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    ICT Integraying Learning Plan

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    Aiah Rica Sumalinog
    This document outlines a lesson plan for teaching the evolution of atomic models to 11th grade physical science students. The plan involves having students work in groups to create a matrix comparing the Dalton, Plum-Pudding/Thomson, Rutherford, and Bohr atomic models. Students will be asked big questions about the concepts and contributions of each model to direct their exploration of the topic. The teacher will assess students' abilities to make generalizations about atomic structure and cite their understanding of why knowing atomic models is important. ICT tools like laptops, smartphones, PPT and Google Meet will be integrated into instruction and used by students to complete their matrix and present their work.

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    ICT Integraying Learning Plan

    Uploaded by

    Aiah Rica Sumalinog
    43 views12 pages
    This document outlines a lesson plan for teaching the evolution of atomic models to 11th grade physical science students. The plan involves having students work in groups to create a matrix comparing the Dalton, Plum-Pudding/Thomson, Rutherford, and Bohr atomic models. Students will be asked big questions about the concepts and contributions of each model to direct their exploration of the topic. The teacher will assess students' abilities to make generalizations about atomic structure and cite their understanding of why knowing atomic models is important. ICT tools like laptops, smartphones, PPT and Google Meet will be integrated into instruction and used by students to complete their matrix and present their work.

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    ICT Integraying Learning plan

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    This document outlines a lesson plan for teaching the evolution of atomic models to 11th grade physical science students. The plan involves having students work in groups to create a matrix comparing the Dalton, Plum-Pudding/Thomson, Rutherford, and Bohr atomic models. Students will be asked big questions about the concepts and contributions of each model to direct their exploration of the topic. The teacher will assess students' abilities to make generalizations about atomic structure and cite their understanding of why knowing atomic models is important. ICT tools like laptops, smartphones, PPT and Google Meet will be integrated into instruction and used by students to complete their matrix and present their work.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    43 views12 pages

    ICT Integraying Learning Plan

    Uploaded by

    Aiah Rica Sumalinog
    This document outlines a lesson plan for teaching the evolution of atomic models to 11th grade physical science students. The plan involves having students work in groups to create a matrix comparing the Dalton, Plum-Pudding/Thomson, Rutherford, and Bohr atomic models. Students will be asked big questions about the concepts and contributions of each model to direct their exploration of the topic. The teacher will assess students' abilities to make generalizations about atomic structure and cite their understanding of why knowing atomic models is important. ICT tools like laptops, smartphones, PPT and Google Meet will be integrated into instruction and used by students to complete their matrix and present their work.

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    © All Rights Reserved
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    ICT INTEGRATED LEARNING PLAN IN

    (Physical Science & GRADE 11)


    AIAH RICA P. SUMALINOG

    CONTENT STANDARDS: The learners demonstrate


    an understanding of;
    1. How the concept of an atom evolved from
    Ancient Greek to the present
    2. How the concept of the element evolved from
    the ancient Greek to the present.
    PERFORMANCE STANDARDS: The learners should be
    able to make a matrix of the four atomic models discussed.

    What CULMINATING PERFORMANCE TASK should I give


    to my students that necessitate meeting the content
    and performance standards?
    Group Activity: Matrix Making
    1. Each group will make a matrix of the four atomic models discussed. In the matrix, create or draw the four
    atomic models in each space provided in the matrix.
    2. Label them and give a brief explanation, a member of the group will present their output through software
    application.
    Group 1: Dalton Model
    Group 2: Plum-Pudding / Thomson’s Model
    Group 3: Rutherford’s Model
    Group 4: Bohr’s Model

    What BIG QUESTION should direct the students’


    investigation/exploration and performance of the
    culminating task?
    1. What is the main concept of the atomic model?
    2. What particular concept/s did the model failed to
    explain?
    3. What is/are its contribution/s to the development of the
    modern atomic structure?
    What specific content knowledge will they need to
    implement the culminating performance task?
    1. The teacher will show a video presentation about 4
    atomic model.
    2. The teacher will further explain and discuss the
    background information through an inquiry approach.
    What specific skills will they need to develop to
    implement the culminating performance task?
    -They need to develop critical thinking skills in order
    to share ideas that they need to impart in task.
    How would I effectively and efficiently integrate ICT to
    implement the culminating performance task?
    -By integrating my discussion with a video presentation.
    - I will let my students use any tool of ICT in making their
    Task.

    What ICT tools will I use?


    -laptop
    -smartphones
    -ppt
    -google meet
    How will I
    assess the
    task?
    - Making generalizations and abstractions about the lesson
    - The teacher will deepen the lesson by asking the students “ What will happen if we
    didn’t know the concept of the atomic models? How important is change in our lives
    today?

    - The teacher will let the students cite their answer.

    - Students will state their answer about the specific question.

    How will the use of ICT benefit the students?


    - Students become more involved in their work when ICT is included into the
    class. This is due to the fact that technology allows for a variety of
    approaches to make learning the same things more exciting and
    pleasurable.

    How will the use of ICT benefit the teacher?

    - ICTs can improve the quality of education in a variety of ways, including


    improving learner motivation and engagement, aiding the overall learning
    experience, and promoting the development of new skills.
    Training for teachers it provides a teacher with a lot of advantages, including
    the ability to easily prepare instructional materials such as PowerPoint
    presentations and lesson plans, as well as the ability to integrate active
    participation into the classroom, as opposed to the traditional method of

    teaching, which only uses a chalk and blackboard.

    Examine your plan. Evaluate it.


    1. Does the lesson promote collaborative learning? Why?
    - Yes, since in order to complete all of the activities that have been set,
    the students will have to brainstorm within their group.
    2. What resources were used?
    -PPT, online learning sites
    (Google meet)
    3. What is the level of ICT integration?
    -moderately apply
    4. How is the lesson assessed?

    By learning the objectives and building the prior knowledge on students


    and also by giving effective discussion strategy.

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