt which cause salinity?     Sodium chloride

Very good . There are many salts in the sea water like

magnesium chloride, magnesium sulphate, calcium

sulphate etc.. But NaCl is the main salt which causes

salinity.

           Salinity is usually expressed in number of grams of

 salts dissolved  in 1000 grams of sea water.  The average

salinity of sea water is 35%.

         Next we will go through the factors affecting salinity

                                   Activity 1

Teacher hanged a chart and asked a student to read the

factors affecting salinity.

                      When evaporation increases salinity

increases .

     Salinity will  be comparatively low at estuaries.

    Water reaching oceans from melting ice cause a fall in

salinity.

    In areas where cold and warm currents meet salinity is

comparatively low.

                                ACTIVITY  2

    Teacher give some activity cards and asks the students              Students write the answers.

to fill up the answers.

SUMMARY

      

       Today we discussed the salinity of ocean water. It is the amount of salt present in the sea water.  The average salinity of ocean water is 35% .  There are many factors affect the salinity such as evaporation, precipitation,  presence of    , ocean currents , melting ice etc...

 

REVIEW QUESTION

Ø What is the average salinity of ocean water?

Ø Name a factor which affecting salinity?

FOLLOW - UP ACTIVITY

Write a short note on salinity of sea water?

http://www.slideshare.net/confirm/ODUxODQxNzM7MzJhYjkyNTE0YWZhZjI0ODBkZTZhYWY1NzkwODIyOTExOTdmYmU5OA==/

Reflective journal

                                                                                          03/08/2015
                              Today in fourth period I went to the 9H and discussed about the remaining portion of karst landforms that is stalactite and stalagmite and cave pillar.I drew the pictures of stalactite and stalagmite during the explanation of it's formation.The students were interested to see the pictures.After the class I give an activity to write a brief note onkarst landforms.After collecting the answer sheets I went to the lunch.
                             Sixth hour was in 9 D.From the class some students went to club meetings and the class strength was poor.IN also took the same portion as in 9 H. After that IS gave another activity to prepare a flow chart on the landforms by different agents groupwise.The siscussion takesplace very actively and thwy prepared based on different ideas. They demand a gift for the good one. I agreed their demand.
                            I get different flow charts. Some groups divided the landforms into erosional and dwpositional and write their names. But students from some groups classified by mixing all the landforms below the agents and mentioned erosional or depositional in the brackets of each landforms.

Online Assignment-1(DIFFERENT ROLES OF A TEACHER)

   

DIFFERENT ROLES OF A TEACHER

    

INTRODUCTION

According to the George Lucas Educational Foundation,the role of a teacher today is much different than it used to be. Teacher's used to be told what to teach, and how to teach it. They were expected to use the same methods for all students. In today's world of education, a teacher's role is quite multifaceted.Their job is to counsel students, help them learn how to use their knowledge and integrate it into their lives so they will be valuable member of society. Teachers are encouraged to really tune into how each individual student learns, and try to really challenge and inspire them to learn.

DIFFERENT ROLES OF A TEACHER

Provider of Information

This is the traditional role of the teacher. The teacher lectures the students on a particular subject, through lessons that build on students' prior knowledge and moves them toward a deeper understanding of the subject at hand.

Role Model

Students look to teachers as examples of professional adults. They often have more contact with their teachers than their own parents, so it's important for teachers to always reflect a positive image and teach children things like respect, trust, and responsibility. A teacher can do this through his actions and words in the classroom, leading by example.

Surrogate Parent

Many students suffer from lack of parental contact at home. In fact, there are students whose parents leave for work before they wake up for school, and who return from work after they've gone to bed. Parents may be either working many hours and unable to be with their children or they're absent from their children's lives.

As a teacher, you may find certain students who lean on you for support and come to you for advice or to share their good news. Positive adult contact is crucial to raising well-balanced children, and teachers are often given the charge of being surrogate parents for their students.

Assessor

A teacher cannot just teach a lesson and then move on. Teachers must assess each student's growth and mastery of the lesson objectives. This assessment can happen informally through classroom observation or through formal methods like quizzes and tests. Expert teachers are able to recognize patterns in the test results of their students and then plan their lessons  to meet their students' needs.

Planner

Teachers must be expert planners, both on paper and in their heads! You never know what may happen that will derail your current lesson plan, so you need to have backup plans available to pull at a moment's notice. Most of the time, the planning involves taking the assessment data from your previous lessons and using it to develop your plans for the next unit.

Developer

The more you get to know your students, the more you realize that the worksheets that come with your assigned textbook just aren't going to be enough. You will become a developer of resources - making worksheets, designing assignments, creating PowerPoint presentations to go along with your lessons. You'll stop at nothing to make sure your students are all taught in the way that suits them best.

The Controller

The teacher is in complete charge of the class, what students do, what they say and how they say it. The teacher assumes this role when new language is being introduced and accurate reproduction and drilling techniques are needed.

The Prompter

The teacher encourages students to participate and makes suggestions about how students may proceed in an activity. The teacher should be helping students only when necessary.

The Organizer

 Perhaps the most difficult and important role the teacher has to play. The success of many activities depends on good organization and on the students knowing exactly what they are to do next. Giving instructions is vital in this role as well as setting up activities.

When learners are literally ‘lost for words’, the prompter can encourage by discreetly nudging students. Students can sometimes lose the thread or become unsure how to proceed; the prompter in this regard can prompt but always in a supportive way.

The Participant

This role improves the atmosphere in the class when the teacher takes part in an activity. However, the teacher takes a risk of dominating the activity when performing it.Here the teacher can enliven a class; if a teacher is able to stand back and not become the center of attention, it can be a great way to interact with learners without being too overpowering.

Other Roles

Teachers can also be event planners, travel agents, tour guides, bookkeepers, first aid givers, and more! It all depends on the type of teacher you are and the school district you teach in.

Being a teacher is so much more than standing in front of a class lecturing. The best teachers are happy to extend their role beyond lecturing because they know it makes the students' educational experience so much more beneficial.

CONCLUSION

A teacher's role involves more than simply standing in front of a classroom and lecturing. In fact, even though a teacher spends the majority of the day in the classroom, the actual teaching component is only part of the job. An effective teacher understands that teaching involves wearing multiple hats to ensure that the school day runs smoothly and all students.

REFERENCES

• www.teachercertification.org › articles
• work.chron.com › Business Management › Best Business Practices
• www.pearsonclassroomlink.com/articles/0910/0910_0502.htm

Online Assignment-2(CURRICULUM ORGANISATION APPROACHES)

INTRODUCTION

The term curriculum is derived from the Latin word currere which mean path.  In this sense curriculum is the path through which the student has to go forward in order to reach the goal envisaged by education usually the term curriculum is understood as a group of subjects prescribed for study in a particular course.  But curriculum is not confined to this narrow concept.  Curriculum should in no way to considered as synonymous with courses of study.  The course course of study does list much of the content to be learnt and indicate some of the major activities but these form only part of the curriculum.  Curriculum should be considered as a broad-based term encompassing every aspect concerning a course of study.  Curriculum for a course of study may be conceived us the totality of experiences a pupil is exposed to within the boundaries of the school and outside while undergoing that course, with a view to achieve the anticipated educational goals.

Curriculum approaches

            Curriculum practitioners and implementers may use one or more approaches in planning, implementing and evaluating the curriculum.  Even the text book writers or instructional material producers have different curriculum approaches.

The following are the four curriculum approaches.

Approaches to curriculum organizations

There are several approaches to curriculum organization. the major approaches are:

1.      Integrated approach

2.      Disciplinary approach

3.      Pupil centered approach

4.      Teacher centered approach

5.      Process approach

6.      Content for subject centered approach

7.      Factual approach

8.      Conceptual approach

9.      Flexible approach

10.  Structured approach

11.  Concentric and spiral approaches

12.  Psychological and logical approaches

13.  Topical and unit approaches

a) Concentric and spiral approaches

The whole curriculum is spread over a number of years.  a general treatment of almost all the topics are attempted at the beginning and it is developed in successive years according to the mental development of the pupils.  In the beginning of the course, the whole aspect is given to pupils in a simplified way.  In the next year more and more details of its parts are added.  It follows the maximum of teaching, such as from whole to part, simple to complex, easy to difficult etc. Among educationist of modern times, Burner is the main exponent of the approach is maintained.  Sometimes this approach is referred to as concentric approach.  But the term “spiral approach” is preferred to the other.  The term spiral gives the additional implication that while attempting gradation the linkage too is taken care of and the continuing of the topic concerned is never broken.  While conceiving it as concentric only the widening of the scope is indicated but the linkage is not taken care of.

                                                                 

b) Psychological and logical approaches

The arrangement of subject matter based on the principles of psychology is known as psychological approach.  In this approach, the criterion for inclusion of an item in the curriculum will be the psychological needs, requirements, potentials, capacities, etc.  Appropriate for the developmental level of the stage for which the curriculum is being designed.  In other words this approach is in tune with the principle of child-centeredness.  In the logical approach stress is given to the logical sequence.  It is often criticized that by splitting topics to suit the developmental status of the learner, this logical developments broken. Logical approach demands maintaining the logical sequence while developing a curriculum.  At the same time, a good curriculum if carefully developed can maintain the psychological approach without sacrificing the logical sequence of the subject.

c)Topical and unit approaches

Every subject of study involves number of topics.  a topic is a comprehensive collection of elated learning materials pertaining to specific are of the subject, systematically and sequently arranged so as to get a holistic picture of those aspects.  There are a large number of concepts,  principles, processes and skills associated with this area.  Which act as related part of a “whole”. Since these aspects are inter-related and maintain certain logical sequences and co-relations, it is often advised that the topic should be thoroughly dealt with and mastered before passing in to another topic.  This is known as the topic approach in curriculum.

d) Behavioral approaches

This is based on a blueprint, where goals and objectives are specified, contents and activities are also arranged to match with the learning objectives.  The learning outcomes are evaluated in terms of goals and objectives set at the beginning.  This approach started with the idea of Frederick Taylor which is aimed to achieve efficiency.  In education, behavioral approach begins with education plans that start with the setting of goals of objectives.  These are the important ingredients in curriculum implementation as evaluation the learning out comes as a change of behaviour. The change of behaviour indicates the measures of the accomplishment.

e) Managerial Approach

In this approach, the principal is the curriculum leads and at the same time constructional leader who is supposed to be the general manager.  The general manager sets the policies and priorities, establishes the direction of change and innovation, and planning and organizing curriculum and instruction school administrations are less concerned about the content than about organization and implementation.

f) System approach

This was influenced by systems theory, where the parts of the total school district of school are examined in terms of how they relate to each other. The organizational chart of the school represents a systems approach it shows the line –staff prelateship of personal and how decisions are made. The following are of equal importance:

a)      Administration

b)      Counseling

c)      Curriculum

d)     Instruction

e)      Evaluation

g) Humanistic Approach

            This approach is rooted in the progressive philosophy and child-centered movement.  It considerate the formal or planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration.  The learners at the center of the curriculum.

CONCLUSION

Curriculum is the plan for bringing desirable changes in student behavior.  There are many approaches in curriculum organization.

Dehignmg  of curriculum is associated with social, emotional and psychological factors of a child, which aims the total development of a child in their life.

REFERENCES

1.       www.ncsall.net › .
2.    www.unom.ac.in