INTRODUCTION . Lesson planning is the basic skill that teaches must know for imparting knowledge in a better way.

Advance planning aides in envisaging the teaching-learning situation and helps the teacher in making alternations in the teaching-learning process accordingly. Planning begins with the goals of teaching learning situation planning should be done in the terms of the goals to be achieved. The other advantages are; helps in the setting of objectives the specific learning out comes the strategies of teaching and make the te!tual matter related in a more meaningful manner. Teaching is an activity which re"uires careful advance thinking and planning. Therefore for effective teaching sufficient and elaborate planning should be done so that appropriate objectives. The specification and the teaching strategy could be employed. The teacher are e!pected to know well in advance about what she#he is going to teach her#his students. $uccessful teachers perpetually seem to be good planning. The teacher has to plan the teaching activity in three stages. Year plan: This plan is meant for the whole academic year. This determines the content to be taught in various periods of an year. Unit plan: This plan is for teaching a single unit. This includes organi%ation of the selected materials into meaningful segments of activity and e!perience. Lesson plan: The plan is re"uired to teach a lesson and for the daily work in the class room. Write about meaning of lesson plan and define Lesson Plan. &eaning and 'efinition of a lesson plan( Lesson planning is virtually the pre active phase of teaching. According to ).L. *ossing( +lesson plan is the title given to a statement of achievements to be reali%ed and the specific meaning by which these are to be attained as a result of the activities engaged during the period,. *ining and *ining have e!plained the structure and purpose of lesson-plan in their definition as follows. +daily lesson planning involves defining the objectives selecting and arranging the subject matter and determining the method and procedure,. !plain about general features of a lesson plan" Lesson plan: According to tester *. $tands +A lesson plan is actually a plan of action,. -t therefore includes the working philosophy of the teacher his knowledge of philosophy his information about and understanding of his pupils his comprehension of the objectives of education his knowledge of the material to be taught and his difficulty to utili%e effective methods. A lesson plan given a detained description of the unit or the content of subject matter which a teacher teaches in a period of fi!ed duration. -t gives an outline of the contents that are taught in a class room in a period. A lesson plan provides a guide line for planning the instructional strategies teaching materials and the learning e!periences to be provided to the students. -t helps in evaluation the learning outcomes of the students. -n short a lesson plan is a plan which reflects of a picture of various teaching strategies employed to create a proper learning environment in the class room in order to achieve the prescribed instructional objectives. The teacher should be very clear about the aim of the lesson and should plan according to it. The teacher should also try to correlate the lessons with various kinds of activities like physical social environments related to the students.

 -ntroduction and presentation of lessons and the teaching aids which are going to be used for these lessons should also be included in the plan. The teacher finally can evaluate the plan according to the aim of set for the lessons. After planning for the unit we have to concentrate on each lesson plan. Lesson plan actually is a plan of action. The teacher has to decide her work in a particular period. .e has to plan his tools and materials. Lesson plan is a teacher/s mental and emotional visuali%ation of class room activities. 0or successful and effective teaching lesson plan is very essential. Lesson plan e!plains the objective to be fulfilled and the teaching methods and aids to be used. A lesson plan is a blue print a guide map a creative piece or work and the chart for class room teaching in one personal. -t is a systematic approach for the development of concepts skills understanding etc. $o lesson plan is an e!perience in anticipated teaching. -ts focus is mainly a learning. The vivid imagination of the class room situation speaks of the class room e!perience. 0or effective anticipation e!perience the re-re"uisitions are( &astery of subject matter the materials and activities Through knowledge of the environmental forces i.e. previous knowledge and e!perience of the learner. 1nder standing of psychology of mental process and laws of learning. 1nderstanding of teaching techni"ues 2 goals aims skills methods etc. Write t#e prin$iples of a good lesson plan" The following are the important principles for a good lesson plan( A good lesson plan should proceed from simple to comple! known to unknown concrete to abstract whole to part and back to the whole. -t should follow the instructional objectives and specifications The teaching aid should be generally and appropriately used The activities should be relevant and properly selected The evaluation procedures should be suitable to the lesson -t should induce the power of reasoning analysis and critical thinking among the students. -t should indicate definite assignments for the students. There should be e!tra information about the topic and a note an other available reference materials. Des$ribe lesson plan%s need and importan$e for tea$#er&edu$ation programme" The lesson plan has significant role in planning and organi%ing teaching with the following reasons( 3. -n teacher-education programme the lesson planning provides the guideline to pupilteachers during their teaching practices. 4. -t provides awareness of teaching objectives and structure of content and teacher has to perform his activities in the direction to achieve the objectives. 5. The se"uence of content is to be presented and finali%ed by task analysis in lesson planning 6. The perceptive mass of the learner is developed or encouraged by linking the new knowledge with the previous knowledge of the students 7. The use of teaching aids techni"ues strategies and tactics is pre-determined in the presentation of the content 8. -t maintains the se"uence of content presentation and prevents the teacher to deviate from the topic

9. plan

The teaching activities are related to learning structures with the help of scientific lesson

:. -t determines the suitable places of reinforcing and controlling the student behaviour during teaching ;. The classroom teaching activities are organi%ed by considering the students individual differences. 3<. The effectiveness of a teacher depends on a good lesson plan. -t develops the reasoning decision making ability and imagination and pupil teachers. 33. 34. The micro-lessons are helpful in developing specific teaching skills. The pupil-teacher gains confidence in performing classroom teaching activities.

The teacher needs to plan the lesson as it helps in an orderly procedure of teaching. To accomplish the instructional objectives To build up effective teaching strategies To evaluate the learning outcomes by recalling the steps in the curriculum To cater to the abilities and needs of the individual students. !plain about t#e $#ara$teristi$ of an effe$ti'e lesson plan" The following are the important characteristics of a good lesson plan. Ob(e$ti'e based: The objectives of the lessons should be clearly defined and the plan of the lesson should be based on these objectives. -t should be mentioned about instructional objectives. =bjectives should be in the written form. Rele'ant tea$#ing aids: A good lesson plan should include teaching aids how and when to be used. Teaching of any lesson should be supported by a set of appropriate teaching aids like charts graphs pictures diagram maps etc. Therefore it is essential to make preparation of a ideal lesson plan. Primar) *no+ledge: The previous knowledge of the students will decide the course of new knowledge. Therefore an ideal lesson plan should be based on the previous knowledge of the student so that the student may not force problem in ac"uiring the new knowledge. Di'ision of lesson plan into units: An ideal lesson plan should incorporate all the essential steps of all the three types of lesson plans. They are knowledge lesson skill lesson and appreciation lesson. >ach lesson should be divided into units so that the students can understand if easily. Use of simple language: An ideal lesson plan should emphasi%e on the simplicity and clarity of the subject and the mental capacity of the students. The lesson plan should be subject 2 oriented rather than stressing on the language. Determination of a$ti'ities: -f the activities to be performed by the teachers and the students are determined in advance the planning of the lesson will be easy and effective. Use of strategies, ta$ti$s, te$#ni-ues and tea$#ing aids: A teacher should have a good command over general principles of teaching so that he#she can use the strategies and the techni"ues accordingly in the lesson plan. Correlation: To allow the students to get the knowledge as a whole there should e!ist correlate in a good lesson plan. Illustration: An ideal lesson plan should incorporate illustrations and e!amples related to the daily life of the students and also have effective illustration throughout the period. Tea$#ing from memor) le'el to refle$ti'e le'el: A lesson plan with developmental and thoughtprovoking "uestions can lift the student from memory level to reflective level.

Time sense: A lesson plan prepared according to the mental level of the student and duration of the period can prove to be an ideal one. The time assigned to each teaching step should be mentioned clearly in the lesson plan. Use of .la$* .oard: The black board summary of each and every unit that is taught should be written on the black board in short but complete sentences. 'aluation: A good lesson plan should also mention the method of evaluation to assess the performance of the students and obtain the feed back them on the lessons. /ome +or*: To check the level of ac"uired knowledge through class room learning the students should be provided with the home work. A good lesson plan should include relevant home assignment. List t#e re-uirements for a planning a lesson" A teacher needs to possess the following to plan her lessons( A mastery over the content A thorough knowledge of the process of teaching and learning An understanding of the relevant methods and techni"ues to be used in the class room An overview of the instructional objectives and specifications of teaching biological sciences ?nowledge of the individual differences and psychology of the learners.

W#at are t#e ad'antages of lesson plan" 0d'antages of Lesson plan: 3. A good lesson plan helps the teacher to act orderly and proceed systematically while delivering the lessons. .e # she will have a good control over the lesson delivery and hapha%ard teaching can therefore be avoided. 4. Through proper lesson planning the teacher can get clear aims for the students according to their interests attitudes etc. 5. As a good lesson plan is present and appropriate. -t provides a lot of confidence and selfconfidence to the teachers which again helps the teachers in effective teaching. 6. Lesson planning helps the teacher in deciding the definite objectives and in achieving the teaching goals. 7. -t makes classroom teaching interesting systematic and organi%ed. 8. -t guides the teacher in sustaining the interest of the students and organi%ing some activities. 9. A good lesson plan helps the teacher to give good assignments to the students :. Lesson planning saves time and the students will be able to understand the subject content effectively. -n this way they also form certain desirable attitudes and behaviour patterns. ;. Lesson plan inculcated in the teaching process and discourages repetitions 3<. -t enables the teacher to understand and use the most relevant method of teaching the lesson 33. A good lesson plan correlate with social and physical environment and also considers the needs and interest of the student. 34. 35. The micro lessons are useful in the development of specific teaching skills. Lesson planning assures a proper connection of the new lesson with the previous lesson

36. Lesson planning ensures a proper consideration of the learning process and definite choice of appropriate learning procedures.

37. The effectiveness of a teacher depends on a good lesson plan. -t develops reasoning decision-making ability and imagination. 38. 39. 3:. Lesson planning provides for an ade"uate evaluation of learning outcomes. -t eliminates the chance of trial and error in teaching -t helps to visuali%e the needs of the mi!ed ability of the pupils.

W#at are t#e demerits of lesson planning" 3. Lesson planning makes the teaching process more difficult because of complicated lesson planning process. 4. 5. 6. 7. &ore time is always needed by teacher to plan a lesson $ometimes simple subject-matter becomes more complicated -t has no fle!ibility and puts the fresh teacher in new helpless situations Teacher cannot teach a lesson independently

W#at are t#e different approa$#es of lesson planning" Des$ribe t#eir merits and demerits. 0PPRO0C/ 1 TO L 11ON PL0NNIN2 'ifferent people use different approaches to develop a lesson plan. The common approaches used are( 3. .erbartian approach 4. The evaluation of approach or *loom/s approach. Des$ribe briefl) about /erbartian approa$#es to lesson planning" /erbartian 0pproa$#( The major contribution of the .erbartian movement was the class lesson plan suitable for any class si%e or organi%ation. The lesson plan reflected a conceptuali%ation of education that placed an emphasis on order and planning which were necessary to sit the re"uirements of large classes. According to .erbart the best method of instruction is to present material that is related to a previous interest of the student. .erbart/s theory denies the e!istence of faculties and emphasi%es the uni"ue role of subject matter in the development of mental and moral abilities. @ohn 0redrik .erbart a Aerman Philosopher and a great educationist divided teaching units into five steps. .is approach is based on a per captive mass theory of learning. -t was greatly influenced by classical human organi%ation theory. Although the previous knowledge of the students is taken into consideration the other aspects such as their abilities attitudes and values are not considered. *ut still this is the method of approach that is widely used in teaching of various school subjects. .erbart B3998-3:63C combined enlightment ideas of reason with growing faith in systematic approaches planning and organi%ation. T#e /erbartian lesson plan: Demain students of knowledge already learnt Present new materials Eompare new materials to prior knowledge

Aenerali%e a central idea Apply the new knowledge to some other situation 0ind the effectiveness of teaching through recapitulation Thus approach employ si! steps which are generally called as the .erbartian steps of lesson planning They are as follows. Preparation or Introdu$tion: The student should be in a position to ac"uire the new knowledge that is imparted to him#her. 0or this purpose the teacher should ac"uaint himself or herself with the previous knowledge of the student. $o that they can correlate the new knowledge with the earlier knowledge. This helps in bridging to gap and leaders a student towards the aim of the lesson of teacher can do this. *y analy%ing the previous knowledge of the student of the student and introducing the new lesson by e!plaining aims and objectives. *y asking relevant "uestions that e!poses their ignorance and arouse interest and curiosity to learn more and something new. *y using different types of teaching aids such as charts maps or pictcures. The teacher should keep in mind that this step should be short and concise and the duration of this step should not e!ceed five minutes. .ow can a teacher start the lessonF *y asking two or three interesting "uestions with the help of aids that is pictures charts or models. *y asking "uestions from the content 2 matter previously taught. *y discussing a situation and illustration it with the help of a relevant story. Presentation: Presentation of content-matter should be preceded with the mention of the aim of lesson. =nce the aim of lesson is made clear to the students of the classroom both the students and the teacher have a common focal point to concentrate that is to reach the objective of the lesson. This is the step where there is e"ual participation of students and the teacher in the teaching-learning process. A sort of heruristic attitude prevails during the whole teaching process. Guestioning becomes one of the most important devices that is used in this method. 1se of other teaching aids can enhance the interest of the students towards the lesson and it can be made comprehensive. 'evelopment of black board summary is also necessary. Comparison or 0bstra$tion: $ome illustration are given to the students and they are asked to compare them from other illustrations or facts. This is one of the important steps which compels a student to draw a generali%ation or a definition based on the result of the comparison and abstraction. 2enerali3ation or Definition: This step is as a result of the reflective thinking of the students. This knowledge gained in the earlier steps is used in this step to draw generali%ations formulations and rules with the help of comparison or abstraction. The aim of the lesson is achieved in this step which is completed by answering the "uestions raised in the earlier steps. )ow the students are ready to use the knowledge they have gained by applying them in real life situation 0ppli$ation: This is the step where students use the ac"uired knowledge in favourable and unfavourable situations. The validity of the generali%ation is determined whether it is temporary or permanent. The generali%ation stays in the minds of the students and do not leave their consciousness soon. 4orms of appli$ation:

$olving problems Hriting on essay or an article 'rawing maps or charts Preparing some models 'oing some practical work Aetting of new type tests. Re$apitulation: This is last step. Putting some suitable "uestions on the topic to the students can test the understanding and comprehension of the subject matter by the teacher. This will also help the teacher to find out whether his method of teaching is effective and successful or not. Write t#e merits of /erbartian lesson planning" 5erits of /erbartian lesson planning: The following are the advantages of the .erbartian lesson planning approach. -t follows logical and psychological aspects and therefore incorporate the basic principles of learning -t is an easy and simple approach of lesson planning Eontent matter is given utmost importance -t employs deductive thinking in learning -t is the method that can be used to teach any subject of the school-science subjects social studies and languages. -t uses previous knowledge of the students to impart the new knowledge This approach can be used to any si%e of the class or organi%ation Write t#e demerits of /erbartian lesson planning" Although the .erbartian lesson plan is the most widely used approach in lesson planning it has some demerits. They are as follows. -t mainly emphasi%es on the content matter -t confines teaching only to memory level -t ignores the attitudes and re"uirements of the students -t helps in achieving only cognitive objectives where as it can not be employed to achieve the effective and psychomotor objectives This approach is highly dominated by the teacher -t does not provide for the opportunities of the students creativity and originality as it is highly structured. >mphasis is given presentation. Dis$uss about .loom%s approa$# to lesson planning" .loom%s ta!onom): *loom Ta!onomy enables the students to learn the concepts from basics to more comple!.

*loom/s ta!onomy provides the opportunity for the teachers to design different class room e!periences for students. These e!periences are very helpful to promote critical thinking and constructive approaches to learning. *loom/s evaluation approach signifies itself as a means for planning and implementing the student centered classroom as it provides a precise language for articulating the intended out comes of teacher/s instructions which are e!pressed in terms of student learning. -t also allows the teacher a tool for decoupling critical thinking skills from content the primary emphasis of instruction in the traditional class room. *ecause of this the focus of classroom instructions becomes the attainment of student skills and competencies rather than enhancing the teacher/s self-knowledge or content specifying the learning out comes which display different levels of learning. The ta!onomy offers and improvement over the behavioural objectives. *ehavioural objectives provide the teachers a way to state learning out comes accurately. The following three steps were given by *.$. *loom under the evaluation approach. I. II. III. 4ormulating du$ational ob(e$ti'es Creating learning e!perien$es and 'aluating t#e $#ange of be#a'iour 4ormulating edu$ational ob(e$ti'es:

 The end result of any activity is known as objective. The educational objectives are concerned with the cognitive effective and psychomotor changes in the behaviours. The following points should be kept in mind while identifying and formulating educational objectives. There is significant difference in various school subjects. Therefore different objectives are achieved by teaching various school subjects. The structure of the content need and level of the student political and cultural needs and socio-economic conditions from the basis in determining the objectives of teaching. Hhile formulating the objectives of learning the growth and development of the student should be kept in mind because some contents are taught at different stages of development. The comprehension levels and the behaviours of the students should be considered formulating the learning objectives. After identifying the behavioural terms the objectives are written. Creating learning e!perien$es: The table provides different types of learning e!periences employing different teaching strategies to achieve different teaching objectives . 'aluating $#ange of be#a'iour: The learning e!periences bring desirable changes in the behaviour of the students. The type of change in the behaviour denotes the effectiveness of the learning e!periences. There is more than one type of change in behaviour. There are three types 2 cognitive and psychomotor. Eognitive is for mental skills BknowledgeC affective is growth in feelings or emotional areas BattitudeC while psychomotor is for manual or physical skills BskillsC. Training often re"uires to these as ?A$ $?A =D ?$A B?nowledge Attitude and $killsC. This ta!onomy of learning behaviours can be taught as + the goals of the training process, that is after training session the learner should have ac"uired these new skills. Cogniti'e ob(e$ti'es: The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts procedural patterns and concepts that serve in the development or intellectual abilities and skills 0ffe$ti'e ob(e$ti'es: This domain includes the manner in which we deal with things emotionally such as feelings values appreciation enthusiasm motivations and attitudes. The five major categories listed in order are( Deceiving phenomenon Desponding to phenomenon Ialuing =rgani%ation Eharacteri%ation Ps)$#omotor ob(e$ti'es: The psychomotor domain includes physical movements co-ordination and use of the motor skill areas. 'evelopment of these skills re"uires practice and is measured in terms of speed precision distance procedures or techni"ues in e!ecution. Write t#e merits of .loom%s lesson planning" The following are the advantages *loom/s approach to preparing lesson plans( 3. $pecification of the objectives is with the help of the preparation of the two dimensional charts.

4. 5. 6. 7. 8. 9. :.

This method is based on psychological and scientific priciples Eontent analysis is done =bjectives are written in behavioural terms Teaching objectives are achieved by organi%ing the teaching activities The teaching activities are related to learning structure -t has a greater scope for improving or changing the learning e!periences or teaching activities -t is a method of preparing lesson plan where teaching becomes purposeful and objective oriented. Write t#e demerits of .loom%s lesson planning" This method has the following demerits. Personal factors of the teachers influence the planning and organi%ation of the teaching activities This method does not provide for the creativity and originality of the teacher since it is highly mechani%ed and structured. Teaching activity has no specificity because it is concerned with more than one domain. Hhile writing objectives in behavioural terms the mental abilities are not taken into considerations. Write t#e steps in'ol'ed in a model lesson plan or Write t#e bases of lesson planning" Hhile planning a lesson the teacher has to divide the lesson into logical se"uence which can be understood easily by the students. A lesson plan is based on the following theoretical assumptions. Preliminary knowledge or abilities re"uired $teps followed in writing lesson planning >valuation of lesson planning The following steps are also to be planned if the lesson plan has to be appropriate and successful. Preliminar) *no+ledge and abilities: A perspective biology teacher needs an understanding of the preliminary knowledge upon which lesson plan is developed. -dentification of teaching points or concepts Hriting specific objectives 'eveloping learning activities $electing appropriate teaching strategies -dentifying relevant institutional materials Hriting the test items. 1teps in Lesson Plan 2eneral information: -t gives the information about the trainee teacher. -t also provides information about name of the school class subject unit subject and topic for the lesson class duration of the period and the date. Identifi$ation of tea$#ing points: The lesson is carefully read. The major and sub concepts are identified to make teaching and learning easy. The content that is to be taught in the class has to be determined. The teacher has to identify the teaching points that are the main themes of the topic to be e!plained. These are the major concepts to be dealt in a lesson. Tea$#ing 0ID1:

3. 4. 5. 6. 7. 8.

1se of proper teaching aids helps in the biology teacher to clarify structural functional aspects of the topic. -t helps to motivate pupils and learn effectively. Teaching aids should be used skill fully at appropriate time. The common teaching materials like the black board chalk pieces scale or a pointer are necessary in a class room. -n addition to these materials charts models preserved specimens glass wares and apparatus can be used as specific teaching materials for better comprehension of the subject content. Writing instru$tional ob(e$ti'es: Aeneral and specific instructional objectives should be provided. These objectives reflect learning outcomes. $o careful thought should be given in writing instructional objectives. The teacher should identify the instructional objectives that are to be achieved as part of the lesson. They have to specify the specific learning outcomes part are ac"uired by the students as a result of the teaching learning process. Introdu$tion of t#e lesson: -ntroduction of the lesson prepares the students for learning. -n introduction the teacher can Deview or te!t the previous knowledge of the students &otivate the students for learning -ntroduce new knowledge $et -nduction is the skill which is related to the introduction of the lesson. A lesson may be introduced effectively by presenting a demonstration using teaching aids asking thought provoking "uestions or relating a story in brief. This part is mainly concerned with attention of the pupils. $o the time taken for introducing the lesson should be about 5 minutes. De'elopment of lesson: This is the body of the lesson. This is concerned with the development of the learning activities. This step involves the conte!t method teaching aids and ability the students. Eontent is based on which learning activities are planned. $o the teacher has to select teaching concepts and organi%e in order. *ased on this content the learning activities should be developed. *ased the learning activities method and teaching aids should be selected for easy ac"uisition of concept. The teacher has to bear in mind the age maturity and interest of the pupils. To make sure of effective teaching learning process evaluation may be carried out at every stage. The teacher provides generali%ations and applies the concepts to the real or natural situations. Re$apitulation: Decapitulation helps in recalling the lesson learned and to find out the e!tent to which teaching is effective. Decapitulation may do through "uestioning or written e!amination. This helps in review of the lesson as well as evaluation of the knowledge gained by the students the teacher can observe whether the students have understood the lessons and achieve the objectives of the lesson. 0ssignment: .ome assignment helps the learner to study and apply the ac"uired knowledge. -t includes the activities that are given to individual students or in groups. The activities are designed in such a way as to develop their curiosity creativity and scientific skills and also bring out their originality. These assignments may be small time projects also.

4ollo+ up a$ti'it): This helps in application of the knowledge gained to real life situations and helps in the achievement of the objectives which develop the appreciation and interest in the students. 4ormat of lesson plan:

The lesson plan proformas vary with varying lesson plan. The most common pro forma that is used in schools is given below. Preliminaries: )ame of the student )ame of the training institution )ame of the co-operating school $ubject Elass $ub-1nit 'ate 'uration of the period Teaching method used Teaching aids and others -nstructional materials used Teaching main points L 11ON PL0N ( ( ( ( ( ( ( ( ( ( ( ( 3. 4. 5. 6. 7.

2eneral instru$tional ob(e$ti'es The pupil 3. Ac"uire knowledge aboutJJJJ.. 4. 1nderstandsJJJJJJJJJ. 5. Applies the knowledge of JJJJJ 6. Ac"uires the skill of drawingJJJ.. 7. 'evelops interest inJJJJJJJ.. 1pe$ifi$ instru$tional ob(e$ti'es The pupil a.definesJJJJJJJJJJJJ b.e!plainsJJJJJJJJJJJ.. c.differentiatesJJJJJJJJJ.. d.comparesJJJJJJJJJJJ e.uses . f.drawsJJJJJJJJJJJJJ g. collects#preparesJJJJJJJJJ

Pre'ious *no+ledge

1teps, ob(e$ti'es and Content anal)sis spe$ifi$ation 6.Introdu$tion a. 5oti'ation b. De$laration of t#e topi$ 7.Lesson de'elopment 8.Re$apitualation 9.0ssignment :.4ollo+ up a$ti'it)

Learning e!perien$e

'aluation

$ignature of the $upervising Teacher UNIT PL0N

$ignature of the $tudent Teacher

Introdu$tion: A unit is a large block of subject matter which includes a series of meaningful activities designed to achieve the purpose of education i.e. to provide the appropriate learning e!periences and bring about significant behavioural changes in the student. According to present concept a unit also includes the procedure of presentation of the subject matter which means the unit is not only a block of content but also a method in itself. Therefore a Kunit/ can be described as( An integrated whole A threshold which includes a systematic arrangements of teaching methods materials and learning e!periences which brings about the designed behavioural changes in the learner. Define UNIT" $ome of the important definitions of a unit are( 0$$ording to Preston, +A unit is as large a block of related subject matter as can be over-viewed by the learner,. 0$$ording to Wisle), +The unit is an organi%ed body of information and e!perience designed to effect significant out comes for the learner,. W#at are t#e $riteria determining a good unit" Hhile planning a teaching unit the following points should be kept in view. -t should keep in view the capabilities the needs and the interests of the students. -t should allow a variety of demonstrations e!periments field trips projects etc. -t should also consider the back ground and previous e!periences of the students. -t should have appropriate length to maintain the interest of the students throughout. -t should consist of material which looks familiar and related to the topics unfamiliar and strange material should be avoided. -t should be fle!ible so as to allow the above average pupils to go beyond the limits of the unit. -t should be associated with the physical and social environments of the students. -t should help to foresee and satisfy some of the future needs of the students. -t should be a part of a series that allows continuous development year after year. -t should be the predict of the mutual planning of teacher and students as much as possible. Dis$uss t#e 'arious steps in'ol'ed in unit planning"

Hhile planning the unit the teacher should bear in mind the aims and the methodology of teaching. The teacher has to select the instructional objectives analy%e the contents identify the appropriate teaching methods and teaching aids and evaluate the learning out comes. The various steps involved in the unit planning are( Preparation or 5oti'ation: $tudents should be provided with a purpose to achieve and should be motivated to accomplish the task. -ntroduction to topic and correlating life situations or giving e!amples for the topic could motivate students. The motivation as far as possible should be natural and self-directed. The process of motivation should not be restricted to the beginning of the lesson but should continue throughout lesson. Testing of pre'ious *no+ledge: The second step that should follow motivation is testing the previous knowledge of the students. -t gives insight into the abilities of the students. Through this unit the teacher may avoid repetition of the content and also comes to know about the comprehension capacity of the students. Presentation: This step provides new e!periences to the students. .ence the teacher needs to present the content in a clear precise and interesting manner by including teaching material aids and other class room activities. Organi3ation of learning: The organi%ation could be done in the written or oral form. The student must be provided with the opportunity to organi%e the content that they learnt. $o that they could establish the relationship between the new e!periences and be able to assimilate them properly in their minds. 1ummari3ation: At the end of the unit the entire unit is summari%ed in a systematic order to bring all the learning together. $ummari%ation could also be done at intervals during the progress of the unit. 1sually organi%ation and summari%ation go together. Re$apitulation: The teacher should revise the new e!periences taught during the presentation. The unit is revised by asking simple "uestions to the students regarding the topic. -t is not necessary to do recapitulation only at the end of the unit. =ne can also do at a number or places during the progress of the lesson. 'aluation: This steps helps to check the achievement levels of the students. This test may be oral or written. -t could be conducted in between the lessons. They may be given tests in the form of performance tests interviews self-check test pu%%les etc. The final evaluation test is given at the end of the unit to give grades to the students as well as to check the effectiveness of ones teaching methodology. *ased on the evaluation results further remedial measures should be planned. Write t#e ad'antages of a unit plan" $ome important advantages in unit planning are( -t is based on aims and objectives of teaching -t makes the teaching-learning clear precise and more comprehensive -t vitali%ed learning and makes the learning process more life-like. -t develops the content knowledge of the teacher &ore disciplined teaching and learning is observed. Write t#e disad'antage of a unit plan" There are some limitations noticed while planning for the unit. They are

 -t re"uires committed and hard working teachers Eonfusion sets in when the topics are unrelated and unsystematically arranged >valuation is difficult to do at lower stages.
Ob(e$ti'es of #ig#er se$ondar) $urri$ulum: At higher secondary level the science subjects are taught as separate disciplines. -t is not compulsory. *iology is opted by some students. *otany and Loolgy are learnt by some students. -t is also possible to opt physics and chemistry and not biology. Let us discuss objectives of higher secondary biology syllabus . /ig#er 1e$ondar)& 1e$ond )ear: -n M-- std *iology-Loology the following units are included. 3. .uman physiology 4. 5. 6. 7. 8. 9. :. -n the unit on ; n'ironmental 1$ien$e; the general instructional objectives are critically analysed at cognitive affective and psychomotor level as per the guide lines given by *looms et al . This unit mainly deals about definition of environment e!plosion of human population environmental problem conservation and management of natural resources waste management biodiversity and its conservation rain water harvesting etc . The following objectives are studied in the unit on >nvironmental $cience. <no+ledge Le'el 'efinition of environment >!plosion of human population &eaning of demographic statistics terminology Areen house effect Areen house gases *iodiversity Haste management >nergy resources Hater resources Understanding Le'el -ssues related human population e!plosions Population dynamics 1neven distribution of population -mpacts of growing population Eonse"uences of population e!plosion Deasons for o%one hole >ffects of global warming &icrobiology -mmunology &odern genetics >nvironmental science Applied biology Theories of >volution

>ffects of o%one layer depletion Deasons for decline biodiversity Haste management >nergy crisis Hater shortage Hater shed management *io reserves 0ppli$ation Le'el Eontrol of global warming Prevention of o%one layer depletion &anagement of ha%ard wastes Haste water treatment Eonservation of biodiversity *ioreserves in -ndia =peration of energy resource Dainwater harvesting 0nal)sis Le'el &onitoring o%one layer depletion Eauses of green house gases =%one layer depletion &anagement of waste Eonservation of losing biodiversity Types of energy resources 1)nt#esis Le'el -mpact of environmental science Eomparison of various environmental problems 'aluation Le'el -mportance of energy resources &ethods of waste management $ignificance of water harvesting -mportace of conservation of biodiversity Eontrolling population e!plosion