This lesson plan is about nutrition and digestion in different organisms like amoeba, hydra and tapeworm. It aims to enable students to recall key terms, classify organisms based on their nutrition, demonstrate digestive processes, and develop positive attitudes. The plan involves students observing models and pictures of organisms, classifying differences in digestion, and communicating about digestive processes. It compares and contrasts the digestion in amoeba, hydra and tapeworm, noting that amoeba digests through food vacuoles while tapeworm digests through tapeworm segments and both have intracellular digestion, but tapeworm also has extracellular digestion.

1. KTCT COLLEGE OF TEACHER EDUCATION
Kaduvayil, Thottakkadu P.O
EDU.09:THEORETICAL BASE OF NATURAL SCIENCE EDUCATION –PART 11
INNOVATIVE LESSON PLAN
Name : Nishi. S
Reg. No. : 13369008
Subject : Natural Science

2. INNOVATIVE LESSON PLAN
Name of the teacher : Nishi. S Standard : IX
Name of the school : Division :
Name of the subject : Poh-imkv{Xw Date :
Name of the unit : Blm-c-¯nsâ cmk-m-ä-§Ä Strength :
Name of the lesson : t]mjWw aäp-Po-hn-I-fn Duration :
CURRICULAR STATEMENT
NÀ¨, nco-£-Ww, Bi-b-hn-n-abw F¶n-h-bn-eqsS Aao-_, ssl{U, mS-hnc F¶n-h-bnse Blm-c-k-¼m-Z--co-Xn, Zl--{]-{In-b F¶nh a-kn-em-¡p-¶p. ]T-
-{]-hÀ¯--§Ä, tNmZ-y-§Ä, Ah-X-c-Ww, aqe-y-nÀWbw F¶n-h-bn-eqsS Ip«n hne-bn-cp-¯-s¸-Sp-¶p.
LEARNING OUTCOMES

3. To enable the pupil to
 Recall the terms amoeba, tapeworm, hydra for developing factual knowledge.
 Classify the organisms on the basis of type of nutrition, digestion for developing conceptual knowledge.
 Demonstrate the digestive process in different organisms for developing procedural knowledge.
 Develops a positive attitude towards learning nutrition takes place different organisms.
 Develop skill to draw the diagrams of ameba, hydra, tapeworm, etc.
Process Skill
 Observing the modals showing the structure of amoeba, tapeworm, hydra etc.
 Classifying the different between digestion in amoeba and hydra.
 Communicating about digestive process in amoeba, hydra and tapeworm.
 Predict what will happen if a common type digestive process is occurs in all organisms.
CONTENT ANALYSIS
TERMS
Aao-_, _mIvSo-cn-b, t{]mt«m-tkmhm I]-S-]m-Z-w, tImi-{Z-h-yw, `£-W-t^-w, A¶-Pw, sImgp-¸v, amwk-yw, tImim-´-cn-I-Z-
l-w, ssl{U, jUv]-Z-§Ä, {]mWn-I-fpsS emÀh-IÄ, amwk-`p-¡v, sSâ-¡n-fp-IÄ, tÇjvaw, tImi-_m-l-y-Z-l-w, B´-c-]-cm-Zw,
mS-hn-c, A¶-]-Yw, sNdp-Ip-SÂ.

4. FACTS  Aao-_-bpsS {][m `£-W-amWv BÂK, _mIvSo-cn-b, t{]mt«m-tkmh F¶n-h.
 Aao_ Blm-c-k-¼m-Zw S-¯p-¶Xv I]-S-]m-Z-§-fn-eq-sS-bm-Wv.
 tImi-{Z-h-y-¯nse `£-W-t^--¯nÂh¨v Zlw S-¡p-¶p.
 A¶Pw, sImgp-¸v, amwk-yw F¶n-hsb Zln-¸n-¡m³ Ignbp¶ F³ssk-ap-IÄ ImW-s¸-Sp-¶-Xn-m Aao-_-bnse Zlw
tImim-´-cnI Zlw F¶p-]-d-bp-¶p.
 Aao_ Zl-m-h-in-jvS-§Ä ico-tcm-]-cn-X-e-¯n-eq-sS-bmWv ]pd-´-Åp-¶-Xv.
 ssl{U-bpsS Blmcw shÅ-¯n ImW-s¸-Sp¶ sNdp {]mWn-IÄ, jUv]-Z-§Ä F¶n-h-bm-Wv.
 ssl{U Hcp amwk-`p-¡m-Wv.
 ssl{U sSâ-¡n-fp-IÄ D]-tbm-Kn¨v Cc ]nSn¡p¶p.
 F³ssk-ap-IÄ `mKn-I-ambn Zln-¸n¨ `£Ww Blm-cs¯ s]mXnªv `£-W-t^--¯n F¯p-¶p.
 ssl{U-bnse Zl--{]-{Inb `mKn-I-ambn tImim-´-cnI Zl-hpw `mKn-I-ambn tImi-_m-l-y-Z-l--hp-am-Wv.
 icocw kt¦m-Nn-¨p-sIm­v
Zl-m-h-in-jvS-§Ä hmbn-eqsS ]pd-´-Åp-¶p.

5.  ap-j-ysâ sNdp-Ip-S-en ImWp¶ Hcp B´-c-]-cm-Z-amWv mS-hn-c.
 mS-hn-c¡v ]qÀ®-amb A¶-]Yw CÃ.
 mS-hnc ap-j-ysâ sNdp-Ip-S-en n¶v ico-tcm-]-cn-X-e-¯n-eqsS tcn«v hen-s¨-Sp-¡p-¶p.
 F³ssk-ap-IÄ D]-tbm-Kn-¨pÅ cmknI Zl--{]-{Inb mS-hn-c-bn CÃ.
CONCEPTS
MAJOR CONCEPT
kq£a Pohn-I-fmb _mIvSo-cnb apX ap-j-y³ hsc-bpÅ Po-h-Pm-e-§-fn Blm-c-¯nepw Blm-c-k-¼m-Z--¯nepw Hcp-]mSv
kam--h-y-X-ym-k-§Ä ImWmw.
MINOR CONCEPTS  I]-S-]m-Z-§-fpsS klm-b-t¯msS Aao_ Blm-c-k-¼m-Zw S-¯p-¶p.
 tImi-{Z-h-y-¯nse `£-W-t^--¯n h¨mWv Zlw S-¡p-¶-Xv.
 mS-hn-c¡v ]qÀ®-amb A¶-]Yw CÃ.
 ssl{U sSâ-¡n-fp-IÄ D]-tbm-Kn¨v Blm-c-k-¼m-Zw S-¯p-¶p.
PREREQUISITES ½psS Npäp-]m-Sn AtIw Xc-¯n-epÅ kq£va Pohn-IÄ ImW-s¸-Sp-¶p.
TEACHING LEARNING
RESOURCES
 A box containing different coloured cards.
 Pictures of organisms showing through ICT.

6. TEACHING LEARNING INTERACTION
CLASSROOM INTERACTION PROCEDURE
PUPIL RESPONSES
INTRODUCTION
A[-ym-]nI Ip«n-I-fp-ambn kulrZ kw`m-j-W-¯n-teÀs¸-Sp-¶p. Fsâ a-kn Hcm-i-b-ap-­v.
B Bibw a-kn-em-¡p-¶-Xn-
pÅ 5 kqN--IÄ Rm³ n§Ä¡v ÂImw. AXn³n¶v Bibw a-kn-em-¡m³ Ign-bptam F¶v {ian¨p tm¡q.
1. kqc-y--nep­v
N{μ-n-en-Ã.
2. A£-c-¯n-ep­v
Acn-bn-en-Ã.
3. ag-bn-ep­v
hmg-bn-en-Ã.
4. Pbn-en-ep­v
abn-en-en-Ã.
5. hoW-bn-ep­v
aWn-bn-en-Ã.
ACTIVITY - 1
Ip«n-IÄ {i²n-¨n-cn-¡p-¶p.
Ip«n-IÄ Is­-
¯p-¶p.
kq£va-Pohn

7. A[-ym-]nI Ip«n-Isf aq¶p {Kq¸p-I-fm¡n Xcw-Xn-cn-¡p-¶p. tijw Hmtcm {Kq¸npw aª, ]¨, oe F¶n-§s t]cv ÂIp-¶p.
tijw Hcp t_mIvkv ÂIpw. Cu t_mIvkn hnhn[ nd-§-fn-epÅ ImÀUp-IÄ D­v.
Hmtcm {Kq¸pw B {Kq¸nsâ t]cnsâ AtX
ImÀUp-I-fpsS klm-b-t¯msS {Kq¸v NÀ¨-bn-eqsS AXn Hfnªncn-¡p¶ C¯ncn¡pªs I­p-]
n-Sn¨v kb³kv Ub-dn-bn tcJ-s¸-
Sp-¯p-I. n§Ä¡v Is­-
¯m³ Ign-bp-¶n-sÃ-¦n Rm³ Ah-bpsS Nn{X-§Ä ImWn-¡pw. Nn{Xw nco-£n-¨-Xnp tijw Pohn
GXm-sW¶v Is­-
¯p-I. tijw Hmtcm {Kq¸pw Pohn-bpsS khn-ti-j-X-IÄ Ah-X-cn-¸n-¡p-I. aäv {Kq¸p-IÄ¡v kwi-b-ap-s­-
¦nÂ
tNmZn¨v a-kn-em-¡p-I.
A[-ym-]nI ICT D]-tbm-Kn¨v Hmtcm {Kq¸npw e`n¨ Pohn-bpsS Nn{Xw ImWn-¡p-¶p. tijw t{ImUo-I-cn-¡p-¶p.
Aao-_, ssl{U, mS-hnc F¶n-h-bn hnhn[ Xc-¯n-epÅ t]mjW coXn-I-fmWv ImW-s¸-Sp-¶-Xv. ssl{U sSâ-¡n-fp-IÄ D]-
tbm-Kn¨pw Aao_ I]-S-]m-Z-§Ä D]-tbm-Kn¨pw Blm-c-k-¼m-Zw S-¯p-¶p. ]qÀ®-amb A¶-]Yw CÃm-¯n-Xn-m mS-hnc
t]mj-I-§sf ico-tcm-]-cn-X-e-¯n-eqsS hen-s¨-Sp-¡p-¶p. ssl{U-bn tImim-´-cn-I-Z-l-hpw `mKn-I-ambn tImi-_m-l-y-
Z-l-hpw S-¡p-¶p. Aao-_-bn tImim-´-cnI Zlw am{Xw S-¡p-¶p.
Ip«n-IÄ AhÀ¡v e`n¨ ImÀUp-IÄ ¶mbn
hmbn¨v Hfn-ªncn¡p¶ kq£va Pohn
GXm-sW¶v Is­-
¯p-¶p.
Ip«n-IÄ Ah-X-cn-¸n-¡p-¶p. Ip«n-IÄ
{i²n¨v tIÄ¡p-Ibpw kwibw Zpco-I-cn-¡p-

8. Ibpw sN¿p-¶p.
Ip«n-IÄ Nn{Xw nco-£n-¡p-¶p.
Ip«n-IÄ {i²n¨v tIÄ¡p-¶p.
FORMATIVE EVALUATION PROCEDURE
REVIEW QUESTIONS
1. ssl{U-bnepw Aao-_-bnepw Blm-c-k-¼m-Zw F§s S-¡p-¶p?
2. F´mWv tImim-´-cnI Zl-w?
3. F´mWv tImi-_m-l-y-Z-l-w?
4. Hcp B´c ]cm-Z-¯nv DZm-l-c-Ww?
5. mShnc¡v ]qÀW-amb A¶-]-Y-an-Ã. Imc-Ww?

9. FOLLOW-UP ACTIVITY
Aao-_, ssl{U, mS-hn-c F¶n-h-bpsS Nn{X-§Ä tiJ-cn¨v Xmc-X-a-y-]-T dnt¸mÀ«v X¿m-dm-¡p-I.