Environmental Issues

Environmental Issues

Innovative Lesson Template

INNOVATIVE  LESSON  TEMPLATE
Name of the Teacher : Remya. J. Name of the school  : MAET Name of the unit :  Name of the topic :		Standard :  IX Date       : Time      : Strength :
Curricular Statement
Develops different dimensions of knowledge, understand, application, create, process skill and attitude on digestion in other organism through lecture method, group discussion and evaluation by questioning and group discussion.
Content Analysis New terms BÂK, t{]mt«m-tk-h, I]-S-]m-Zw, `£-W-t^-\w, tImim-´-cnIZl-\w, sSâ-¡n-fp-IÄ, B´-c-]-cm-Zw. Facts 1.     I]S]mZ-§-fpsS klm-b-t¯m-sS-bmWv Aao_ Blm-c-k-¼m-Z\w \S-¯p-¶-Xv. 2.  tImi-{Z-hy-¯n ImW-s¸Sp¶ `£-W-t^-\-¯n sh¨mWv Zl\w \S-¡p-¶-Xv. 3.  Aao-_-bnse Zl\w tImim-´-cnI Zl-\-am-Wv.  4.  A¶-Pw, sImgp-¸v, amwkyw F¶nh Zln-¸n-bv¡p-¶-Xn-\p-ff F³ssk-ap-IÄ Aao-_-bn-ep-­v.  5.  a\p-jysâ sNdp-Ip-S-en ImW-s¸-Sp¶ Hcp B´-c-]-cm-Z-amWv \mS-hn-c. 6.  B´-]-]-cmZw Bb-Xp-sIm­v Xs¶ ]qÀ®-amb Hcp A¶-]Yw \mS-hn-c-bv¡n-Ã. 7.  a\p-jysâ sNdp-Ip-S-en \n¶v eLp-t]m-j-I-L-S--I-§sf ico-tcm-]-cn-X-e-¯n-eqsS t\cn«v hen-s¨-Sp-¡p-I-bmWv \mS-hnc sN¿p-¶-Xv.  8.  ssl{U sSâ-¡n-fp-I-fp-]--tbm-Kn-¨mWv Blmcw k¼m-Zn-¡p-¶-Xv.  9.  ssl{U-bn `mKn-I-ambn tImim-´-cnI Zl-\hpw `mKn-I-ambn tImi--_m-ly- Z-l-\-hp-am-Wv.
Minor Concept     Aao_ I]S]mZ-§-fp-]-tbm-Kn-¨pw, ssl{U sSâ-¡n-fp-]-tbm-Kn¨pw Blm-c-k-¼m-Z\w \S-¯p-¶p.  \mS-hnc Hcp B´-c-]-cm-Z-am-Wv.
Major Concept Aao-_-bn tImim-´-cnI Zl-\hpw ssl{U-bn `mKn-I-ambn tImim-´-cnI Zl-\hpw tImi _mly Zl-\-hp-am-Wv.  \mS-hnc ico-tcm-]-cn-X-e-¯n-eqsS t\cn-«mWv eLp-t]m-jI LS-I-§Ä hen-s¨-Sp-¡p-¶-Xv.
Learning Outcome I.  Knowledge      Enable the pupil to develop knowledge on the mentioned terms and facts. 1.  Factual knowledge about digestion in hydra tape worm, ameoba a.  Recall the terms like small intestine, pseudopodia, tentetade. b.  Recogise the importance of above said terms and facts. 2.  Conceptual knowledge a.  Recalling the process of diagestion in tapeworm, hydra, Ameoba b.  Recognise the characteristic of tape worm. II. Understanding a.  Interpreting theprocess of diagetion in tapeworm, hydra, and  ameoba b.  Explaining the characteristic of tapeworm, hydra and ameoba II. Application      Enable the pupil to apply the new knowledge in a relevant situation. a.  Pupil implement the knwoldge of digestion in relevant situation. IV.Analyse      Enable the pupil to analyse the above mentioned concept a.  Pupil organise the above mentioned terms and facts. b.  Pupil distiguesh different levels of digestion in tapeworm hydra and ameoba. V. Evaluation      Enable the pupil to evaluate the analysed concept. a.  Pupil check the different stages of digestion in other organism. VI.Create        Enable the pupil to create a new material from the above mentioned concept. a.  pupil generate open ended questions like how digestion occurs in hydra, tapeworm and amoeba. VII. Process Skill        Develops different process skill like a.      Observating the structure of tape worm b.     Communicating through presenting the group work.   VII. Scientific attitude         The pupil develops scientific attitude like a shows curiosity about the process of digestion in tapeworm, hydra and ameoba. Pre Requisite        Aao_, ssl{U XpS-§n-b-h-bn Zl\w a\p-jy-\n-teXp t]mse-bà F¶v Ip«nIÄ¡-dn-bmw.
Teaching Learning Resources      Chart, chalk board, text book.
Reference       IX Standard text book       Hand book.
Classroom Interaction Procedure			Expected pupil response
Introduction     A²ym-]nI Hcp kw`m-jWssien-bn ]mT`mKw Bcw-`n-¡p-¶p.      Aao-_, \mS-hn-c, ssl{U F¶n-hÀ kn\n-am-Xm-c-§-fm-Wv. aqhcpw tNÀ¶-`n-\-bn¨ "R§fpw \n§fpw' F¶ kn\na HmW¯n\v h³ lnämbn AXn-t\m-S-\p-_-Ôn¨v, Micro, TV  h¶ Hcp "HmW-kZy' F¶ Interview BWv. Aao_   :   \½Äs¡-Ãm-hÀ¡pw Cu kn\na \sÃmcp hgn-¯n-cn-hm-bn-cp¶p AtÃ. ssl{U  :   AsX F´m-bmepw \ap¡v FÃm-hÀ¡pw HmW-hn-ti-j-¯n-te¡v IS-¡mw. \mS-hnc   :   AsX HmW-kZybmWv F\n¡v HmW-¯n\p {][m-\w. ssl{U   : a\p-jysâ sNdp-Ip-S-ense B´c ]cm-Z-ambXpsIm­v \n\¡v A¶-{]-Z-an-Ã-e-tÃ. a\p-jysâ sNdp-Ip-S-en \n¶v t]mj-I-§Ä t\cn«v ico-c-¯n-eqsS BKo-cWw sN¿m-sa-tÃm.? \mS-hnc    : AsX, Aao_ \o F§ns\bmWv Blmcw tXSp-¶Xpw `£n-¡p-¶-Xpw. Aao_   :    F\n¡v HmW-¯n\v BÂK-IÄ, _mIvSo-cn-b-Ifpw, t{]mt«m-tkhbpw tNÀ¶-XmWv HmW-k-Zy. I]-S-]m-Z-§-fp-]-tbm-Kn¨v Rm\m-lmcw tXSp-¶p. tImi-{Z-hy-¯n-epÅ `£-W-t^-\-¯n sh¨mWv Zl\w \S¡p-¶-Xv. R§-fn tImi-m´-cn-I- Z-l-\-amWv \S-¡p-¶-Xv.  ssl{Um \nsâ HmW-k-Zy-bpsS hnti-j-§Ä ]d-bq. ssl{U  :    shÅ-¯n ImW-s¸Sp¶ sNdp jUv]Z§Ä, {]mWn-IÄ, emÀ-IÄ F¶n-h-bmWv Fsâ kZy-bn-ep-­m-Ip-I. sSâ-¡n-fp-IÄ D]-tbm-Kn-¨mWv Rm³ Blmcw tXSp-¶Xv. hmb-bn-temSp tNÀ¶ `mK¯p sh¨v amwkys¯ `mKn-I-ambn Zln-¸n-¡p--¶p. AhnsS \n¶pw `£-W-t^-\-¯n-te¡v {]th-in-¡p-¶p. AhnsS Zl\w ]qÀ¯n-bm-Ip-¶p. R§-fn tImim-´-cnI Zl-\hpw tImi-_m-ly -Z-l-\-hp-amWv. aqhcpw FÃm Micro TV t{]£-IÀ¡v R§-fpsS HmWm-iw-k-IÄ t\À¶p. Activity No:1 hgn-Im-Wn-¡mtam ?			Ip«n-IÄ {i²n-¡p-¶p.
sNdp-Ip-S-ense eLp LS-I-§Ä          emÀh-IÄ      t{]mt«m-tkmh
Aao_ ssl{U \mS-hnc emÀh-IÄ sNdp-Ip-S-ense sNdp-L-S-I-§Ä t{]mt«m-tkmh A²ym-]nI Ip«n-IÄ¡v ck-I-c-amb {]hÀ¯\w \ÂIp-¶p.	Ip«n-IÄ {]hÀ¯\w sN¿p¶p.
t{ImUo-I-cn-¨m-ibw        Aao_ I]-S-]m-Z-§-fpsS klm-b-t¯msS Blm-c-k-¼m-Z\w \S-¯p-¶p. Aao-_bn Zl\w `£Wt^\-¯n h¨mWv \S-¡p-¶-Xv. tImim-´-co-I-Z-l-\-amW.v Zl-\m-h-in-jvS-§Ä ico-tcm-]-cn-X-e-¯n-eqsS t]mj-I-§Ä tImi-{Zhy-¯n-tebv¡v BKo-cWw sNbvX tijw ]pd-´-Å-s¸-Sp-¶p.         ssl{U `£Ww kzoI-cn-¡p-¶Xv sSân¡n-fp-IÄ D]-tbm-Kn-¨mWv. Ch-bn `mKn-I-ambn tImi-_m-ly-Z-l-\-hp-amWv \S-¡p-¶Xv. Zl-\m-h-in-jvS-§Ä icocw kt¦m-Nn-¸n-¨p-sIm­v hmbn-eqsS ]pd¯p If-bp-¶p.
Activity No:2 A²ym-]nI ]Z-{]iv\w ]qÀ¯n-bm-¡p-¶-Xn-\m-h-iy-s¸-Sp-¶p. ]mT-`m-K-hp-ambn _Ô-s¸-«n-«pÅ hm¡p-IÄ Is­¯n AS-bm-f-s¸-Sp-¯p-¶-Xn--\m-h-iy-s¸-Sp-¶p. k cm sS â ¡n Ä ` B S a kn ] X \ £ ´ B  K I Ä D W c ] °w À ] Z d t^ ] a b C S \m l \w cm ¦ i Zm ]m Sw ² \w Zw ] ¯ ¶ Zw ¸ h f I
t{ImUo-I-cn-¨m-ibw a\p-jysâ sNdp-Ip--S-en-epÅ B´-c-]-cm-Z-amWv \mS-hnc ]qÀW-amb A¶-]Zw \mS-hn-c-bv¡n-Ã. a\p-jysâ sNdp-Ip-S-en \n¶v t\cn«v Blmcw kzoI-cn-¡p-I-bmWv sN¿p¶-Xv. cmkn-I-Z-l-\-{]-{Inb \mS-hn-c-bn- ImW-s¸-Sp-¶n-Ã.
formative evaluvation procedure review 1.       Aao-_-bnse Zl-\-{]-{Inb F{]-Im-c-ap-Å-Xm-Wv.? 2.     ssl{U-bnse Blm-c-k-¼m-Z\w F{]-Im-c-am-Wv.? 3.     \mS-hnc t]mj-I-§Ä BKo-cWw sN¿p-¶-sX-{]-Im-c-am-Wv.? Follow up activity                 aäp Pohn-I-fn t]mjWw BKo-cWw sN¿p-¶Xv F{]-Im-c-sa¶v Is­¯n ck-I-c-ambn \mSIw Ah-X-cn-¸n-¡p-I.