This document provides a lesson template for separating mixtures of immiscible liquids. It includes details like the class, topic, duration, learning objectives, and procedures. The key points are: - The lesson is on separating mixtures of two immiscible liquids like oil and water using a separating funnel. - Students will learn that immiscible liquids like oil settle on top while heavier ones settle below due to differences in density. - The procedure involves using a separating funnel to separate oil and water mixtures, with the oil separating above and water below due to their relative densities.

1. LESSON TEMPLATE
A²ym-]n-I-bpsS t]cv : Po.Pn ¢mk v
: 9 C
hnZym-e-b-¯nsâ t]cv : skâv tPm¬kv
Ip«n- I-fpsS F®w : 56 hnjbw : ck-X{´w
kabw : 45 min
]mTw : an{in-X-§Ä thÀXn-cn-
]mT`mKw : X½n Ie-cm¯ {Zm-h-I-§Ä
thÀXn-cn-¡
Â
]mTy-{]kvXm-h
nco-£-W-§-fn-eq-sSbpw ]co-£-W-§-fn-eq-sSbpw hkvXpX ]«n-I-s¸-Sp-¯p-¶-Xn-eq-
sSbpw hnZymÀ°n-IÄ X½n Ie-cm¯ {Zmh-I-§Ä thÀXn-cn¡mw F¶v a-kn-em-¡n.
]mT-htem-Iw

2. ]pXnb ]Z-§Ä:
sk¸-td-änwMv ^WÂ, as®®
hkvXp-X-IÄ:
 as®-®bpw Pehpw X½n Ie-cm¯ {Zmh-I-§-fmW.v
 Pe-¯n as®® Hgn-¨mepw as®® s]m§n-In-S-¡p¶p.
 as®®bn Pew Hgn-¨mepw as®® s]m§n-h-cp¶p.
 as®-®bv¡v km{μX Ipd-hmWv.
 Pe-¯nv as®-®-tb-¡mÄ km{μX IqSp-X-emW.v
 Pew as®® an{inXw sk¸-td-änwMv ^WÂ hgn thÀXn-cn-s¨-Sp¡mw.
 km{μX IqSnb {Zmh-I-amWv ASn-`m-K¯v tiJ-cn-¡-s¸-Sp-¶Xv.
 km{μX Ipdª {Zmh-I-amWv apI-fn tiJ-cn-¡-s¸-Sp-¶Xv.
Bibw:

3. X½n Ie-cm¯ {Zmh-I-§-fmbn as®-®-tbbpw Pe-s¯bpw sk¸-td-äwMv ^W D]-tbm-Kn¨v
thÀXn-cn¡mw km{μX IqSnb Pew ASn-`m-K¯pw km{μX Ipdª as®® apI-fn X§n n¡p¶p.
Learning out comes :
Remember : Put well list out, identify, recall, and discus mixture of two immiscible liquids
Understanding : Pupil will interpret, classify, compare, explain how to separate mixtures of two immiscible
liquids.
Apply : Pupil well apply the conceptual and factual knowledge of method of using separating funnel to
separate mixtures of two immiscible liquids.
Analyse : Pupil will analyse the Characteristics of immiscible liquids and the method in which the
immiscible liquids be separated.
Create : Pupil will identify and find out examples suit for fractional dishllation of separating funnel
separation.

4. Pre-requisites : X½n Ie-cm¯ {Zmh-I-§Ä Gh-sb¶pw Ah-bpsS km{μ-Xsb Ipdn¨pw Awio-I-tkz-Zw
Ah-bpsS
DZm-l-c-W-§Ä F¶n-h-sb-Ip-dn¨pw Ip«n-IÄ¡v Adnbmw.
Teaching learning resources : A²ym-]-IÀ¡m-bn, ]T]p-kvX-Iw, CâÀsäv NmÀ«v, tamU³,
{]hÀ¯ ImÀUv
Formative education Procedure : Zm-l-c-W-§Ä thÀXn-cn-¡Â ]co-£Ww sN¿Â.
nco-£-W-¯n-eqsS D¯cw
Is­-
¯Â.
Class room interaction Procedure
Response
Expected Actual
{]ivm-h-X-cWw:
A[ym-]nI as®-®, Pew, F® F¶nh ¢mknÂ
sIm­p-
t]mb tijw as®-®bpw Pehpw F®bpw Pehpw
X½n IeÀ¯m³ Ip«n-I-tfmSv Bh-iy-s¸-Sp-Ibpw
Xmsg ]d-bp¶ tNmZy-§Ä Ah-tcmSv tNmZn-¡p-Ibpw
sN¿p¶p.

5. Nˬm-kq-NIw :
 as®® Pew X½n Ie-cp-¶pt­m?
 F®bpw Pe-hpwtam?
 as®® Pew an{in-X-¯n ASn-`m-K¯v ImWp¶
{ZmhIw GXv?
 F´v sIm­mWv
Pew ASn-`m-K¯v ImW-s¸-Sp-
¶Xv?
 Pew as®® thÀXn-cn-¡m³ Fs´-¦nepw amÀ¤w
nÀt±in-¡mtam?
കുട്ടികൾ ചർച്ച
ചചയുന്നു
കുട്ടികൾ ചർച്ച
ചചയ്തു
t{ImUo-I-cWw :
as®-®, F® Ch Pe-¯n ebn-¡p-¶nà AXn-
m Ch Ph-er-hp-ambn IqSn-I-eÀ¯nbm c­v
seb-dmbn
ImW-s¸-Sp-¶p. as®-®, F® F¶o {Zmh-I-§Ä
Pe-s¯-¡mÄ km{μX Ipd-ª-h-bm-Wv. AXn-m Pew
Xmsgbpw Cu {Zmh-I-§Ä apI-fn-ep-ambn ImW-s¸-
Sp-¶p. Pew as®® thÀXn-cn-¡m³ sk¸-td-änwKv ^WÂ
D]-tbm-Kn-¡mw.
കുട്ടികൾ
ശ്രദ്ധിച്ചിരിക്കു
ന്നു
mw C¶p ]Tn-¡m³ t]mIp-¶Xv X½n Ie-cm¯ {Zmh-I-
§-fpsS an{inXw F§s thÀXn-cn¡mw F¶-Xm-Wv.
{]hÀ¯w :
as®® Pew {ZmhIw sk¸-td-änwKv ^WÂ
F¶nh Ip«nbv¡v evInb tijw Pew thÀXn-cn¨v
amäm³ A[ym-]nI Bh-iy-s¸-Sp-Ibpw Xmsg-¸-d-bp¶
tNmZy-§Ä¡v nco-£n-¨p-¯cw Is­-
¯m³ Bh-iy-s¸-
Sp-¶p.

6. Nˬm-kq-NIw :
 as®® Pe an{inXw sk¸-td-äowKv ^W-en-se-
Sp¯v ¶mbn Ipen-¡n-b-t¸mÄ F´v nco-£n¨p?
 c­v
seb-dp-I-fn apI-fn-teXp {ZmhIw Xmsg
GXp {ZmhIw ImWm³ km[n-¨p?
 ASn-bn-epÅ {ZmhIw GXm-bn-cp¶p?
 ASn-bn-epÅ {ZmhIw GXm-bn-cp¶p?
 B {Zmh-Is¯ F§s thÀXn-cn¨p?
കുട്ടികൾ
ചർച്ച
ചചയുന്നു
കുട്ടികൾ ചർച്ച
ചചയ്തു
t{Im-Uo-I-cWw :
as®®, Pe-an-{inXw sk¸-td-änwKv ^WÂ
FSp¯v ¶mbn Ipep¡n Aev]w tcw A-¡msX h¨-
t¸mÄ km{μX IqSnb Pew Xmsg-¯-«nepw km{μX
Ipdª as®® apI-fn-e-s¯-X-«nepw ImW-s¸-«p.
ASn-bn-epÅ {ZmhIw Pe-am-bn-cp-¶p. Cu Pes¯
tÌm¸v tIm¡v ]Xps¡ Xpd¶v thÀXn-cn-s¨-Sp-
¡m-hp-¶-Xm-Wv.
{]hÀ¯w : 2
F®bpw Pehpw tNÀ¶ an{inXw sk¸-td-äowKv
^W-en evIn-b-tijw Ip«n-IÄ¡v Xmsg
]d-bp¶ tNmZy-§Ä tNmZn-¡p-¶p.
കുട്ടികൾ
ശ്രദ്ധിച്ചിരിക്കു
ന്നു
ശ്രദ്ധിച്ചിരുന്നു
Nˬm-kq-NIw :
കുട്ടികൾ

7.  Pew F® an{in-X-¯n ASn-`m-K¯v ImWp-
¶sX´v?
 F´p-sIm­v?
 X½n Iecp¶ {Zmh-I-§sf GsXms¡ coXn-bnÂ
thÀXn-cn¡mw?
ചർച്ച
ചചയുന്നു
t{Im-Uo-I-cWw
Pew F® an{in-X-¯n ASn-`m-K¯v Pehpw
apI-fn F®bpw ImW-s¸-Sp-¶p. Chn-tSbpw Pe-
¯nv F®-sb-¡mÄ km{μX IqSp-X-em-Wv. AXn-
m km{μX IqSnb Pew ASn-`m-K-¯mbv ImW-s¸-
Sp-¶p. Cu Pes¯ ap¡v sk¸-td-äowKv ^WÂ D]-
tbm-Kn¨v thÀXn-cn¡mw
tamU-ensâ klm-b-t¯msS sk¸-td-äowKv
^W-ensâ {]hÀ¯w A[ym-]nI hnZymÀ°n-IÄ¡v
hni-Zo-I-cn¨p sImSp-¡p-¶p.
കുട്ടികൾ
ശ്രദ്ധിച്ചിരിക്കു
ന്നു
ശ്രദ്ധിച്ചിരുന്നു

8. Closure
Black board summary
X½n Ie-cm¯ {ZmhI
an{in-X-§Ä
apI-fn-es¯ X«n Xmsg-s¯- X-
«nÂ
 CuYÀ þ Pew
 saÀ¡pdn þ Pew
 t¢mtdmt^mw þ
Pew
 as®® þ Pew
ck-X{´w
an{in-X-§Ä thÀXncn-¡Â
X½n Ie-cm¯ an{inX§Ä thÀXn-cn-¡
Â
as®® Pew
 F®w þ Pew
 sk¸-td-äowKv ^WÂ

9. dnhyp, XpSÀ {]hÀ¯§Ä
I.
1. X½n Ie-cm¯ {Zmh-I-§sf F§s thÀXn-cn¡mw?
2. as®® þ Pe an{inX thÀXn-cn-hn-s-Ip-dn¨v hni-Zo-I-cn-¡pI?
II. 1. sk¸-td-änwKv ^W D]-tbm-Kn¨v thÀXn-cn-¡m-hp¶ IqSp-X DZm-l-c-W-§Ä nXy
Pohn-X-¯n n¶pw hyh-kmb taJ-e-I-fn n¶pw Is­-
¯n-sb-gp-Xp-I.