This document contains a lesson plan for teaching biology to 9th standard students. It includes: 1. Details of the teacher, school, subject, date, unit, and topic being covered which is the nutrition of other organisms. 2. An analysis of the content including key terms, facts, and concepts to be discussed related to the digestion processes of hydra, amoeba, and tapeworm. 3. Learning outcomes specifying what factual, conceptual, procedural, and metacognitive knowledge and skills students will develop regarding the nutrition of different organisms. 4. Teaching resources like powerpoint presentations that will be used and steps for classroom interactions and activities to help students learn.

1. Lesson template
Name of the teacher : Athira. C.S. Std. IX
Name of the school : MTGH School Str. 47
Name of the subject : Biology Date: 8-7-2014
Name of the Unit :
Name of the topic : Period : 3
Curricular statement : Develop various dimensions of factual, conceptual, procedural,
metacognitive, process skills and scientific attitudes and interest on the Nutrition of other
organisms through meaningful verbal expression, group and individual activity evaluated by
group discussion and probing questioning.
Content analysis
Terms : ssl{U, Aao-_, mS-hn-c, I]-S-]m-Zw, tImim´-cnI -Z-l-w.
B´-c-]-cm-Zw, tImi-_m-l-y-Z-l-w.
Facts :
 I]-S-]m-Z-§-fnse klm-b-t¯m-sS-bmWv Aao_ Blmc k¼m-Zw
S-¯p-¶-Xv.
 ssl{U Blmc k¼m-Z-¯np th­n
sSâ-¡n-fp-IÄ D]-tbm-Kn-¡p-¶p.
sNdpIpS-en ImW-s¸-Sp¶ B´-c-]-cm-Z-amWv mS-hnc
 ssl{Ubn Zl--{]-{Inb `mKn-amb tImi-´-c-¯nse Zl-hpw `mKo-I-amb
tImi-_m-l-y-Z-l-hpw BWv.
Concept : aäp Pohn-I-fn DÅ-Xp-t]mse F³ssk-ap-IÄ D]-tbm-K-s¸-Sp-¯n-sIm-
­pÅ
cmknI Zl--{]-{Iob mS-hn-c-bn CÃ.
Learning outcomes in terms of specifications, enable the pupil to develop.
I) Factual knowledge on the nutrition of other organisms though,
a) commenting the new terms like food vacuole, pseudopodia, Hydra, amoeba,
Tapeworm and fact and concept mention in the content analysis.
b) Recalling the new terms pseudopodia, Food vacuole, inter cellular digestion in
endoparasite.
II. Conceptual knowledge about the nutrition of other organisms through,
a) comparing the nutrition and digestion of the hydra, amoeba, and Tapeworm.
b) Outlining the digestive part of hydra, ameoba and Tapeworm and labeling
parts.
III. Procedural knowledge on the nutrition of other organisms through,

2. a) Applying the previous knowledge on the nutrition and digestion on the
organisms like hydra, amoeba, Tapeworm as per the instruction card.
IV. Metacognitive knowledge on the nutrition of other organisms through,
a) Checking the different digestive system and different digestive part of the
organisms like hydra, amoeba and Tapeworm to solve the situation provided
in class room.
b) Abstracting the concept of nutrition is explained.
V. Different skills like,
a) Observing the learning aids to understand the digestion of hydra, amoeba and
Tapeworm.
b) Identifying the nutrition and digestion of organisms.
c) Communicating within the group and to the class by discussing.
VI. Develop scientific attitude
a) The process of digestion in higher level organisms
b) Developing on ability to study the different organisms in digestion.
Pre requisites
ap-j-y-n n¶pw hnX-y-kvXamb t]mjW coXn-I-fmWv aäp
Pohn-I-fn F¶v Ip«n-IÄ¡-dn-bmw.
Teaching – learning recourses :
Power point (1) Aao-_-bnse t]mj-W-coXn hy-à-am-¡p¶ NmÀ«v
Power point (2) ssl{Ubnse t]mjWw hy-à-am-¡p¶ NmÀ«v
Power point (3) aq¶v kq£ Pohn-I-fn-tebpw t]mj-Whpw AXnv klm-bn-¡p¶
Ah-b-h-§fpw Fgp-Xnb NmÀ«v
Reference Book
SECRT Text book for Std XI
A-[-ym-]I klmbn Std. XI
Net resources

3. Class room Interaction Procedure Pupil response
Preparation:
n§Ä FÃm-hcpw Blmcw Ignt¨m? GXv `£-W-amWv
Gähpw CjvSw?
Cu Blm-c-]-ZmÀ°-§Ä¡v ico-c-¯n-p-Ån h¨v
F´v kw`-hn¡pw?
Zlw kw`-hn-¡p-¶-Xp-aqew ico-c-¯nv F´v {]tbm-P-
-am-Wp-ÅXv?
icochfÀ¨bv¡pw Poh {]hÀ¯--§sf nÀh-ln-¡m-
m-h-i-y-amb ]ZmÀ°-§Ä e`-y-am-¡p-Ibpw D]-tbm-K-s¸-
Sp-¯p-Ibpw sN¿p¶ {]Io-b-bv¡v Hcp t]cp ]d-bmtam?
t]mjWw CB)
ap-j-yÀ am{X-amtWm t]mjWw S-¯p-¶Xpw
t]mjWw aäp Pohn-I-fn (CB)
Presentation
kq£va Pohn-I-fnse Blm-chpw Blmc km¼mZm
hpw ap-j-y-cn-te-Xp-t]m-se-bmtWm S-¡p-¶Xv ?
Activity 1
A-[-ym-]nI Ip«n-Isf {Kq¸p-I-fmbn Xncn¡p¡p¶p. AXn-
p-tijw ]mT-]p-kvXIw t]Pv ¼À 21-þse hnh-c-§Ä
hmbn-¨n«v D¯cw Fgp-Xp-hm-m-h-i-y-amb kqN--IÄ AS-
§nb BIvSn-hnän ImÀUv ÂIp-¶p.
BIvSn-hnän ImÀUv
kqN-I-§Ä
 kq£va Pohn-I-fpsS t]cv F´v?
 Ch FhnsS ImW-s¸-Sp¶p?
 Blmcw F´v?
 Blm-c-k-¼m-Z-coXn F§-s-bmWv?

4. Ip«n-IÄ {Kq¸p-I-fmbn NÀ¨ sNbvX-Xn-p-tijw Hmtcm
{Kq¸n-tebpw eoUÀ h¶v AhÀ Is­-
¯nb Imc-y-§Ä
Ah-X-cn-¸n-¡m³ A[-ym-]nI Bh-i-y-s¸-Sp-¶p.
Ip«n-I-fpsS Ah-X-c-W-¯n-p-tijw A[-ym-]nI
NmÀ«nsâ klm-b-¯m t{ImUo-I-cn-¡p¶p.
t{ImUo-I-cWw
t]mjWw ssl{U-bnÂ
t]mjWw Aao-_-bnÂ

5. mS-hnc Tape worm)

6. Activity – 2
A[-ym-]nI Ip«n-Isf {Kq¸p-I-fmbn Xncn-¡p-¶p. AXn-p-tijw
Hcp ]«nI ]qcn-¸n-¡m³ ÂIp-¶p.
Pohn-IÄ Blmcw Blmcw
k¼m-Zn-
¡Â
Zl
{]{Iob
Zl-m-h-in-
jvS-§-
fpsS ]pd-
´-ÅÂ
Aao_
ssl{U
mS-hnc
FÃm {Kq¸n-tebpw Ip«n-I-fpsS Ah-X-c-W-¯n-p-tijw
A[-ym-]nI t{ImUo-I-cn-¡p-¶p.
t{ImUo-I-cWw
Pohn-IÄ Blmcw Blmc
k¼m-Z
coXn
Zl
{]{Iob
Zl-m-h-in-
jvS-§-
fpsS ]pd-
´-ÅÂ
Aao_ kq£a
Pohn-IÄ,-
BÂKIÄ
I]-S-]-Z-§-fn-eqsS
tImim-´-
cnI
Zlw
ico-tcm-
]-cn-X-e-
¯n-eqsS
ssl{U sNdp-h­pIÄ,
Cu-¨-IÄ
sS-â-¡n-fp
IÄDt]m-Kn¨v
`mKn-I-ambtXm
imcocnI
Zlhpw
`mKn-I
amb
tImi
_mK-y-Z-l-
hpw
hmbn-eqsS
mS-hnc sNdp-
Ip-S-ense
eLp-t]
m-jI
LS-I-
§Ä
Zl
{]{Iob S-
¡p-¶nÃ
þþ þþ
Recapitulation
Ip«n-Isf {Kq¸p-I-fmbn Xncn¨v ]c-kv]cw tNmZ-y-§Ä
tNmZn-¡p-hm³ Bh-i-y-s¸-Sp-I

7. Flow of Activity
(1) ssl{U, Aao-_, mS-hn-c, XpS-§nb kq£-Po-hn-I-fpsS Blm-c-hpw,
Blmc k¼m-Z coXn-bpw, Zl-hpw Xmc-X-ayw sNbvXv Hcp NmÀ«v nÀ½n-
¡pI ?
(2) ssl{U, Aao-_, mS-hnc F¶n-h-bpsS Nn{Xw hc-bv¡p-I.