Sunday, 15 November 2015

Online assingnmet museum

Online assingnmet museum
Arun p
Natural science
Introduction

Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordinarily dynamic and diverse museums and galleries; it gives you pathways into museum resources, and shares examples of teachers and museum educators making the most of museum artefacts.Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordinarily dynamic and diverse museums and galleries; it gives you pathways into museum resources, and shares examples of teachers and museum educators making the most of museum artefacts.

                   Purpose

The purpose of modern museums is to collect, preserve, interpret, and display items of artistic, cultural, or scientific significance for the education of the public. The purpose can also depend on one’s point of view. To a family looking for entertainment on a Sunday afternoon, a trip to a local history museum or large city art museum could be a fun, and enlightening way to spend the day. To city leaders, a healthy museum community can be seen as a gauge of the economic health of a city, and a way to increase the sophistication of its inhabitants. To a museum professional, a museum might be seen as a way to educate the public about the museum’s mission, such as civil rights or environmentalism. Museums are, above all, storehouses of knowledge. In 1829, James Smithson’s bequest, that would fund the Smithsonian Institution, stated he wanted to establish an institution "for the increase and diffusion of knowledge

 Museums of natural history in the late 19th century exemplified the Victorian desire for consumption and for order. Gathering all examples of each classification of a field of knowledge for research and for display was the purpose. As American colleges grew in the 19th century, they developed their own natural history collections for the use of their students. By the last quarter of the 19th century, the scientific research in the universities was shifting toward biological research on a cellular level, and cutting edge research moved from museums to university laboratories.[8] While many large museums, such as the Smithsonian Institution, are still respected as research centers, research is no longer a main purpose of most museums. While there is an ongoing debate about the purposes of interpretation of a museum’s collection, there has been a consistent mission to protect and preserve artifacts for future generations. Much care, expertise, and expense is invested in preservation efforts to retard decomposition in aging documents, artifacts, artworks, and buildings. All museums display objects that are important to a culture. As historian Steven Conn writes, "To see the thing itself, with one’s own eyes and in a public place, surrounded by other people having some version of the same experience can be enchanting "

Museum purposes vary from institution to institution. Some favor education over conservation, or vice versa. For example, in the 1970s, the Canada Science and Technology Museum favored education over preservation of their objects. They displayed objects as well as their functions. One exhibit featured a historic printing press that a staff member used for visitors to create museum memorabilia.[10]Some seek to reach a wide audience, such as a national or state museum, while some museums have specific audiences, like the LDS Church History Museumor local history organizations. Generally speaking, museums collect objects of significance that comply with their mission statement for conservation and display. Although most museums do not allow physical contact with the associated artifacts, there are some that are interactive and encourage a more hands-on approach. In 2009, Hampton Court Palace, palace of Henry VIII, opened the council room to the general public to create an interactive environment for visitors. Rather than allowing visitors to handle 500-year-old objects, the museum created replicas, as well as replica costumes. The daily activities, historic clothing, and even temperature changes immerse the visitor in a slice of what Tudor life may have been
                                               
 Conclusion
Museum are very important to studing science which help to keep aa model inside it which will be very helpful for future use. This are the some name of museum in india Bhagwan Mahavir Government Museum, Kadapa INS Kursura (S20), Visakhapatnam,Victoria Jubilee Museum, Vijayawada ,Visakha Museum, Visakhapatnam Amaravathi Museum, Amaravathi,Buddhist Museum, Nagarjunakonda AP State Archaeology Museum, HyderabadSalarjung Museum, Hyderabad


Thursday, 12 November 2015

innovative lesson plan


 INNOVATIVE LESSON PLAN




 
                                                                                                                                                                              SUBMITTED BY   : Arun p
                                                                                                                                                                                       OPTIONALl   :NATURAL  SCIENCE  
                                                                                                                                                                                                                           


Name of teacher :       Arun p
                                                                                                                                                                                                                                standard- 9th
Name of school   :   Peet memorial training college                                                                                                   strength-
Subject                 :  Biology                                                                                                                                                                                                                                        date      -
 Unit              :   Chemical changes of   food                                                                                                                                                                                                          period-


Curricular statement




Learning outcomes
 Factual knowledge


Conceptual knowledge



Procedure knowledge


Metacognition
·         To attain knowledge about the nutrient water.
·         To understand different fact related to water
·         To attain an idea about functions of water in our body
·         To develop positive attitude towards consuming the right quantity water
 

·         The learner is recalling the new terms inorganic factor , equilibrium ,water therapy
·         The learner is recognizing the importance of water

·         The learner is giving the reason for importance of drinking water
·         The learner is describing the functions of water


·         The learners collecting information from various sources regarding water
·         The learner is discussing with other about the importance of water

·         The learner is recognizing the importance of water in our body
·         The learner judges the importance of wather therapy

 Topic                    :   Amazing water facts (lecture cum demonstration lesson plan  )                                            time      -





Scientific attitude

Process skill

Content Analysis Terms

Facts










Concept
Major concept
Minor concept

Prerequisites
·         The learner is developing  a positive attitude towards consuming pure water 

·         The learner is developing skill in identifying the need of water

·         Water therapy ,disease , blood pressure ,leukemia, cancer

·         Water therapy is a treatment that helps us to avoid more  than 30 diseases

·         Early morning ,after you wake up drink 5 to 6 glass of water

·         It is essential to note that nothing else ,neither drinks nor solid food

·         It is also to be strictly observed that no alcoholic drinks should be taken the previous night

·         If possible drink boiled and filtered water 



·         Water therapy
·         Importance of water therapy

·         The learner already knows that water is an important factor in our body

·         Glass , water ,chart, showing importance of water therapy

·         Biology text 9th std,(http//www.wikepedia.com)





Teaching Learning interaction
Pupils response
Introduction :  As part of awakening process, teacher brings 3,4 bottles of water and plastic glasses. Teacher says that we can conduct water  competition  , are you ready?


                                                                      Then teacher call upon 4 students  from each group .The students started drinking the cups of water .After  10 minutes competition ended. Teacher congratulated the winner. And says that if Fatima can drink 15 glasses of water can’t you drink 6 glasses of water?


                                                                   So today we can learn about water therapy (BBH).So water therapy is a treatment that helps us to avoid more than 30 diseases from blood pressure to cancer. And then teacher presents  a chart showing list of disease. Now teacher explain how to follow this water therapy. All you have to do is that ,
·         Early morning , after you wake up drink 5 to 6 glasses of water
·         It is very essential to note that nothing else ,neither drinks nor solid food of any kind should be taken within one hour before or after drinking the glasses of water
·         It is also to be strictly observed that no alcoholic drinks should be taken in the previous night
·         If required boil and filtered water may be used for this purpose 
Now teacher says that you will be thinking now that how 1.5 L of water can be drink at a time? Isn’t it?
To begin with one will get used to it when started , At first it will be difficult and while you may drink 4 glasses at first and the balance of 2 glasses after a gap or 2 minutes
Initially you may find the necessity to urinate 2 to 3 times within an hour , but it will become normal after quite sometime

Activity one
 Teacher calls upon until from each group  to explain the steps involved in water therapy
Pupil was observing  .
Pupil says yes

Four students comes
One pupil wins  drinking 15 glasses of water.


Pupil says yes









Pupil says yes







Pupil from each group comes and explains
Formative assessment
               Review Questions

·         What is Water therapy ?
·         Name some disease that can be cured by Water therapy?

Follow up Activity

Teacher tells the pupil to start the treatment of water and write observation in your science dairy




POLLUTION

                                              INTRODUCTION
"Pollution is the introduction of contaminants into the environment that cause harm or discomfort to humans or other living organisms, or that damage the environment."
(
Ref. 1)
And here is another really good one:
“Any use of natural resources at a rate higher than nature's capacity to restore itself can result inpollution of air, water, and land.” (Ref. 2)
We can expand the second definition and conclude that pollution takes place because:
  • we process, consume and throw away a high volume of material resources at a very high rate, and
  • the nature's own rate of re-absorbing these resources back into its structure and effectively neutralizing them is much slower than our rates of production / consumption.
So it is not just the concepts of production & consumption but excessive production & consumption which are the major contributors to man-caused pollution.
To add to that, it is not only excessive production but also inefficient & dirty methods of productionwhich become sources of environmental pollution.
And it is not only excessive consumption but also careless & thoughtless disposal of post-consumption waste resources which could otherwise be recycled.
Our analysis of causes of pollution focuses on:
  • fundamental drivers of pollution,
  • primary & secondary causes of pollution, and
  • sources of pollution.
Here is its schematic presentation:
drivers, causes, sources, pollution
We start the discussion with the fundamental drivers of pollution.

 Primary and Secondary Causes of Pollution

Taking a step down from the fundamental drivers, we can now approach production &consumption as primary & secondary causes of pollution.
pollution causes
Causes of Pollution
We refer to PRODUCTION as the primarycause of pollution because the whole cycle of extracting and processing natural resources and then selling processed goods starts from this point. And it obviously comes beforeconsumption.
The diagram to the left is a basic presentation of major sectors which comprise numerous polluting sub-sectors.
The production side of the diagram includesmanufacturing industriespower generation,road, rail & air transport and agriculture & timber production. In reality, it can be of course broken down into many other industries / sub-industries.
So how does the production side contribute to global pollution?
Let's consider the following example.
A car is a necessity for many people who use it in their everyday lives. In order to produce cars, a car manufacturer needs to:
  • Purchase raw materials such as metal, rubber, plastic, wood, paint etc.
Raw materials are extracted from earth in large amounts often damaging the natural system of the area from which they were extracted, as well as surrounding areas, ex. rainforests.
  • Purchase energy / electricity which is usually generated from petroleum resources.
Petroleum-based energy generation causes the emission of gases into the atmosphere and often contaminates water and land of the surrounding areas.
  • Use this energy to process raw materials into cars.
Cars are manufactured leaving behind an environmentally destructive footprint as described above.
That is a very simplified explanation of how manufacturing contributes to environmental pollution.
We'll now have a look at consumption.


We refer to CONSUMPTION as the secondary cause of pollution because this stage comes after, and depends on, production.
The consumption side of the diagram includes individual consumers as well as residential,commercial & social sectors which utilize the goods offered by the production side.
And how does the consumption side contribute to global pollution?
Let's continue with the example of the car. Each car owner needs to:
wind mills, car pollution
Causes of Pollution:
Clean Energy Alongside Car Pollution
Photo: 
Kevin Dooley
  • Fill it with gas / petrol every week to operate it.
The burning of petrol causes the emission of dirty gasesstraight into the atmosphere. Such air pollution then travels globally affecting many different parts of the planet.
  • Wash it regularly with detergents - either manually or in a car wash.
Car detergents are often made of harmful chemicals which, when used, are released directly into the environment, ex. via waste water.
  • Change tires on a regular basis.
A significant percentage of each tire's composite material comes from petroleum derivatives and other chemicals. Old tires often end up unrecycled and thrown into landfills releasing harmful chemicals onto surrounding land areas and into the air and thus contributing to air & land pollution.
Going back to the production side, the more often tires need to be changed, the more natural resources will need to be allocated yet again for their production and the more pollution will be released into the environment.
  • Owners of new cars are exposed to "in-car" pollution which is almost always ignored by the public.
In-car pollution is caused by the offgassing of chemicals from freshly-produced car components. In this case, the health of new car owners suffers alongside the health of the wider environment.
That is another simplified explanation of how consumption becomes a significant cause of pollution.

Pollution Agents

We refer to pollution agents as the chemicals which are released into the environment as part of the waste products generated from production and consumption activities.
In other words, pollution agents are the "operators" which make pollution "happen".
They are also known as environmental pollutants, air pollutants and so on. Some of them are carbon dioxide, sulfur dioxide, nitrogen oxides.