Innovative lesson plan
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1. The document discusses elements, compounds, and the differences between them. It describes an activity where a sample of copper sulfate is observed to produce a blue solution when dissolved in water, showing it is a compound. 2. When the pupil observes that copper sulfate produces a blue solution with water but other substances like copper do not dissolve or produce color changes, they understand that copper sulfate is a compound while copper is an element. 3. The document emphasizes that elements cannot be broken down further by chemical or physical changes, while compounds can be broken down into simpler substances using chemical or physical changes.
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![Name of the Teacher : Maya.U Standard : VIII
Name of the School: G.H.S.S, PUTHOOR. Division : A
Subject : ckX{´w Strength :38
Unit : ]ZmÀ°§fnse ASnØmLSI§Ä Duration : 40min
Topic : aqeI§fpw kwbpà§fpw
Curricular Statement
]co£Ww, nco£Ww, NÀ¨, hnhctiJcWw, A]{KYw F¶nhbneqsS ]ZmÀ°§fnse LSI§sf¡pdn¨v Bibw
ssIhcn¡p¶p.
Content Analysis
New Terms : aqeI§fpw kwbpà§fpw
Facts
I¡-w, s]m«mkyw s]ÀamwKtäv, kzÀ®w, shÅn F¶nh ip²]ZmÀ°§fmWv.
]ZmÀ°§Ä AXnkq£va IW§fm nÀ½nXamWv.
]©kmcbpsS LSI§Ä ImÀ_Wpw PehpamWv.
]©kmc kwbpà§Ä¡v DZmlcW§fmWv.
ssl{UP³,HmIvknP³ aqeI§Ä¡v DZmlcWamWv.
Concepts
ip²]ZmÀ°§Ä AXnkq£vaIWnIIfm nÀ½nXamWv.
cmk{]{InbbneqsS hnLSn¨vLSI§fm¡m³ km[n¡m¯ ip²]ZmÀ°§sf aqeI§Ä F¶p ]dbp¶p.
ct-m AXne[nItam aqeI§Ä cmk{]{InbbneqsS tNÀ¶p-mIp¶ ]ZmÀ°§fmWv kwbpà§Ä. Chsb
cmk{]{InbbneqsS LSIaqeI§fmbn amäm³ Ignbpw.](https://image.slidesharecdn.com/innovativelessonplan-151118172510-lva1-app6891/85/Innovative-lesson-plan-1-320.jpg)
![Learning Outcomes
The pupil enables to develop,
1. Factual knowledge on constituent of matter elements and compounds.
a. Recalling the concept of pure substance and Mixtures.
b. Recognizes the different constituent of matter.
2. Conceptual knowledge on constituent of matter elements and compounds.
a. Explaining the elements and compounds
b. Demonstrating the experiment.
3. Procedural knowledge on constituent of matter, elements and compounds.
a. Doing and observing the activities.
b. Raising the questions.
4. Metacognitive knowledge on constituent of matter, elements and compounds.
a. Focusing the elements and compounds
5. Develops different process skill like observing inferring, hypothesizing and
communicating.
6. Develops a positive attitude toward science.
Teaching learning aids
ssNmUnjv, t_mbnenMv S}_v, ]©kmc, ]ªn.
Pre- requisites
ip²]ZmÀ°§sfçdn¨v æ«nIÄçÅ ap¶dnhv.
Reference
Text book of standard VIII
Hand book of standard VIII](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Project Management & Construction Management consultation acting as temporary staffing or your entire outsourced department. Working regularly in the Western United States for major brands, their franchise operators, small business owners and high profile individuals.
Xu hướng thiết kế lịch năm 2016
25 xu hướng thiết kế lịch đầy sáng tạo cho năm 2016
Xem thêm tại: http://www.logostyle.vn/thiet-ke-lich-2016
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- 2. Learning Outcomes The pupil enables to develop, 1. Factual knowledge on constituent of matter elements and compounds. a. Recalling the concept of pure substance and Mixtures. b. Recognizes the different constituent of matter. 2. Conceptual knowledge on constituent of matter elements and compounds. a. Explaining the elements and compounds b. Demonstrating the experiment. 3. Procedural knowledge on constituent of matter, elements and compounds. a. Doing and observing the activities. b. Raising the questions. 4. Metacognitive knowledge on constituent of matter, elements and compounds. a. Focusing the elements and compounds 5. Develops different process skill like observing inferring, hypothesizing and communicating. 6. Develops a positive attitude toward science. Teaching learning aids ssNmUnjv, t_mbnenMv S}_v, ]©kmc, ]ªn. Pre- requisites ip²]ZmÀ°§sfçdn¨v æ«nIÄçÅ ap¶dnhv. Reference Text book of standard VIII Hand book of standard VIII
- 3. Classroom Interaction Procedure Introduction mw A[nhkn¡p¶ `qan sshhn[yamÀ¶ ]ZmÀ°§fm k¼¶amWtem? hnhn[ AhØIfnembn ImWs¸Sp¶ Cu ]ZmÀ°§fn an¡hbpw an{inX§fpw aäpÅh ip²]ZmÀ°§fpamsW¶v FÃmhÀçw Adnbmw. n§Äç kp]cnNnXamb ]ZmÀ°§sf an{inX§fmbpw ip²]ZmÀ°§fmbpw Xcw Xncn¡matÃm? Activity – 1 So¨ÀIpd¨v ]ZmÀ°§fpsS DZmlcW§Ä Xcmw. n§Ä AXn nìw ip²]ZmÀ°§fpw an{inX§fpw thÀXncn¨v FgpXpI. ip²]ZmÀ°§Ä an{inX§Ä ip²]ZmÀ°§Ä GsXms¡bmsW¶v FÃmhÀ¡pw aÊnembtÃm ? Pupil Response k¼¶amWv kzÀ®w, ]©kmcembn, ]©kmc, shÅn, D¸vshÅw, I¡-w, ImÀ_¬, tIm¸ÀkÄt^äv embn
- 4. ip²]ZmÀ°§Ä kzÀ®w, ]©kmc, shÅn, I¡-w, ImÀ_¬ an{inX§Ä ]©kmcembn, D¸vshÅw, tIm¸ÀkÄt^äv embn Activity- 2 Cn So¨ÀHcp IY ]dªp Xcmw. Hcp Znhkw ip²]ZmÀ°amb ]©kmcív Hcp tamlwtXm¶n. FÃmhcpw Xs¶ Nmbbnepw aäp ]mob§fnepw Ie¡n IpSn¡p¶p. A§sbpÅ Fs¶ NqSm¡nbm Fs´Ãmw In«psa¶v H¶dnbWw. ]©kmc F´p sNbvsXt¶m, Bcpw AdnbmsX Hcp t_mbnenMv S}_n Ibdn Ccp¶Xnptijw ]ªn D]tbmKn¨v AXnsâ hmbv`mKw AS¨p. AXnptijw t_mbnenMv S}_v iànbmbnNqSm¡n. Ipd¨v Ignªt¸mÄ ]©kmcívNqSv kln¡m³ h¿msX DcpIm³ XpS§n. A§s ]mhw ]©kmc DcpInbpcpIn ImÀ_Wpw Pehpambn amdn. Ipd¨p Ignªt¸mÄ ]©kmc DcpIn¡n«nb ImÀ_Wpw Pehpw X½n hg¡mbn. Ahsc ho-pw NqSm¡nbm Fs´Ãmw In«psa¶mbncp¶p {]ivw. AXnmbn ImÀ_¬ F´psNbvsXt¶m? ho-pw Hcp sSÌvS}_n Ibdn iànbmbnNqSm¡n tm¡n. ]t£ Fs´ms¡sNbvXn«pw ]mhw ImÀ_¬ DcpIpItbm ho-pw]pXnb LSI§Ä D-mIpItbm sNbvXnÃ.
- 5. CXp I-p n¶ Pe¯nv Hcp kwibw, Xmpw CXpt]mse NqSmbm ]pXnb LSI§Ä D------mIptam?At¸mgmWv Pe¯nv Hcp Imcyw HmÀ½h¶Xv ! ]- v kÀ. lw{^ntUhn F¶ imkv{XÚ³ X¶n Hcp ]co£Ww S¯nbtÃm. AXmbXv X¶neqsS sshZ|Xn IS¯nhn«t¸mÄ ssl{UPpwHmIvknPpw D-mbtÃm? Pe¯nv kt´mjambn. Pew ss[cyt¯msSImÀ_Wns shÃphnfn¨p. AXnptijw sshZ|XnbpsS klmbt¯msSPew ssl{UPpw, HmIvknPpambn hn`Pn¨p. ]mhw ImÀ_¬ ip²]ZmÀ°ambn«pw ho-pwLSI§sf D-m¡m³ km[n¨nÃ. F¶m Pe¯nv]pXnb LSI§Ä D-mbn. Cu IYbn n¶pw n§Ä¡v F´mWvaÊnembXv ? ]©kmc F¶ ip²]ZmÀ°s¯ NqSm¡nbt¸mÄ ImÀ_Wpw Pehpw D-mbn. CXn ImÀ_Wns NqSm¡nbt¸mÄ ho-pw LSI§fm¡m³ km[n¨nÃ. F¶m Pes¯ho-pw ssl{UPpwHmIvknPpambn hn`Pn¡m³ Ignbpw. CXn n¶pw ip²]ZmÀ°§Ä c-pXcaps¶v aÊnem¡mw. NÀ¨mkqNI§Ä ]©kmc NqSm¡nbt¸mÄ ImÀ_Wpw PehpwD-mbn. ImÀ_Wns ho-pw NqSm¡nbm LSI§Ä D-mInÃ. Pes¯ ho-pwssl{UPpwHmIvknPpambn hn`Pn¡m³ Ignbpw
- 6. Activity- 3 FÃmhÀ¡pw IY CjvSambtÃm.....? Cn ap¡v ImÀ_Wpw Pehpw X½n I-pap«pt¼mgpÅ kw`mjWw {i²n¡mw. ImÀ_¬:ltem....Pew, Fs´ms¡bp- vhntijw? Pew:kpJambncn¡p¶p. ImÀ_¬:ns¡´m C{X Kuchw? o BsI amdnt¸mbtÃm? Pew :Fns¡´m Kuchw ]mSntà ! Rm³ nsâ Iq«Ã. Fn¡vv cmk{]{InbbneqsS hnLSn¨v]pXnb ]ZmÀ°§Ä D-m¡m³ km[n¡pw. AXnm Rm³ kwbpà§Ä F¶ t]cnednbs¸Sp¶p. ImÀ_¬:Hm...! AXmtWm Imcyw,Fn¡v AXnpÅ IgnhnÃ. F¶m R§Ä¡pa- v aqeI§Ä F¶ t]cv. Fs¶t¸mepÅaqeI§Ä D-mbXv sIm-mWv cmk{]{InbbneqsS IqSnt¨À¶v kwbpà§Ä F¶dnbs¸Sp¶ o D-mbX v. Pew:k½Xn¨p....F¶ncp¶mepw kwbpà IpSpw_¯nse thsd AwK§fmb ImÀ_¬ HmIvknPn Pzen¨v ImÀ_¬þssUHmIvsskUv D-mIp¶p. AXpt]mse ImÂkyw ImÀ_tWäv hnLSn¨pw ImÀ_¬þssUHmIvsskUvD-- mIp¶p. n¡v CXnp km[n¡nÃtÃm....thsdmcp aqeIhpambn kwtbmPn¡msX ImÀ_Wmbn amX{atà n¡pw nsâ IpSpw_mK§Ä¡pw n¡m³ IgnbpIbpÅq. ImÀ_¬:icn, FÃmw k½Xn¨p. Cn mw X½n ChnsS n¶v Hcp hgç-- m¡-. Fn¡v AXymhiyambn Hcp Øew hsc t]mIWw. Pew:A§sbmIs«..... . CjvSambn.... Pe¯nsâbpwImÀ_Wnsâbpw kw`mjW§Ä {i²n¨ntÃ? CXn n¶pw F´mWv n§Ä aÊnem¡p¶Xv?
- 7. Activity -4 aqeI§Ä¡pw kwbpà§Ä¡pw DZmlcW§Ä FgpXpI? aqeI§Ä kwbpà§Ä Consolidation cmk{]{InbbneqsS hnLSn¨vLSI§fm¡m³ km[n¡m¯ ip²]ZmÀ°§sf aqeI§Ä F¶p ]dbp¶p. cmk{]hÀ¯¯neqsS ct-m AXne[nItam aqeI§Ä tNÀ¶p-mIp¶ ]ZmÀ°§sf kwbpà§Ä F¶p ]dbp¶p. cmk{]{InbbneqsS hnLSn¨v LSI§fm¡m³ km[n¡m¯ ip²]ZmÀ°§sf aqeI§Ä F¶pw cmk{]hÀ¯¯neqsS ct-m AXne[nItam aqeI§Ä tNÀ¶p- -mIp¶ ]ZmÀ°§sf kwbpà§Ä F¶p ]dbp¶p.
- 8. Review Question ? F´mWv aqeI§Ä ? DZmlcWw FgpXpI ? F´mWv kwbpà§Ä ? DZmlcWw FgpXpI ? Follow up Activity Pe¯nsâbpwImÀ_Wnsâbpw kw`mjWcoXnsbt¸mse thsdmcp kwbpànsâbpw aqeI¯nsâbpw kw`mjWcoXn kb³kv Ubdnbn FgpXpI.