Exercise1
Saturday 27 September 2014
Thursday 25 September 2014
Innovative Lesson Template
INNOVATIVE LESSON TEMPLATE
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Name
of the Teacher : Remya. J.
Name
of the school : MAET
Name
of the unit :
Name
of the topic :
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Standard
: IX
Date
:
Time
:
Strength
:
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Curricular Statement
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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.
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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-¯nÂ
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-bnÂ
`mKn-I-ambn tImim-´-cnI Zl-\hpw `mKn-I-ambn tImi--_m-ly-
Z-l-\-hp-am-Wv. |
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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. |
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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.
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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.
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Teaching
Learning Resources
Chart, chalk board, text book.
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Reference
IX Standard text book
Hand book.
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Classroom
Interaction Procedure
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Expected
pupil response
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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 ?
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Ip«n-IÄ {i²n-¡p-¶p.
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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.
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Ip«n-IÄ {]hÀ¯\w sN¿p¶p.
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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-_bnÂ
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-bnÂ
`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.
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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-Â ImW-s¸-Sp-¶n-Ã.
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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.
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