The “5A”- Learning Process
Introduction:
The concept of using “5A” is to ignite every student and for that matter adult’s natural curiosity to learn. “5A”approach is therefore designed using two key principles:
Learning is a multi-step method in which ‘doing’ and ‘reflection’ are essential.
Students are different and engage differently with learning – through words, visuals, reading texts, observing phenomena, by doing things or through social interactions.
Following these principles ensures that ALL learners develop a stronger understanding of core concepts, higher order thinking skills and the ability to communicate their thoughts of their own mother tongue.
Where as , in traditional classroom the focus is on to tell and make the children to listen. Current education practices give more importance to depth of knowledge. These practices reduce learning to memorisation. However, this does not ensure learning.
Figure1: A Flow chart representing the “5A”Cycle of Meaningful learning
The “5A”method of learning changes- Rote Memory with Activity, Analysis and Feedback. Good education practices, on the other hand, balance the quantity of knowledge with quality of knowledge. These practices support learning as multi-step process and address the needs of different types of learners. These practices support the students in developing their deep understanding and critical thinking, communication, and collaborative skills that are necessary to be leaders, decision-makers, and innovators.
Here is a “5A”modified Learning plan for Chapter 4 Microorganism in Standard 8 for Samacheer Kalvi Text book, A Tamilnadu Text book and Educational Services Corporation and School Education Department, Government of Tamilnadu.
Chapter Covered : 4 TO 4.1 MICROORGANISMS
Class: 8 Total time: 4 periods (45minutes x 4 = 180 minutes)
II. Prior Knowledge: (15 minutes)
Testing the prior knowledge of the students by giving worksheet-1 and conducting games (Identifying the shapes and naming them and categorizing them with time bound which was drawn either by teacher in the board or shown as picture by flash cards.)
Work Sheet -1
1. Identify atleast any 5 words which you can remember: (5 x 2 = 10)
Hint: It’s from the chapter regarding Classification of 7th Standard
Answer Key : 1. Cell 2. Cynobacteria 3. Plants 4. Animal 5. Algae
6. Fungi 7. Bryophyte 8. Ringworm 9. Monera 10. Yeast
2. Game:
Arranging the shuffled pictures of shape of Bacteria, Fungi, Virus
Procedure:
A Picture which is in parts which can be arranged when put correctly is given to the individual or to a group
He/She or They are asked to arrange it so that they can arrange it in a correct way to identify the given picture
They are asked to explain about the picture what they had identified.
[The pictures may be of shapes of bacteria or of the creativity of the teacher, which can kindle the prior knowledge about microorganisms]
Tip to the teacher: It may be arranged as if for individual student activity or group activity according to the situation of the class and availability of the time.
III. Aim:
To understand about the microorganisms.
Learn to use the microscope.
Attains the knowledge about various kinds of microorganisms.
To acquire the knowledge about the microorganisms in daily life(medicine, agriculture, Industry).
To learn about the harmful microorganisms.
IV. Action: (20 minutes)
Group Activity: (Class strength – 12)
Dividing the children four in a group as three groups
Materials required: 1) Plain slides 2) Samples(pond water, tooth swab, bread/onion peel sample) 3) Microscope 4) Dropper 5) Tooth pick
and make to observe the slides using microscope and draw the picture in the given sheets.
How to prepare a slide for pond water as sample?
Figure 2: Preparing a slide for pond water as sample
How to prepare a slide for tooth picked swab as sample?
Figure 3: Preparing a slide for tooth picked swab as sample
How to prepare a slide for bread mould?
Figure 4: Preparing a slide for bread mould as sample
Results should be discussed among the groups and will come to the conclusion about microorganisms cannot able to see with the naked eyes and also learn about how to use the microscope and uses of microscope.
V. Analysis: (25 minutes)
Part-1: Activity discussion
Instruction:
Asking the Group-1,2,3 students to present their work in the class
Ask:
What slide you prepared?
How did you prepare the slide?
Summarise: (10 minutes)
Students responses of Group 1,2,3
Conclude:
Children learned to fix the microscope.
They learn to prepare the slide using samples of pond water, tooth sample, fungi sample from bread/onion peel.
From this they come to know about the microorganism and its presence in our day to day life.
Worksheet – 2
Problem: What is the called fermentation?
Materials
(1 teaspoon size) measuring spoon
Permanent marker
Active dry yeast (used in baking bread--do not use quick-rising varieties.) This yeast is available in jars if you are planning on doing a large experiment.
Bottled soda pop (2 liter size) and water (in a clean 2 liter bottle) in equal amounts.(We suggest at least 2 bottles of each for each treatment)
Identical round, thin, non-mylar balloons; (water balloons do not work as well as 'helium quality' balloons.)
Different items contain different ounces per container. You may need to pour liquids into measuring cups to be sure you have the same number of ounces in each bottle.
Shake each soda bottle and let the foam settle before opening, then open and allow the contents to go flat overnight.
Procedure
Label each bottle to keep track of what each one contains--2 bottles of water, these are your control group, 2 bottles of soda, the experimental group, so that you can tell bottles containing the same solution (replicates) apart. Color is not a reliable means of identification--the caramel color used in cola is a carbohydrate and the yeast can eat it.
Put a level teaspoon of dried yeast in all bottles.
Seal the bottles tightly and shake all bottles the same amount of time to dissolve the yeast.
Remove the lids and stretch a balloon over the mouth of each bottle. The balloon should fit very tightly so that the carbon dioxide does not leak into the air.
Place each container in a warm area out of direct sunlight (top of refrigerator or clothes dryer) where they will not be disturbed.
Record the diameters of the balloons, time since the start of experiment, etc. for each bottle. One good method of measurement is to wrap a string around each flattened balloon at its widest point, and then measure the length of the wrapped string using a yardstick. Record any other things you see happen. (Changes in color, possibly leaky balloons, balloons too large etc.)
Create a table in which to record your measurements.
Measure the diameter of the balloons approximately every 12 hours in both experimental bottles and the control bottles.
After 48 hours, calculate the average size of balloons at every measurement. (The average is calculated by adding all the diameters of all the balloons in a treatment then dividing by the number of balloons in the treatment.)
Compare the results (average balloon diameters) of the experiment.
Prepare a graph of the averages to illustrate your results. (Note: Chart Chooser, a site with all kinds of graphing resources, may be helpful).
Figure 5: Fermentation experiment with Yeast
Use the following questions to aid in writing your analysis and conclusions:
Is the average size of balloons of the experimental group larger than the average of the controls?
Is the average of one treatment larger than the averages of the other treatments?
Is the amount of sugar in the soda related to the amount of carbon dioxide released into the balloon?
Was there a change in the rate of CO2 production at any point in the 48 hours? How would you know?
Extra:
What do you think might happen if you used diet sodas in the experiment? That would make another great experiment! Ask your teacher if extra credit might be available for developing and conducting your own original experiment with yeast.
Part-2: (20 minutes) Generalized discussion
Ask:
What did you observe?
What are the shapes, size, colour of the microorganisms you have seen?
In which group it is present: a) Bacteria b) Fungi c) Virus
Summarize:
Students responses.
Explain:
Students come to learn about the characteristics of Bacteria, Fungi, Virus
Note: Characteristics of Virus are shown by either as pictures of flash cards or as power point presentation. Since it cannot be seen through compound microscope and also explain why it is so.
Part-3: (10 minutes) Higher order thinking
Ask:
How milk is turned to Curd?
Give reason for the fermentation of dough.
Why the fruits are getting rotten?
Why the bread is getting rotten when kept open/
Why the eggs are getting spoiled?
Summarize:
Students responses
Conclusion:
The answer for the above questions is because of microorganisms.
VI. Application: (30 minutes)
Work sheets practice:
Work sheet – 3
1. Identify the jumbled words:
1) colroigmibyo __________ 2) ratefmtnoine____________ 3) zoroaotp__________
4) uinfg ____________ 5) gelaa _____________ 6) rsiuv _____________
7) iatcebar _________ 8) iatodm _____________ 9) aetys ____________
Key : 1. Microbiology 2. Fermentation 3. Protozoa 4. Fungi 5. Algae 6. Virus 7. Bacteria 8. Diatom 9. Yeast
Work sheet – 4
1. Choose the correct answer:
1. Organisms responsible for recycling of matter in nature is/are :-
a. bacteria
b. viruses
c. fungi
d. both a & c
2. Match the column :-
vaccine given Age
a. Polio(booster dose) i) 4 to 9 months
b. Small pox (revaccination) ii) soon after birth
c. BCG iii) 2 years
d. DPT (triple vaccine) iv) 5 years
e. Typhoid vaccine v) 1 year
3. State whether the following statements are true or false :-
a. Robert Koch was the first scientist to observe microbes through a microscope.
b. Edward Jenner discovered the first vaccine against small pox.
c. Louis Pasteur gave the germ theory of disease.
d. Antony Van Leewenhoek observed the dead cells.
e. Study of microorganisms is known as microscopy.
4. What are symbiotic or commensal bacteria and what is their significance for humans?
5. Pick the wrong word out of the following:
Bacillus, Coccus, Spirillum, Vibrio, Polygonal.
6. Write the correct words by putting letters in correct sequence
i) setrupa
ii) newheeeoklu
Answer Key:-
1. d
2. a. iii, b. v, c. ii, d.i , e.iv.
3. false, true, true, false, false.
4. Some bacteria occur in the human intestine and intestine of other animals as well.
They benefit their host and referred to as symbiotic &/or commensals like E.coli
synthesizing vitamin B in our body .
5. All are shapes of bacterial cells except polygonal.
6. i) Pasteur
ii) Leeuewnhoek
Book back questions discussion:
EVALUATION
1. Choose the best answer :
1.Which one of the following cause amoebic dysentery? (Entamoeba histolytica, Plasmodium vivax, Plasmodium falciparum)
2. Living organisms show a great degree of diversity in their size. A considerable number of species are not visible to naked eye. They can only be seen with the help of a microscope. How will you measure the size of micro organisms?
3. Fungi do not possess chlorophyll. Hence they are incapable of photosynthesis. So, they depend on either living organisms or non-living things. Name the two types of modes of nutrition in fungi.
4. The conversion of sugar solution into alcohol and liberation of carbon dioxide is known as fermentation. Which microorganism is responsible for this process?
5. i) Identify the following bacteria based on its shape. ii) Draw and label the following parts of the bacteria. a) Flagella b) pili c) cell wall cytoplasm cell membrane
6. In the world today many industries totally depend upon the microbial activities. For example, oxalic acid is the fermented product of fungi Aspergillus niger. Name any two bacteria used in industry with their product. 8. Farmers consider microorganisms such as bacteria, fungi and virus a menace on their fields and gardens because they cause disease to their crops. Name any one of the bacterial disease, viral disease and fungal disease.
Children those who need more help?
Giving web links
https://www.youtube.com/watch?v=8KLufFAFC9w
www.en.wikipedia.org/wiki/microorganism
Showing videos and pictures
Showing permanent slides in microscope
Children those who need extra challenges?
Instruct them to prepare slides of microorganisms of their wish and ask them to demonstrate in the class.
VII. Assessment: (20 minutes)
Review of the worksheets.
From the result of the review the students are divided into 3 groups as:
Approaching
Meeting
Exceeding about the microorganisms.
VIII. ANALYSIS OF “5A” LEARNING PROCESS:
The “5A”Learning process was analysed by the importance of a Control group to whom the innovate mode of teaching was not done and compared their performance with an experimental group with whom I transact the experiments.
To form the Control and the Experimental group, one of the method would be to conduct a pre test to the entire class, (asked all the students to read the lesson in the class by giving them some time, without telling them going to conduct a pre test). Ranked the students as per the marks in Pre Test and divided them equally into two groups - One control and the other experimental group.
The lesson was transacted in the usual manner to the control group and transacted the experimental / demonstration component to the experimental group. Conducted a Post Test to both the groups and the groups’ performance graph were shown below:
6: Graph representing the Pre Test and Post Test conducted between the Control group and the Experimental group.
From the graph, it’s concluded that the impact of the experimental vs control groups by comparing their marks is given below:
Pre Test :
Excellent students - 4 Numbers
Good Students - 3 Numbers
Average Students - 3 Numbers
Below Average Students - 1 Numbers
Post Test:
Excellent students - 8 Numbers
Good Students - 3 Numbers
Average Students - 0 Numbers
Below Average Students - 0 Numbers
IX. RESULT: From the graph, it was conclude that when the experimental group was practiced with the innovative “5A”Learning process they performed well than the normal way of teaching practice done in their class
X. Further Scope:
From the above identifications, extra works will do for the further improvement of the students.
ACKNOWLEDGEMENT:
I dedicate my work to my beloved wife and sons who are the soul of my life. I am also very thankful to my teachers from whom I have learnt and still learning. I am also very thankful to my students who were the key of my work. I thank all the good hearted people who helped me to do this work of mine.
REFERENCES:
Avishkar – Solapur University Research Journal, Vol. 2, 92 - 97; 2012
Dewey, John (1916/1944). Democracy and education. The Free Press. Pp. 1-4. ISBN -684-83631-9.
Educate. Etymonline.com. Retrieved on 2015-09-13.
SCIENCE 7, TAMILNADU TEXT BOOK CORPORATION, GOVERNMENT OF TAMILNADU, FIRST EDITION-2011.
SCIENCE 8, TAMILNADU TEXT BOOK CORPORATION, GOVERNMENT OF TAMILNADU, FIRST EDITION-2011.
FIVE STEP TRAINING, NEW XSEED 5 STEP EDITION, XSEED EDUCATION, GURGON, HARYANA, INDIA.
Hyman, R. T. (1970). Ways of teaching. New York, NY: J.B. Lippincott Company.
https://www.pinterest.com/pin/363806476118192088/
http://www.cordeliarecords.co.uk/micro.html
http://myCBSEguide.com
http://onlineteachers.co.in
http://www.textbooksonline.tn.nic.in/Books/Std08/Std08-I-MSSS-EM-3.pdf
Joyce, B. & Weil, M. and Calhoun, E. (2008). Models of teaching, 8th ed. Englewood Cliffs, NJ: Prentice-Hall. (there is now a 9th, 2014 edition)
Kauchak, D. P. & Eggen, P. D. (1998). Learning and teaching: Research-based methods. Needham Heights, MA: Allyn and Bacon.
Learning: Wikipedia, the free encyclopedia (Retrieved on 26-08-2015).
Learning by teaching: Wikipedia, the free encyclopedia (Retrieved on 27-08-2015).
Miller, J. P., Cassie, B. J. R., and Drake, S. M. (1990). Holistic learning: a teacher’s guide to integrated studies. Toronto, Ontario: The Ontario Institute for Studies in Education (OISE Press).
Miller, J. P. (1988). The holistic curriculum. Toronto: The Ontario Institute for Studies in Education (OISE Press).
Biology – Oxford – A modern introduction, B.S. Beckett - Oxford university press second Edition. Biology- Wallace, Sanders and Ferl - Harper collins college publishers.
www.en.wikipedia.org/wiki/microorganism
https://quizlet.com/39498785/microbiology-8th-grade-flash-cards/
http://www.helpteaching.com
ANNEXURE-1
Pre Test Question Paper & Key
Microorganisms
Class: 8th STD Time: 15 minutes
Instrustions: 1. Answer all the questions.
2. Tick the correct answer
1. Unicellular organisms contain many cells
True
False
2. Unicellular eukaryotes that are categorized by motility. Most are microscopic.
bacteria
virus
animalia
protozoa
3. A micro-organism can only be seen using a microscope.
True
False
4. Which of the following is true about a virus?
they are non-living
they do not have a nucleus or organelles
they do not have a cell membrane
all of the above
5. Fill in the blanks: performs many important functions on earth. They serve as , agents of fermentation, and play an important role in our own .
(digestive system, bacteria, decomposers)
6. How many cells do bacteria have?
Multicellular
Single-celled
7. Where do bacteria live?
Antartica
Egypt
Everywhere in the world
America
9.. Wild yeast feeds on...
Sugar
Starch
Milk
Wild animals
9. Unicellular micro-organisms that include bacteria, fungi and protists.
algae
microbes
host cells
fungi
10. Unicellular prokaryotes that may be spherical, rod or spiral shaped.
virus
antibiotics
fungi
bacteria
Microorganisms Answer Key
1. Unicellular organisms contain many cells
True
False
2. Unicellular eukaryotes that are categorized by motility. Most are microscopic.
bacteria
virus
animalia
protozoa
3. A micro-organism can only be seen using a microscope.
True
False
4. Which of the following is true about a virus?
they are non-living
they do not have a nucleus or organelles
they do not have a cell membrane
all of the above
5. Fill in the blanks: Bacteria performs many important functions on earth. They serve as decomposers, agents of fermentation, and play an important role in our own digestive system.
(digestive system, bacteria, decomposers)
6. How many cells do bacteria have?
Multicellular
Single-celled
7. Where do bacteria live?
Antartica
Egypt
Everywhere in the world
America
8. Wild yeast feeds on...
Sugar
Starch
Milk
Wild animals
9. Unicellular micro-organisms that include bacteria, fungi and protists.
algae
microbes
host cells
fungi
10. Unicellular prokaryotes that may be spherical, rod or spiral shaped.
virus
antibiotics
fungi
bacteria
ANNEXURE – 2
Post Test Question Paper & Key
Microorganisms
Class: 8th Time: 15 minutes
Instrustions: 1. Answer all the questions.
2. Tick the correct answer
1. A micro-organism can only be seen using a microscope.
True
False
2. Which of the following is true about a virus?
they are non-living
they do not have a nucleus or organelles
they do not have a cell membrane
all of the above
3. Eukaryotes that have cell walls, are heterotrophic, fed by absorbing food, and use spores to reproduce.
lichen
fungi
algae
mitochondria
4. Microorganisms can reproduce or .
5. Which of these is a type of bacteria?
Lambda
Bacillus
Altus
Occisus
6. Hydras reproduce by budding.
True
False
7. Algae are photosynthetic organisms that are generally unicellular, and not classified with plants. Algae are plantlike, because they have chloroplasts with chlorophyll. Most algae are found in the oceans, but freshwater forms are also abundant.
True
False
8. Why do we use soap?
9. Which group of organisms does not have a nucleus in them?
Flagellates
Fungi
Bacteria
Ciliates
10. Which bacteria is responsible for souring of milk?
a. Lacto bacillus
b. Streptococcus
c. Salmonella typii
d. Bacillus sp.
Microorganisms Answer Key
1. A micro-organism can only be seen using a microscope.
True
False
2. Which of the following is true about a virus?
they are non-living
they do not have a nucleus or organelles
they do not have a cell membrane
all of the above
3. Eukaryotes that have cell walls, are heterotrophic, fed by absorbing food, and use spores to reproduce.
lichen
fungi
algae
mitochondria
4. Microorganisms can reproduce sexually or asexually.
5. Which of these is a type of bacteria?
Lambda
Bacillus
Altus
Occisus
6. Hydras reproduce by budding.
True
False
7. Algae are photosynthetic organisms that are generally unicellular, and not classified with plants. Algae are plantlike, because they have chloroplasts with chlorophyll. Most algae are found in the oceans, but freshwater forms are also abundant.
True
False
8. Why do we use soap?
To help remove and kills germs.
9. Which group of organisms does not have a nucleus in them?
Flagellates
Fungi
Bacteria
Ciliates
10. Which bacteria is responsible for souring of milk?
a. Lacto bacillus
b. Streptococcus
c. Salmonella typii
d. Bacillus sp.
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