INNOVATIVE LESSON PLAN
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The document outlines a lesson plan for teaching students about myopia (nearsightedness) and hyperopia (farsightedness). It includes objectives, materials, references, and a teaching procedure with steps such as introducing the topic, analyzing it, summarizing, clearing doubts with questions, and assigning students to explain how hyperopia can be corrected using examples. The key points are that myopia occurs when the eyeball grows too long, causing nearsightedness, while hyperopia is caused when the eyeball is too short for distant vision.
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![INNOVATE LESS PLAN
Name of the Teacher : LEKSHMI PRASAD Standard : IX
Name of the School : Strength :
Subject : DuÀPX{´w Duration : 45 Min
Unit : {]Imi¯nsâ A]hÀ¯w Date :
Topic : {lkzZrjvSn (Myopia)
OBJECTIVE
½psS t{X¯nse se³kn {]Xn_nw_ cq]oIcn¡p¶XmWv hyXymks¸Sp¶Xnpkcn¨v I®npmIp
¶ yqXIÄ Ip«nIsf aknem ¡p¶Xnpthn.
METHODS & MATERIALS
Lecturing , discussing , B.B. Writing , presenting, summersing, doubt clearing, questioning, assignment.
REFERENCES
1. Text book of Std IX ,SCERT Kerala
2. Hand book of IX, SCERT Kerala.
ZoÀLZrjvSn (Hyper Myopia)](https://image.slidesharecdn.com/innovatiivelessonplan-140831063242-phpapp01/85/INNOVATIVE-LESSON-PLAN-1-320.jpg)
![Teaching Procedure Students Response
STEP 1 : Checking the previous knowledge & introducing the topic
I®nse IymadbpsS {]tXyIX F´mWv?
AXnsâ {][m `mK§Ä GsXms¡?
I®n F§sbmWv {]Xn_nw_w cq]oIcn¡p¶Xv?
A§ssb¦nÂI®nse Nne yqXIÄ sImv
{]Xn_nw_ cq]oIcWw hyXymks¸Sp¶Xv F§ssb¶v ]Tn¡mw.
STEP 2 : Analysing the topic
Nne BfpIÄ I®S [cn¡p¶Xv Incn¡
patÃm? F´psImmWv
I®S [cn¡p¶Xv?
I®Sbnepff se³kv n§Ä {i²n¨n«ptm?
AsX ]eXc¯nepffhbmWv AtÃ?
Nne BfpIÄ t]¸À ASp¯p ]nSn¨v hmbn¡p¶Xv In
«ntÃ?
AsX, AXp I®nsâ Hcp yqXbmWv. AhÀ I®S [cn¡pt¼mÄ {]ivw ]cnlcn¡s¸SpatÃm?
A[ym]nI BtcmKyapff BÄ¡mcpsS t{X¯n hkvXphnsâ {]Xn_nw_w cq]oIcn¡p¶Xnsâ amXrI IwIpdª I¼nsImv
Dm¡
nb t{XtKmf¯n CuÀ¡nÂ
I¼vIrXyamb Afhn HSn¨v {]Xn_nw_w cq]oIcn¡p¶ Ømw Ip«nIÄ¡v ImWn¨p sImSp¡p¶p.
O I I
I
IiI
AXnptijw ASp¯pff hkvXp¡sf ImWmpw Zqscbpff hkvXp¡sf ImWm³ km[n¡m¯hcpsS I®n {]Xn_nw_w cq]s¸Sp¶Xv F§ssb¶pw ta ]dª](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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This document outlines a mathematics lesson plan for teaching students about the perimeter of a circle. It includes the name of the teacher, subject, unit, topic, and date. It describes the learning outcomes which are for students to recall information about circles, describe circle properties, interpret and explain the concept of perimeter, and use the concept in other situations. It lists the pre-requisites of circles, radius, diameter, and circumference. The teaching resources include circle models and charts showing how to calculate perimeter. The lesson involves an example of birds on a wire, presenting circle diagrams, calculating perimeter with different radii, and giving practice problems for students to solve.
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- It discusses key aspects of ancient settlements like kn¦pdm ̄pIÄ and how they differ from other early settlements. For example, kn¦pdm ̄pIÄ were constructed by digging deep pits and piling stones within them.
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This document provides a summary of the key aspects of the curriculum in Ancient Greece. It discusses how the curriculum developed out of discussions in Greek schools. Some of the main points covered include:
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- Ideas debated in Greek schools led to developments like the introduction of subjects such as grammar, music, and physical education.
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This document provides a summary of a social science lesson on sources of energy in India. The key points are:
1) Most of India's energy comes from fossil fuels, with 97% coming from non-renewable sources like coal and oil. Renewable sources like solar and wind make up only 3%.
2) The share of non-commercial energy that can be sustainably harvested, like biomass, is only 0.33%.
3) Major sources of India's renewable energy include hydroelectric (1.4% of total), biomass (68.6% of renewables), and animal waste (30.1% of renewables).
Concept attainment model
This document provides a summary of a lesson on the concept of "species" taught to 9th standard students. The lesson had the following key points:
- The teacher defined species and provided examples of both positive and negative species. Examples of species included mammals, birds, reptiles etc.
- Students were tested on their understanding of the concept by identifying unlabeled examples of species provided by the teacher.
- An analysis of student thinking and strategies for understanding the concept was conducted. Assignments were given to further solidify student understanding.
- The lesson encouraged interaction between the teacher and students to discuss examples, definitions and test comprehension of the concept being taught.
Benthas innovative lesson plan
1. The lesson plan describes an innovative teaching method to teach students about regional governments.
2. The teacher will use a technology-based presentation to explain the functions of regional governments and show examples of their activities.
3. Students will participate in a classroom simulation where some students represent regional government officials and others represent citizens bringing issues to them. This allows students to better understand the roles and interactions within the regional government system.
4. At the end, the teacher will review what was learned about regional governments and their place within the broader government structure.
Teaching template
This document provides a summary of a social science lesson on climate and weather for 9th standard students. The key points covered are:
- Most of the climate in India is influenced by the monsoon winds. About two-thirds of the country receives rainfall during the monsoon season.
- Wind and rainfall patterns vary across India. Different regions have different climates and weather systems.
- Approximately 97% of the country's annual rainfall is from the monsoon rains. Non-monsoon rainfall accounts for only about 3%. The percentage of rainfall from localized thunderstorms is just 0.33%.
- Students were engaged in activities to reinforce their understanding of India's climate patterns and the distribution of rainfall
Teaching template
This document provides a summary of a social science lesson on climate and weather for 9th standard students. The key points covered are:
- Most of the climate in India is influenced by the monsoon winds. About two-thirds of the country receives rainfall during the monsoon season.
- Wind and rainfall patterns vary across India. Different regions have different climates and weather systems.
- Approximately 97% of the country's annual rainfall is from the monsoon rains. Non-monsoon rainfall accounts for only about 3%. The percentage of rainfall from occasional winter storms is just 0.33%.
- Students were engaged through activities to reinforce the concepts and percentages regarding annual rainfall distribution and sources across India.
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INNOVATIVE LESSON PLAN
- 1. INNOVATE LESS PLAN Name of the Teacher : LEKSHMI PRASAD Standard : IX Name of the School : Strength : Subject : DuÀPX{´w Duration : 45 Min Unit : {]Imi¯nsâ A]hÀ¯w Date : Topic : {lkzZrjvSn (Myopia) OBJECTIVE ½psS t{X¯nse se³kn {]Xn_nw_ cq]oIcn¡p¶XmWv hyXymks¸Sp¶Xnpkcn¨v I®npmIp ¶ yqXIÄ Ip«nIsf aknem ¡p¶Xnpthn. METHODS & MATERIALS Lecturing , discussing , B.B. Writing , presenting, summersing, doubt clearing, questioning, assignment. REFERENCES 1. Text book of Std IX ,SCERT Kerala 2. Hand book of IX, SCERT Kerala. ZoÀLZrjvSn (Hyper Myopia)
- 2. Teaching Procedure Students Response STEP 1 : Checking the previous knowledge & introducing the topic I®nse IymadbpsS {]tXyIX F´mWv? AXnsâ {][m `mK§Ä GsXms¡? I®n F§sbmWv {]Xn_nw_w cq]oIcn¡p¶Xv? A§ssb¦nÂI®nse Nne yqXIÄ sImv {]Xn_nw_ cq]oIcWw hyXymks¸Sp¶Xv F§ssb¶v ]Tn¡mw. STEP 2 : Analysing the topic Nne BfpIÄ I®S [cn¡p¶Xv Incn¡ patÃm? F´psImmWv I®S [cn¡p¶Xv? I®Sbnepff se³kv n§Ä {i²n¨n«ptm? AsX ]eXc¯nepffhbmWv AtÃ? Nne BfpIÄ t]¸À ASp¯p ]nSn¨v hmbn¡p¶Xv In «ntÃ? AsX, AXp I®nsâ Hcp yqXbmWv. AhÀ I®S [cn¡pt¼mÄ {]ivw ]cnlcn¡s¸SpatÃm? A[ym]nI BtcmKyapff BÄ¡mcpsS t{X¯n hkvXphnsâ {]Xn_nw_w cq]oIcn¡p¶Xnsâ amXrI IwIpdª I¼nsImv Dm¡ nb t{XtKmf¯n CuÀ¡n I¼vIrXyamb Afhn HSn¨v {]Xn_nw_w cq]oIcn¡p¶ Ømw Ip«nIÄ¡v ImWn¨p sImSp¡p¶p. O I I I IiI AXnptijw ASp¯pff hkvXp¡sf ImWmpw Zqscbpff hkvXp¡sf ImWm³ km[n¡m¯hcpsS I®n {]Xn_nw_w cq]s¸Sp¶Xv F§ssb¶pw ta ]dª
- 3. coXnbn ImWn¨psImSp¡p¶p. O I BZyw IkμÀ` ¯n hkvXp¡fpsS {]Xn_nw_w cq]s¸«sXhnsSbmWv.? cmas ¯ Nn{X¯ntem? sdänbv¡p ap¼n {]Xn_nw_w cq]s¸«t¸mÄ se³knsâ ]hÀ IqSpXembncn¡ptam Ipdhmbncn ¡ptam? t{XtKmf¯nv F´phyXymkw h¶t¸mgmWv {]Xn_nw_w sdänbv¡p ap¼n cq]s¸«Xv. Cu yqXbv¡p {lkzZrjvSn F¶mWv ]dbp¶Xv. At¸mÄ {]lzZrjvSn DmIp ¶Xnpff ImcWw F´mWv? A[ym]nI {][m Bibw hyIvXam¡pI. {][m Bibw I®nse t{XtKmf¯nsâ ofw IqSnbt¸mÄ {]Xn_nw_w sdänbpsS ap¼n cq]s¸Sp¶p. At¸mÄ se³knsâ ]hÀ Ipdªp X³aqew ASp¯pff hkvXp¡sf ImWmpw AIsebpff hkvXp¡sf hyIvXambn ImWmpw km[n¡pIbnÃ. CXmWv {lkzZrjvSn(Myopia). A[ym]nI Hcp tIm¬tIhv se³kv FSp¯v {lkzZrjvSn DmIpt ¼mÄ {]Xn_nw_w cq]oIcn¡p¶Xnsâ amXrIbpsS hkvXphnpw t{XtKmf¯npw CSbnembn sh¨n«v tIm¬tIhv se³kv hkvXphnsâ {]Xn_nw_w km[mcW I®pI fn cq]s¸Sp¶ CuÀ¡n I¼v {IaoIcn¨v ImWn¨p.
- 4. O I {][m Bibw {lkzZrjvSn ]cnlcn¡phm³ tIm¬tIhv se³kv D]tbmKn¡p¶p. Nne BfpiÄ t]¸À AIse ]nSn¨p hmbn¡mdptÃm? AXv F´psImmbncn¡ pw? AsX A[ym]nI {lkzZrjvSn ImWn¨ amXrIbn Ipd¨pIqSn ofapff cp CuÀ¡n I¼v sdänbpsS ]pdIphi¯mbn Iq«n ap«n¨n«v {]Xn_nw_w cq]s¸Sp¶ Ømw ImWn¨p sImSp¯p. hkvXphnsâ {]Xn_nw_w FhnsSbmWv cq]s¸Sp¶Xv se³knsâ ]hÀ IpdbpIbmtWm IqSpIbmtWm sN¿p¶Xv? hkvXphns ImWp¶Xv F{]Imcambncn¡pw? {][m Bibw t{XtKmf¯nsâ ofw IqSpIbpw {]Xn_nw_w sdänbpsS ]pdIphi¯m IpIbpw sN¿pt¼mÄASp¯pff hkvXp¡Ä hyIvXambn ImWm³ km[n¡msXbpw AIsebpffh hyIvXambn ImWm³ IgnbpIbpw sN¿pw CXmWv ZoÀLZrjvSn (Hyper metropia). STEP 3 : Summerising the topic ]mT`mK¯nse {][m Bib§Ä H¶pIqSn Ip«nIfpambn ]¦pshbv¡p¶p. STEP 4 : Allowing time for doubt clearing Ip«nIfpsS kwib§Ä¡p adp]SnsImSp¡p¶p. STEP 5 : Questioning taking place in between student the Ip«nIÄ ]ckv]cw Fgpt¶äp n¶v Hmtcmcp¯cmbn Hmtcmcp¯tcmSv tNmZy§Ä tNmZy§Ä tNmZn¡m³ Bhiys¸Sp¶p. D¯cw ]dªhscbpw tNmZyw
- 5. tNmZn¨hscbpw t{]mÂkmln¸n¡pIbpw D¯cw ]dbmsX h¶m tNmZyIÀ¯mhp Xs¶ D¯cw ÂIWsa¶v ]dbpIbpw sN¿p¶p. STEP 6 : Assignment tIm¬tIhv se³kv D]tbmKn¨v {lkzZrjvSn ]cnlcn¨Xpt]mse ZoÀLZrjvSn F§s F§s ]cnlcn¡mw. Nn{X¯neqsS hyIvXam¡pI?