This document contains a worksheet on DNA (the molecule of genetics) for Biology students. It includes questions about DNA structure, the formation of chromosomes, nucleotide subunits, and the differences between DNA and RNA. Students are asked to label a diagram of the DNA double helix with the correct bases, and create a mind map summarizing what they learned about DNA. The worksheet is intended to help students in Biology 6 at Silacharaphiphat School learn about DNA over the course of a 60-minute lesson led by their teacher, Mr. Wichai Likitponrak.
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The document contains a worksheet on carbohydrates for biology students. It includes questions to test the students' understanding of carbohydrates and asks them to:
1) Identify the nutrition in an image and explain their reasoning.
2) Explain why carbohydrates are called carbohydrates.
3) Provide an example of the elements contained in carbohydrates.
It also asks students to fill in blanks in images related to carbohydrates and create a mind map summarizing what they've learned about carbohydrates. The worksheet is part of a biology lesson on carbohydrates for a class at Silacharaphiphat School taught by Mr. Wichai Likitponrak.
This document contains a worksheet on Mendelian genetics for biology students. It includes (1) questions about genetic concepts like fertilization and germination, (2) blanks to fill in terms related to genetics like parent and F1 generation, and (3) a prompt to create a mind map summarizing what was learned about Mendelian genetics. The worksheet aims to reinforce students' understanding of basic genetics topics through different active learning exercises.
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2) A table to fill in the correct structure name and function for six parts of a plant.
3) An instruction for students to create a mind map summarizing what they've learned about the parts of a plant.
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1) Explain pictures related to classification.
2) State the number of classification levels and kingdoms.
3) Classify organisms into the correct kingdoms.
4) Discuss the importance of biodiversity.
5) Identify the subject that studies classification.
The student is also asked to create a mind map summarizing what they've learned about biodiversity and classification.
This document contains a worksheet and exercises about the human respiratory system for Biology students. It includes questions to test understanding, a diagram labeling activity, and a prompt to create a mind map summarizing what was learned. The questions cover topics like the function of different respiratory system structures, what controls breathing, and types of respiration. Students are asked to fill in labels on a diagram of the respiratory system and to paint their mind map with colors. The purpose is to help students review and consolidate their learning about the human respiratory system.
This document contains a worksheet on the cell cycle and cell division for biology students. It includes 5 multiple choice questions about the cell cycle, a diagram labeling activity with 10 terms, and an instruction to create a mind map summarizing what was learned about the topic. The worksheet aims to assess and reinforce students' understanding of the key concepts about how cells grow and divide through the cell cycle.
The document contains a worksheet on carbohydrates for biology students. It includes questions to test the students' understanding of carbohydrates and asks them to:
1) Identify the nutrition in an image and explain their reasoning.
2) Explain why carbohydrates are called carbohydrates.
3) Provide an example of the elements contained in carbohydrates.
It also asks students to fill in blanks in images related to carbohydrates and create a mind map summarizing what they've learned about carbohydrates. The worksheet is part of a biology lesson on carbohydrates for a class at Silacharaphiphat School taught by Mr. Wichai Likitponrak.
This document contains a worksheet on Mendelian genetics for biology students. It includes (1) questions about genetic concepts like fertilization and germination, (2) blanks to fill in terms related to genetics like parent and F1 generation, and (3) a prompt to create a mind map summarizing what was learned about Mendelian genetics. The worksheet aims to reinforce students' understanding of basic genetics topics through different active learning exercises.
This document contains a worksheet and exercises about plant structure and function for Biology students. It includes:
1) Five questions asking students to identify parts of plants and explain their functions.
2) A table to fill in the correct structure name and function for six parts of a plant.
3) An instruction for students to create a mind map summarizing what they've learned about the parts of a plant.
The document contains a worksheet on the kidney's structure and function. It includes questions about the kidney's role in excretion, how the excretion process works, and chemical substances that control excretion. Students are asked to fill in labels on a kidney diagram and create a mind map summarizing what they learned.
The document contains questions about biodiversity and classification of organisms. It asks the student to:
1) Explain pictures related to classification.
2) State the number of classification levels and kingdoms.
3) Classify organisms into the correct kingdoms.
4) Discuss the importance of biodiversity.
5) Identify the subject that studies classification.
The student is also asked to create a mind map summarizing what they've learned about biodiversity and classification.
This document contains a worksheet and exercises about the human respiratory system for Biology students. It includes questions to test understanding, a diagram labeling activity, and a prompt to create a mind map summarizing what was learned. The questions cover topics like the function of different respiratory system structures, what controls breathing, and types of respiration. Students are asked to fill in labels on a diagram of the respiratory system and to paint their mind map with colors. The purpose is to help students review and consolidate their learning about the human respiratory system.
1. EIS Teaching Learning Strategies / Procedures
Subject : Biology 1 (M.4) , duration 60 min.
Topic: Carbohydrate Teacher: Mr.Wichai Likitponrak
Learning objective
- To define the mean and type of carbohydrate.
- To explain the structure and component of carbohydrate.
Background knowledge
- Basically knowledge in food, nutrition and chemical structure.
No. Teaching-Learning Strategies / Procedures
Resources / Materials Time
Frame
1 Starting the Lesson: (Warm-up)
- Good morning / afternoon students
- How are you?
.
- Every one look at the picture on this slide.
- What is the this?
(-Very good/well done )
-OK, Why is it calling the carbohydrate?
(-Very good/well done )
-Next question, What is the element
containing in carbohydrate?
(-Very good/well done )
-OK, What is the different between
condensation and dehydration of the
carbohydrate?
(-Very good/well done )
- The last question, How many type of the
carbohydrate?
(-Very good/well done )
- So today we will learn about the meaning
of carbohydrate and the structure/component
of carbohydrate.
Picture on slide page 1 10
minutes
2. 2 Lesson Procedure
2.1
(犖犖犖項犖犖犢犖犖犖犖迦牽犢犖犖劇犖犖 Carbohydrate 犢犖犢犖犖園犢犖犖朽権犖犢犖犢
犖犖謹犖犖)
- Everyone, let you consider and answer all
questions in tropic 1.1 of your work sheet.
-Do 10 minutes enough for you?
- Ok let everyone work!
.(犖犖犖項犖犖巌犖犖園犢犖犖
犖犖迦牽犖犖迦犖迦犖犖犖犢犖犢犖ム鍵犖犖 犢犖ム犖о犖犖犖犢犖犖萎犢犖迦犖園犢犖犖朽権犖犖÷元
犖犖園犖犖)
2.2
(犖犖園犖犖迦検犖犖園犖犖 犖犖ム険犖犖犖迦犖犖迦犖迦犢犖犖犢犖)
- What is the meaning of Carbohydrate?
- Why do you tell your idea like this? Can you
show for supporting your idea?...please!
-Any things else!
-How many type of Carbohydrate?
.
-What else?
- Could you show me the example of each
type of Carbohydrate?
-What is the diary food to find
Carbohydrate?
.
-What else?
2.3
- OK, Let show your answer form the
questions in tropic 1.2 of your work sheet.
(Teacher ask for some volunteer)
-What is the name of number 1?
(-Very good/well done )
Power Point Sheet of Carbohydrate page 1-4
Work sheet of Carbohydrate 1.1-1.3
10
minutes
10
minutes
10
minutes
3. - What is the name of number 2?
(-Very good/well done )
- What is the name of number 3?
(-Very good/well done )
- What is the name of number 4?
(-Very good/well done )
- What is the name of number 5?
(-Very good/well done )
- What is the name of number 6?
(-Very good/well done )
- What is the name of number 7?
(-Very good/well done )
- What is the name of number 8?
(-Very good/well done )
- What is the name of number 9?
(-Very good/well done )
- What is the name of number 10?
(-Very good/well done )
- What is the name of number 11?
(-Very good/well done )
- What is the name of number 12?
(-Very good/well done )
3 Closure
- Look at the video,please
http://www.youtube.com/watch?v=_zm_DyD
6FJ0
10
minutes
4.
- How can you study the Carbohydrate?
(Teacher ask for some volunteer)
..
-Any things else!
4 Extension
犢犖犢犖犖園犢犖犖朽権犖犖犖伍犖犖犖犖迦犖迦牽犖犢犖迦犖犖犢犖 6-7 犢犖ム鍵犢犖犢犖犖園犢犖犖朽権犖
犖犖犖犖о犢犖ム鍵犢犖犖犖謹犖犖迦献犢犖о犖犖犢犖迦犖犖犖犖園犖犖劇賢犢犖犖朽権犖犖犖朽硯犖о鹸犖犖∇顕
1 犖犖犢犖 45-52 犢犖ム鍵/犖犖犖劇賢犢犖犖犖犢犖犖朽権犖犖犖迦犢犖о犖犢犖犖犢
http://en.wikipedia.org/wiki/Protein_(nutrient)
犢犖犖劇犖犖 Protein
犢犖犖劇犖犢犖犖犖朽権犖÷犖園硯犖犖犖犖犖犖犢犖犖犢犖犖朽権犖犢犖犖犖迦犢犖犖朽権犖犖犢犖犢犖
Biology Book 1 P.45-52
http://www.choosemyplate.gov/food-
groups/protein-foods.html
http://www.hsph.harvard.edu/nutritionsource
/what-should-you-eat/protein/
(Protein - Harvard School of Public Health)
10
minutes
5 Assessment
-犖犖犖萎犖÷鹸犖犢犖犖∇犖迦牽犖犖園犢犖犖犢犖ム鍵犖犖園犖犖謹犖犖む犖巌犖犖犖÷犖迦牽犢犖犖朽権犖
犖犖迦犖犖迦牽犖犖迦犖犖巌犖犖巌犖犖犖犖 犖犖園犖犢犖犢 Warm- up, lesson
procedure 2.1-2.3 and Closures犢犖ム鍵犖犖迦牽犖犢犖 Work
sheet and exercise
http://en.wikipedia.org/wiki/Carbohydrate
(Carbohydrate)
犖ム犖犖劇犖...................................................................
(犖犖迦権犖о鹸犖犖園権 犖ム鹸犖犖巌犖犖犖犖園犖犢)
犖犖犖 犖犖.1 犖犖ム幻犢犖÷肩犖迦牽犖萎犖迦牽犢犖犖朽権犖犖犖項犖о鹸犖犖∇顕犖犖迦肩犖犖犢
犖о険犖犖犖朽.........................................
5. EIS Teaching Learning Strategies / Procedures
Subject Biology 1 (M.4), duration 60 min.
Topic: Carbohydrate
Mr.Wichai Likitponrak
Biology Teacher Department of Science
SILACHARAPHIPHAT SCHOOL
THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE 1
Semester 2 academic year 2014