Lesson Template
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This document provides a lesson plan for teaching the concepts of uniform speed and non-uniform speed to 8th standard students. It includes the objectives of developing students' factual, conceptual, procedural and metacognitive knowledge on the topics. Two activities are outlined involving students observing and calculating speeds in different scenarios. The first involves uniform speed and the second non-uniform speed. Discussion and review questions are included to help students distinguish between uniform and non-uniform speed based on whether distance is covered in equal times or not. The goal is for students to understand speed as distance covered divided by time taken.
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![-2-
b) Recognizes that the uniform speed and non - uniform speed based on time
2) Conceptual knowledge on uniform speed and non-uniform speed
a) Explaining the concept of uniform speed and non-uniform speed
b) Demonstrating the same with an example
3) Procedural knowledge on uniform speed and non uniform speed by
a) doing and observing activities based on it
b) Raising questions
4) Metacognitive knowledge on uniform speed and non-uniorm speed by
a) Focussing on the idea that the difference between uniform speed and non-uniform
speed based on time.
5) Develops different process skills like observation, hypothesizing, inferring and commu-
nicating.
Pre- requisities v Zqc-s¯-¸än Ip«n-IÄ¡-dnbmw
Teaching - Learning Resources v Chart, Activity card, black board, chalk.
Reference NCERT text book IX, Teacher’s handbook, text book IX, SCERT textt book VIII
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CLASSROOM - INTERACTION PROCEDURE EXPECTED PUPIL RESPONSE
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The document provides details about an innovative lesson plan for teaching 8th standard history students about the rule of Tipu Sultan. The lesson plan aims to help students remember key facts about Tipu Sultan's rule, understand the importance of local chieftains during early periods, and analyze aspects of Tipu Sultan's administration. The plan involves students classifying information about Tipu Sultan, discussing his military strategies, and expressing attitudes about both local chieftains and administrative reforms. It provides content on terms, places, people and key facts related to Tipu Sultan's life and rule in order to facilitate learning outcomes of remembering, understanding, applying, analyzing, evaluating and creating.
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This document contains an innovative lesson plan about finding the area of a sector of a circle. It begins with an introduction to the topic and key terms. Then, the teacher engages students in an activity where they determine the sector of a circle for different examples. The teacher explains the relationship between the central angle and sector area, demonstrating formulas and concepts through multiple examples. Students practice applying the formula to find the area of sectors for different circle radii and central angles. By the end of the lesson, students understand how to calculate the area of a sector of a circle using the given formula.
Innovative Lesson Plan
The document outlines an innovative lesson plan for teaching physics to 9th standard students. It includes the objectives to help students understand transverse waves and their specific characteristics. The teacher will use group activities, discussions and questioning to develop students' knowledge, process skills, application ability, and creativity regarding transverse waves. Students will observe and discuss a demonstration of transverse wave motion using a slinky toy to visualize characteristics like wavelength and amplitude.
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The document provides a lesson plan about the life and rule of Tipu Sultan, the 18th century ruler of Mysore. It includes 3 main points:
1) Tipu Sultan was the ruler and son of Hyder Ali, who was the de facto ruler of Mysore. Tipu introduced innovative administrative and military reforms to strengthen his rule.
2) In the early years, Tipu faced opposition from local chieftains who lost power and influence under his rule. He fought several wars against the British East India Company to maintain Mysore's independence.
3) In 1809, Tipu was killed by the British during the capture of Srirangapatna, bringing an end to
Lesson plan sukanya pdf
This lesson plan aims to develop student knowledge and understanding of thyroxine through various teaching methods. Key concepts to be covered include the thyroid gland, iodine, hypothyroidism, and hyperthyroidism. Students will learn about the role of thyroxine in metabolic processes and how deficiency can lead to conditions like hypothyroidism or hyperthyroidism. The lesson incorporates group work, discussion, and questioning to engage students and evaluate their learning.
INNOVATIVE LESSON PLAN
This document outlines an innovative lesson plan for teaching 8th standard students about multiplication of negative numbers. The lesson plan aims to help students acquire knowledge about negative number multiplication and develop an understanding of the related concepts and facts. It involves using examples and practice questions to demonstrate that multiplying two negative numbers results in a positive number, while multiplying a negative number and a positive number results in a negative number. The teacher uses discussion and worked examples to help students learn and reinforce their understanding of negative number multiplication.
self designed innovative lesson plan
The document provides details about an innovative history lesson plan about thep-X-1⁄4n-Z-fh taught to 8th standard students. It includes the curriculum statement, learning outcomes, process skills, and content analysis of the lesson. The key points are:
1) The lesson teaches students about thep-X-1⁄4n who was the ruler of Xncp-hn-Xmw-IqÀ and introduced important reforms like Ip-d-hn-fw-_cw.
2) Students learn that in early times, there was a lot of conflict between the ruler and British but thep-X-1⁄4n established peace through negotiations and introducing
Bloge
The document provides details about an innovative history lesson plan about thep-X-1⁄4n-Z-fh taught to 8th standard students. It includes the curriculum statement, learning outcomes, process skills, and content analysis of the lesson. The key points are:
1) The lesson teaches students about thep-X-1⁄4n who was the ruler of Xncp-hn-Xmw-IqÀ and introduced important reforms like Ip-d-hn-fw-_cw.
2) Students learn that in early times, there was a lot of conflict between the ruler and British but thep-X-1⁄4n established peace through negotiations and introducing
Lesson plan.pmd
This document provides a lesson plan on the topic of "Structure of the Earth" taught to 8th standard students. It includes the name of the teacher, school, subject taught, number of students, unit, topic, and date of the class. The content analysis section defines key terms related to the structure of the Earth like crust, mantle, core, etc. It also provides facts about the different layers of the Earth - the crust, mantle, inner core, and outer core. The concept part explains that the structure of the Earth shows significant changes from the surface to the deeper layers. The curriculum objectives are to help students understand the different layers of the Earth and how much each layer constitutes the Earth. Assessment activities include identifying the
Lesson plan.pmd
This document provides an overview of a social science lesson on the structure of the earth taught to 8th standard students. It includes the name and details of the teacher, school, subject, class strength and duration of the lesson. There is an analysis of key terms related to the structure of the earth like crust, mantle, core etc. It also outlines the expected behavioral outcomes of students which are to understand and explain the different layers of the earth based on facts provided and participate in classroom activities and discussions. The lesson aims to help students gain a conceptual understanding of the earth's structure as a representation of geological plates.
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Lesson Template
- 1. -1- LESSON TEMPLATE Name of the Teacher : Greeshma G.S. Name of the School : S.K.V.V.H.S.S. Name of the Subject : Physics Name of the Unit : New Name of the Topic : ka-th-Khpw Ak-a-th-Khpw Standard : VIII Strength : 43 Date : 4-8-15 Duration : 40 minitus CURRICULAR STATEMENT Pupil develops factual, conceptual, procedural, and metacognitive knowledge on the concept of uniform speed and non - uniform speed through observation, discussion, experimentation and evaluation by group discussion by participation and group activity. CONTENT ANALYSIS New Terms ka-th-Kw, Ak-a-thKw Facts v Xpey-amb kab CS-th-f-I-fn Hcp ImÀ k©-cn¨ Zqcw Xpey-amWv v Xpey-amb kab CS-th-f-I-fn Hcp ImÀ k©-cn¨ Zqcw Xpey-a-Ã. Concept v ka-thKw : Ne--¯n-epÅ Hcp hkvXp Xpey-k-ab CS-th-f-I-fn Xpey-Zq-c-amWv k©- cn-¡p-¶-sX-¦n B hkvXp-hnsâ thKw ka-th-K-am-Wv. Ak-a-thKw : Xpey-k-ab CS-th-f-I-fn hkvXp Xpey-Zq-c-aà k©-cn-¡p-¶-sX-¦n B hkvXp-hnsâ thKw Ak-a-th-K-am-Wv. LEARNING OUTCOMES v Enables the pupil to develop 1) Factual knowledge on uniform speed and non-uniform speed by a). Recalling the concept of speed
- 2. -2- b) Recognizes that the uniform speed and non - uniform speed based on time 2) Conceptual knowledge on uniform speed and non-uniform speed a) Explaining the concept of uniform speed and non-uniform speed b) Demonstrating the same with an example 3) Procedural knowledge on uniform speed and non uniform speed by a) doing and observing activities based on it b) Raising questions 4) Metacognitive knowledge on uniform speed and non-uniorm speed by a) Focussing on the idea that the difference between uniform speed and non-uniform speed based on time. 5) Develops different process skills like observation, hypothesizing, inferring and commu- nicating. Pre- requisities v Zqc-s¯-¸än Ip«n-IÄ¡-dnbmw Teaching - Learning Resources v Chart, Activity card, black board, chalk. Reference NCERT text book IX, Teacher’s handbook, text book IX, SCERT textt book VIII n§Ä hml--§-fn bm{X sN¿m-dntÃ? n§Ä ]pd-s¸-Sp¶ Øe¯p n¶pw F¯n-t¨-tc- Øew hsc- bpÅ hml--¯nsâ thKX Hcp-t]m-se-bmtWm? CLASSROOM - INTERACTION PROCEDURE EXPECTED PUPIL RESPONSE D - v AÃ
- 3. -3- At¸mÄ hnhn[ hml--§Ä hnhn[ thK-X-bn k©-cn-¡p-¶-Xmbn n§Ä¡-dnbmw At¸mÄ ap-¡n-t¸mÄ ka-th-K-X-sb-¸-änbpw Aka thK- X-sb-¸-än ]Tn-¡mw. Activity - 1 A[ym-]nI NmÀ«nsâ klm-b-t¯msS hnhn[ kab CS-th-f-I-fn Hcp ImÀ k©-cn¨ Zqc-§Ä Nn{Xo-I-cn-¨n-cn-¡p-¶Xv {i²n-¡p-hm³ Ip«n-I-tfmSv Bh-iy-s¸-Sp-¶p. Activity Card ÂIp-Ibpw ]«nI ]qcn-¸n-¡p-hm³ Bh-iy-s¸-Sp-Ibpw sN¿p-¶p. Ip«n-IÄ {i²n-¡p-¶p. k©-cn¨ Zqcw kabw thKw k©-cn¨ Zqcw kabw thKw Aà B AàB 20m 2S 10m/s BàC BàC 20m 2S 10m/s CàD CàD 20m 2S 10m/s DàE DàE 20m 2S 10m/s EàF EàF 20m 2S 10m/s Discussion Point 1. Nn{X-¯n Xpey-k-ab CS-th-f-I-fn ImÀ k©-cnNv Zqcw Xpey- amtWm? 2. Imdnsâ New ka-N-e--amtWm? Xpey-amWv AsX
- 4. -4- Consolidation Xpey-C-S-th-f-I-fn k©-cn-¡p¶ Zqcw Xpey-am-sW-¦n hkvXp ka- N-e--¯nem-Wv. DZm; t¢m¡nse kqNn-bpsS New Activity - 2 2-þm-as¯ Nn{Xw ]cn-K-Wn-¡p-hmpw ]«nI ]qcn-¸n-¡p-hmpw Bh-iy- s¸-Sp-¶p. k©-cn¨ Zqcw kabw thKw k©-cn¨ Zqcw kabw thKw Aà B 5m 2s 5/2m/s = 2.5m/s AàB 5m 2s 5/2=2.5m/s BàC BàC 15m 2s 15/2=7.5m/s CàD CàD 6m 2s 6/2=3m/s DàE 18/2=9m/s DàE 18m 2s 18/2=9m/s EàF 6/2=3m/s EàF 6m 2s 6/2=3m/s Zqcw Discussion Point 1. Xpey-k-ab CS-th-f-I-fn ImÀ k©-cn¨ Zqcw Xpey-amtWm? 2. Imdnsâ New ka-N-e--amtWm? 3. thKw Xpey-amtWm? Aà Aà AÃ
- 5. -5- Consolidation Xpey-amb CS-th-f-I-fn Xpey Zqc-aà k©-cn-¡p-¶-sX-¦n B hkvXp- hnsâ thKw Ak-a-am-W-v. DZm: hml--§-fpsS Ne-w. n§Ä hml--¯nsâ kv]otUm-ao-äÀ I-n-«pt-m? hmlw ]e-t¸m-gpw ]e thK-§-fn Atà k©-cn-¡p-¶Xv? Cu kµÀ`§-fn thKw F§s nÀ®-bn¡pw? ChnsS BsI k©-cn¨ Zqcs¯ kabw sIm-v lcn-¨m aXn. Consolidation icm-icn thKw = k©-cn¨ BsI Zqcw k©-cn-¡m-s-Sp¯ kabw D - v AsX Adn-bnà Review Questions v ka-thKw F¶m-se´v? v Ak-a-thKw F¶m-se´v ? v icm-icn thKw I-p-]n-Sn-¡m-pÅ ka-hm-Iy-ta-XmWv ? Follow up activity v ka-th-Khpw Aka thKhpw nXy-Po-hn-X-¯n {]tbm-P--s¸-Sp-¯p¶ kml-N-cy-§Ä kb³kv Ub-dnbn tcJ-s¸-Sp-¯p-I.