1) The document outlines a lesson plan for teaching 9th standard students about the digestive system. 2) The learning outcomes include developing knowledge of key terms, facts, and processes involved in digestion. Students will analyze the passage of food through different parts of the digestive tract. 3) Teaching methods include lecturing, group discussions, using charts. Students will be evaluated through questioning and participation.

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2. INNOVATIVE TEACHING MANNUAL
Name of the teacher : Gurupriya. M Standard : IX A
Name of the school : Govt. HSS, Punalur Stregth :
Name of the Subject : Poh-imkv{Xw Duration : 40 min
Name of the Unit : Blm-c-Øns‚ cmk-am‰ßƒ Date :
Name of the Topic : Blm-c-Øns‚ k©mcw
Curricular statement : To develop different dimensions of knowledge on the topic passage of food through the digestive
tract through lecturing, group discussion, presentation through chart etc.. and evaluation by questioning,
participation in group discussion, presentation etc..,
Learning outcome : To enable the pupil to develop.
1) Recalling the terms like mouth, teeth, intestine etc for developing factual knowledge.
2) Commending the new terms like salivary gland, esophagus, stomach, small intestine large intestine,
Anus.
3) Analyzing the new facts, concept, mention is the contact analyzing for developing factual
knowledge.
4) To recognize the different parts of the path through which the food passes to develop factual
knowledge.
5) Explaining the passage of food through the digestive fact to developing conceptual knowledge.
6) Using a chart that shows the different parts of human alimentary and for developing procedural
knowledge.

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Analysis :
Terms : hmbv, DΩn-o¿ {KŸn, Bam-i-bw, sNdp-Ip-S¬, h≥Ip-S¬, aem-i-bw.
Facts :
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Pohn-Iƒ `£Ww Ign-°p-∂Xpw kwkm-cn-°p-∂-Xnpw a‰p-ap≈ Ah-b-h-amWv hmbv.
4 Np≠p-I-fm¬ aqS-s∏´ hmb apJ-Øns‚ As√-¶n¬ Xe-bpsS {][m `m-K-am-Wv.
4 hmb F√m-bvt∏mgpw DΩn-o¿sIm≠v -™n-cn-°p-∂p.
4 Ign-°p∂ Blm-c-hp-ambn BZyw {]Xn {]h¿Ø--Øn-te¿s∏-Sp∂ Zl--c-k-amWv Dan-o¿
4 Dan-o¿ D¬]m-Zn-∏n-°p∂ {K-Ÿn-I-fmWv Dan-o¿{KŸn
4 Dan-o¿{K-Ÿn-Iƒ m°n--S-bnepw hmbpsS h-i-ß-fn-embpw ÿnXn sNøp-∂p.
4 sXm≠-bp-sSbpw Bam-i-b-Øn-s‚bpw CS-bn¬ ImW-s∏-Sp∂ t]in-I-fmWv B∂-m-fw.
4 A∂-mfw t«jva-kvX-cw-Øn¬ Bh-cWw sNbvXn-cn-°p-∂p.
4 A∂m-f-Ønpw sNdp-Ip-S-enpw CS-bn¬ ÿnXn-sN-øp∂ Hcp Ah-b-h-amWv Bam-i-bw.
7) Comparing the functions of different parts of the alimentary cannel for developing procedural
knowledge.
8) Elicting the movement of food from the mouth to different parts of the alimentary canal fro
developing procedural knowledge.
9) To concluding the concept of passage of food developing meta cognitive knowledge.
10) To develop positive attitude towards science is general.
Different Skills : Observing give diagram to human alimentary canal.
Identifying the different parts of the digestive system.
Communicating with in the group and to the down by discussing and presenting the group work

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Blmcw Bam-i-b-Øn-se-Øp-∂-tXmsS kt¶m-N-hn-Im-k-ß-fpsS Zl--{]-{Io-bbv°v XpS-°-an-Sp-∂p.
4 Bam-i-b-Ønpw h≥Ip-S-enpw CS-bnep≈ `mK-amWv sNdp-Ip-S¬
4 Zlw `£-W-Øn¬ n∂v t]mj-W-߃ hen-s®-Sp-°p-∂ {]{Io-b-sbms° sNdp-Ip-S-en¬ h®mWv
S-°p-∂-Xv.
4 Zl-hy-h-ÿ-bn¬ Ah-km--`m-K-amWv h≥Ip-S¬
4 `£-W-Øn¬ n∂pw Pew a‰pw hen-s®-SpØv Z-l tbmKa√mØ Blmc ]Zm¿∞ßsf ]pd-¥-≈-
h-bmWv h≥Ip-Sens‚ [¿Ωw.
4 A∂-m-f-Øns‚ ]pd-tØ°v Xpd-°p∂ Zzmcw CXn¬ IqSn Zln-°mØ Ah-in-jvS-ßsf hnk¿Pn-
°-s∏-Sp-∂p.
Pre - requistes : mw Ign-°p∂ Blm-c-]-Zm¿∞-߃ ico-c-Øns‚ hnhn[ `mK-ß-fn-eqsS IS-∂p-t]m-Ip-∂p-sh∂v Ip´n-
Iƒ°-dn-bmw.
Resources : 4 A∂-]-Y-Øns‚ hnhn[ `mK-߃ AS-bm-f-s∏-Sp-Ønb Nm¿´v.

5. TEACHING LEARNING INTERACTION
Classroom Intraction Procedure Pupil Responses
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I≠ hnNn-{X-amb kz]vsØ Ipdn-®mWv Rm≥ ]d-bp-hm≥ t]mIp-∂-Xv. Cu IY-bn-
eqsS n߃°v F¥p a- n-em-Ip-∂p-sh∂v IY tI´-Xnv tijw ]d-b-Ww.
C∂se ]Xn-hnepw tc-sØ-bmWv Rm≥ Dd-ßm≥ InSp-∂-Xv. Dd-ßp-∂-Xnv apºv
Rm≥ Hcp ]gw Ign-®n-cp-∂p. cm{Xn-bn¬ B ]gw Ft∂mSv kwkm-cn-°p-∂-Xmbn Rm≥
kz]vw I≠p. kzm]v-Øn¬ B ]gw Ft∂mSv hfsc hnj-a-tØm-sS-bmWv kwkm-
cn-®-Xv.
tl ap-jym, C∂v hfsc cpNp-tbmsS `£n-®-ht√m? AXn¬ n°v √ kt¥mjw
tXm∂n-ImWpw. Fs∂ n-°-dn-bmw.'' F¥v nt∂mSv tNmZn-®p-sh∂v A[ym-]nI Ip´n-
I-tfmSv ]d-bp-∂p. ]s∂ R߃s°√m-h¿°pw ns∂ Ign-°p-∂Xv `b-¶c CjvS-am-
Wv. √ cpNnbpw KpW-hp-ap≠v n°v o D≠m-Ip-∂Xv Xs∂ R߃°v Ign-°p-
hm≥ th≠n-bt√?'' AXp-sIm-≠mWv Rm≥ ns∂ `£n-®-Xv.'' F∂v Rm≥ kz]v-
Øn¬ adp-]-Snbpw ]d-™p.
n߃s°-√m-h¿°pw ]gw CjvSat√ F∂v A[ym-]nI tNmZn-°p-∂p.
AXp icn-bmWv ]t£ Cu atm-l-c-ambn `qan-bn¬ ImgvN-Iƒ I≠p n∂n-cp∂
Fs∂ o F¥p {Iqc-am-bmWv `£n-®-Xv. ns‚ hmbn-seØnb Rm≥ GsX√mw hgn-
I-fn-eqsS bmWv k©-cn-®-sX∂v n-°-dn-bmtam?
Ip´n-Iƒ {i≤n-®n-cn-°p-∂p.
Ip´n-Iƒ Xm¬]-cy-tØmsS ]gw F¥mWv ]d-
™-sX∂v Adn-bp-hm≥ {i≤n-®n-cn-°p-∂p.
Ip´n-Iƒ kt¥m-j-tØmsS tI´n-cn-°p-∂p.
Ip´n-Iƒ AsX F∂v DØcw ]d-bp-∂p.
Ip´n-Iƒ AsX F∂v DØcw ]d-bp-∂p.

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Ie¿Øn A∂-m-f-Øn-eqsS Xmtg°v X≈n o°p-∂p. F∂v ]gw Ft∂mSv ]d-™p-
sh∂v A[ym-]nI Ip´n-I-tfmSv ]d-bp-∂p.
AXnv tijw A[ym-]nI Xs‚ kz]vw ho≠pw XpS-cp-∂p.
A∂-m-f-Ønv tijw GtXm Hcp Cem-kvXnI kz`m-h-ap≈ Hcp `mK-tØ°v Rm≥
FØn-t®-cp∂p Ahn-SpsØ kt¶mS hnIm-k-ß-fn-eqsS Fs‚ Z-lw Bcw-`n-®p. Rm≥
Hcp ]mSv hnj-an-®p. Rm≥ C√m-Xm-hp-I-bm-sWt√m Ft∂m¿∞-t∏mƒ Fn°v k¶Sw
h∂p. Btcbpw ImWm≥ F√m thZ--tbmsS Rm≥ kln-®p.
AXv Bam-i-b-am-sW∂v A[ym-]nI hni-Zo-I-cn-°p-∂p.
Cu ]gw ho≠pw Ft∂mSv kwkm-cn-®p.
AhnsS n∂pw Rm≥ U BIr-Xn-bn-ep≈ hf-™n-cn-°p∂ ]Izm-ibw (BB) aqt∂m´v
o°n AhnsS h®v Ipd®v {kh-ß-fpsS B{I-a-W-Ønv Rm≥ Cc-bmbn. Rm≥ Hcp
Ipgºv cq]-Øn-em-hp-Ibpw ho≠pw oftadnb Npcp-ßnIn-S-°p∂ Ipg-en-te°v (sN-
dp-Ip-S¬) (BB) FØ-s∏-Sp-Ibpw sNbvXp. AhnsS h®v Fs‚ Iptd `mK-߃ BKn-
cWw sNøp-Ibpw _m°n `mKw ho≠pw hoXn-tb-dnb hen Ipg-ep-I-fn-te°v FØ-
s∏-Sp-Ibpw sNbvXp (h≥Ip-S¬) AhnsS Fs‚ ico-c-Øn¬ _m°n-bp-≠m-bn-cp∂
Pemwiw IqSn BKn-cWw sNbvXn´v _m°n th≠m-Ø-Xmb Fs‚ `mK-߃ ae-Zzm-c-
Øn-eqsS ]pd-¥-≈-s∏-Sp-Ibpw sNbvXp.
B ]gw hfsc hnj-a-tØmsS Xs‚ IY ]d-bp-Ibpw A[ym-]nIbv°v AXn¬ hnjaw
tXm∂p-Ibpw sNbvXpsh∂v A[ym-]nI Ip´n-I-tfmSv ]d-bp-∂p.
Ip´n-Iƒ `£Ww A∂-m-f-Øn¬ FØp-∂p-
sh∂v a- n-em-°p-∂p.
Ip´n-Iƒ ]gw FØn-t®-cp∂ B `mKw GXm-
sW∂v A[ym-]n-I-tbmSv tNmZn-°p-∂p.
kz]w Xo¿∂p-thm-sb∂v Ip´n-Iƒ A[ym-
]n-I-tbmSv tNmZn-°p-∂p.
Ip´n-Iƒ hfsc {i≤-tbmsS IY tI´n-cn-°p-
∂p.

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cp-Ibpw Zln-°mØ `mK-߃ ae-Zzm-c-Øn-eqsS ]pd-s¥-≈-s∏-Sp-Ibpw sNøp-∂p.
CXn¬ n∂pw n߃°v F¥mWv a-kn-em-°p-∂Xv ?
AsX. Blmcw ΩpsS ico-c-Øn¬ GsX√mw `mK-ß-fn-eqsSbmWv t]mIp-∂sX∂v
Cu IY-bn¬ n∂pw Ωp°v a- n-em-°m≥ Ign-™Xv At√.
A[ym-]nI A∂-]Yw ImWn-°p∂ Nm¿´v {]Z¿in-∏n-°p-∂p. ]n∂oSv A[ym-]nI A∂-
]-Y-Øns‚ hnhn[ `mK-߃ FsXm-s°-bm-sW∂v hn-i-Zo-I-cn-°p-∂p.
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Ip´n-Isf {Kq∏p-I-fmbn Xncn®v A∂-]-Y-Øns‚ hnhn[ Im¿Uv ¬Ip-∂p. `mK-߃
hc®v `m-K-߃ AS-bm-f-s∏-Sp-Øp-hm≥ Bh-iy-s∏-Sp-∂p.
mw Ign-°p∂ Blmcw A∂-]-Y-Øns‚ `mK-amb hmbn-eqsS {]th-in®v A∂-mfw,
Bamiw, sNdp-Ip-S¬, h≥Ip-S¬ F∂n-bneqsS IS∂v ae-Zzm-c-Øn-eqsS ]pd-tØ°v
t]mIp-∂p-sh∂v ]d-™p-sIm≠v ]mT-`mKw t{ImUo-I-cn-°p-∂p.
Ip´n-Iƒ {i≤n-®n-cn-°p-∂p.
Blmcw k©-cn-°p∂ hgn-bm-sW∂v Ip´n-
Iƒ DØcw ]d-bp-∂p.
Ip´n-Iƒ Nm¿®v nco-£n-°p-∂p.
Ip´n-Iƒ {Kq∏mbn N¿® sNbvXv DØ-c-߃
Fgp-Xp-∂p.
Formative Evaluation Procedure
Review:
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Blmcw IS-∂p-t]m-Ip∂ A∂-]-Y-Øns‚ hnhn-[-`m-K-߃ GsXms°?
2 Blmcw BKn-cWw sNøp-∂Xv FhnsS h®mWv?
3 Bami-b-Øns‚ {]tXy-I-X-Iƒ F¥v?
4 Dan-o¿ Dev]m-Zn-∏n-°p∂ {KŸn GXv?
Follow Up Activity
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