INNOVATIVE TEACHING MANUAL
LESSON PLAN
BRAIN STORMING STRATEGY
Name of the Teacher : Aiswarya.
I Standard : X
Name of the Subject
: Biology Date :20-9-14
Name of the Unit : ka-ØnXn XI-cp-t¼mÄ Duration : 45mts
CURRICULAR STATEMENT:
Develop different dimensions of
knowledge, Process skills, and attitude on Alcohol and Drugs through Brain
storming and group discussion and evaluation by questioning, participation in brain storming and group discussion,
reporting and presentations.
CONTENT ANALYSIS
1.
TERMS
:IcÄho¡w,
kotdm-kn-k,v acn-Pp-hm-\, sImss¡³, sltdm-bn³, H¸n-bw, aXn-{`aw.
2.
FACTS
:
1) aZyw{ZpX-K-Xn-bnÂB´c
]cn-Øn-Xn-bnÂF¯p-¶p.
2)aZyw \mUohyh-Øsb
_m[n-¡p-¶p.
3)aZyw t]io
{]hÀ¯-\-§-fpsSGtIm-]\w XSÊs¸Sp-¯p-¶p.
4)aZywdn^vf-Ivkp-IÄkmh-[m-\-am-¡p-¶p.
5)IcÄ ho¡-¯nsâ {][m\
ImcWwaZy-amW.v
6)aZywkntdm-knkv F¶
tcmKwDm-¡p¶p.
7)ab-¡p-a-cp-¶p-I-fpsS
D]-tbmKwKpcp-X-c-ambZpÈo-e-amWv.
8)Ht¶mctm {]mhiyw
D]-tbm-Kn-¡p-t¼mÄ ab-¡p-a-cp-¶n\v ASn-a-s¸-Sp-¶p.
9)acnPp-hm\ ab-¡p-a-cp-¶n\v
HcpDZm-l-c-W-amWv.
10)ab-¡p-a-cp-¶p-IÄ aXn-{`aw
Dm-¡p¶p.
11)ab-¡p-a-cp-¶p-IÄ
\mUo-hyq-ls¯ XfÀ¯p-¶p.
12)ZpÈo-e-§Ä
]msSHgn-hm-t¡--Xm-Wv.
3.CONCEPTS
Major
Concept:
aZywab-¡p-a-cp¶vXpS-§nbZpxÈoe-§Ä
Ht«sdBtcmKy {]iv\-§Ä Dm-¡p-¶p.
Minor
Concepts :
1)
aZywB´cka-Øn-Xn-bpsSXmfwsXän-¡p-¶p.
2)
ab-¡p-a-cp-¶p-IÄ
\mUo-hyq-ls¯ XfÀ¯nab-¡-ap-m-¡p-¶p.
Learning Outcomes :
Enables
the pupil to develop,
1.
Factual
knowledge on Alcohol and Drug through,
a) recalling new terms like hepatitis, cirrhosis
marijuana etc.
b) recognizing the various health hazards of
Alcohol and Drug abuse.
c) explaining various disease caused by the use
of alcohol and drug abuse.
2. Conceptual knowledge about Alcohol and Drug
through,
a)
explaining the addictive nature of Drugs.
b)
Collecting information’s from different sources like given handouts, ICT
materials etc.
c) Making inferences about the role of
Alcohol and Drug in disturbing Homeostasis.
3.
Metacognitive
knowledge about Alcohol and Drug through
a) recognizing the self-commitment to society
in eradicating Alcohol and drug abuse.
b) Organizing concientization camps
4.
Scientific
attitude towards the need of avoiding
alcohol and drugs
5.
Different
Process skills like,
a) Communicating through presenting group
work.
b) Inferring different side effects of alcohol and drugs.
PRE REQUISITES
aZyw, ab-¡p-a-cp-¶p-IÄ F¶n-hbv¡v
[mcmfwZqjy-h-i-§Ä Dv.
TEACHING – LEARNING RESOURCES.
a)
aZy-]m-\-¯nsâZqjy-h-i-§Ä
{]Xn-]m-Zn-¡p¶ ^vfmjvImÀUp-IÄ
b)
hml-\m-]-I-S-¯nsâZriywhoUntbm
c)
aZy-]sâ
Ne-\-coXnhyà-am-¡p¶ hoUntbm
d)
ab-¡p-a-cp-¶p-I-fpsS
D]-tbm-Ks¯ Ipdn-¨p-ffhoUntbm
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CLASS ROOM
INTERACTION PROCEDURE
|
EXPECTED
PUPIL RESPONSE
|
|
STEP –
I
Introducing
the Problem / Problematic Situation.
aZy-]m-\-¯nsâZqjy-h-i-§Ä
{]Xn-]m-Zn-¡p¶ ^vfmjvImÀUp-IÄ ¢mÊnÂ
{]ZÀin-¸n-¡p-¶p.
AsXm-sSm¸waZy-]n¨vhn-tbm-Sn-¨Xpaqew A]-ISw kw`-hn-¡p¶ hoUn-tbm,
aZy-]sâ Ne-\-coXnhyà-am-¡p¶ hoUntbm;
ab-¡p-a-cp-¶p-I-fpsS D]-tbm-Ks¯ Ipdn-¨p-ffhoUntbmXpS-§n-bh A²ym-]nI ¢mÊnÂ
{]ZÀin-¸n-¡p-¶p. Ah {i²m-]qÀÆw
\nco£n¡m³ So¨ÀIp«n-I-tfmSvBh-iy-s¸-Sp-¶p.
Step
– II
SELECTION OF LEADERS
A²ym-]nIcpIp«n-Isf
{Kq¸veoU-d·mcmbnXnc-sªSp¡p-¶p. XpSÀ¶v Bi-b-§Ä dnt¸mÀ«vsN¿p-¶-Xn-\p-ff
\nÀt±-i-§Ä sImSp-¡p-¶p.
STEP
– III
GENERATION OF IDEAS
aZy-]m\w
ab-¡p-a-cp-¶p-IÄ XpS-§n-b-h-bpsSZqjy-^-e-§Ä, Ah _m[n-¡p¶ Ah-b-h-§Ä,
B´cka-Øn-Xnsb F§s\ _m[n-¡p-¶p. A]-IS
km[yXF´p-sImv hÀ²n-¡p-¶p, XpS§nb-h-sb-Ip-dn-¨p-ffA`n-{]m-b-§Ä
tcJ-s¸-Sp-¯p-I.
STEP
– IV
Presentation
of generated information by the leaders
A²ym-]nIH¶m-as¯
{Kq¸veoU-tdmUvt¢mUo-I-cn¨ Bibw
Ah-X-cn-¸n-¡m³ Bh-iy-s¸-Sp-¶p.
A²ym-]nI
cm-as¯ {Kq¸veoU-tdmSvGsX-¦nepw A[nI Bi-b-ap-s-¦nÂAXv Ah-X-cn-¸n-¡m³
Bhiys¸Sp-¶p.
STEP
– V
CONSOLIDATION
BY THE TEACHER
A²ym-]nIIp«n-IÄ
Ah-X-cn-¸n¨ Imcy-§Ä t{ImUo-I-cn-¡p-¶p.
1)
aZywab-¡p-a-cp-¶p-IÄ
XpS-§n-bh B´-c-k-a-Øn-Xn-bpsSXmfwsXän-¡p-¶p.
2)
aZyw
\mUo-hy-h-Øsb _m[n¨v t]io {]hÀ¯-\-§-fpsSGtIm-]\w XSÊs¸Sp-¯p-¶p.
3)
aZywdn^vf-Ivkp-IÄkmh-[m-\-am-¡p-IbpwASn-b-´n-c-L-«-§-fnÂ
s]s«¶vXocp-am-\-§Ä FSp-¡p-¶-Xn-\p-
fftijn \jvS-s¸-Sp-¯p-¶p.
4)
IcÄho-¡w,
kntdm-knkvF¶otcmK-§Ä¡vaZy-]m\w Imc-W-am-Ip-¶p.
5)
ab-¡p-a-cp-¶p-IÄ
\mUo-hyq-ls¯ XfÀ¯n-a-b-¡p-¶p.
6)
DXvIWvTaXn-{`aw
F¶nhab-¡p-a-cp¶v D]-tbmKwaqe-ap-m-Ip-¶p.
7)
HcpIuXp-I-¯n\v
thnXpS-§p¶ Cu ZpxÈo-e-§Ä¡v ]qÀ®-ambpwASn-a-s¸-«p-t]m-Im³
km[y-X-bp-f-f-Xn-\mÂCh ]qÀ®-ambpwHgn-hm-t¡--Xm-Wv.
REVIEW QUESTIONS
1)
aZy-]m-\hpwab-¡p-a-cp-¶-]-tbm-Khpwico-c-¯nsâGXv
{]hÀ¯-\-s¯ _m[n-¡p-¶p.?
2)
aZy-]m\w
aqe-ap-m-Ip¶ tcmK-§Ä GsXms¡?
3)
aZy-]m\w
{][m-\-ambpw _m[n-¡p¶ icoc Ah-bhwGXmWv?
4)
ab-¡p-a-cp-¶p-I-fpsSimco-cnI
{]hÀ¯\w F´v?
5)
el-cn-h-kvXp-¡Ä
D]-tbm-Kp-¡p¶ Bfp-IÄ hml\w HmSn-¡p-t¼mÄ A]IS km[yXIqSp-X-em-sW¶v ]d-bp-¶Xv
F´vsImv?
FOLLO – UP – ACTIVITIES
kaq-l-¯nÂaZywab-¡p-a-cp¶vF¶n-h-bpsS
D]-tbmKw Ipd-bv¡m³ Fs´Ãmw \S-]-Sn-IÄ kzoI-cn-¡-W-sa¶vIs¯n kb³kv
Ub-dn-bnÂtcJ-s¸-Sp-¯p-I.
|
Ip«n-IÄ
{i²m-]qÀÆw \nco-£n¡pIbpwAhÀ¡p \evInb {]iv\-s¯-¡p-dn¨vNn´n-¡p-IbpwsN¿p-¶p.
aZyw
\mUohyh-Øsb _m[n-¡p-¶p. t]io
{]hÀ¯-\-§-fpsSGtIm-]\w XS-Ê-s¸-Sp-¯p-Ibpwdn^vf-Ivkp-IÄkmh-[m-\-am-¡p-IbpwsN¿p-¶p.
IcÄho-¡w,
kntdm-knkvF¶otcmK-§Ä¡vaZy-]m\w Imc-W-am-Ip-¶p. acn-Pp-hm\, H¸n-bw,
F¶nhab-¡p-a-cp-¶p-I-fpsSDZm-l-c-W-§-fm-Wv.
Ab-¡p-a-cp-¶p-IÄ \mUo-hyq-ls¯ XfÀ¯nab-¡-ap-m-¡p-¶p.
aZywab-¡p-a-cp-¶p-IÄ
Chsbicocwhfsc s]s«¶vBKn-cWwsN¿p¶p.
s]s«¶vXocp-am-\-sa-Sp-¡m-\p-fftijnIpd-bp-¶-Xn-\mÂ
A]-IS km[yX hÀ²n-¡p-¶p.
Cu
ZpxÈo-e-§Ä¡v ]qÀ®-ambpwASn-a-s¸«p t]mIp-¶-Xn-\mÂC¯cwZpxÈo-e-§Ä
]qÀ®-ambpwHgn-hm-t¡--Xm-Wv.
t_m[-h-XvI-cWw
\S-¯-Ww
GROUP
LEADER – I
v
aZyw
\mUo-hy-h-ØsbXfÀ¯p-¶p.
v
dn^vf-Ivkp-IÄkmh-[m-\-am-Ip¶p.
v
s]s«¶vXocp-am-\-sa-Sp-¡p-¶-Xn-\p-fftijn
\jvS-am-Ip-¶p.
v
IcÄho-¡w,
kntdm-knkvF¶nhaZy-]m\w aqe-ap-m-Ip-¶p.
v
Cu
ZpxÈo-e-§Ä¡v s]s«¶vASn-a-s¸«p t]mIp-¶p.
GROUP LEADER – II
v
aZywab-¡p-a-cp¶vF¶nh
\mUo-hyq-ls¯ XfÀ¯nab-¡p-¶p.
v
aZywab-¡p-a-cp¶
F¶nh B´-c-k-a-Øn-Xn-bpsSXmfwsXän-¡p-¶p.
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