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New Educational programmes in the class
 Category : Education posted Date :
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Few years back Teacher teaches from the text book and provides imaginary script, These days implementing Maths and science active programmes develop interest and healthy classroom environment to the student. Students will be active and enthusiastic during classroom Maths and Science programmes. Researchers has found that the student improves their knowledge and will be active during this kind of programmes, these  Develop student motivation and interest, while working on educationally sound projects, by extending textbook learning with activities that will require students to act, think and reflect.

Make Maths a Scoring Subject:

Creating a geometry dictionary is an effective way to study for math tests and enhance understanding of the information in a textbook. Assign the dictionaries as group work. Students may divide the tasks to suit their abilities. For example, a student may be skilled at drawing so she could do the illustrations, while another may have neat handwriting so he would do the bulk of the writing. Materials for this activity include a math textbook, two colored pieces of construction paper, blank pages of lined white paper and a long-necked stapler. The colored paper is used to create the front and back covers.
Decorate the front cover. Organize the dictionary by categories such as concepts, vocabulary and formulas. These can be broken down into smaller categories such as angles, circles and quadrilaterals. Write the name of the category at the bottom of each page to make it easier to use the book, but do not add page numbers because additional pages may be added throughout the year.

Summarize the textbook information about concepts, copy the formulas just as they are written in the text and write the definitions in your own words, along with an example. Add diagrams, charts, graphs and illustrations as needed. Once the initial part of the dictionary is finished, put the pages in order and staple it. Additional pages can be added by opening the staples, inserting new pages and staple them.

Teach the Measuring, Data collection...
Measuring bubbles involves data collection, data organization, measurement, graphing and data interpretation. Create groups of three and assign a role to each member: recorder, materials manager and organizer. Instruct students to create a data sheet before they begin blowing bubbles. The data sheet includes the name of the liquid, the duration time for each bubble and the height and width of each bubble. On the table, there should be room for three trials for each liquid. Materials include four kinds of liquid dishwashing detergent, a commercial bubble liquid, water, glycerin, rulers, straws, pie tins and a stopwatch.

Students mix a bubble liquid in pie tins, using one part detergent to six parts water for each of the four detergents. Add the commercial bubble liquid to a pie tin without diluting the liquid. Label each pie tin. Blow a bubble with a straw inserted into each liquid. Time how long the bubble lasts. Measure the diameter and height of the bubbles with a ruler. Add the data to the data table. Once the bubble-blowing part of the activity is completed, students make three bar graphs: one with detergent names and the duration of the bubbles; a second with detergent names and diameters; and a third with detergent names and heights. Repeat the experiment but add a small amount of glycerin to the liquids. Create a data table for this experiment just like the first table. Graph the results in a similar manner. Instruct students to explain whether the addition of the glycerin had any effect on the bubbles. Write up the results, explaining the differences between the detergent bubbles, the detergent/glycerin bubbles and the commercial mix.

Provide Science Quiz and Games:
Teacher takes the initiation to make Teams in the class and make Students create a food chain to show the interrelationship of plants, animals and the environment. Materials include colored construction paper for each category used in this activity (plants, insects, fish, birds, reptiles, amphibians and mammals); a hole punch and colored yarn. Cut the cardboard into strips measuring 2 inches by 5 inches. Students find pictures of representatives for each category, such as grass, cricket, dragonfly, sparrow, trout, grasshopper, snake, hawk, bear, frog, human, tree bark, deer. Choose the number of representatives that you want students to include; the more representatives used, the greater the complexity of the activity. Students paste the pictures on the construction paper.
Instruct students to link the strips together to form food chains. A few examples: grass>cricket>sparrow>snake>hawk; dragonfly>trout>bear; tree bark>deer>human. Have students lay their strips out on the floor and look for links. When they have a food chain, tell them to look for links between food chains. For example, the chain with the human can be linked to the chain with the trout because humans eat trout. A link could also be placed between the bear and the human as humans eat bears and bears eat humans. The sun can be placed at the top of all food chains. Display the food chains on a bulletin board.