NATURAL SCIENCE: 2014

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

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.