1. The document is a lesson plan for a physics class discussing oscillatory motion. It includes the teacher's name and school, as well as the topic, date, duration, and curricular objectives.
2. The content analysis section defines relevant terms like oscillatory motion, frequency, amplitude, and phase. It lists facts about oscillations and concepts like simple harmonic motion.
3. The lesson plan describes classroom activities where students observe oscillations using a spring and pendulum, analyze diagrams of oscillations, and calculate values like frequency, amplitude, and phase from example oscillations.
This presentation is prepared By Sreenivasan Kartha in connection with Madam Curie Day, July 4. This for conducting science classes in Kerla.
You can share, remix or adapt this presentation under the conditions of Creative Commons 3.0 licence with attribution to KSSP.
This presentation is prepared By Sreenivasan Kartha in connection with Madam Curie Day, July 4. This for conducting science classes in Kerla.
You can share, remix or adapt this presentation under the conditions of Creative Commons 3.0 licence with attribution to KSSP.
This presentation prepared by Mr. KVS Kartha on behalf of Parishath Padanakendram Kottarakkara for Science Classes Campaign in connection with the International Year of Chemistry.
You can use and share this presentation as per the terms of CC BY.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Name of the teacher : Sreenu .S. Nair Std : IX
Name of the School : S.V.M. HSS, Vendar Str : 29
Subject : Physics Date : 16-07-2014
Unit : Xcw-K-N-e-w Duration : 40 min
Topic : Ap{]-Ø-X-cw-Kw
CURRICULAR STATEMENT
]co£Ww, nco£Ww, NÀ¨, tNmZy§Ä D¶bn¡Â F¶nhbneqsS Ap{]ØXcwKs¯¡pdn¨v Ip«nIfn Hcp [mcW
Dm¡pIbpw ]pXnb kmlNcy§fn Chsb Xncn¨dnbphmpÅ tijn ssIhcn¡pIbpw sN¿p¶p.
![Name of the teacher : Sreenu .S. Nair Std : IX
Name of the School : S.V.M. HSS, Vendar Str : 29
Subject : Physics Date : 16-07-2014
Unit : Xcw-K-N-e-w Duration : 40 min
Topic : Ap{]-Ø-X-cw-Kw
CURRICULAR STATEMENT
]co£Ww, nco£Ww, NÀ¨, tNmZy§Ä D¶bn¡Â F¶nhbneqsS Ap{]ØXcwKs¯¡pdn¨v Ip«nIfn Hcp [mcW
Dm¡pIbpw ]pXnb kmlNcy§fn Chsb Xncn¨dnbphmpÅ tijn ssIhcn¡pIbpw sN¿p¶p.](https://image.slidesharecdn.com/dtpeditedfinal-140919020535-phpapp02/85/Dtp-edited-final-1-320.jpg)
![CONTENT ANALYSIS
Terms : -Ap{]-Ø-X-cw-Kw, Xcw-K-ssZÀLyw, iywKw, KÀ¯w, Bhr-¯n, Bb-Xn, {]thKw.
Facts 1. am[y-a-¯nse IW-§Ä¡v I¼--N-e--a-Ãm¯ Xcw-K-N-e Zni-bn Ømm-´-c-N-ew Dm-hp-¶n-Ã.
2. Hcp XcwK DuÀÖs¯ am[y-a-¯nsâ Hcp `mK-¯p-n¶pw asämcp `mK-t¯¡v F¯n-¡p-¶p.
3. XcwKw cq]-s¸-Sm¯ Ah-Ø-bn am[y-a-¯nse IWn-I-I-sfÃmw nÝ-em-h-Ø-bn ØnXn-sN-¿p-¶p.
Concept
1. am[y-a¯nse IWn-I-IÄ I¼w sN¿p-¶Xv Xcw-K-¯nsâ k©m-c-Zn-ibv¡v ew_-amb Zni-bn-em-sW-¦nÂ
A¯cw Xcw-K-§-fmWv Ap{]Ø X-cw-K-§Ä.
2. kam I¼-m-h-Ø-bn-epÅ ASp-¯-Sp¯ 2 _nμp-¡Ä X½n-epÅ AI-e-amWv Xcw-K-ssZÀLyw.
3. Xpe Øm-¯p-n-¶pÅ Xcw-K-¯nse Hcp IW-¯nsâ ]c-am-h[n AI-e-amWv Bb-Xn.
4. Xcw-K-¯nsâ DbÀ¶ `mKs¯ irwKw F¶pw Xmgv¶ `mKs¯ KÀ¯w F¶pw ]d-bp-¶p.
5. Hcp sk¡ân Dm-Ip¶ Xcw-K-§-fpsS F®-amWv Bhr-¯n.
LEARNING OUTCOME
The pupil…..
1. Requires knowledge or the above mentioned term, fact, concept etc. in the content analysis.
2. Develops proper understanding of the above mentioned terms, facts, concept etc. in the content analysis.
3. Applies the knowledge and understanding in relevant unfamiliar situation.
4. Develop appropriate process skill relevant to the topic.
ENTRY BEHAVIOUR
Xcw-K-N-e-s¯ Ipdn¨v Ip«nIÄ¡v s]mXp-hmb [mcW Dv.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)