1. The lesson plan is for a 9th standard chemistry class on separating immiscible liquids. 2. Students will learn about separating immiscible liquids like oil and water through a lecture, group discussions, and experiments using separating funnels. 3. The experiments aim to demonstrate that oil and water separate due to their differing densities, with oil floating above water, and how a separating funnel can be used to separate such liquids.

1. LESSON PLAN
Name of the Teacher : Asha. T.K Std: IX
Name of the School : Govt. High School Pooyappally Str: /40
subject : Chemistry Duration: 43
Unit : an{in-X-§sf thÀXn-cn-¡Â Stage :14
Topic : X½n Ie-cm¯ {ZmhI§ Date 6/8/2015
fpsS an{inXw thÀXn-cn-¡Â
Curricular Statement
Develop different dimension of knowledge, attitude and process skills of separation of two immissible liquids through
lecture method group discussion and evaluation by questioning, participation in group.
Content Analysis
Term: sk¸td-änwKv ^WÂ
Fact: km{µX Ipd-ªh Pe-¯n s]m§n-¡n-S¡pw
Concept: X½n Ie-cm¯ {Zmh-I-§-fpsS an{in-Xs¯ sk¸-td-änwKv ^W D]-tbm-Kn¨v thÀXn-cn-¡mw.

2. Chsb thÀXn-cn-¡p-¶Xv km{µ-Xsb ASn-Øm--am-¡n-bm-Wv.
Learning outcomes:
1. Factual knowledge on separation of immisible liquids through
a. Recalling the new term like separating funnel and facts and concepts mentioned in the content analysis
b. Recognizing the concept during experiment
2. Conceptual knowledge about the concept separation of immisible liquids
a. Recalling the term separating funnel
b. explaining the concept of separation of immisible liquids
3. Procedural knowledge on the concept of separation of immisible liquids
a. Doing and observing activities based on it.
b. Raising questions
4. Metacognitive knowledge on the concept through
a. Recognising the concept at different situation
b. Devising a procedure for analyzing the concept
5. Different skills like
a. Observing different properties of the concept
b. Identifying the concept
c. communicating with in the group and to the class by discussing and presenting the group.
6. Scientific attitude towards natural phenomena like separation of immisible liquids.

3. Pre-requisites
an{inX-§sf thÀXn-cn-¡m-³ Ignbpsa¶v Ip«n-IÄ¡-dnbmw
Teaching-learning Resources
as®®, shfn-s¨®, Pew saÀ¡pdn sk¸td-änw-Kv ^WÂ, ICT, Lap-top
Reference:
IX Standard Text book and hand book

4. Classroom Inter action Procedure Expected pupil response
Nne-t¸mÄ Ã-a-g-bp-Å-t¸mÄ tdmUn-sems¡ shÅw sI«n-¡n-S-¡p-¶Xv n§Ä {i²n-¨n-«ntÃ?
Nne-t¸mÄ hml--§Ä IS-¶p-t]m-Ip-t¼mÄ s]t{SmÄ Hgp-In-bn«v AXv B shÅ-¯n ImW-s¸-
Sp-¶Xv {i²n-¨n-«ntÃ? AXv shÅ-¯n ebn¨v tNcmsX shÅ-¯nv apI-fn a-g-hn-Ãnsâ cq]-
¯n sI«n-¡n-S-¡p-I-bmWv sN¿p-¶Xv AtÃ? F´m-bn-cn¡pw AXnv Imc-Ww. ap¡v CXns
thÀXn-cn-¡m³ km[n-¡ptam? AXn-s-¸-än-bmWv ½Ä C¶v ]Tn-¡p-hm³ t]mIp-¶Xv AXm-
bXv X½n Ie-cm¯ cv {Zmh-I-§-fm-WtÃm as®-®bpw Pe-hpw. Ah-bpsS an{in-Xs¯ F§s
thÀXn-cn-¡m³ Ign-bp-sa¶v ap¡v tm¡mw

5. Presentation
So¨À Ip«n-Isf hnhn-[-{Kq-¸p-I-fmbn Xncn-¡p¶p
Activity I
So¨À Hcp _o¡dn AÂ]w Pew FSp-¡p-¶p. AXn-te¡v AÂ]w as®® Hgn-¡p-¶p. AXv ¶mbn Ie-
¡n-b-Xnv tijw _o¡À A-¡msX hbv¡p-¶p- A-Xn-p-tijw nco-£n-¡p-¶p. nco-£-W-^-ew- -
{Kq-¸n NÀ¨ sNbvX kb³kv Ub-dn-bn tcJ-s¸-Sp-¯p-hm³ Bh-iy-s¸-Sp-¶p.
Generalization
as®®bpw Pehpw X½n Ie-cm¯ cv {Zmh-I-§-fmWv Ah-bpsS an{in-X-¯n km{µX Ipdª
as®®bpw Pehpw X½n Ie-cp-¶nà F¶v Ip«n-I-Ä ]d-bp¶p

6. as®® apIÄ `mK¯pw km{µX IqSnb Pew Xmsg-bp-ambn ImW-s¸-Sp-¶p.
Activity II
Cu an{in-Xs¯ thÀXn-cn-¡m-mbn sk¸-td-änwKv ^WÂ D]-tbm-Kn-¡m-sa¶pw sk¸td-
änwKv ^WÂ Ip«n-Isf ImWn-¡p-Ibpw sNbvXp. AXn-p-tijw sk¸-tdänwKv ^WÂ D]-tbm-
Kn-¨v an-{in-Xs¯ thÀXn-cn-¡p-¶p. ]co-£Ww nco-£n-¨-Xnv tijw nco-£-W-^ew kb³kv
Ub-dn-bn tcJ-s¸-Sp-¯m³ Bh-iy-s¸-Sp¶p
Generalization
X½n Ie-cm¯ cv {Zmh-I-§sf sk¸td-änwKv ^W D]-tbm-Kn¨v thÀXn-cn-¡mw. km{µX
Ipdª as®® apI-fnepw km{µX IqSnb Pew Xmsg-bp-ambn tiJ-cn-¡-s¸-Sp-¶p. AXn-p-tijw
Hmtcm-¶mbn Ahsb thÀXn-cn¨v FSp¡m³ km[n-¡p-¶p.
Activity III
Xmsg-bpÅ Pes¯ BZyhpw as®® cm-a-Xmbpw thÀXn-cn-
bp¶-Xmbn Ip«n-I-Ä ]dªp

7. saÀ¡p-dnbpw Pehpw IeÀ¶ an{in-Xs¯ thÀXn-cn-¡p-¶-Xnsâ hoUntbm ImWn-¡p-¶p.
AXn-p-ti-jw -]-co-£Ww nco-£n-¨-Xn-p-tijw nco-£-W-^ew kb³kv Ub-dn-bn tcJ-s¸-Sp-
¯m³ Bh-iy-s¸-Sp-¶p.
Generalization
saÀ¡pdn, CS2, s_³ko³, CuYÀ XpS-§nb {Zmh-I-§Ä FÃmw Pe-¯n IeÀ¯n an{in-X-§Ä cq]o-
I-cn-¡m-hp-¶-Xm-Wv. Chsb thÀXn-cn-¡m³ sk¸tdänw-Kv ^-WÂ D]-tbm-Kn-¡m-
hp¶XmWv. Ch-sbÃmw Pe-t¯-¡m-Ä km{µX IqSn-bXpw Ipd-ªXpw BI-bm Chsb thÀXn-
cn-¡m³ km[n¡pw Gähpw Ipdª km{µ-X-bpÅ saÀ¡p-dnsb BZyw thÀXn-cn-¡p-¶p.
Review
1. as®-®bpw Pehpw IeÀ¶ an{in-X-¯n n¶pw as®® F´p-sIm-mWv Pe-¯nv apI-fn-embn
ImW-s¸-Sp-¶Xv?
2. saÀ¡p-dn, Pew, as®® F¶n-h-bpsS an{in-Xs¯ sk¸-td-änwKv ^W D]-tbm-Kn¨v thÀXn-
cn-¨m GXv LSIw BWv BZyw thÀXn-cnªv In«p-I?
saÀ¡pdn Xmsg-bmbn tiJ-cn-¡-s¸-Sp-¶-Xmbpw AXns
BZyw thÀXn-cn-¡p-¶-Xmbpw Ip«n-IÄ ]dªp

8. Follow up Activity
Ccp-¼nsâ teml- njvIÀj-W-k-a-b¯v C¯-c-¯n-epÅ thÀXn-cn-¡Â amÀ¤w D]-tbm-Kn-¡p-¶p. C¯-c-¯n Cu thÀXn-cn-¡ensâ IqSp-X hymh-km-bnI
{]m[m-y-§Ä Fgp-XpI?