1. INNOVATIVE LESSON PLAN
Name of the Student Teacher : JOMI JOSE
Name of the School : G.H.S.S. Kulakkada
Name of the Subject : Biology
Name of the Unit : Blm-c-¯nsâ cmk-am-ä-§Ä
Topic : Aao-_-bnse t]mjWw
Curricular Statement:
Develop (factual, Conceptual, procedural and meta cognitive knowledge) different dimension of knowledge, process skills and attitude
on nutrition in amoeba through lecture method, demonstration, group discussion and evaluation by questioning participating in group
discussion.
Content Analysis
Newterms
I]-S-]m-Z-§Ä, Aao-_, t^w, tImim-´-cnI Zl-w.
Facts
 Pe-¯n Pohn-¡p¶ kq£va Pohn-bmWv Aao-_.
 á t{X-§ÄsIm­v
Chsb ImWp-hm³ km[n-¡nÃ.
 BÂK-IÄ, _mIvSo-cn-b, sNdnb t{]mt«mtkmh F¶n-h-bmWv Aao-_-bpsS `£-Ww.
 I]-S-]m-Z-§Ä D]tbm-Kn-¨mWv Aao_ Blmcw Is­-
¯p-¶-Xv.
 Aao-_-bpsS tImi-{Z-hy-¯n `£-W-t^--§Ä ImW-s¸-Sp-¶p.

2.  `£-W-t^--§-fn h¨mWv Blm-c-¯nv Zlw S-¡p-¶-Xv.
 Blm-cs¯ Zln-¸n-bv¡p-hm³ Ign-hpÅ F³ssk-ap-IÄ Aao-_-bpsS ico-c-¯n-ep-­v.
 Aao_-bnse Zl-s¯ tImim-´-cnI Zlw F¶p ]d-bp-¶p.
 `£-W-t^w Npäp-apÅ tImi-{Z-hy-¯n-te¡v t]mj-I-§Ä BKn-cWw sN¿-s¸-Sp-¶p.
 Zl-m-h-In-jvS-§Ä ]pd-´-Åp-¶Xv ico-tcm-]-cn-X-e-¯n-eq-sS-bm-Wv.
Minor Concept
 Aao_ Ah-bpsS I]-S-]m-Z-§-fp-]-tbm-Kn¨v Pe-¯nse kq£va-Po-hn-I-sfbpw ssPhm-h-in-jvS-§-sfbpw `£-W-am¡n amäp-¶p.
 Aao-_-bpsS ico-c-¯nse {]tXy-I-Xcw F³ssk-ap-IÄ A¶-Pw, sImgp-¸v, amwkyw F¶n-hsb Zln-¸n-bv¡p-¶-Xn-m CXns tImim-´-c-Z-lw F¶p ]d-bp-¶p.
Major Concept
Pe-¯n Pohn-bv¡p¶ kq£va-Po-hn-bmb Aao_ I]-S-]m-Z-§-fp-]-tbm-Kn¨v Blmcw k¼m-Zn-bv¡p-Ibpw ico-c-¯nse F³ssk-ap-I-fpsS {]hÀ¯--^-e-ambn tImim-´c Zl--¯n-eqsS Zl--{]-{Inb S-
¯p-Ibpw sN¿p-¶p.
Learning Outcome in terms of Specifications
Enables the pupils to develop
Factual knowledge
 Retrieving new terms like amoeba, pseudopodia, food vacuole.
 Identifying the pseudopodia, food vacuole etc.
Conceptual Knowledge
 Retrieving the features of amoeba.
 Explaining the nutrition in amoeba.

3. Procedural knowledge
 Explaining the digestion of amoeba
 Explaining the structure of cell in amoeba

4. Meta cognitive knowledge
 Identifying different stages in nutrition of amoeba
Process skills
 Observing pictures of amoeba in the chart
 Communicating the ideas in group discussion.
Pre-requisites
Amoeba is a microbe, it collect food by pseudopodia and digest food by the process called cellular digestion.
Teaching Learning Resources
 Chart showing the digestion of good in amoeba
 Activity Card
Reference books
 Text book of Std. IX
 Teachers hand book
Class room Interaction Procedure Pupil Response
So¨À Ip«n-I-fp-am-bpÅ kulr-Z-kw-`m-j-W-¯nv tijw,
n§-fpsS Npäp-]mSpw ]e-X-c-¯n-epÅ Pohn-I-fntÃ? sNdpXpw hep-Xp-amb ]e Pohn-IÄ.
Hcp Pohnsb ImWp-t¼mÄ AXns n§Ä F§-s-bmWv Xncn-¨-dn-bp-¶Xv?
cq]w F¶p ]d-ªm F´mWv n§Ä AÀ°-am-¡p-¶Xv?
D­v
AXnsâ cq]w Xncn-¨-dnªv

5. FÃm Pnhn-IÄ¡pw BIr-Xn-bpt­m?
BIr-Xn-bn-Ãm¯ GsX-¦nepw Pohn-I-sf-¡p-dn¨v n§Ä¡v Adn-bmtam?
F´mWv Aao-_-bpsS {]tXy-IX?
GI-tImi Pohn-bmb Aao_ F§-s-bm-bn-cn¡pw Blmcw k¼m-Zn-¡pI F¶p n§Ä¡-dn-tbt­?
Activity - I
Aao-_-bn t]mjWw S-¡p¶ NmÀ«v ImWn-¡p-¶p. Hmtcm Nn{X-¯nepw Fs´ÃmamWv S-¡p-¶Xv F¶v Ip«n-I-tfmSv
tNmZn-¡p-¶p.
BIrXn
D­v
Aao_
Aao_ Hcp GI-tImi Pohn-bm-Wv. Ahbv¡v IrXy-amb Hcp cq]-an-Ã.
A B C

6. Nn{Xw A þ  ImWn-¨n-cn-¡p¶ Aao-_-bnse tImimw-K-§Ä GsX-Ãm-amWv?
Nn{Xw B þ Â F§-s-bmWv Aao_ Blmcw k¼m-Zn-bv¡p-¶Xv?
Nn{Xw C þ Â Fs´Ãmw amä-amWv D­m-
bXv?
Nn{Xw D þ Â F´mWv S-¡p-¶Xv?
Nn{Xw E þ Â `£-W-t^--¯nv F´mWv kw`-hn-¨Xv?
F§-s-bmWv Aao-_-bn hnkÀÖw S-¡p-¶-sX¶v Nn{Xw F þ  n¶v a-Ên-em-bntÃ?
Aao-_-bpsS ico-c-¯n aq¶p tImimw-K-§-fm-Wp-Å-Xv. aÀ½w, kt¦m-P-t^-w, ssetkm-tkmw, I]-S-]m-Z-§Ä D]-
tbm-Kn¨v Aao_ Blmcw k¼m-Zw S-¯p-¶p. Blm-chpw t^-hp-ambn IqSn-t¨À¶v `£-W-t^w cq]-s¸-Sp-¶p. `£-W-t^
w ssetkm-tkm-ap-ambn IqSn-t¨-cp-¶p. ssetkm-tkm-anse Nne cmkm-án-IÄ `£-Ws¯ hnL-Sn-¸n-¡p-¶p. C§s
hnL-Sn-¸n-¡p¶ `£-Ws¯ tImi-{Zhyw BKn-cWw sN¿p-¶p. hnkÀÖw S-¡p-¶Xv ico-tcm-]-cn-X-e-¯n-eq-sS-bm-Wv.
ssetkm-tkm-anse F³ssk-ap-IÄ¡v A¶-Pw, sImgp-¸v, amwkyw F¶n-hsb Zln-¸n-bv¡m³ Ign-bpw. tImi-¯n-p-ÅnÂ
h¨v Zlw S-¡p-¶-Xn-m AWo-_-bnse Zl-s¯ tImim-´-cnI Zlw F¶p ]d-bp-¶p.
`£-W-t^w cq]-s¸-Sp-¶p. AXv ssetkm-tkm-ap-ambn kwtbm-Pn-¡p-¶p.
Blm-cs¯ ssetkm-tkm-anse cmkmán hnL-Sn-¸n-bv¡p-¶p.
Npäp-]m-Sn-te¡v BKn-cWw sN¿-s¸-Sp-¶p.
Blm-cm-h-in-jvS-§Ä ico-tcm-]-cn-X-e-¯n-eqsS ]pdw-X-Åp-¶p.
D E F

7. Activity - 2
So¨À Ip«n-Isf {Kq¸mbn Xncn-bv¡p-¶p. C³kv{S-£³ ImÀUn Nne tNmZy-§Ä ÂIp-¶p.
{Kq¸n NÀ¨-sNbvXv tNmZy-§Ä¡p-¯cw Fgp-Xm³ ]d-bp-¶p.
 Aao_ F§-s-bmWv Blmcw k¼m-Zn-bv¡p-¶Xv?
 Aao-_-bnse Zl--¯np ]d-bp¶ t]sc´v?
 Aao-_-bn F§-s-bmWv hnkÀÖw S-¡p-¶Xv?
 Aao-_-bn Blm-cs¯ BcmWv Zln-¸n-¡p-¶Xv?
 `£Ww Fhn-tS-bv¡mWv BKn-cWw sN¿-s¸-Sp-¶Xv?
 Zlw S-¡p-¶-sX-hnsS sh¨mWv?
 Aao-_-bpsS Blmcw F´mWv?
Aao_ Pe-¯n ImW-s¸-Sp¶ Hcp GI-tImi Pohn-bm-Wv. hnc-ep-IÄ t]mse-bpÅ I]-S-]m-Z-§Ä D]-tbm-Kn-¨mWv Ch
Blmcw tXSp-¶-Xv.
tImi¯n-p-Ån h¨v Zl--{]-{Inb S-¡p-¶-Xn-m CXns tImim-´-cn-I-Z-lw F¶p ]d-bp-¶p. ico-tcm-]-cn-X-e-¯n-eqsSbmWv
hnkÀPy-§Ä ]pd-´-Åp-¶-Xv.
 I]-S-]m-Z-§Ä D]-tbm-Kn¨v
 tImim´-cnI Zlw
 ico-tcm-]-cn-X-e-¯n-eqsS
 ssetkm-tkm-anse F³ssk-ap-IÄ
 tImi-{Z-hy-¯n-te¡v
 tImi-{Z-hy-¯nse `£-W-t^--¯nÂ
 BÂK-IÄ, _mIvSo-cn-b, sNdnb t{]mt«m-tkm-h, Hcp GI-tIm-i-Po-hn-bm-
Wv. IrXy-amb BIr-Xn-bnÃ
Review
1. Aao-_-bpsS {]tXy-I-X-IÄ Fs´Ãmw?

8. 2. I]-S-]m-Z-§Ä F¶m F´v?
3. tImim-´-cnI Zlw F¶m-se´v?
Flow Up Activity
Aao-_-bn Zl--{]-{Inb S-¡p-¶-sX-§-s-sb¶v Nn{Xw hc¨v hni-Z-am-¡p-I.