Preparation of lesson plan for "Chan troi sang tao" Biology program for grade 10 in Vietnam
Preparation of lesson plan for "Chan troi sang tao" Biology program for grade 10 in Vietnam
Currently, some localities have allowed students to return to school. Officially, according to Decision 2045/QD-BGDDT 2024, on September 5, 2024, a simultaneous school opening ceremony will be held.
Therefore, students can refer to the preparation of lessons for "Chan troi sang tao" Biology program for grade 10 as follows:
| Introduction Part Lesson 1: Overview of the Biology Program Lesson 2: Research and Study Methods in Biology Lesson 3: Levels of Organization in the Living World Part One: Cell Biology Chapter 1: Chemical Composition of Cells Lesson 4: Overview of Cells Lesson 5: Chemical Elements and Water Lesson 6: Biological Molecules in Cells Lesson 7: Practical: Identifying Some Chemical Components of Cells Review Chapter 1 Chapter 2: Cell Structure Lesson 8: Prokaryotic Cells Lesson 9: Eukaryotic Cells Lesson 10: Practical: Observing Cells Review Chapter 2 Chapter 3: Metabolism and Energy Transformation in Cells Lesson 11: Transport of Substances Across the Plasma Membrane Lesson 12: Practical: Transport of Substances Across the Plasma Membrane Lesson 13: Material and Energy Metabolism in Cells Lesson 14: Practical: Some Experiments on Enzymes Lesson 15: Synthesis of Substances and Accumulation of Energy Lesson 16: Breakdown of Substances and Energy Release Lesson 17: Cell Communication Review Chapter 3 Chapter 4: Cell Cycle, Cell Division, and Cell Technology Lesson 18: Cell Cycle Lesson 19: Cell Division Lesson 20: Practical: Observing Mitosis and Meiosis Stages Lesson 21: Cell Technology Review Chapter 4 Part Two: Microbiology and Virology Chapter 5: Microorganisms and Applications Lesson 22: Overview of Microorganisms Lesson 23: Practical: Some Research Methods on Microorganisms Lesson 24: Synthesis and Breakdown Processes in Microorganisms Lesson 25: Growth and Reproduction in Microorganisms Lesson 26: Microbial Technology Lesson 27: Application of Microorganisms in Practice Lesson 28: Practical: Fermentation Review Chapter 5 Chapter 6: Viruses and Applications Lesson 29: Viruses Lesson 30: Applications of Viruses in Medicine and Practice Lesson 31: Viruses Causing Diseases Review Chapter 6 |
Thus, the "Chan troi sang tao" Biology program for grade 10 consists of 3 main parts and 6 chapters as stated. Students can refer to these to prepare detailed lessons aiming for high scores in the upcoming academic year.
Preparation of lesson plan for "Chan troi sang tao" Biology program for grade 10 in Vietnam (Internet image)
What Requirements must be ensured When Studying "Chan troi sang tao" Biology program for grade 10 in Vietnam?
Based on Section 4 of the General Education Program for Biology promulgated according to Circular 32/2018/TT-BGDDT, the following requirements must be ensured when studying "Chan troi sang tao" Biology program for grade 10:
[1] Requirements to Achieve Essential Qualities and General Capacities
Biology contributes to the formation and development of essential qualities and general capacities at levels appropriate to the subject and educational level as prescribed in the General Education Program.
[2] Requirements to Achieve Specific Capacities
Biology forms and develops biological capacity in students, reflecting the capacity of natural science, including components such as biological cognition, exploring the living world, and applying learned knowledge and skills.
The manifestations of biological capacity are presented in the following table:
| Components of Capacity | Manifestations |
| Biological Cognition | Presenting, analyzing core biological knowledge and biotechnological achievements in various fields. Specifically: - Recognizing, naming, stating concepts, living rules, and processes. - Describing characteristics, roles of entities and living processes in various forms such as spoken language, written language, formulas, diagrams, charts, etc. - Classifying entities, living phenomena according to different criteria. - Analyzing characteristics of an entity, item, or process logically. - Comparing, selecting entities, concepts, mechanisms, and living processes based on certain criteria. - Explaining relationships between entities and phenomena (cause-effect, structure-function, etc.). - Identifying and correcting wrong points; giving critical opinions related to discussion topics. - Finding keywords, using scientific terminology, connecting information logically and meaningfully, outlining when reading and presenting scientific texts; using different forms of language expression. |
| Exploring the Living World | Implementing the process of exploring the living world. Specifically: - Proposing issues related to the living world: raising questions related to issues; analyzing context to propose issues; expressing proposed issues in one’s own words. - Making predictions and formulating hypotheses: analyzing the issue to state predictions; formulating and stating research hypotheses. - Planning implementation: constructing logical frameworks for research content; selecting suitable methods (observation, experimentation, investigation, interview, document review, etc.); planning research activities. - Implementing the plan: collecting and storing data from reviews, experiments, investigations; evaluating results based on simple statistical parameter analysis; comparing results with hypotheses, explaining, drawing conclusions, and adjusting if necessary; proposing recommendations for applying research results, or proposing new research issues. - Writing, presenting reports, and discussing: using language, drawings, diagrams, tables to express the research process and results; writing research reports; collaborating with partners with active listening, respecting evaluation opinions to positively engage and defend research results convincingly. |
| Applying Learned Knowledge and Skills | Applying learned knowledge and skills to explain, evaluate common natural phenomena and behaviors in life; having appropriate attitudes and behaviors. Specifically: - Explaining reality: explaining, evaluating common natural phenomena in life and their impact on sustainable development; explaining, evaluating, and critiquing some technological models at an appropriate level. - Having appropriate behavior and attitudes: proposing and implementing solutions to protect one's health, family, and community; protecting nature and the environment, adapting to climate change, meeting sustainable development requirements. |
What general orientations should be followed when studying "Chan troi sang tao" Biology program for grade 10 in Vietnam?
Based on Section 6 of the General Education Program for Biology promulgated according to Circular 32/2018/TT-BGDDT, the general orientations when studying Biology Grade 10 are as follows:
- Promote students’ positivity, proactiveness, and creativity; avoid one-sided imposition, rote memorization; focus on fostering autonomy and self-study capacities so students can continue to explore, expand their knowledge, and develop necessary qualities and capacities after graduating from high school.
- Train skills to apply biological knowledge to identify and solve practical problems; encourage and create conditions for students to experience and innovate through organizing learning activities, exploration, and application.
- Flexibly and creatively apply educational methods suited to educational goals, content, students, and specific conditions.
Depending on required achievements, teachers can flexibly combine various teaching methods in a topic.
Traditional teaching methods (lecturing, dialogue, etc.) should be utilized to promote students' positivity and proactiveness. Enhance the use of modern teaching methods emphasizing the student's role as an active learner (practical teaching, problem-based learning, project-based learning, experiential learning, discovery; differentiated learning, etc., along with suitable teaching techniques).
- Teaching forms should be diverse and flexible; combining individual learning, group learning, class learning, contractual learning, flipped learning, online learning, etc. Increase the use of information and communication technology in teaching biology.
Emphasize resources outside textbooks and the teaching equipment system; make full use of the advantages of information and communication technology in teaching on multimedia knowledge bases, enhancing the use of electronic materials (such as experimental films, virtual experiments, simulated experiments, etc.).
- Integrated teaching through topics connecting various knowledge. In teaching these topics, teachers need to create situations requiring students to apply knowledge and skills to solve cognitive, practical, and technological problems.
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