LESSON TEMPLATE - ICT
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The document provides details of an ICT lesson plan on the topic of transpiration. The lesson involves students learning about the process of transpiration, how it occurs in plants, and its importance. The teacher will engage students in a discussion on transpiration, show related content on a presentation, and ask review questions to check understanding. Students will then be asked to identify human activities that can impact transpiration in plants from their local environment. The lesson aims to teach students about the scientific concept of transpiration in 3 sentences or less.
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![LESSON TEMPLATE (ICT)
Name of the Teacher : apIrjvW³. Fw.-Fkv
Name of the School : sI.-BÀ.-Pn.-]n.-Fw.-F¨v.F-kv.-Fkv HmS-m-h«w
Name of the Subject : kmaq-ly-imkv{Xw
Name of the Unit : `ua-c-l-ky-§Ä tXSn
Name of the Topic : A]-£-bw
A]-£bw F¶ ]mT-`mKw ]Tn-¨p-I-gnª Ip«n Xmsg-]-d-bp¶ {]hÀ¯--§Ä S-¯pw.
A]-£-b-{]-{In-b-bpsS {]m[m-y-s¯-¸-än-bpÅ [mcW Pn-¸n¡pw.
A]-£-bw F§-s-sbÃmw S-¡p-s¶-s¶v nco-£n¡pw.
A]-£-b-{]-{Inb hni-I-ew sN¿pw.
Standard: VII A
Strength : 21
25
Duration : 45 minutes
Date : 03-08-2015
Learning outcomes](https://image.slidesharecdn.com/lessontemplaterict-151103112000-lva1-app6891/85/LESSON-TEMPLATE-ICT-1-320.jpg)
![New Terms A]-£bw, `uXnI A]-£bw, cmknI A]-£bw, ssPhnI A]-£bw
Facts
CONTENTANALYSIS
`qh¡ ine-IÄ `uXn-I-ambn inYn-eo-I-cn-¡-s¸-Sp-Ibpw,
cmk]c-ambn hnL-Sn-¡p-Ibpw sN¿p-¶-Xm-Wv A]-£bw.
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Concepts A]-£bw
Pre-requisite ine-IÄ s]m«n-s¸m-fn-bp-Ibpw, hnL-Sn-¡p-Ibpw sN¿p-sa¶v Ip«n¡v
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Types of lesson plan
this presentation is all about the some types of lesson plan from the definition of each types and each parts and functions...
Lesson Plan
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, and anticipating difficulties.
LESSON PLAN
Lesson Plan Meaning and Guide
PLS LIKE, SHARE AND SUBSCRIBE to our YOUTUBE ACCT. https://www.youtube.com/channel/UCK3Y-xoeMKaRtLWF5TzjSSg
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
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For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
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This document provides guidance on developing effective lesson plans. It discusses key components to consider, including knowing your students, the content, and available materials and equipment. Lesson plans should have clear objectives, outline the procedure and activities, and include assessments tied to the objectives. The document also presents several common lesson plan models, such as Gagne's nine events of instruction and the 5E model. Readers are encouraged to design lesson plans that incorporate useful instructional strategies and techniques.
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Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
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Name of the teacher saranya s nair
1) The document discusses vitamins, which are essential nutrients found in food that help support various bodily functions. It describes different types of vitamins like Vitamins A, C, D, E, and K.
2) Vitamins are classified based on whether they are fat-soluble and stored in the body (like Vitamins A, D, E, and K) or water-soluble and excreted from the body (like Vitamins B and C).
3) The document provides information on the roles and health benefits of various vitamins, such as Vitamin A supporting vision and Vitamin C promoting healing.
Letter handed over to chief minister
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Innovotive teaching manual
The document provides details about an innovative teaching manual for a social science class on the Reserve Bank of India. It includes the name of the student teacher and school, the unit and sub-unit being covered, learning objectives, content analysis of terms and facts about the RBI, classroom activities and procedures, and resources to be used including a presentation and information sheet. The content aims to help students understand what the RBI is and its various functions through discussion of its history, role in monetary policy and management of India's currency, banking system, and financial sector.
innovative teaching manual
The document provides details about an innovative teaching manual for a Social Science class on the Reserve Bank of India. It includes the name of the student teacher and school, the unit and sub-unit being covered, learning objectives, content analysis of terms and facts about the RBI, classroom activities and procedures, and teaching-learning resources like a presentation and information sheet. The content analysis section lists terms related to RBI and facts such as its role in monetary policy, functions like currency issue and management, and history of establishment in India. Classroom activities include showing presentations on RBI and its role compared to other banks, and having students discuss topics.
Innovative Teaching Manual
The document provides details about an innovative teaching manual for a Social Science class on the Reserve Bank of India. It includes the name of the student teacher and school, the unit and sub-unit being covered, learning objectives, content analysis of terms and facts about the RBI, classroom activities and procedures, and teaching-learning resources like a presentation and information sheet. The content analysis section lists terms related to RBI and facts such as its role in monetary policy, functions like currency issue and management, and history starting from its establishment in 1935. Classroom activities include presentations and discussions about RBI and its role compared to other banks.
Innovative teaching manual
The document provides details about an innovative teaching manual for a social science class on the Reserve Bank of India. It includes the name of the student teacher and school, the unit and sub-unit being covered, learning objectives, content analysis of terms and facts about the RBI, classroom activities and procedures, and resources to be used. The objectives are for students to understand what the RBI is and its functions, different types of banks in India, the role of the RBI in the Indian economy, and its history since establishment in 1935. Students will participate in discussions about visuals on RBI and Indian banking, and read a pamphlet with information about the RBI.
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Adukkalayile rasathantram
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Praseeda online lesson plan
This document provides a lesson template for an innovative lesson on the short story "One Small Step" by F.S. Herek. The lesson involves students analyzing themes and symbols in the story through group discussions and activities. Students will discuss their understanding of the story, examine symbols found in the text, and create a visual representation of the story in small groups. The teacher will then lead a discussion to consolidate learning and ensure all students comprehend the key elements of the story.
Praseeda online lesson plan
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ONLINE ASSIGNMENT
The document provides details about the history, culture and traditions of Mappila community in three paragraphs. It mentions that Mappilas are a Muslim community that settled in Malabar coast from 7th century. Their language, food, arts and religious practices developed unique characteristics over time. The document highlights their contributions to language, literature and folk arts in Kerala. It also discusses some of their traditional occupations like boat making and irrigation works. Mappilas had a significant influence on religious and cultural life of the region.
ICT
- A]-c-Z\w refers to the process by which plants absorb nutrients like water and minerals from the soil. It involves various structures like roots, stems, leaves, and flowers.
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- The teacher will engage students in a discussion about plant absorption and related structures. They will provide visuals and explanations to reinforce student understanding of the key concepts and processes.
Devika murali
This document discusses various geographical features that are an integral part of social studies. It focuses on three such features - rivers, lakes and forests. Rivers and their role in communities are often discussed in social studies lessons. Similarly, lakes and the issues surrounding them also come up regularly. Forests have a very prominent place in social studies due to their diverse nature. Providing more information on these geographical features and examining them in detail can help students gain a deeper understanding of these areas and the socio-economic issues related to them.
Neethu
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Innovative teaching manual
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3. The teaching manual aims to help students understand the historical significance of the labor movement in India's freedom struggle through classroom activities like discussing newspaper clippings and photographs related to the events.
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- 1. LESSON TEMPLATE (ICT) Name of the Teacher : apIrjvW³. Fw.-Fkv Name of the School : sI.-BÀ.-Pn.-]n.-Fw.-F¨v.F-kv.-Fkv HmS-m-h«w Name of the Subject : kmaq-ly-imkv{Xw Name of the Unit : `ua-c-l-ky-§Ä tXSn Name of the Topic : A]-£-bw A]-£bw F¶ ]mT-`mKw ]Tn-¨p-I-gnª Ip«n Xmsg-]-d-bp¶ {]hÀ¯--§Ä S-¯pw. A]-£-b-{]-{In-b-bpsS {]m[m-y-s¯-¸-än-bpÅ [mcW Pn-¸n¡pw. A]-£-bw F§-s-sbÃmw S-¡p-s¶-s¶v nco-£n¡pw. A]-£-b-{]-{Inb hni-I-ew sN¿pw. Standard: VII A Strength : 21 25 Duration : 45 minutes Date : 03-08-2015 Learning outcomes
- 2. New Terms A]-£bw, `uXnI A]-£bw, cmknI A]-£bw, ssPhnI A]-£bw Facts CONTENTANALYSIS `qh¡ ine-IÄ `uXn-I-ambn inYn-eo-I-cn-¡-s¸-Sp-Ibpw, cmk]c-ambn hnL-Sn-¡p-Ibpw sN¿p-¶-Xm-Wv A]-£bw. A]-£bw aqew ine-IÄ¡v cmk-]-cambpw `uXnIambpw amä§Ä Dm-Ip-¶p. A]-£-bs¯ {][m--ambpw aq¶mbn Xcw Xncn-¨n-cn-¡p¶p, `uXnI A]-£bw, cmknI A]-£bw, ssPhnI A]-£bw. A]-£bw a®p-m-Im³ klm-bn-¡p-¶p. Concepts A]-£bw Pre-requisite ine-IÄ s]m«n-s¸m-fn-bp-Ibpw, hnL-Sn-¡p-Ibpw sN¿p-sa¶v Ip«n¡v ap¶-dnhpv. Material/Resource *BIvSn-hnän ImÀUv (A-]-£-b-¯nsâ ^e-ambn Fs´Ãmw Imcy-§-fmWv `qan- Support needed bn Dm-Ip-¶Xv ) *sF.-kn.-än.
- 3. CLASS ROOM INTERACTION PROCEDURE A[ym]-I³ ¢mkn-te¡v {]th-in¡p¶p. Ip«n-I-fp-ambn kulr-Z- kw-`m-jW¯n GÀs¸-bp-¶p. Ip«n-bpsS ap¶-dnhv ]cn-tim-[n-¡p-hm-mbn Nne tNmZy-§Ä tNmZn-¡p-¶p. ]mdbpw aäpw Iptd-¡mew Ign-bp-t¼mÄ s]mSn-ªp-t]m-Ip-sa¶v n§Ä tI«n-«ptm? PUPIL RESPONSE C¯-c-¯n ine-IÄ s]m«n-s¸m-Sn-bp-Ibpw, hnL-Sn-¡p-Ibpw sN¿p¶ {]{In-b-Isf F´m-Wv hnfn-¡p-¶Xv? Expected Response Dv. Actual Response Dv. Expected Response A]-£bw Actual Response Adn-bnà ine-IÄ Imem-´-c-¯n ]e-hn[ amä-§Ä¡v hnt[-b-am-bn-s¡m-n-cn-¡pw. C¯-c-¯n ine-IÄ s]m«n-s¸m-Sn-bp-Itbm, hnLSn¡p-Itbm sN¿p¶ {]{In-b-Isf A]-£bw (Slide) F¶v hnfn-¡mw. A]-£bw aqew ine-IÄ¡v cmk-]-c-ambpw, `uXn-I-ambpw amä-§Ä Dm-Ip-¶p. A]-£-b-¯nsâ XpSÀ¶pÅ ^e-§Ä Adn-bp-¶-Xn-mbn {]hÀ¯--¯n-tebv¡v IS-¡p-¶p.
- 4. Ip«n-Isf {Kq¸p-I-fmbn Xncn-¡p-¶p. AXn-p-tijw A]-£-b-¯nsâ ^e-ambn Fs´Ãmw Imcy-§-fmWv `qan-bn Dm- Ip-¶-Xv. NÀ¨ sN¿p-I. CXn-mbn Nne kqN--IÄ BIvSn-hn-än ImÀUn sImSp-¡p-¶p. kqN--IÄ [mXp-¡Ä A]-c-Zw nt£-]Ww cq]o-I-cWw Ip«n-IÄ NÀ¨ sN¿p-¶p. Ip«n-IÄ D¯-c-§Ä hmbn¨ tijw A²ym-]-I³ Bi-b-§Ä ¢mÊn Ah-X-cn-¸n-¡p-¶p. t{ImUo-I-cWw(Slide) {]hÀ¯w: 1 (Slide) Ip«n-IÄ D¯cw hmbn-¡p-¶p. A]-£-b- ¯nsâ ^e-ambn BWv a®v Dm-Ip-¶- sX¶v ]d-bp-¶-Xv. [mXp-nt£-]-§-fpsS cq]o-I-cWw A]-c-Z¯neqsS `qan-bpsS D]-cn-X-e-¯n amäw Dm-Iphm³ klm-bn-¡p-¶p. a®p-m-Ip-¶-Xnv klm-bn-¡p-¶p. Ah-km-Z-in-e-I-fpsS cq]o-I-c-W-¯nv klm-bn-¡p-¶p.
- 5. ap-jysâ {]hÀ¯--§Ä A]-£-b-¯nv Imc-W-am-Im-dpv. ap-jysâ GsXms¡ {]hÀ¯--¯nsâ ^e-ambn A]-£bw Dm-Ip-¶-sX¶v Adn-bm-mbn ASp¯ {]hÀ¯-- ¯n-tebv¡v IS-¡p-¶p. Ip«n-IÄ Nn{X§Ä nco-£n-¡p¶p. Ip«n-IÄ D¯cw hmbn-¡p-¶p. {]hÀ¯w: 2 (Slide) Ip«n-Isf {Kq¸p-I-fmbn Xncn-¡p-¶p. AXn-p-tijw ]mT-]pkvXI¯nse 47þmw t]Pnse Nn{X-§Ä nco-£n¨v ap-jysâ Fs´Ãmw {]hÀ¯--§-fmWv ine-I-fpsS A]-£-b-¯nv Imc-W-am-Ip-¶-sX¶v NÀ¨ sNbvXv Fgp-Xp-hm³ ]d-bp-¶p. Expected Response Jw, ]md s]m«n-¡Â, nÀ½m-W -{]-hÀ¯--§Ä h--io-I-c-Ww, cmk-h-kvXp-¡-fpsS D]-tbm-Kw. Actual Response Jw, ]md s]m«n-¡Â, nÀ½m-W -{]-hÀ¯--§Ä Ip«n-IÄ D¯c§Ä hmbn-¡p-¶-Xns XpSÀ¶v A²ym-]-I³ Bi-b-§Ä ¢mÊn Ah-X-cn-¸n-¡p-¶p. t{ImUo-I-cWw(Slide) ]md-s]m-«n-¡Â Jw nÀ½m-W-{]-hÀ¯--§Ä cmk-h-kvXp-¡-fpsS D]-tbmKw Irjn-¡p-thn new Hcp-¡p-¶Xv h--io-I-cWw
- 6. ap-jysâ C¯-c-¯n-epÅ {]hr¯n `qansb in-¸n-¡p-sa-¶v, AXv {]IrXn Zpc-´-§Ä¡v Imc-W-amIpw F¶v ]d- ªp-sImv A[ym-]-Ipw Ip«n-Ifpw tNÀ¶v ¢mkv t{ImUo-I-cn-¡p-¶p. REVIEW QUESTIONS (Slide) A]-£bw F¶m F´v ? A]-£bw aqew ine-IÄ¡v Fs´Ãmw amä-§-fmWv Dm-Ip-¶Xv ? A]-£-bs¯ F{X-bmbn XcwXncn-¨n-cn-¡p-¶p. Ah GsXm-s¡-bmWv ? FOLLOW UP ACTIVITY (Slide) n-§-fpsS Npäp-]m-Sp-apÅ {]tZ-i-§Ä kµÀin¨v A]-£-b-¯nv Imc-W-am-Ip¶ ap-jy-{]-hÀ¯--§Ä Is-¯q.