ANSWER

Q1.
The role of teachers in the quality of education is crucial. Teachers are responsible for imparting knowledge, skills, and
capabilities to students, which are essential for the social and economic development of a nation. They play a significant role
in creating an environment that facilitates high-quality learning achievement in schools. To improve the quality of education,
it is important to focus on improving teacher performance through training programs and professional development. Teacher
training programs are essential for developing competent teachers who can shape the future generation and meet the demands
of the 21st century. Overall, teachers are key stakeholders in ensuring the quality of education and need to be equipped with
the necessary skills and competencies to fulfill their role effectively. Achieving quality education is possible depending on
education management, education administration, qualified teaching staff and curriculum. It is the responsibility of the
higher education system to ensure that the skills, understanding and output of the students are equal to the best in the
world.

Q2. Student-centered mindsets view the learner as primary and unique agents of learning, engagement, and connection, as
opposed to teacher-centered mindsets which tend to view learners as passive and uniform vessels. In contrast to
traditional instruction, this student-centered approach focuses on meaning making, inquiry and authentic activity. In
teacher-centered education, students put all of their focus on the teacher. The teacher talks, while the students exclusively
listen. Teacher-Centered. Learner-Centered; Focus is on instructor. Focus is on both students and instructor; Focus is on
language forms and structures the major difference between Teacher Centered & Student Centered is, in the teacher
centered approach, the focus is on the educator, but in student centered approach

Q3. From a teacher point-of-view, inquiry-based teaching focuses on moving students beyond general curiosity into the
realms of critical thinking and understanding. The teacher has taught a particular science theme or topic. The teacher then
develops questions and a procedure that guides students through an activity implement inquiry-based teaching and
questioning in biology education. Inquiry refers to a learning and teaching process in which students undertake different
activities, such as posing questions, identifying problems there is an increasing need for students in the biological sciences
to build a strong foundation in quantitative approaches to data analyses The structured inquiry approach is a sequential
process that helps students learn how to ask questions and investigate real-world problems.
Q4. Based on their experience, learning nowadays cannot be separated from the use of technology, because technology
makes it easier for them to design learning. The use of modular learning technologies in teaching biology is important. A
feature of modular learning technology is that the topic learned in the lesson. The use of educational technology has great
potential for improving instruction in biology. According to Weiss (1978), computer use increases. All tools, equipment and
resources used in the development of students' knowledge, skills, attitudes and values are called teaching materials.
Variables surrounding Biology teachers' Familiarity and Use of common educational. Technology tools. The use of biology
instructional resources has diverse importance not only for pre- service biology teachers' education but also for all kinds of
students,
Q5. LESSON PLAN 1 BIO (Grade 9) Lesson Plan: Communities, Biomes, and Ecosystems.
Grade: 9 Topic: Communities, Biomes, and Ecosystems
CONTENT: Vocabulary: climax community, community, ecological succession, limiting factor, primary
succession, secondary succession, tolerance, latitude, tundra, boreal forest temperate forest, weather, climate,
tropical rain forest, woodland, primary succession, desert, tropical suvanna, abyssal zone, aphotic zone, benthic
zone, estuary, intertidal zone, limnetic zone, littoral zone, photic zone, plankton, profundal zone, sediment
wetlands
GOALS: Limiting factors and ranges of tolerance are factors that determine where terrestrial Biomes and aquatic
ecosystems exist
OBJECTIVES: Section 3.3 Objectives: 1. Identify the major abiotic factors that determine the aquatic ecosystems. 2.
Recognize that freshwater ecosystems are characterized by depth and water flow. 3. Identify transitional aquatic
ecosystems and their importance. 4. Distinguish the zones of marine ecosystems.
MATERIALS: Chapter 3 Vocabulary Word Search Launch Lab Chapter, p. 76 Mini Lab Chapter 3, p. 77 Video Lab
Chapter, DVD, Bio L. 79 Real World Biology - Analysis,p.81 Handout / Careers in Biology, p. 82 Webb Site
Enrichment - HO, Homework - Mapping - p. 84. Chapter 3 Study Guide - Section 3.3 - Homework
INTRODUCTION: Interactive Classroom 1. Power Point Presentation Chapter 3, Section 3.3 Aquatic Ecosystems 2. TLW Read
Chapter 3 for Homework Assignment before class
DEVELOPMENT: Start - up Activities A. Foldable Study Organizer, Used with Section 3.1 to study what we learn
about primary succession and secondary succession. Fun Activity
PRACTICE: Chapter 3, Study Guides for guided practice and homework Assessment at the end of the chapter
ACCOMMODATIONS: Teaching strategies and activities have been coded for ability level appropriateness. A
competency level is given for each activity using different coding systems for each student.
CHECKING FOR UNDERSTANDING: Daily Quiz, Formative Assessments Chapter 3 Assessment Practice Chapter 3
Quick Check Chapter 3 Test, Standardized Testing
CLOSURE: Review the BIG Idea Check for understanding of main idea's Check vocabulary Assign Next Chapter
EVALUATION: __________________________________________
TEACHER REFLECTIONS:__________________________________