A micro lesson plan focuses on brief subjects and incorporates a specific topic for learners to absorb quickly, without taking up too much time. The micro lesson plan is based on five skills these are Skill of probing Questions, Skill of Reinforcement, Skill of Stimulus Variation, Skill of Illustration example, and Skill of Explaining. Today we are going to learn about the different skills of micro lesson plan with examples of Life Science topics
Micro Lesson plan
1. Skill of Probing Question
| Name of Teacher: XX Roll no: 00 Number of students: 10 Class: IX The average age of the students: is 14+ years | Subject: Life Science Lesson whole: Natural Resources Lesson Unit: Water: A wonder liquid Duration: 6-10 Minutes Date: DD/MM/YYYY |
Objectives: To master the skill of probing questioning
Motivation: In order to motivate the students the following question will be asked
| Questions | Expected Answer |
| 1. What do we see in the sky during the rainy season? | Clouds |
| 2. What is the role of clouds? | To modulate earth |
| 3. What is the important source of rain? | Water |
Announcement: So class, today we are going to learn about “Water: A wonder liquid” (Topic will be written on the blackboard and underlined)
Presentation
| Teacher’s Activity | Student’s Activity | Teacher’s response | Component’s used |
| 1. What is the essential component of life? (‘Raju’) Alright! what are the major sources of water | Food, Water, Cloths River, Lakes, rain | correct Good | Seeking further information |
| 2. What is water pollution? (‘Jecky) Redirects the question to (Jecky) (Ravi,) can you repeat the answer? | No response Water is said to be polluted when there are any physical, chemical, or biological changes in its quality, that make water unsuitable for use Water is said to be polluted when there are any physical, chemical, or biological changes in its quality, that make water unsuitable for use | Can you help him? (Jecky) Good | Redirection techniques |
| 3. what is the cause of water pollution? (Jhony) What is the use of water in your day-to-day life? Now, can you tell the cause of water pollution | Silence Cleaning, bathing, washing cloths Yes sir, the major cause of water pollution is – 1. Detergent use in clothes washing 2. River, ponds, and Lakes used for bathing | Correct Very good | Prompting techniques |
| 4. What are the major sources of Ground & Surface water? (Rahul) | The major source of ground and surface water is rainfall & Snow | Good | Re-Focusing techniques |
| 5. How can you contribute to reducing water pollution? (Sweeta) | There are various ways we can contribute to reducing water pollution are- 1. Proper management of household sewage 2. Avoid bathing and washing in ponds, rivers, lakes | Good | Increasing critical Awareness |
Conclusion; Well class, Today we have learned about “Water-A wonder Liquid”. We will learn more about it in the next class
2. Skill of Reinforcement
| Name of Teacher: XX Roll no: 00 Number of students: 10 Class: IX The average age of the students: 14+ years | Subject: Life Science Lesson whole: Why do we fail Lesson Unit: Transmission of diseas Duration: 6-10 Minutes Date: DD/MM/YYYY |
Objectives: To master the various components of the skill of reinforcement
Motivation: In order to motivate the students the following question will be asked
| Questions | Expected Answer |
| 1. Why the college and school are closed? | Due to Corona Virus |
| 2. How does a person get infected by others? | Transmission of disease |
| 3. What is the full form of COVID? | Corona Virus Disease |
Announcement: So class, today we are going to learn about “Transmission of disease” (Topic will be written on the blackboard and underlined)
Presentation
| Teacher’s Activity | Student’s Activity | Teacher’s response | Component’s used |
| 1. Name the two diseases transmitted through the air. (priya) | Diseases transmitted through the air: common cold, tuberculosis | Good | Positive verbal reinforcement and extra verbal cues |
| 2. Name the two diseases spread through water. (Rahul) | Cholera, Jaundice | Moving toward the students and nodding the head | Positive verbal reinforcement |
| 3. Name one disease spread through sexual contact. (Ravi) | Very good | Positive verbal reinforcement | |
| 4. What is the causative agent of malaria? (Karan) | Plasmodium | yes, write on the blackboard | positive verbal reinforcement and writing pupil’s answer |
| 5 Name a disease transmitted by the bite of an animal (Jishan) | Rabies | Right. Rabies in humans is caused by the bite of a rabid animal like a dog | Repeating and rephrasing |
| 6. Name the disease spread by mosquitos.(Jhony) | Malaria | yes | Extra verbal cues |
Conclusion; Well class, Today we have learned about “Transmission of disease”. We will learn more about it in the next class
3. Skill of Stimulus Variation
| Name of Teacher: XX Roll no: 00 Number of students: 10 Class: IX The average age of the students: is 14+ years | Subject: Life Science Lesson whole: Natural Resources Lesson Unit: Air Pollution Duration: 6-10 Minutes Date: DD/MM/YYYY |
Objectives: To master the skill of Stimulus Variation
Motivation: In order to motivate the students the following question will be asked
| Questions | Expected Answer |
| 1. What do we breathe to live? | Gas |
| 2. What do automobiles produce? | Smog |
| 3. What does firewood produce when you burn it? | Smog, charcoal |
Announcement: So class, today we are going to learn about “Air pollution” (the Topic will be written on the blackboard and underlined)
Presentation
| Teacher’s Activity | Student’s Activity | Teacher’s response | Component’s used |
| 1. What do you understand about Air Pollution? (Class) | It is an undesirable change in our surroundings that harms human life and other living beings | Interact with the class | Teacher-group interaction |
| 2. What are the major sources of air pollution? (Rohit) | Industrial waste and automobile exhaust | Interaction with pupil | Teacher-pupil interaction |
| 3. Class, listen carefully, some of the important air pollutants are: Carbon-dioxide (co2), and oxides of nitrogen and sulfur smog | The class listen carefully | The teacher moves toward the blackboard and writes down | Verbal focusing and movement |
| 4. The major source of carbon mono oxide is automobiles | Automobiles | Pauses, Automobiles…using diesel… and petrol | Pausing and change of speech pattern |
| 5. How are oxides of nitrogen and sulfur are produced? (Payal) | It is produced by burning fossil fuels like coal and petroleum in powerhouses and automobiles | Interact with pupils | Teacher-pupil Interaction |
Conclusion: Well class, Today we have learned about “Air Pollution”. We will learn more about it in the next class
4. Skill of Illustration with example
| Name of Teacher: XX Roll no: 00 Number of students: 10 Class: IX The average age of the students: is 14+ years | Subject: Life Science Lesson whole: why do we fall ill? Lesson Unit: Infectious Disease Duration: 6-10 Minutes Date: DD/MM/YYYY |
Objectives: To master the skill of Illustrating with examples
Motivation: In order to motivate the students the following question will be asked
| Questions | Expected Answer |
| 1. Have you seen anyone who suffered from chicken pox? | Yes |
| 2. What does the doctor generally advise chicken pox patients to do? | Not to contact others |
| 3. Why is that person having chicken pox not allowed contact with other people? | Because it is a communicable disease, it can transmit from one person to another |
Announcement: So class, today we are going to learn about “Infectious disease” (the Topic will be written on the blackboard and underlined)
Presentation
| Teacher’s Activity | Student’s Activity | Teacher’s response | Component’s used |
| 1. Give one example of a micro-organism that causes infectious disease | Virus | Good | Formulating simple examples |
| 2. Class listen carefully, Infectious diseases are caused by a variety of microbial agents, such as viruses, bacteria, and protozoans Look at the chart class, here we see the different types of micro-organisms which cause infectious disease | Students listen carefully Students look at the chart | Teachers explain with the help of a chart | Using appropriate media examples |
| 3. Class, protozoans, and Plasmodium vivax causes malaria in human beings Look at the chart class, this is the picture of plasmodium vivax which cause malaria | Students listen carefully Students look at the chart | The teacher explains with an example by using the chart | Formulating examples relevant to the concept |
| 4. Infectious disease can spread from an infected person to a healthy one by different means | Students listen attentively and look at the chat | The teacher displays the chart showing the common ways of transmission of disease and explains from there | Formulating the interesting examples |
| 5. What are common cold, smallpox, and chicken pox diseases termed as? Common cold, smallpox, and chicken pox are termed as infectious diseases because they can spread from an infected person to a healthy person The disease can spread from one person to another person through different modes of transmission Give some more examples of infectious diseases. | -Infectious disease -Students listen carefully -students listen attentively -Tuberculosis, Malaria, cholera | The teacher explains with examples | Giving examples using the Inducto-Deduct approach |
Conclusion: Well class, Today we have learned about “Infectious Disease”. We will learn more about it in the next class
5. Skill of Explaining
| Name of Teacher: XX Roll no: 00 Number of students: 10 Class: X The average age of the students: is 14+ years | Subject: Life Science Lesson whole: Life Process Lesson Unit: Nutrition Duration: 6-10 Minutes Date: DD/MM/YYYY |
Objectives: To master the skill of explaining
Motivation: In order to motivate the students the following question will be asked
| Questions | Expected Answer |
| 1. What do we see around us? | Plants, buildings, people |
| 2. Is plant living things? | yes |
| 3. How do plants make their food? | The process of photosynthesis |
| 4. What are the components required for photosynthesis? | Sunlight, CO2 |
Announcement: So class, all the living things required food to survive, like human beings plants also required food for survival. So class, today we are going to learn about “Nutrition”
Presentation
| Teacher’s Activity | Student’s Activity | Teacher’s response | Component’s used |
| 1. All living organisms need materials from outside in order to grow and develop. They also need the energy to maintain a state of order in their bodies. Food is the substance from which the organism get all the nutrients | Students listen attentively | The teacher introduces the topics | Begining statement |
| 2. Nutrition is a process by which organisms procure food for obtaining energy and body-building materials There are two modes of nutrition (i) Autotrophic: The organism which prepares their own food is called autotrophic nutrition (ii) Heterotrophic: The organism which derives energy, organic substance which prepared by autotrophs | Class listen attentively and note down the important points | The teacher explains the topics | Explaining Links |
| 3. Let us summarize the main points again. All living organisms need nutrition for their growth and development. There are two modes of nutrition they are autotrophs and heterotrophs. Autotrophs prepare their own food and heterotrophs derive energy which prepared by autotrophs | Class listen attentively | The teacher summarizes the main points | Concluding statement |
| 4. Teacher asks the following questions- (i) What are autotrophs? (ii) Give two examples of autotrophic nutrition (iii) Give two examples of heterotrophic Nutrition | -The organism which prepared their own food -Green Plants, Algae -Human, Tapeworm | Good Correct Very good | Question to test pupil’s understanding |
Conclusion: Well class, Today we have learned about “Nutrition”. We will learn more about it in the next class