LESSON PLAN

Subject: Biology
Teachers Name: Benjamin Tee Xin Rui
Form: 5G
Date: 29th June 2016/Wednesday
Time: 11.55am 12.30pm (35 minutes)
Total students: 3 students
Students Ability: Average
Previous knowledge:
Student has finished studying chapter 1-3
Topic: Coordination and response
Learning Objective:
To prepare for trial examination
To allow students to familiarize with exam format questions for chapter 3
To recall students learnt knowledge to be applied in answering critical questions
Learning outcomes:
After the lesson, students are able to:
Learn about the format of examination questions for paper 1 of chapter 3
To do revision for chapter 3 after the chapter is taught.
Task: Student to answer the examination model questions
Teaching aid: Projector , Microsoft word
Assessment type: Exercise and discussions
Scientific attitudes and Noble value: critical and analytical thinking
Strategy: student-centered
Teaching method: Piaget theory correction of existing schemata (cognition)
Learning approaches: Information processing theory

Step/ Time

Content

Learning Activity
Teachers Activity
Students Activity

Strategy/Method/Teaching
Aid/Value/KBKK

Induction Set ( 10 minutes)

Introduction

1. Teacher to distribute
the model questions
2. Teacher to provide
the instructions for
answering the
questions which
include open book
test and individual
answering

1. Student to receive
and check on the
model questions
2. Student to adhere to
the instructions and
to attempt the
questions alone.

Strategy:

Teacher-centred

Method :

Output:
Recall from LTM to
STM,
Chunking

Teaching Aid :

Word document
projection

Value :
Lesson Development (75
minutes)

Daring to try
1. Student refer to Strategy:
lesson notes scope
Student-centred

Learning outcomes
(5 minutes)

1. Teacher introduce
the scope for the day

Attention to working
memory(WM) connecting to
long term memory LTM
(10 minutes)

2. Teacher to brief on
the information
attached together on
the paper 1

2. Student learnt about Method:

the format and the Attention which recall
surplus information
long term memory to
that can help them to
working memory
score during the Correction and addition
examination
on existing schemata

Attention trigger recall of

LTM to perform exercises
(30minutes)

3. Teacher
instructs
student to attempt
the
objective
questions

3. Student to attempt Teaching aid:

the
questions
Lesson note
individually
by
Word projections
analyzing
the
Value/skills:
problems
Interpreting data
4. Student
ask Analysing questions
questions whenever Being confident and
independent
necessary. Student

Being systematic
to
attempt
the

4. Teacher facilitate by
guiding/assisting
without giving the
answers straight

questions
discussion
friends

(30 minutes)
5. Teacher
explain
reason behind each
and every questions
answering

Closure (10 min)

Reflection

1. Teacher emphasize
the importance of
understanding the
information
available to the
students so that
they can fully
maximize
the
information
2. Teacher hope the
student
treat
the
examination in a welldeserved
serious
manner

through
among

5. Student understand
the
underlying
reason behind their
answers

1. Students are asked by

turns of what they
have learnt today and
how do they feel
about todays lesson

Strategy:
Student-centered
Method:
Guided inquiry
Scientific process skills
Teaching aid:
Powerpoint

2. Student should realize

the effects of
disorganized and
clueless in formatting
during sitting of
examination will lead
to lost of marks and
worse case, failure

Value:
Daring to try

Teachers reflection:
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Principals Name/Advisor: ______________________________________________________________________________________________

Principals Name/Advisor signature:
Comment:
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