1. The document provides details of an innovative teaching manual for an 8th standard physics lesson on the topic of force. 2. The lesson aims to help students develop factual, conceptual, procedural and metacognitive knowledge about force through observation, discussion, experimentation and evaluation. 3. A variety of teaching methods are outlined, including presentations, activities, discussions and demonstrations to help students understand different types of forces like pushing force, pulling force and friction.

1. INNOVATIVE TEACHING MANUAL
Name of the teacher : PARAMA. C. BABU
Name of the school : D.V.V.H.S.S
Subject : PHYSICS
Topic : _ew
Standard : VIII
Division : B
Duration : 45
Strength :
Date :
Average age : 13+
of pupil
CURRICULAR STATEMENT
Pupil develops factual knowledge, conceptual knowledge, procedural knowledge and meta cognitive knowledge on the
concept of force through observation, discussion, experimentation and evaluation by questioning.

2. CONTENT ANALYSIS
Terms: New, _ew t]in_ew LÀjW _ew, XÅÂ, hen¡Â,
Facts: 1) {]]©¯nepÅ FÃmhkvXp¡fpw NemhØbnemWv.
2) Hcp `uXnI {]Xn`mkamWv _ew.
3) Hcp hkvXphnsâ Ne¯npw nÝeamIp¶XnpsaÃmw ImcWw
AXn³ta {]tbmKn¡p¶ _eamWv.
4) _e¯nsâ bqWnäv yq«¬ BWv.
5) _ew {]tbmKn¡p¶Xnsâ ^eambmWv hkvXp¡Ä¡v Ømamäw
kw`hn¡p¶Xv.
6) {In¡äv t_mÄ ASn¨psXdn¸n¡mpw InWän n¶v shÅw
tImcmpw tai XÅno¡mpw hml§sf Nen¸n¡mpw _ew
BhiyamWv.
Concept : _ew {]tbmKn¡p¶Xnsâ ^eambmWv hkvXp¡Ä¡v Ømamäw
kw`hn¡p¶Xv.

3. LEARNING OUTCOME
Enable the pupil to develop
1. Factual knowledge about force by
a. Recalling of forces different movements of object
b. Recognise the fact that when a force is a pull or push
2. Conceptual knowledge about force by understanding the properties of force
a. Understanding the properties of force
b. Generalizing the idea that when a force is applied on a body its shape changed
3. Procedural knowledge on the concept of force by
a. Selecting suitable material to show the properties of force
b. Executing different activities of force
4. Meta cognitive knowledge on the concept of force by;
a. Designing procedure for executing activities of force
5. Different process skill such as,
a. Inferring from the idea that when force is applied on the body its state. shape direction changed
6. A positive scientific attitude towards science in general

4. Pre – requisites : {]]©¯nepÅ FÃmhkvXp¡fpw NemhØbnemsW¶v Ip«nIÄ¡v Adnbmw.
Teaching learning resources
Teaching learning interaction
Ihn-X, IY
Class room interaction Procedure Pupil Response
Pausing the problem
Ip«n-Isf n§Äs¡-Ãm-hÀ¡pw IhnX CjvS-am-WtÃm AtÃ? Ihn-X-I-
fn-eqsS n§Ä ]e-Im-cy-§fpw a-Ên-em-¡m-dp-−v. AXp-sIm-−v ½p-
¡n-s¶mcp Ihn-X-bn n¶v ]Tn¨p XpS-§mw.
Presentation
A[ym-]nI Ip«n-Isf {Kq¸p-I-fmbn Xncn-¡p¶p
AsX

5. A[ym-]nI Ip«n-IÄ¡v ap¶n Hcp IhnX Ah-X-cn-¸n-¡p-¶p.
“{]]© hkvXp-¡Ä Nen-¡p¶p
{]]© tKmf-§Ä Nen-¡p¶p
ap-jy-Po-hn-IÄ {]hr¯n sN¿p¶p
{]hr¯n ^etam hkvXp-¡Ä Nen-¡p¶p
Ne ^etam hkvXp-¡Ä X³
BIr-Xn-am-äp¶p
hep¸w amdp¶p
AhØ amdp-¶p. ”
CuI-hn-X-bn n¶pw n§Ä¡v F´mWv a-kn-em-Ip-¶Xv
NÀ¨ sNbvXv nco-£Ww n§-fpsS kb³kv Ub-dn-bn tcJ-s¸-Sp-
¯pI
Discussion points
1. hkvXp-¡Ä Nen-¸n-¡p-t¼mÄ Ah-bpsS BIr-Xnbpw hen-¸hpw
Ah-Øbpw amdp-¶Xv F´p-sIm-−mWv?
2. `qan-bn-epÅ FÃm-h-kvXp-¡Ä¡pw _ew {]tbm-Kn-¡p-t¼mÄ amäw
kw`-hn-¡m-dpt−m?
_ew {]tbmKn¡p¶XnmÂ

6. t{ImUo-I-cWw
Hcp hkvXp-hnsâ BIr-Xnt¡m hen-¸-¯ntm nÝ-em-
hØbvt¡m Ne-m-h-Øbvt¡m amäw hcp-¯p-Itbm AXn-pÅ
{]h-WX Df-hm-¡p-Itbm sN¿p-¶-sXt´m AXmWv _ew.
_e-¯nsâ bqWnäv yq«¬ (N)
AXnptijw hnh-[-Xcw _e-§fpw Ds−¶v A[ym-]nI Ip«n-
IÄ¡v ]dªv sImSp-¡p¶p.
Activity 2
Cn ½p¡v Hcp acw sh«p-Im-csâ IY-]-dbmw:
Hcn-¡-semcp acw sh«p-Im-cpw Ipsd tPmen-¡mcpw tNÀ¶v acw apdn-
¡m³ Im«n-te¡v t]mbn. AbmÄ agp-hp-ambn acw sh«m³ XpS-§n.
]IpXnbn IqSp-X agp D]-tbm-Kn¨v acw sh«n. ]n¶oSv AXv Hcp
IbÀ D]-tbm-Kn¨v AhÀ hen¨v Xmsg-bn-Sm³ {iaw XpS-§n. Iptd t-
cs¯ ]cn-{i-a-¯nv tijw AhÀ AXv apdn-¨n«v]n¶oSv AhÀ AXns
apdn¨v ]e-I-Ifpw I«n-f-Ifpw B¡m-mbn anÃn-te¡v sIm−v t]mI-W-
am-bn-cp-¶p. acw sh«p-Im-c-pw Ip«m-fn-Ifpw tNÀ¶v B ac£vWw Dcp«n

7. o«n hml--¯nsâ ASp¯v sIm−v t]mbn. ac-I-jvW-§fpw Ibän
Abmfpw Iq«m-fn-Ifpw t]mhp-Ibpw sNbvXp. Ip«n-Itf Cu IY-bnÂ
n§Ä¡v ]T--¯n-mbn D]-I-cn-¡p¶ ]e Bi-b-§fpw D−v. Cu
IY-bn n¶v n§Ä¡v GsXms¡ Xc-¯n-epÅ _e-w {]tbm-Kn-¨p-
sh¶v NÀ¨ sNbvXv kb³kv Ub-dn-bn tcJ-s¸-Sp-¯p-I.
Discussion points
1. acw sh«p-ImÀ acw apdn-I-Ip-¶-Xnsâ ^e-ambn achpw agphpw Nen-
¡p-¶p-−v. ChnsS {]tbm-Kn-¡p-¶Xv F´mWv ?
2. ac-¡-jvW-§Ä Dcp-«n-o-¡p-¶-Xnsâ ^e-ambn F´mWv kw`-hn-¡p-
¶Xv?
3. ChnsS {]tbm-Kn-¡p¶ _e-§Ä GsX-Ãmw?
t{ImUo-I-cWw
acw sh«p-ImÀ acw apdn-¡p-¶pXpw AhÀ AXv hen¨v
XmsgbnSp¶Xpw {]hr¯n sN¿p¶XneqsS Ap`hs¸bp¶
_eamWv. C¯cw _ew t]io_ew F¶dnbs¸Sp¶p.
AXpt]mse Xs¶ acw Dcp«n o¡p¶Xnsâ ^eambn Xdbpw
acIjvWhpw X½n k¼À¡¯n hcp¶p.Cu c−v
{]Xe§Ä¡nSbn {]Xe¯nv kam´cambn, AhbpsS
Bt]£nI Nes¯ FXnÀ¡p¶ Hcp _ew Ap`hs¸Sp¶p.
CXmWv LÀjW_ew.
_ew
AcIjvW§Ä Nen¡p¶p

8. Activity 3
AXnv tijw Hmtcm {Kq¸n n¶pw c−v Ip«n-IÄ tNÀ¶v kw`m-j-W-
¯n GÀs¸-Sp-¶p.
hnZymÀ°n 1 : Rm³ BIÀjW kz`m-h-apÅ _e-amWv.
hnZymÀ°n 2 : Fn¡v BIÀjn-¡mpw hnIÀjn-¡m-p-apÅ
Ign-hp−v.
hnZymÀ°n 1 : Hmtlm F¦n RmmWv _e-¯n tIa³.
hnZymÀ°n 2 : F¦n Ccp¼v hkvXp-¡sf BIÀjn-¸n-¡m-pÅ
Ign-hp-−v Fn¡v.
hnZymÀ°n 1 : Fn¡v `qan-bn-epÅ FÃm hkvXp-¡-sfbpw ]c-kv]cw
BIÀjn-¸n-¡m-pÅ Ign-hp-−v. RmmWv aäp _e-
§sf ap¶n n¡p-¶-Xv.
hnZymÀ°n 2 : ½Ä X½n F´n-mWv Hcp aÕcw, ap¡v
c−mÄ¡pw Hcp kmay-ap-−v.
hnZymÀ°n 1 : F´m-WXv ?
hnZymÀ°n 2 : ½Ä c−m-fpw ]c-kv]c kv]Ài--¯n-eqsS {]tbm-Kn-
¡-s¸-Sp¶ _e-a-ÃtÃm ?
hnZymÀ°n 1 : icn-bm-Wv. ]c-kv]c k¼À¡-an-ÃmsX Ap-`-h-s¸-Sp¶
_e-amWv mw.

9. Cu kw`m-jWw n§Ä tI«tÃm. CXn n¶pw GXv _e-am-sW¶v
Is−-¯m³ n§Ä¡v Ign-bp-¶p-t−m ?
t{ImUo-I-cWw
1. Im´-¯nsâ BIÀjW hnIÀjW ^e-ambn Ap-`-h-s¸-Sp¶
_e-am-Wv Im´n-I-_ew.
2. {]]-©-¯nse FÃm hkvXp-¡fpw ]c-kv]cw BIÀjn-¡p-¶p.
CXmWv Kpcp-Xzm-IÀjW _ew.
Formative Evaluation Procedure
1. _ew F¶m F´v ?
2. t]io-_ew F¶m F´v ?
3. LÀjW _ew F¶m F´v ?
4. Kpcp-Xzm-IÀjW _ew F¶m F´v ?
5. Im´n-I-_ew F¶m F´v ?
Follow up Activity
_ew {]tbm-Kn-¡p¶ n§Ä¡-dn-bm-hp¶ kµÀ`-§Ä Is−¯n kb³kv Ub-dn-bn tcJ-s¸-Sp-¯p-I.