This document contains details of a teaching manual for a biology class on xylem and phloem. It includes the teacher's name, subject details, learning outcomes, content analysis, classroom activities and evaluation questions. The key points are: - The lesson aims to develop student knowledge and skills about xylem and phloem, the two types of vascular tissue found in plants. - Activities include discussing diagrams of xylem and phloem, their functions of transporting water and nutrients, and differentiating between the two tissues. - Formative assessment questions evaluate students' understanding of concepts like the components and transport roles of xylem and phloem.

1. INNOVATIIVE
TEACHING
MANUAL
NAME : RAJASREE. S.R
REGISTER NO 13373013
OPTIONAL SUB : NATURAL SCIENCE
MANNAM FOUNDATION CENTRE EDUCATION TECHNOLOGY

2. NAME OF THE TEACHER : RajaSree .S.R STNDARD : IX
NAME OF THE SCHOOL : Boys High School Thevalakkara DIVISION : C
NAME OF THE SUBJECT : Biology STRENGTH :
NAME OF THE UNIT : kwhlØns‚ hgnIƒ DATE :
DURATION :
CIRCULAR STATEMENT
To develop diiffrent dimensions of knowledge ,
attitude and process skill on “ Xylem and Phloyem”
through l******* method group discussion and Evaluation
by questining participation in group activity and group
discussion, repointing and presentation.
CONTANT ANALYSIS
NEW TERMS sskew, ^vtfmbw kohvmfn, shkep, ^vtfmbw, ]mc≥ssIa
FACTS sskehpw ^vtfmbhpw kkyØn¬ ImWsΠSp∂kwhl IeIfmWv.

3. CONEPTS
MINOR CONCEPTS
MAJOR CONCEPT
LEARNING OUTCOMES
* sskeØn¬ shkepIfpw, {S°oUpIfpw ImWsΠSp∂p.
* ^vtfmbØn¬ ImWsΠSp∂ mfnbm kohv mfn
* aÆn¬ n∂pw thcv hens®SpØv Pehpw ehWhpw CebnFØn°p∂ kwhl
IpgemWv sskew
* Ce n¿Ωn°p∂ Blmcw kkyØns‚ hnhn[ `mKßfn¬ FØn°p∂
kwhl IpgemWv ^vtfmbw
* kkyØn¬ ImWsΠSp∂ c≠pXcw kwhl IeIfmWv sskehpw ^vtfmbhpw.
* Enable the pupils to develop.
1. Factu al knowledge on the different types of vascular tissues like Xylem
and Phloem.
* recalling the newterms like Xylem phloem and Sieve Tube
etc..
* recognizing the diffrent types of vascular tissues

4. 2. Conceptual knowledge about the function of Xylem and Phloem
* recognizing the importance of Xylem and Phloem
3. procedual knowledge about the importance of Xylem and Phloem
Defferenciating the functions of Xylem and Phloyem
4. Metacognitore knowledge about the functions of Xylem and phloem
5. Defferent process skill
* observing the details of the functions of and phloem
* Communicating the importance of Xylem and phloem in a plant
7. the pupil applies the Keaened knowledge in the relevent Situation
8. The Pupil develops the components of creativity Such as Visualysing Poducing
mental images and using open ended Questions related to Xylem and Phloem
* kwhl IeIƒ kkyßfn¬ ImWsΠSp∂p.
* ]{Xhm¿Ø ˛ ^vtfmbØns‚ LS
* IØv ˛ sskeØns‚ LS
*Teacher’s Hand Book of Std VIII
*Boilogy Book of Std VIII by SCERT, Kerala
Pre- requestes
Tg - Lg Resources
Reference Books

5. CLASS ROOM INTRODUCTION PROCEDURE
INTRODUCTION
So®¿ kt¥mjtØmsSbmWv ¢mknte°v h∂Xv. IqSmsX Ip´nIsf tm°n
kt¥mjtØmsS ]d™p. C∂v Ωƒ hfsc hyXyÿ coXnbnemWv ]Tn°phm≥
t]mIp∂Xv. ]Xnhn¬ n∂pw hn]coXambn n߃ Xm¬]cyw Xcp∂
coXnbnemWvRm≥ ]TnΠn°phm≥ t]mIp∂sX∂v So®¿ ]d™p. n߃°v
AXntmSv Xm¬]cyapt≠m?
PRESENTATION
So®¿ Ip´nIsf {KqΠpIfmbn Xncn°pIbpw Hmtcm {KqΠnpw eoUsd n›bn°pIbpw
sNøp∂p.
XpS¿∂v ¬Ip∂ {]h¿Ø߃ N¿® sNbvXv DØc߃ Is≠Øphm≥
BhiysΠSp∂p.
PUPIL RESPONSE
Ip´nIƒ°v ]mT`mKtØmSv
Xm¬]cyap≠mbn

6. ACTIVITY - 1
So®¿ Hcp IØv hmbn°p∂p.
IØnse hnhc߃ a nem°nbtijw tNmZy߃°v DØcw FgpXphm≥
BhiysΠSp∂p.
{]nbsΠ´ thcnv,
Rm≥ BcmsW∂v a nembn ImWn√. Rm≥ Xs∂ ]dbmw . RmmWv
sskew. Cßs Hcp IØneqsS ]dbmsX tcn´v h∂p]dtb≠ ImcyamWv.
Fs‚ BtcmKy ÿnXntamiambXnmepw tPmen sNømØXnm¬ ss]k
C√mØXnmepamWv Cßs Hcp IsØgpXm≥ Rm≥ k÷mbXv.
ImcyØnte°v IS°s´, AßbpsS BcKy ÿnXn √XmbXnm¬
hens®Sp°p∂ Pehpw ehWhpw AtX Afhn¬ Npa∂v Cebn¬ hsc
FØn°phm≥ Fn°v Cu kmlNcyØn¬ ]‰n√.Fs‚ ho´nse Ip´nIfmb
shkepIfpw {S°oUpIfpw s∂ sNdpΠamWv. ImSmsX shkepIƒ°v D≈
A{Xbpw hymkw {S°oUpIƒ°v C√ Xmpw.Ah arXtImißfm¬
n¿ΩnXamsW¶nepw kwhlw SØp∂p≠v.Pohp≈ ]mc≥ssIa sNdnb
coXnbn¬ klmbn°p∂pap≠v. BbXnm¬ AhnSp∂v Zbhmbn hens®Sp°p#v
PeØnt‚bpw ehWØnt‚bpw Afhv Ipdbv°pIbmsW¶n¬ Fs‚ a°ƒ°v
AXv hfsc {]tbmPIcambncp∂p. Fs‚ Cu At]£ AhnSp∂v kzoIcn°psa∂
{]Xo£tbmsS IØv Npcp°p∂p.
F∂v
kvtl ]q¿Δw
sskew
HΠv.
02.09.2014
ImWvUK¿
Ip´nIƒ
k{i≤w {i≤n®p

7. N¿®m kqNI߃
1. sskeØn¬ ImWsΠSp∂ IpgepIƒ Gh?
2. sskeØn¬ ImWsΠSp∂ Pohp≈ tImiw GXv?
3. sskeØns‚ [¿Ωw F¥v?
t{ImUoIcWw
kkyØn¬ ImWsΠSp∂ kwhl IeIfmWv sskesa∂pw sskeØn¬
shkepIƒ, {S°oUpIƒ ChImWp∂psh∂pw, shkepIsf°mƒ hymkw
{S°oUpIƒ°v IpdhmsW∂pw Ch arZ tImißfmsW∂pw sskeØn¬ ImWsΠSp∂
Pohp≈ tImißfmWv ]mc≥ ssIa F∂pw Ch F√mw tN¿∂v thcv hens®Sp°p∂
Pehpw ehWhpw CeIfn¬ FØn°p∂p F∂pw So®¿ t{ImUoIcn°p∂p.
* shkepIƒ , {Sm°oUv
* ]mc≥ssIa
* thcv hens®Sp°p∂ Pehpw
ehWhpw CeIfn¬
FØn°p∂p.
Ip´nIƒ k{i≤w
{i≤n®p.

8. ACTIVITY II
X∂ncn°p∂ ]{Xhm¿Ø hmbn®tijw tNZy߃°v DØcw ]dbpI.
h-nsâ B{IaW¯n hgnbm{X¡mcv ]cn¡v
ImWvUK¿ : C∂se cmhnse Cebn¬ n∂pw Blmchpambn kkyØns‚ hnhn[ `mKßfnte°v
t]mIpIIbmbncp∂ ^vtfmbw (24) F∂ sNdpΠ°mcsbmWv h≠v B{Ian®Xv H∂npapIfn¬ H∂v
ASp°nh® coXnbn¬ ImWsΠSp∂ coXnbn¬ ImWsΠSp∂ kohv mfn°pw AXntmsSmΠw ImWp∂
kltImiØnpw kmcamb ]cn°pIƒ D≠mbn.A]q¿Δambn ImWp∂ ^vtfmbw ]mc≥ ssIa°v
am{Xw H∂pw kw`hn°mØXv A¤pXambn IcpXmw. tPmen kabØv tPmensNbvXpI≠ncn°p∂
sNdpΠ°mcs B{Ian®Xnv ImWvUK¿ t]meokv kztaXbm tIskSpØp. A{Ians°Xnsc DS≥
S]Sn kzoIcn°Wsa∂v Fkv.sF. aqjnI≥ Adnbn®p. ^vtfmbw Bip]{Xnbn¬ A]IS ne
XcWwsNbvXp F∂pw Fkv.sF. Adnbn®p.
Ip´nIƒ ]{Xhm¿ØIƒ hmbn°p∂p

9. N¿®mkqNI߃
1. ^vtfmbØn¬ ImWp∂ kwhlmUn GXv?
2. kohv mfntbmSv tN¿∂p ImWp∂ tImiw GXv?
3. ^vtfmbØns‚ [¿Ωw F¥v?
t{ImUoIcWw
kkyßfn¬ ImWp∂kwhl IpgepIfmWv ^vtfmbsa∂pw, tImi߃
ASp°nh® coXnbn¬ ImWsΠSp∂ kohv mfnItfmSv tN¿∂v ImWp∂
tImißfmWv kltImißsf∂pw, CeIƒ n¿Ωn°p∂ Blmcw kkyØns‚
hnhn[ `mKßfn¬ FØn°p∂Xv ^vtfmbamsW∂v So®¿ t{ImUoIcn°p∂p.
kohv mfn
kltImiw
kkyßfnse CeIfn¬
n¿Ωn°p∂ BlmcsØ
kkyØns‚ hnhn[ `mKßfn¬
FØn°p∂p.
Ip´nIƒ So®¿ ]d™Imcy߃
{i≤n®p.

10. ACTIVITY III
X∂ncn°p∂ kqNIƒ h®psIm≠v Hfn®ncn°p∂ Bfns Xncn®dnbpI.
1. Rmsmcp kwhl IebmWv.
shkepIfpsS {S°oUpIfpw F∂n¬ Hfn™ncnΠp≠v.
F∂n¬ Pohp≈Xv ]mc≥ssIa am{XamWv. F¶n¬ ]dbq Iq´tc
RmmcmWv?
2. Rmpw kwhlIebmWv
ASp°nb coXnbn¬ F∂n¬ kohv mfnIƒ D≠v.
AXntmSv tN¿∂v kltImihpw D≠v.
BlmcsØ sIm≠pt]mIp∂ hmlamWv Rm≥
F¶n¬ ]dbq......Rmmcv?
I´nIƒ k{i≤w {i≤n®p.

11. N¿®m kqNI߃
* BZysØ hcnIfn¬ Hfn®ncp∂Xmcv.
* c≠maXv ]dbp∂Xv Bsc°pdn®v?
t{ImUoIcWw
kkyßfn¬ c≠pXcØnep≈ kwhl IeIƒ ImWsΠSp∂p.
sskehpw ^vtfmbhpw, thcphens®Sp°p∂ Pehpw ehWhpw Cebn¬ FØn°pI
F∂XmWv sskeØns‚ [¿Ωw. Ce n¿Ωn® Blmcw kkyØns‚ hnhn[
`mKßfn¬ FØn°pI F∂XmWv ^vtfmbØns‚ [¿Ωw F∂pw So®¿
t{ImUoIcn°p∂p.
*sskew
*^vtfmbw
Ip´nIƒ So®¿ ]d™ Imcy߃
{Kln®p.

12. IqSpX¬ hnhcw
kwhl Iebmb sskeØn¬ ImWsΠSp∂ ]mc≥ ssIasb sskew ]mc≥ssIa F∂pw ^vtfmbØn¬
ImWsΠSp∂Xns ^vtfmbw ]mc≥ssIa F∂pw ]dbp∂p.
BLACK BOARD SUMMERY
Pohimkv{Xw
kwhlØns‚ hgnIƒ
sskew
^vtfmbw
shkepIƒ
kohv mfn.
Formative Evaluation
REVIEW
1. kwhl IeIƒ Gh?
2. sskeØns‚ ^vtfmbØns‚ [¿Ω߃ hy‡am°pI
3. sskeØn¬ n∂pw ^vtfmbw Fßs hyXymksΠ´ncn°p∂p, hy‡am°pI
Std:
div:
Str:

13. FOLLOW UP ACTIVITY
sskeØnt‚bpw ^vtfmØnt‚bpw [¿Ω߃ S°mXncp∂m¬ F¥v kw`hn°pw? nßfpsS A`n{]mbw
hy‡Xam°pI.