Certificate from the Headmaster

This is to certify that ___________________, a student of St. Mary's College of

Education, Mahabubnagar. bearing Roll No: ____________________, has successfully
undertaken and completed the Teaching Practice in Biology Subject at
________________, Mahabubnagar, during the academic year 2025–2026, from
__________ to __________, as an integral part of her B.Ed programme affiliated to
Palamuru University.

During her practice, She demonstrated sincere efforts in planning and executing English
lessons, interacting with students effectively, and actively participating in school
activities.

Date: _______________

Place: Mahabubnagar

Signature of the Headmaster

 Certificate from the Subject Teacher

This is to certify that ___________________, a B.Ed IV Semester student of St. Mary’s

College of Education, Mahabubnagar, has successfully completed her teaching practice in
Biology at ________________, during the academic year 2025–2026, from __________
to __________.

She has effectively planned and delivered English lessons using innovative methods and
teaching aids. Her classroom management, interaction with students, and lesson
execution were satisfactory.

Date: _______________

Place: Mahabubnagar

Signature of the Subject Teacher

 Certificate from the Teacher Educator

This is to certify that the teaching practice project has been undertaken and completed by
___________________, student of St. Mary’s College of Education, Mahabubnagar,
during the academic year 2025–2026, from __________ to __________, as part of the
B.Ed Programme of Palamuru University.

The work done is original and carried out under my supervision.

Date: _______________

Place: Mahabubnagar

Signature of the Teacher Educator

 Declaration

I, ___________________, bearing Roll No: ____________________, hereby declare that

the Biology Teaching Practice Record submitted by me as a part of the B.Ed IV Semester
at St. Mary's College of Education, Mahabubnagar, during the academic year 2024–2025,
from __________ to __________, is my original work.

No part of this work has been copied or submitted elsewhere.

Date: _______________

Place: Mahabubnagar

Signature of the Student Teacher

 Year Plan: English - 8th Class

Subject: Biological science

Class: 8th

Total Periods:

TLP Periods:

Expected Outcomes at the End of the Year Including Discourses Targeted:

1.Conceptual Understanding: Students should understand basic biological concepts

such as cells, microorganisms, ecosystems, biodiversity, and diseases. They should also
be able to explain processes like fermentation, disease transmission, crop production, and
evolution, and differentiate between living and non-living things, useful and harmful
microorganisms, and traditional and modern agricultural practices.

2.Asking Questions and Making Hypotheses: Students are encouraged to be curious

and question natural phenomena, and to frame simple scientific questions and predict
outcomes logically.

3.Experimentation and Field Investigation: Students will conduct simple experiments

(e.g., growing yeast, observing onion peel cells, preparing bio-fertilizers) and observe,
record, and draw conclusions from activities and field visits.

4.Information Skills: Students will collect and organize information from various
sources (textbooks, newspapers, charts, videos, field visits) and analyze and use data to
explain real-life biological issues.

5.Communication Through Drawing, Tables, Graphs, and Models: Students will

present information using labeled diagrams, flowcharts, concept maps, and tables. They
will also draw diagrams such as cell structures, food chains, and the nitrogen cycle.

6.Appreciation and Sensitivity: Students should show concern for environmental

conservation, biodiversity, health, and hygiene, and develop positive attitudes toward
sustainable living.

7.Application to Daily Life: Students will apply biological concepts to solve everyday
problems and make informed decisions, understanding the importance of personal
hygiene, nutrition, pollution control, and a balanced diet.
 Month-wise Action Plan:

Month Unit / Chapter Teaching Points Activities / Lab Work / Assessment/FA Tool
Projects

June Unit 1: What is Nature and FA 1: Quiz +

Science? process of science Observation record

July Unit 2: Cell Structure of cell Onion peel slide FA 1: Lab report +
observation, Cell model Group discussion
(chart/project)

Unit 3: Types of Curd fermentation, Yeast

Microorganisms - Part microorganisms, growth demo
I Useful microbes

August Unit 4: Harmful Poster on hygiene, Chart FA 1: Roleplay on

Microorganisms - Part microbes, of diseases and microbes prevention of disease
II Diseases caused
by microbes

September Revision + SA-1 Units 1-4 Review Model Question Papers SA-1 (Summative
Assessment 1)

October Unit 5: Methods of Traditional and Field visit / Crop chart, FA 2: Project on
Producing Crops modern farming Bio-fertilizer samples farming techniques

Unit 6: Bio-fertilizers
Microorganisms in
Production

November Unit 7: Conservation Flora and fauna Poster on biodiversity FA 2: Elocution or

of Biodiversity conservation seminar

Unit 8: Ecosystems Types of Mini model of ecosystem

ecosystems

December Unit 9: Food from Dairy, poultry, Video analysis or guest FA 2: Report writing
Animals fisheries talk from local farmer

January Unit 10: Water and Pollutants and Survey on pollution, First FA 3: Poster on health
Air Pollution health, Diseases aid chart and hygiene
& prevention

Unit 11: Why Do We

Fall Ill?

February Unit 12: Evolution of Origin of life Timeline project, Chart: FA 3: Collage making
Life theories, Timeline Man's evolution or debate
of evolution

March Final Revision + SA-2 Full syllabus Practice worksheets SA-2

 Preliminaries for Unit 2: The Basic Unit of Life

Grade: 8th
Subject: Biological science
Unit Theme: Diversity in Living Organisms / Organization in the Living World
Duration: 10

Academic Standards –

AS1 – Conceptual Understanding

 Explains concepts like cell, nucleus, cytoplasm, cell wall, unicellular and
multicellular organisms.
 Applies knowledge to differentiate plant and animal cells.

AS2 – Asking Questions and Making Hypotheses

 Asks relevant questions related to microscope usage, cell size/shape, and function.
 Predicts outcomes in activities (e.g., what will happen when cells are stained).

AS3 – Experimentation and Field Investigation

 Prepares slides of onion, cheek cells, leaf samples.

 Handles microscope, staining techniques, and records observations.

AS4 – Information Skills

 Collects and organizes data in tables (e.g., cell types, parts observed).
 Uses charts and resources for creating posters and models.

AS5 – Drawing and Model Making

 Draws accurate diagrams of observed cells and labels parts.

 Creates models/posters to show cellular structures and diversity.

AS6 – Communication Through Drawing, Writing, and Roleplay

 Participates in skit performances and cell storytelling.

 Expresses understanding through quiz games, puzzles, and recaps.

AS7 – Appreciation and Sensitivity

  Reflects on the importance of cells in all living beings.
 Shows care and respect for biological specimens during practicals.

Unit Plan: Cell – The Basic Unit of Life

Lesson Title / Text Objectives Activities Materials Assessment Category

Type

1 Introduction Understand the need Visual Textbook, Oral Traditional

to Cells and role of cells in presentation flashcards, questioning, / Local
living organisms on cell timeline concept recall Material
discovery chart
and early
scientists

2 Observation Identify cell structure Matchstick Matchstick, Observation Innovative

of Dead from non-living soaking, slide, accuracy, Methods
Cells samples (matchstick, slide prep, dropper, sketching
cork) observation microscope

3 Observing Explore plant cell Onion peel Onion, Drawing, Innovative

Plant Cells structure using onion slide microscope, identification Methods
peel preparation, stain, filter of parts
discussion paper

4 Observing Compare plant vs Cheek cell Slide, stain, Diagram Innovative

Animal animal cell structure collection, cover slip, labeling, Methods
Cells slide mirror Q&A
staining,
observation

5 Staining Identify nucleus using Stain onion Saffranin, Recognizing Nai Talim /
Techniques staining and cheek methylene nucleus, Vocational
(Nucleus) cells; blue, written
observe microscope, answers
under slide kit
microscope

6 Cell Understand shape/size Poster Chart, Creativity, Nai Talim /

Diversity difference in making: marker, clarity in Vocational
unicellular/multicellular “Cells of reference content
organisms the Body” books,
models

7 T.S. of Identify different types Group Handouts, Group work, Innovative

Tridax / of plant cells sketching diagram correct Methods
Spinach and outlines, coloring &
coloring of colored labeling
stem
 section pencils

8 Exploring Compare leaf epidermis Local leaf Grass Table Traditional

Local Leaf cells from local plants collection, leaves, completion, / Local
Samples slide prep, microscope, findings Material
discussion slides write-up

9 Skit: Dramatize functions of Skit Props Group Nai Talim /

"Voices of different cell parts creation (nucleus performance, Vocational
the Cell" and crown, understanding
presentation membrane roles
cape),
placards

10 Recap & Reinforce concepts Cell bingo / Worksheet, Quiz score, Innovative
Evaluation through creative recall Cell quiz / quiz sheets, participation Methods
and quiz Diagram flashcards
puzzle race
 LESSON PLAN – 1 (Traditional / Local Material Method)

Preliminaries

Name of the student teacher : ________________

Roll number : ____________

Name of the college : St. Mary College of Education

Name of the cooperating school : ________________

Class : 8th

Subject : Biology

Unit : Cell – The Basic Unit of Life

Topic : Introduction to Cell & Discovery

Date : ____________

Period number :1

Duration : 45 minutes

Teaching method : Traditional / Local Material

Expected Learning Outcomes / Competencies:

1. Students describe the term “cell” as the structural and functional unit of life.

2. Recall the contributions of Robert Hooke and other scientists in cell discovery.

3. Identify the difference between visible and microscopic life forms.

4. Ask questions and discuss the importance of using a microscope to study cells.
Sl. Teaching Teaching– Blackboard TLM Domains
No Steps Learning Process Work

1 Greetings Teacher greets – – Affective

students to create a
friendly
environment

2 Mind Asks: “What are Mind map: Chart Cognitive

Mapping living things made Living beings paper,
of?” and collects → Organs → markers
responses Cells

3 Probing “How do we study Thought- Real cork, Cognitive,

Questions small things?” provoking flashcards Affective
“Have you seen a questions
microscope?” “Who
discovered the
cell?”

4 Topic Teacher declares: Topic: Textbook Cognitive

Declaration “Today we will Discovery of
learn about the Cells
discovery of cells”

5 Reading & Students read para List of hard Textbook Cognitive,

Finding about Hooke; words: Linguistic
Difficult identify words like “cork,”
Words “cork,” “microscope,”
“microscope,” “cell”
“cell”

6 Discussion in Pairs discuss the Worksheet Affective,

Pairs use of microscope Cognitive
and what Hooke
observed

7 Explaining Teacher explains: Word Dictionary, Cognitive,

Difficult cork, microscope, meanings local items Linguistic
Words magnify, lens, cell with
examples

8 Conducting Teacher shows Draw Matchstick, Psychomotor,

Activity – soaked matchstick matchstick knife, slide Cognitive
Conceptual slice and explains cell structure
Understanding how Hooke
observed cells
9 Traditional / Use of matchstick Matchstick Local Cognitive,
Local-Based and hand lens to cell demo matchstick, Affective
Materials replicate Hooke’s lens, mirror
cork slice
observation with
indigenous items

10 Demonstration Shows cork cells on Traditional Cognitive,

– Discussion a printed chart and microscope Psychomotor
discusses structure chart

11 Conclusion / Recap: Who Summary Oral/written Cognitive

Evaluation discovered cell? Q&A quiz
What is it? How did
he observe it?

Student Teacher’s Reflections

1. Students were able to connect cork and wood to real life.

2. Next time I will ask them to bring a matchstick or twig from home.

Teacher/Observer’s Response
 LESSON PLAN – 2 (Innovative Methods)

Preliminaries

Name of the student teacher : ________________

Roll number : ____________

Name of the college : St. Mary College of Education

Name of the cooperating school : ________________

Class : 8th

Subject : Biology

Unit : Cell – The Basic Unit of Life

Topic : Observation of Dead Cells (Matchstick

Slide)

Date : ____________

Period number :2

Duration : 45 minutes

Teaching method : Innovative Method

Expected Learning Outcomes / Competencies:

1. Prepare and observe a temporary slide using a matchstick soaked in water.

2. Identify box-like structures in dead plant material.

3. Understand the connection between today’s activity and Hooke’s

discovery.
Sl. Teaching Steps Teaching– Blackboard TLM Domains
No Learning Process Work

1 Greetings Teacher greets – – Affective

students

2 Mind Mapping Asks: “What is an Mind map: Chart Cognitive

onion made up Onion →
of?” → Links to Layers →
cells Cells

3 Probing “Can we see onion Listed Real onion Cognitive,

Questions cells?” “What questions Affective
tools do we need?”

4 Topic “Today we are Topic: Textbook Cognitive

Declaration going to observe Onion Peel
onion peel cells” Observation

5 Reading & Read observation Word list; Textbook Cognitive,

Difficult Words procedure; identify peel, slide, Linguistic
words like peel, stain
slide, stain

6 Discussion in Pairs discuss Steps for Worksheet Affective,

Pairs procedure for slide prep Cognitive
preparing a slide

7 Explaining Teacher explains: Charts, Cognitive,

Difficult Words slide, stain, board Linguistic
cytoplasm, cell
wall

8 Conducting Students prepare Draw and Onion, Psychomotor,

Activity – onion peel slide label onion microscope Cognitive
Conceptual and observe cells cell
Understanding

9 Demonstration – Teacher shows Slide, Cognitive,

Discussion sample slide and model Psychomotor
labels key parts

10 Conclusion / Qs: What did you Oral quiz Cognitive

Evaluation observe? Where is
the nucleus? What
protects the cell?
Student Teacher’s Reflections

 The students were excited to use the microscope and could clearly identify the
box-like cell structures.

 I noticed that when students prepared their own slides, they were more engaged.

 Next time, I will assign clear group roles (cutter, dropper, observer) to improve
teamwork.

Teacher/Observer’s Response
 LESSON PLAN – 3 (Innovative Methods)

Preliminaries

Name of the student teacher : ________________

Roll number : ____________

Name of the college : St. Mary College of Education

Name of the cooperating school : ________________

Class : 8th

Subject : Biology

Unit : Cell – The Basic Unit of Life

Topic : Observation of Plant Cells (Onion Peel)

Date : ____________

Period number :3

Duration : 45 minutes

Teaching method : Innovative Method

Expected Learning Outcomes / Competencies:

1. Extract and handle an onion peel carefully to prepare a temporary slide for microscopic

observation.

2. Identify the characteristic features of plant cells such as cell wall, cytoplasm, and nucleus.

3. Distinguish plant cells from non-living/dead cells based on visible structures under the

microscope.

4. Use scientific terms like “cell wall,” “nucleus,” and “cytoplasm” appropriately during

observation and discussion.

Sl. Teaching Teaching– Blackboard TLM Domains
No Steps Learning Process Work

1 Greetings Teacher greets – – Affective

students

2 Mind “What do onion Comparison Chart paper Cognitive

Mapping and cheek have in chart: Plant
common?” → vs Animal
Leads to cells

3 Probing “What parts are List of Flashcards Cognitive,

Questions found in plant but comparison Affective
not in animal Qs
cells?”

4 Topic “Today we will Topic: Textbook Cognitive

Declaration compare plant and Comparison
animal cells” of Cells

5 Reading & Students read Difficult Textbook Cognitive,

Difficult comparison words: Linguistic
Words section; difficult nucleus,
words: nucleus, membrane,
membrane, organelle
organelle

6 Discussion in Students fill Worksheet Affective,

Pairs comparison chart Cognitive
in pairs using
textbook/notes

7 Explaining Teacher explains: Diagrams, Cognitive,

Difficult nucleus, dictionary Linguistic
Words cytoplasm,
organelle

8 Conducting Students use venn Venn Chart paper, Psychomotor,

Activity – diagram to Diagram sketch pens Cognitive
Conceptual compare plant and
Understanding animal cells

9 Demonstration Projector shows Projector/slides Cognitive,

– Discussion labeled plant and Psychomotor
animal cells side
by side

10 Conclusion / Asks: Which cell table Quiz Cognitive

has a cell wall?
 Evaluation Where is nucleus
in cheek cell?

Student Teacher’s Reflections

 Students were curious and excited when they saw real plant cells for the first time.

 Many were surprised that something as common as onion could reveal so much.

 Next time, I plan to distribute pre-drawn diagrams to support faster labeling.

Teacher/Observer’s Response
 LESSON PLAN – 4 (Innovative Methods)

Preliminaries

Name of the student teacher : ________________

Roll number : ____________

Name of the college : St. Mary College of Education

Name of the cooperating school : ________________

Class : 8th

Subject : Biology

Unit : Cell – The Basic Unit of Life

Topic : Observation of Animal Cells (Cheek Cells)

Date : ____________

Period number :4

Duration : 45 minutes

Teaching method : Innovative Method

Expected Learning Outcomes / Competencies:

By the end of the lesson, students will be able to:

1. Collect a sample of cheek cells safely and prepare a temporary slide.

2. Identify animal cell features such as cell membrane, cytoplasm, and nucleus.

3. Compare plant and animal cells based on observation.

4. Use scientific vocabulary while describing the observed structures.

Sl. Teaching Teaching– Blackboard TLM Domains
No Steps Learning Process Work

1 Greetings Teacher greets – – Affective

students

2 Mind Teacher asks: Mind map: Chart paper Cognitive

Mapping “Where in the Animal cell
body can we → Cheek
collect cells cell
without injury?”

3 Probing “What parts do Flashcards Cognitive,

Questions animal cells Affective
have?” “Can we
see them under
microscope?”

4 Topic Announces: Topic: Textbook Cognitive

Declaration “Today we will Animal Cell
observe our own Observation
cheek cells”

5 Reading & Students read Difficult Textbook Cognitive,

Difficult textbook para on word list: Linguistic
Words cheek cell scrape,
experiment; stain,
identify words: nucleus
scrape, stain,
nucleus

6 Discussion in Pairs discuss Worksheet Affective,

Pairs safety and process Cognitive
of preparing cheek
cell slide

7 Explaining Teacher explains: Dictionary, Cognitive,

Difficult scrape, stain, chart Linguistic
Words nucleus,
cytoplasm

8 Conducting Students prepare Microscope, Psychomotor,

Activity – and observe cheek stain, slide Cognitive
Conceptual cell slides
Understanding

9 Demonstration Teacher compares Diagrams: Projector/slides Cognitive,

– Discussion cheek cell with Plant vs Psychomotor
onion cell on
 screen Animal

10 Conclusion / Asks: “What part Oral quiz Cognitive

Evaluation is common in both
cells?” “Where is
the nucleus?”

Student Teacher’s Reflections

 Students were excited to observe their own cells.

 Many could confidently explain the difference between onion and cheek cells
after the activity.

 Next time, I will prepare a stain solution in advance to save class time.

Teacher/Observer’s Response
 LESSON PLAN – 5 ((Nai Talim / Vocational)

Preliminaries

Name of the student teacher : ________________

Roll number : ____________

Name of the college : St. Mary College of Education

Name of the cooperating school : ________________

Class : 8th

Subject : Biology

Unit : Cell – The Basic Unit of Life

Topic : Staining Onion Cells to Observe the Nucleus

Date : ____________

Period number :5

Duration : 45 minutes

Teaching method : Nai Talim (Experiential/Vocational

Method)

Expected Learning Outcomes / Competencies:

By the end of the lesson, students will be able to:

1. Apply staining technique using saffranin or methylene blue to highlight the nucleus.

2. Identify the nucleus, cytoplasm, cell membrane, and cell wall in a stained onion cell.

3. Perform basic lab skills with care and responsibility.

4. Reflect on the importance of practical work in understanding biological structures.

Sl. Teaching Steps Teaching– Blackboard TLM Domains
No Learning Process Work

1 Greetings Teacher greets – – Affective

students

2 Mind Mapping “Why are stains Mind map: Chart paper Cognitive
used in fabrics?” Stain →
→ Connect to cell Color →
staining Nucleus

3 Probing “Why do we stain Onion, red Cognitive,

Questions onion cells?” ink Affective
“What part
becomes visible
after staining?”

4 Topic Announces: Topic: Textbook Cognitive

Declaration “We’ll learn how Staining
to stain onion peel Onion Cells
to observe
nucleus”

5 Reading & Students read Difficult Textbook Cognitive,

Difficult Words textbook activity words: Linguistic
on staining; nucleus,
identify words: safranin,
nucleus, safranin, stain
stain

6 Discussion in Pairs discuss why Worksheet Affective,

Pairs staining is needed Cognitive
and how to apply
it

7 Explaining Teacher explains: Chart, Cognitive,

Difficult Words stain, nucleus, dictionary Linguistic
cytoplasm, cover
slip

8 Conducting Students stain Slides, Psychomotor,

Activity – onion peel with stain, onion Cognitive
Conceptual safranin or
Understanding methylene blue
and observe
nucleus

9 Demonstration – Teacher shows Onion cell Prepared Cognitive,

before/after with
 Discussion stained slide and nucleus slide, chart Psychomotor
diagram highlighted

10 Vocationalization Teacher links Skills: slide Microscope, Psychomotor,

activity to lab staining images Cognitive
assistant,
pathology, and
research fields

11 Income Explains job roles Earning Career Affective,

Generation using staining jobs: Lab chart, real Cognitive
Awareness techniques tech, examples
(medical labs, pathology
biology labs)

12 Conclusion / Qs: “What did you Summary Oral quiz Cognitive

Evaluation observe in stained Q&A
cell?” “Why is
stain useful?”

Student Teacher’s Reflections

 Students handled the materials responsibly and completed the slide well.

 Many were interested in how this activity connects to lab jobs and medical
testing.

 I will include more real-life examples and videos of technicians in action in future
lessons.

Teacher/Observer’s Response
 LESSON PLAN – 6 ((Nai Talim / Vocational)

Preliminaries

Name of the student teacher : ________________

Roll number : ____________

Name of the college : St. Mary College of Education

Name of the cooperating school : ________________

Class : 8th

Subject : Biology

Unit : Cell – The Basic Unit of Life

Topic : Poster Making – Diversity in Cells

Date : ____________

Period number :6

Duration : 45 minutes

Teaching method : Nai Talim (Experiential/Vocational

Method)

Expected Learning Outcomes / Competencies:

By the end of the lesson, students will be able to:

1. Identify and categorize different types of cells (plant, animal, unicellular, multicellular).

2. Creatively represent cell diversity through a poster/chart.

3. Work collaboratively using drawing and labeling skills.

4. Understand how such skills can be used in income-generating fields like chart design,
model making, school material creation, and science exhibitions.
Sl. Teaching Steps Teaching– Blackboard TLM Domains
No Learning Process Work

1 Greetings Teacher greets – – Affective

students

2 Mind Mapping “Do all living Mind map: Chart, Cognitive

beings have the Unicellular markers
same number of vs
cells?” → Leads Multicellular
to diversity

3 Probing “Can one cell do Flashcards Cognitive,

Questions all life processes?” Affective
“Name unicellular
organisms.”

4 Topic Announces: “Let’s Topic: Cell Textbook Cognitive

Declaration learn about types Diversity
of organisms
based on cell
number”

5 Reading & Students read Word list: Textbook Cognitive,

Difficult Words section on unicellular, Linguistic
Amoeba, pseudopodia
Paramecium,
Chlamydomonas,
human cells

6 Discussion in Pairs compare Notebook Affective,

Pairs features of Cognitive
unicellular vs
multicellular life
forms

7 Explaining Explains: Charts, Cognitive,

Difficult Words pseudopodia, glossary Linguistic
organelles,
reproduction

8 Conducting Poster-making: Poster Paper, Psychomotor,

Activity – “My Life as a presentation sketch pens Cognitive
Conceptual Single Cell” (e.g.,
Understanding Amoeba story)

9 Demonstration – Discuss how Discussion Local Cognitive,

Discussion bacteria, yeast, on daily use: samples, Psychomotor
curd,
 etc. function alone fermentation visuals

10 Vocationalization Link: Jobs: food Poster/chart Psychomotor,

Microbiology tech, pharma on careers Cognitive
jobs, yeast and
bacteria use in
food, labs

11 Income Discuss income Poster: Real-world Affective,

Generation via fermentation, Small examples Cognitive
Awareness mushroom business
growing, with
probiotics microbes

12 Conclusion / Qs: “Can one cell Summary Oral quiz Cognitive

Evaluation live alone?” chart
“What makes
multicellular
organisms better?”

Student Teacher’s Reflection

 Students were focused and excited to see the nucleus.

 Many showed interest in real lab work.

 Next time, I’ll let them label diagrams after observation.

Teacher/Observer’s Response
 LESSON PLAN – 7 (Innovative Methods)

Preliminaries

Name of the student teacher : ________________

Roll number : ____________

Name of the college : St. Mary College of Education

Name of the cooperating school : ________________

Class : 8th

Subject : Biology

Unit : Cell – The Basic Unit of Life

Topic : T.S. of Tridax / Spinach

Date : ____________

Period number :7

Duration : 45 minutes

Teaching method : Innovative Method

Expected Learning Outcomes / Competencies:

Students will be able to:

1. Observe the transverse section (T.S.) of plant stems.

2. Identify different types of plant cells in tissues.

3. Develop labeling and coloring skills through group diagrams.

Sl. Teaching Teaching– Blackboard TLM Domains
No Steps Learning Work
Process

1 Greetings Teacher greets – – Affective

students

2 Mind “What parts of a Chart paper Cognitive

Mapping plant help in
photosynthesis
and strength?”
→ Leads to stem
and leaf tissues

3 Probing “What types of Key Flashcards, Cognitive,

Questions cells can be questions models Affective
found in a
stem?” “Do all
plant cells look
the same?”

4 Topic Announces: Topic: Leaf Textbook Cognitive

Declaration “We’ll observe and Stem
the internal cell Cells
structures of
leaves and
stems”

5 Reading & Students read Word list on Textbook Cognitive,

Difficult about stem T.S., board: Linguistic
Words leaf cells; stomata,
difficult terms: epidermis,
stomata, xylem
epidermis,
xylem

6 Discussion in Students Leaf vs Stem Handouts Affective,

Pairs compare leaf worksheet Cognitive
peel vs stem
section based on
textbook
diagrams

7 Explaining Explains: Definitions Diagrams, Cognitive,

Difficult epidermis, and labeling glossary Linguistic
Words parenchyma,
stomata,
 vascular bundles

8 Conducting Observe Slides, Psychomotor,

Activity – permanent slide microscope Cognitive
Conceptual of T.S. of Tridax
Understanding or spinach stem,
draw and label

9 Demonstration Teacher shows BB Work: Projector/chart Cognitive,

– Discussion slide on screen, Cell Group A Psychomotor
identifies → Protection
different cell etc.
groups (A, B, C,
D)

10 Conclusion / Qs: “Which part Quiz/discussion Cognitive

Evaluation helps in
support?”
“Where is
photosynthesis
done?”

Student Teacher’s Reflection

1. Students enjoyed group sketching and could identify cell parts well.

2. Some groups helped each other with coloring and neat labeling.

Teacher/Observer’s Response

1. Good team-based activity with focus on structure identification.

2. Suggested encouraging a follow-up oral presentation by groups.

 LESSON PLAN – 8 (Traditional / Local Material Method)

Preliminaries

Name of the student teacher : ________________

Roll number : ____________

Name of the college : St. Mary College of Education

Name of the cooperating school : ________________

Class : 8th

Subject : Biology

Unit : Cell – The Basic Unit of Life

Topic : Exploring Local Leaf Samples

Date : ____________

Period number :8

Duration : 45 minutes

Teaching method : Traditional / Local Material Method

Expected Learning Outcomes / Competencies:

Students will be able to:

1. Collect and observe local leaves for epidermis cell structures.

2. Compare differences in leaf texture, shape, and surface.

3. Understand cell presence through traditional observation.

Sl. Teaching Teaching– Blackboard TLM Domains
No Steps Learning Work
Process

1 Greetings Teacher greets – – Affective

students

2 Mind “What kinds of Mind map: Chart, local Cognitive

Mapping leaves grow Leaf → leaves
around us?” “Do Surface →
their cells look Cells
the same?”

3 Probing “Do all leaf Real leaves Cognitive,

Questions epidermis cells Affective
have the same
shape?” “What is
the function of
these cells?”

4 Topic Announces: Topic: Textbook Cognitive

Declaration “Today we’ll Local Leaf
observe local Cell Study
leaves under
microscope to
compare
epidermis cells”

5 Reading & Students read Difficult Textbook Cognitive,

Finding procedure and words: Linguistic
Difficult findings from epidermis,
Words textbook or lens,
handout stomata

6 Discussion in Students collect Local leaf Worksheet Affective,

Pairs leaves from collection Cognitive
nearby plants and chart
compare

7 Explaining Teacher explains: Definitions Dictionary, real Cognitive,

Difficult stomata, and usage samples Linguistic
Words epidermis, leaf
surface

8 Conducting Students observe Local leaves, Psychomotor,

Activity – peels or surfaces lens/microscope Cognitive
Conceptual of grass, guava,
Understanding and spinach
 leaves using hand
lens or
microscope

9 Traditional / Emphasizes use Table: Leaf Local plant Cognitive,

Local-Based of indigenous name – Cell samples, filter Affective
Materials leaves (e.g., tulsi, shape – paper, mirror
neem, guava) and Special
simple tools features
(dropper, thorn)

10 Demonstration Discusses Peer board Cognitive,

– Discussion findings: work Psychomotor
differences in
shapes, cell
density, stomata
presence

11 Conclusion / Qs: “Which local Oral quiz Cognitive

Evaluation leaf had the most
stomata?” “What
shape were the
cells in tulsi
leaf?”

Student Teacher’s Reflection

1. Students related well to local materials and participated actively.

2. Observing texture and structure improved their vocabulary and attention to detail.

Teacher/Observer’s Response
 LESSON PLAN – 9 (Nai Talim / Vocational Method)

Preliminaries

Name of the student teacher : ________________

Roll number : ____________

Name of the college : St. Mary College of Education

Name of the cooperating school : ________________

Class : 8th

Subject : Biology

Unit : Cell – The Basic Unit of Life

Topic : Skit – "Voices of the Cell"

Date : ____________

Period number :9

Duration : 45 minutes

Teaching method : Nai Talim / Vocational Method

Expected Learning Outcomes / Competencies:

Students will be able to:

1. Describe functions of different cell organelles through role play.

2. Develop communication, teamwork, and creative expression.

3. Understand how skit-based learning connects science with vocational and social skills.
Sl. Teaching Steps Teaching– Blackboard TLM Domains
No Learning Process Work

1 Greetings Teacher greets – – Affective

students

2 Mind Mapping Asks: “What jobs Mind map: Chart Cognitive

happen inside a Nucleus → paper
cell?” “Who does Brain,
what?” Mitochondria
→
Powerhouse,
etc.

3 Probing “What if cell parts Flashcards Cognitive,

Questions could talk?” Affective
“What would each
one say?”

4 Topic Announces: Topic: Textbook Cognitive

Declaration “Let’s learn cell Voices of the
organelle Cell
functions through
a skit”

5 Reading & Read organelle Word list: Textbook Cognitive,

Difficult Words functions mitochondria, Linguistic
(textbook or vacuole,
handout); identify: ribosome
mitochondria,
vacuole, ribosome

6 Discussion in Students choose Worksheet Affective,

Pairs roles and prepare Cognitive
dialogues in pairs

7 Explaining Explains: Diagram, Cognitive,

Difficult Words organelle, glossary Linguistic
function, analogy

8 Conducting Group performs Costumes Psychomotor,

Activity – skit: Each student (e.g., Cognitive
Conceptual is a cell part crown for
Understanding introducing nucleus),
themselves and name tags
their role

9 Demonstration – After skit, teacher Chart: Flashcards, Cognitive,

discusses each Organelle →
 Discussion organelle's Role board Psychomotor
function using the
script as reference

10 Vocationalization Links: animation, Real-life Career Psychomotor,

theatre, science application of chart: Cognitive
communicators, role-based science +
medical learning theatre
storytelling

11 Income Talks about ed- “Edu-Drama” Posters, Affective,

Generation tech, science jobs videos Cognitive
Awareness drama, STEM
outreach as career
paths

12 Conclusion / Qs: “What was Oral Cognitive

Evaluation the role of review
vacuole?” “Who
introduced the cell
wall?”

Student Teacher’s Reflection

1. Students were eager to act out roles and showed clear understanding of functions.

2. I saw increased participation even from shy learners.

Teacher/Observer’s Response
 LESSON PLAN – 10 (Innovative Methods)

Preliminaries

Name of the student teacher : ________________

Roll number : ____________

Name of the college : St. Mary College of Education

Name of the cooperating school : ________________

Class : 8th

Subject : Biology

Unit : Cell – The Basic Unit of Life

Topic : Recap – Cell (Through Game-based Quiz)

Date : ____________

Period number : 10

Duration : 45 minutes

Teaching method : Innovative Method

Expected Learning Outcomes / Competencies:

Students will be able to:

1. Recall key concepts from the unit in an interactive format.

2. Answer questions related to cell structure, functions, discovery, and observation.

3. Develop communication, teamwork, and reasoning skills through play.

Sl. Teaching Teaching– Blackboard TLM Domains
No Steps Learning Work
Process

1 Greetings Teacher greets ––– ––– Affective

students with
excitement for
a recap game
day

2 Mind “What do you Recap word Chart paper, Cognitive

Mapping remember from web: Cell, markers
this unit?” → Nucleus,
Students shout Organelles
words; teacher
maps them

3 Probing “Which cell Review Flashcards Cognitive,

Questions was stained?” questions Affective
“Which is the
longest human
cell?”

4 Topic Announces: Topic: Whiteboard Cognitive

Declaration “Today we’ll Recap – Cell
review Unit
everything
we’ve learned
through
games!”

5 Reading & No textbook Flashcard Cell term cards Cognitive,

Difficult reading – review Linguistic
Words instead
students review
flashcards with
key terms

6 Discussion in Pairs review Peer review Worksheet Affective,

Pairs word Cognitive
meanings,
prepare for
quiz/bingo

7 Explaining If needed, Clarification Visual charts Cognitive,

Difficult teacher briefly board Linguistic
Words re-explains
confusing
 terms (e.g.,
pseudopodia,
cytoplasm)

8 Conducting Games: A. Cell Game Bingo cards, Psychomotor,

Activity – Bingo (cell scoreboard puzzle sheets, Cognitive
Conceptual parts) B. buzzer bell
Understanding Match-the-
Pair Puzzle
(organelles &
function) C.
Rapid Fire
Quiz

9 Demonstration Teacher Learning Game tokens, Cognitive,

– Discussion reflects with Reflection feedback slips Psychomotor
students:
“Which
activity helped
you the most?”

10 Conclusion / Final written Summary + Small Cognitive

Evaluation quiz or oral Top Scorer prizes/certificates
round. Peer-led
recap.
Celebration of
best performers

Student Teacher’s Reflection

1. Students were energetic and showed excellent recall through the game.

2. The activity helped reinforce forgotten points in a stress-free way.

Teacher/Observer’s Response