Thursday 25 September 2014

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.

images.png 




sNdp-Ip-S-ense eLp LS-I-§Ä     
 
 

emÀh-IÄ   
 
t{]mt«m-tkmh
 
images.jpegtapeworm-80013853-l.jpg 


        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.

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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.