Jliti10snpitv in ~buration - Institute for Social and Economic Change

"What do we need to breathe ?". The students
replied "Air". Synonyms for air were gIven (by
the teacher). Then the teacher went an to
explaln about the process of breathlng
Inhalation and exhalatlon. The teacher explaIned
why it was unhealthy to breath through the mouth.
Then the elements of air were dIscussed. One at
the elements of aIr, that 15 oxygen, was
discussed In particular. An experIment was
demonstrated to show the need of oxygen tar
burn1ng. As he demonstrated, he took the help of
the students and told that the exper1ment could
be conducted at home also. Th1S exper1ment served
the purpose of develop1ng 1n the students the
SkIll ot observatIon, reasonIng and analys1ng.
The teacher drew parallels between the breathIng
process and the burnlng of the candle.
Properties of oxygen were dIscussed and the
students were made to sum up all that was taught.
The dlagram was developed on the black board.
Later on, stUdents were made to copy the dIagram
and explaln the experiments in thelr own wards.
Subsequently the students were made to read out
the answer. Among themselves they corrected each
other w1th the teacher as a spectator, who helped
them in the process.
(vii)
During the I cycle in Standard VII a blology
lesson "The Digestlve System" was be1ng taught.
Short introductory questIons were asked Wh1Ch
helped the teacher to arrive at the t1tle of the
lesson. A model of the digestive system was used
to explain the d1fferent parts and theIr
respectIve functions. Simultaneously the dIagram
was developed on the black board. Students were
helped to reason out as to why one gets choked,
causes of lndigestlon etc. There was a tabular
representation of the organs, the name, p1ctorial
representation and functIon. Questions were
asked to students to develop the black board
summary. This also helped as an evaluat1ve
deVIce to discern their understandIng. Later on
stUdents were asked to take down the diagram and
the BB5. Thus the teacher prOVIded scope for the
development of the skill of drawing. Students at
random were identified and made to read the BBS
loudly. Errors committed were rectifled.
ASSIgnments in the form of fill-up the blanks and
short questions were given.
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