Lesson Template

1. -1-
LESSON TEMPLATE
Name of the Teacher : Greeshma G.S.
Name of the School : S.K.V.V.H.S.S.
Name of the Subject : Physics
Name of the Unit : New
Name of the Topic : ka-th-Khpw
Ak-a-th-Khpw
Standard : VIII
Strength : 43
Date : 4-8-15
Duration : 40 minitus
CURRICULAR STATEMENT
Pupil develops factual, conceptual, procedural, and metacognitive knowledge on the concept of uniform
speed and non - uniform speed through observation, discussion, experimentation and evaluation by group discussion
by participation and group activity.
CONTENT ANALYSIS
New Terms ka-th-Kw, Ak-a-thKw
Facts v Xpey-amb kab CS-th-f-I-fn Hcp ImÀ k©-cn¨ Zqcw Xpey-amWv
v Xpey-amb kab CS-th-f-I-fn Hcp ImÀ k©-cn¨ Zqcw Xpey-a-Ã.
Concept v ka-thKw : Ne--¯n-epÅ Hcp hkvXp Xpey-k-ab CS-th-f-I-fn Xpey-Zq-c-amWv k©-
cn-¡p-¶-sX-¦n B hkvXp-hnsâ thKw ka-th-K-am-Wv.
Ak-a-thKw : Xpey-k-ab CS-th-f-I-fn hkvXp Xpey-Zq-c-aà k©-cn-¡p-¶-sX-¦nÂ
B hkvXp-hnsâ thKw Ak-a-th-K-am-Wv.
LEARNING OUTCOMES v Enables the pupil to develop
1) Factual knowledge on uniform speed and non-uniform speed by
a). Recalling the concept of speed

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b) Recognizes that the uniform speed and non - uniform speed based on time
2) Conceptual knowledge on uniform speed and non-uniform speed
a) Explaining the concept of uniform speed and non-uniform speed
b) Demonstrating the same with an example
3) Procedural knowledge on uniform speed and non uniform speed by
a) doing and observing activities based on it
b) Raising questions
4) Metacognitive knowledge on uniform speed and non-uniorm speed by
a) Focussing on the idea that the difference between uniform speed and non-uniform
speed based on time.
5) Develops different process skills like observation, hypothesizing, inferring and commu-
nicating.
Pre- requisities v Zqc-s¯-¸än Ip«n-IÄ¡-dnbmw
Teaching - Learning Resources v Chart, Activity card, black board, chalk.
Reference NCERT text book IX, Teacher’s handbook, text book IX, SCERT textt book VIII
n§Ä hml--§-fn bm{X sN¿m-dntÃ?
n§Ä ]pd-s¸-Sp¶ Øe¯p n¶pw F¯n-t¨-tc- Øew hsc-
bpÅ hml--¯nsâ thKX Hcp-t]m-se-bmtWm?
CLASSROOM - INTERACTION PROCEDURE EXPECTED PUPIL RESPONSE
D - v
AÃ

3. -3-
At¸mÄ hnhn[ hml--§Ä hnhn[ thK-X-bn k©-cn-¡p-¶-Xmbn
n§Ä¡-dnbmw At¸mÄ ap-¡n-t¸mÄ ka-th-K-X-sb-¸-änbpw Aka thK-
X-sb-¸-än ]Tn-¡mw.
Activity - 1
A[ym-]nI NmÀ«nsâ klm-b-t¯msS hnhn[ kab CS-th-f-I-fnÂ
Hcp ImÀ k©-cn¨ Zqc-§Ä Nn{Xo-I-cn-¨n-cn-¡p-¶Xv {i²n-¡p-hm³ Ip«n-I-tfmSv
Bh-iy-s¸-Sp-¶p.
Activity Card ÂIp-Ibpw ]«nI ]qcn-¸n-¡p-hm³ Bh-iy-s¸-Sp-Ibpw
sN¿p-¶p.
Ip«n-IÄ {i²n-¡p-¶p.
k©-cn¨ Zqcw kabw thKw k©-cn¨ Zqcw kabw thKw
Aà B AàB 20m 2S 10m/s
BàC BàC 20m 2S 10m/s
CàD CàD 20m 2S 10m/s
DàE DàE 20m 2S 10m/s
EàF EàF 20m 2S 10m/s
Discussion Point
1. Nn{X-¯n Xpey-k-ab CS-th-f-I-fn ImÀ k©-cnNv Zqcw Xpey-
amtWm?
2. Imdnsâ New ka-N-e--amtWm?
Xpey-amWv
AsX

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Consolidation
Xpey-C-S-th-f-I-fn k©-cn-¡p¶ Zqcw Xpey-am-sW-¦n hkvXp ka-
N-e--¯nem-Wv.
DZm; t¢m¡nse kqNn-bpsS New
Activity - 2
2-þm-as¯ Nn{Xw ]cn-K-Wn-¡p-hmpw ]«nI ]qcn-¸n-¡p-hmpw Bh-iy-
s¸-Sp-¶p.
k©-cn¨ Zqcw kabw thKw k©-cn¨ Zqcw kabw thKw
Aà B 5m 2s 5/2m/s = 2.5m/s AàB 5m 2s 5/2=2.5m/s
BàC BàC 15m 2s 15/2=7.5m/s
CàD CàD 6m 2s 6/2=3m/s
DàE 18/2=9m/s DàE 18m 2s 18/2=9m/s
EàF 6/2=3m/s EàF 6m 2s 6/2=3m/s
Zqcw
Discussion Point
1. Xpey-k-ab CS-th-f-I-fn ImÀ k©-cn¨ Zqcw Xpey-amtWm?
2. Imdnsâ New ka-N-e--amtWm?
3. thKw Xpey-amtWm?
AÃ
AÃ
AÃ

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Consolidation
Xpey-amb CS-th-f-I-fn Xpey Zqc-aà k©-cn-¡p-¶-sX-¦n B hkvXp-
hnsâ thKw Ak-a-am-W-v. DZm: hml--§-fpsS Ne-w.
n§Ä hml--¯nsâ kv]otUm-ao-äÀ I-n-«pt-m?
hmlw ]e-t¸m-gpw ]e thK-§-fn Atà k©-cn-¡p-¶Xv?
Cu kµÀ`§-fn thKw F§s nÀ®-bn¡pw?
ChnsS BsI k©-cn¨ Zqcs¯ kabw sIm-v lcn-¨m aXn.
Consolidation
icm-icn thKw = k©-cn¨ BsI Zqcw
k©-cn-¡m-s-Sp¯ kabw
D - v
AsX
Adn-bnÃ
Review Questions
v ka-thKw F¶m-se´v?
v Ak-a-thKw F¶m-se´v ?
v icm-icn thKw I-p-]n-Sn-¡m-pÅ ka-hm-Iy-ta-XmWv ?
Follow up activity
v ka-th-Khpw Aka thKhpw nXy-Po-hn-X-¯n {]tbm-P--s¸-Sp-¯p¶ kml-N-cy-§Ä kb³kv Ub-dnbnÂ
tcJ-s¸-Sp-¯p-I.