1. The document outlines a lesson plan for a class on air pollution. It discusses objectives like understanding air pollution and its effects, emphasizing responsible citizenship, and applying lessons about air pollution to daily life. 2. The teacher-student activity involves a jurisprudential inquiry where the teacher questions the student about issues like air quality and effects of pollution. The student responds and a discussion ensues about balancing environmental and development needs. 3. The lesson concludes with a review of key topics and an assignment for students to develop recommendations to reduce air pollution impacts.

1. -1-
LESSON TEMPLATE
Name of the Teacher : AizXn tiJÀ
Name of the School : skâ v tacokv F¨v.-F-kv.-F-kv.
Ing-t¡-¡c
Name of the Subject : kmaq-ly-imkv{Xw
Name of the Unit : Poh-Pew
Name of the Topic : Pe aen-o-I-cWw
Standard : IX
Strength : 45
Division : H
Date : 18-8-2015
Duration : 45min
CURRICULAR OBJECTIVES
l hyXykvX Pe-a-en-o-I-c-W-s¯-¡p-dn¨v Ah-t_m[w hnI-kn-¸n-¡Â
l ]cn-ØnXn kwc-£-W-¯n XmÂ]cyw hfÀ¯Â
l aen-o-I-cW {]iv-§sf kw_-Ôn¨ A`n-{]m-b-§Ä cq]-h-Xv¡-cn-¡Â
l Pe-a-en-o-I-cW {]ivw P-Po-hn-X-¯n D-m-¡p¶ kwLÀj-§-fn cay-amb atm-`mhw hnI-kn-¸n-¡m³
PROESS OBJECTIVES
l kmaqly kwhm-Z-¯n-pÅ tijn ]Tn-Xmhv hnI-kn-¸n-¡p-¶p.
l Pe-kw-c-£W {]hÀ¯--§Ä¡p-Å ]Tn-Xm-hnsâ {]hÀ¯w hÀ²n-¡p-¶p.
l aqeym-[n-jvTn-X-amb atm-`mhw Ip«n-I-fn hnI-kn-¡p¶p
(JURISPRUDENTIAL INQUIRY MODEL)

2. -2-
SYNTAX TEACHERS - PUPIL ACTIVITY RESPONSE
Phase - I
Orientation to the Case
A²ym-]nI ]Tn-Xm-hns ]T Bi-b-¯n F¯n-¡m-mbn
hnhn[ coXn-I-fn-eqsS ]mT-`mKw Ah-X-cn-¸n-¡p-¶p.
l kuc-bq-Y-¯n `qan-bn am{Xw ImW-s¸-Sp¶ {ZmhIw GXv?
l `qan-bn ip²-P-e-¯nsâ Af-hv F{X ?
l ip²-P-e-¯nsâ Af-hn hyXym kw ImW-s¸-Sm-dpt-m?
Pe-kw-c-£-W-t¯m-sSm¸w Xs¶ Pe-a-en-o-I-c-Whpw kw`-hn-
¡p-¶p.
Pe-¯nsâ `uXnI KW-§-fnepw cmk-Kp-W-§-fnepw ssPh-]-
c-amb khn-ti-j-X-I-fnepw hcp¶ lmn-I-c-amb amä-amWv Pe-a-
en-o-I-cWw. Cu {]ivs¯ kw_-Ôn¨ hnhn[ hkvXp-X-IÄ
]Tn-Xmhv ]px-]-cn-tim-[n-¡p-¶p.
`qan-bnse Pe-a-eno-I-cWw P-Po-hn-Xs¯ _m[n-
¡p¶pt-msb¶v ]Tn-Xm-hn-tmSv A²ym-]nI tNmZn-¡p-¶p.
l Pew Hcp {]IrXn hn`hw
l Pe-a-en-o-I-c-Whpw P-Po-hn-Xhpw
l Pe-P-y-tcm-K-§Ä
l Irjn-miw
l ip²-Pe ZuÀe`yw
l Pe-t{km-XÊv aen-o-I-cWw
Phase - II
Identifying the issue
Exp : Pew
Actual : Pew
Exp : 3%
Actual : 50%
Exp : D - v
Actual : D - v
Actual : Pe-a-en-o-I-
cWw P-Po-hn-X
s¯bpw {]Ir-Xn-sb
bpw amän ad-bv¡p-¶p.

3. -3-
SYNTAX TEACHERS - PUPILACTIVITY RESPONSE
ip²-Pe kwc-£-W-¯n-mbn X®oÀ¯S§Ä krjvSn-¡p-
I, t_m[-h¡-cW ¢mÊp-IÄ kwL-Sn-¸n-¡pI F¶o ne-
]m-Sp-IÄ ]Tn-Xmhv Gsä-Sp-¡p-¶p.
Hmtcm-cp-¯-cp-tSbpw ne-]m-Sp-I-fp-amWv ]n¶n-epÅ bpàn
hni-Z-am-¡m³ A²ym-]nI Bh-iy-s¸-Sp-¶p. XpSÀ¶v A[ym-
]n-Ibpw ]Tn-Xmhpw X½n kwhmZw S-¡p-¶p.
]Tn-Xmhv : X®oÀ¯-S-§Ä nI ¯msX kwc-£n-¨m Pe-
e-`yX hÀ²n-¸n-¡m³ Ign-bpw.
A[ym-]nI : ip²-Pe e`y-Xbv¡v Bh-iy-amb LS-I-amWv
X®oÀ¯-Sw. Ch Nnd, hb sI«n-S-nÀ½mWw
aäv Aim-kv{Xob `qhn-n-tbmK Bh-iy-
§Ä¡mbn D]-tbm-Kn-¡p-t¼mÄ Pe-e-`y-Xbv¡v
XS-k-am-Ip-¶p.
]Tn-Xmhv : AXv aen-o-I-c-W-¯nv Imc-W-am-Iptam?
A[ym-]nI : XoÀ¨-bm-bpw, ip²-P-e-e-`y-Xbv¡v XS-k-am-Ip-
Ibpw CsXÃmw `qKÀ`-Pe t{kmX-Êp-Isf hän-
h-c---Xm-¡m³ km[n-¡pw.
]Tn-Xmhv : icn-bmWv, X®oÀ¯S-§Ä nI-¯m-Xn-cn-¡p-I,
h--io-I-cWw S-¯m-Xn-cn-¡p-I, Ip¶n-Sn-¡Â
Ch-sbÃmw in-¡msX kwc-£n-¨m ip²-P-e-
Phase - III
Taking a position
Phase - IV
Ip«n-IÄ kwhm-Z-¯nÂ
GÀs¸-Sp-¶p.

4. -4-
SYNTAX TEACHERS - PUPILACTIVITY RESPONSE
Phase - V
Refining and qualifying the
position
e-`yX km[y-am-Ipw. AÃm-¯-]£w Pe-a-en-o-I-
cWw km[y-am-Ipw.
Pe-e-`y-X-bpsS Bh-iy-I-X-bv¡mbn X®oÀ¯S-§Ä
nÀ½n-¡p-sh-¦nepw Aim-kv{Xo-b-amb `qhn-n-tbmK Bh-
iy-§Ä¡mbn CXv nI-¯-s¸-SmsX kwc-£n-t¡--Xv Bh-
iy-am-sW¶v Ip«n-IÄ ne-]mSv FSp-¡p-¶p. AXm-bXv
tcs¯ DÅ ne-]mSv Hcn-¡Â IqSn ]cn-jvI-cn-¡p¶p
]Tn-Xmhv ne-]mSv ]cn-jvI-cn-¡m-pÅ Imc-W-§Ä A[ym-
]nI ]cn-tim-[n-¡p-¶p.
l h--io-I-c-Ww, Ip¶n-S-¡Â F¶nh in-¸n-¡p-¶Xv Pe-a-
en-o-I-c-W-¯nv Imc-W-am-Ip¶p
l X®oÀ¯-S-§Ä nI-¯msX kwc-£n-¨m ip²-P-e-e-`yX
hÀ²n-¸n-¡m³ km[n-¡pw.
1. ssPh-a-en-o-I-cWw GsXÃmw hn[-¯n Pe-a-en-o-I-c-W-
¯nv Imc-W-am-Ip¶p?
2. cmknI aen-o-I-cWw F§s sbÃmw Poh-P-es¯ _m[n-
¡p-¶p.
3. Pes¯ F§-s-sbÃmw kwc-£n¡mw?
Pe-a-en-o-I-cW {]iv-§-sf-¸än t_m[-h¡cWw S-¯p-
hm³ klm-b-I-c-amb ¹¡v ImÀUp-IÄ nÀ½n-¡pI
Phase - VI
Testing Factual Asscemptions
behind qualified position
REVIEW QUESTIONS
ASSIGNMENT :

5. -5-
SOCIAL SYSTEM
v CS-¯cw cq]-`-{ZX
PRINCIPLE OF REACTION
v tk{I-«nIv kwhm-Z coXn
v aqey kwLm-X-§-fpsS ]n³XpW D-m-bn-cn-¡Ww
SUPPORT SYSTEM
v Nn{X-§Ä
v hÀ¯-am ]{X-§Ä
INSTRUCTIONAL EFFECT
v Pe-a-en-o-I-c-W-s¯bpw Zqjy-^-e-§-sfbpw Ipdn-¨pÅ Adn-hp-IÄ ]Tn-Xmhv kzbw krjvSn-¡p¶p.
NURTURANT EFFECT
v Pe-a-eno-I-cWw XS-tb---Xnsâ Bh-iy-I-Xsb Ipdn¨pw ]cn-ØnXn kwc-£-Ws¯ ]än {i²n-¡p-Ibpw
DÄ¡mgvN hfÀ¯p-Ibpw sN¿p-¶p.