 The document provides details of an innovative lesson plan about the structure of the brain. It includes terms, facts, concepts, and classroom activities related to the different parts of the brain.  The major concepts are that the cerebrum is the largest part of the brain and controls functions like memory, emotion, speech, and movement. The cerebellum is below the cerebrum and coordinates movement.  Classroom activities involve students observing diagrams of the brain, answering questions, and participating in group work to explain the structure and functions of parts like the cerebrum, cerebellum, medulla oblongata, and pons.

1. INNOVATIVE LESSON PLAN
Name of the Teacher : kcn-X.-F-Êv. hn Standard :
Name of the School : Strength :
Name of the Subject : Poh-imkv{Xw Average Age :
Name of the Unit : C{µn-b-§Ä¡p-a-¸pdw Duration :
Name of the Lesson : Xe-t¨m-dnsâ LS Date :
CURRICULAR STATEMENT
Develop factual, conceptual, procedural, metacognetive knowledge, process skills and attitude on structure of brain
through lecture method, group discussion evaluating by questioning, group discussion and participating in group
works.
CONTENT ANALYSIS
TERMS
Xe-t¨m-dv, t]m¬kv, skdn{_w, skdn-s_Ãw, saUpe H»mw-tK-ä, saUp-Ã, tImÀ«Ivkv
FACTS:
 Xe-t¨m-dnsâ Gähpwhenb `mK-amWvskdn{_w.
 skdn{_wc-vXc-ap--v. heXvslan-kv]n-bÀ, CSXvslan-kv]n-bÀ
 CSXvslan-kv]n-bÀico-c-¯nsâ he-Xp-`m-K-¯pÅ{]hÀ¯--§sfnb-{´n-¡p-¶p.
 heXvslan-kv]n-bÀico-c-¯nsâ CS-Xp-`m-K-¯pÅ{]hÀ¯--§sfnb-{´n-¡p-¶p.

2.  _p²n, Nn´, HmÀ½, `mh XpS-§nb KpW-§-fpsS tI{µwskdn-{_-am-Wv.
 Xe-t¨m-dnsâ c-m-as¯ `mK-amb skdn-s_Ãwskdn-{_-¯nvASp-¯mbnImWp-¶p.
 t]in-IsfGtIm-]n-¸n-¨p-sIm-vico-c-¯nsâ Xpe--ne ]men-¡p¶Xv skdn-s_-Ã-am-Wv.
 skdn-{_¯np NphsS skdn-s_-Ã-t¯mSvtNÀ¶v ZWvUp-t]m-epÅ`mK-amWvsaUpe H_vfmw-tKä CXnsâ XpSÀ¨-bmWvkpjp-av.
 izmk-Ñzm-kw, lrZ-b-kv]-µw, Npa, Xp½Â, OÀ±n, cà-¡p-g-ep-I-fpsS kt¦mNwXpS-§nb Ass-OnI {]hÀ¯--§sfnb-{´n-¡p-¶XvsaUpÃH_vfmw-tK-ä-bmWv.
skdn-s_-Ã-¯nsâ c-v`mK-§sfX½nÂ_Ôn-¸n-¡p¶ `mK-amWvt]m¬kv.
 skdn-s_-Ã-¯n-te-¡pw, kpjp-av-bn-te¡pw Xe-t¨m-dnsâ hnhn[ `mK-§-fn-te¡pwBth-K-§sf IS-¯n-hn-Sp-¶-XmWv t]m¬knsâ [À½w.
CONCEPT
MINOR CONCEPT
 Xe-t¨m-dnsâ Gähpwhenb `mK-amWvskdn{_w.
 Xe-t¨m-dnsâ c-m-as¯ `mK-amb skdn-s_-Ãw, skdn-{_-¯nvASp-¯mbnImWp-¶p.
 skdn-{_-¯np NphsS skdn-s_-Ã-t¯mSvtNÀ¶vZWvUp-t]mse ImWp¶ `mK-amWvsaUpe H_vfmw-tK-ä.
 skdn-s_-Ã-¯nsâ c-p `mK-§sf X½nÂ_Ôn-¸n-¡p¶ `mK-amWvt]m¬kv.
MAJOR CONCEPT
 _p²n, Nn´, HmÀ½, `mh-, XpS-§nb KpW-§-fpsS tI{µwskdn-{_-am-Wv.

3. LEARNING OUTCOME INTERMS OF SPECIFICATION
Enable the pupils to develop,
i) Factual knowledge on the structure and function of brain through,
a) Recalling the terms like cerebrum, cerebellum, medulla oblongata and pones
b) Recognizing the different parts of brain
c) Explaining the structure and functions of different parts of the brain
ii) Conceptual knowledge about the structure of brain through,
a) Recalling the structure of brain
b) Recognizing the different parts of the brain
c) Explaining the structure and functions of different parts of the brain.
iii) Procedural knowledge on the structure of the through ,
a) Differentiating the parts of brain
b) Explaining the function of brain
iv) Metacognetive knowledge on the structure of brain through,
a) Recognizing the structure of different parts of the brain
b) Explaining the different parts of the brain
v) Different process skills like,
a) Observing the different parts of the brain
b) Communication through presenting the group work
vi) Scientific attitude towards the study of structure of brain

4. PRE REQUISITES
ap-jy-i-co-c-¯nsâ FÃm {]hÀ¯-§fpw nb-{´n-¡p-¶XvXe-t¨m-dm-sW¶v Ip«n-IÄ¡-dn-bmw.
 akvXn-jv¡-¯nsâ Nn{X-a-S-§nb NmÀ«v
 akvXn-jv¡-hp-ambn _Ô-s¸«Ipdn-¸p-IÄ
 akvXn-jvI-s¯-¡p-dn¨v tNmZy-§Ä DÄs¸-Sp-¯nb ImÀUpwD¯-c-§ÄAS-§p¶ NXp-chpw hc¨vImWn-¨p-sIm--pÅBIvSn-hnän ImÀUp-IÄ
REFERENCES
Textbook of Standard IX, SCERT Kerala
CLASSROOM INTERACTION PROCEDURE PUPIL RESPONSES
A²ym]nIIp«n-I-fp-ambn sÃmcp _Ôw Øm]n-¡p-¶p. AXn-p-tijw Ah-cpsS ap¶-dnhv ]cn-tim-
[n-¡p-hm-mbn Nne tNmZy-§ÄtNmZn-¡p-¶p.
1. ap-jy-nse hnhn[ {]hÀ¯--§Änb-{´n-¡p-¶XvF´mWv?
2. ap-jy-nse Gähpwk¦oÀ®-amb Ah-bhwGXv?
3. ap-jy-nse ap-jy-m-¡p¶ FÃm hnin-jvS-Kp-W-§-fp-tSbpwtI{µwGXv?

5. C¶v ½Ä]Tn-¡p-hm³ t]mIp-¶XvXe-t¨m-dnsâ LS--sb-¡p-dn-¨m-Wv.
ACTIVITY - I
A²ym-]nI Xe-t¨m-dnsâ Nn{X-a-S-§nb NmÀ«vIp«n-IÄ¡v ImWn-¨p-sIm-Sp-¡p¶p. Ah-
tcmSv nco-£n-¡p-hm-m-h-iy-s¸-Sp-¶p.

6. CONSOLIDATION
Xet¨mdnsâ Gähpw henb `mK-amWv skdn{_w.

7. ACTIVITY - I
A²ym]nI Xe-t¨m-dnsâ hnh-c-§-f-S-§nb Ipdn-¸p-IÄÂIn-b-tijwIp«n-I-tfmSvhmbn-¡p-
hm-m-h-iy-s¸-Sp-¶p.
 Xe-t¨m-dnsâ Gähpwhenb `mK-amWvskdn{_w.
 Xe-t¨m-dnsâ c-m-as¯ `mK-amb skdn-s_-Ãw, skdn-{_-¯nvASp-¯mbnImWp-¶p.
 skdn-{_-¯npNphsSskdn-s_-Ã-t¯mSvtNÀ¶vZWvUvt]mse ImWp¶ `mK-amWvsaUpe
H_vfmw-tKä
 _p²n, Nn´,-HmÀ½, `mh XpS-§nb KpW-§-fpsS tI{µwskdn-{_-am-Wv.
 skdn-s_-Ã-¯nsâ c-v`mK-§sf X½nÂ_Ôn-¸n-¡p¶ `mK-amWvt]m¬kv
CONSOLIDATION
skdn-s_-Ã-¯nsâ c-v `mK-§sf
X½n _Ôn-¸n-¡p¶ `mK-amWv t]m¬kv
ACTIVITY – III

8. A²ym]nI Ipd¨v tNmZy-§Ä AS-§nb Hcp ImÀUv Ip«n-IÄ¡v ÂIp-¶p. AXn n¶pw D¯-c-
§Ä X¶n-cn-¡p¶ NXp-c-¯nÂn¶pwIs--¯p-hm-m-h-iy-s¸-Sp-¶p.
-ep -ssh N ] I i sk h
t{K äv kp jp av dn e
O am e J ] {_w X
P ä ä h sk dn s_ Ãw
b À M À e t]m ¬ kv
c e hn N p tIm i
sa Up à H »m t¤ ä k
1. Xe-t¨m-dnsâ Gähpwhenb `mKw
2. Xe-t¨m-dnsâ Xpew]men-¡p¶ `mKw
3. saUpÃHm_vfmwtKä-bpsS XpSÀ¨-bmb `mKw

9. 4. skdn-s_-Ã-¯nsâ c-v`mK-§sfX½nÂ_Ôn-¸n-¡p¶ `mKw
5. skdn-s_-Ã-t¯mSvtNÀ¶vZWvUp-t]mse ImWp¶ `mKw
6. skdn-s_-Ã-¯nsâ ]pdw-`m-K-¯nv ]d-bp¶ t]sc´v?
7. skdn-s_-Ã-¯nsâ DÄ`m-K-¯nv ]d-bp¶ t]sc´v?
CONSOLIDATION
skdn{_w c-v Xc-ap-v heXv
slan-kv]n-bÀ CSXv slan-kv]n-bÀ

10. REVIEW QUESTIONS
1. Xe-t¨m-dnsâGähpwhenb`mKwGXmWv?
2. skdn-{_hpwskdn-s_-ÃhpwXmc-X-ay-s¸-Sp-¯pI?
FOLLOW UP ACTIVITY
Xe-t¨m-dnsâLShc¨v `mK-§ÄAS-bm-f-s¸-Sp-¯pI