The document outlines a lesson plan for teaching students about myopia (nearsightedness) and hyperopia (farsightedness). It includes objectives, materials, references, and a teaching procedure with steps such as introducing the topic, analyzing it, summarizing, clearing doubts with questions, and assigning students to explain how hyperopia can be corrected using examples. The key points are that myopia occurs when the eyeball grows too long, causing nearsightedness, while hyperopia is caused when the eyeball is too short for distant vision.

1. INNOVATE LESS PLAN
Name of the Teacher : LEKSHMI PRASAD Standard : IX
Name of the School : Strength :
Subject : DuÀPX{´w Duration : 45 Min
Unit : {]Imi¯nsâ A]hÀ¯w Date :
Topic : {lkzZrjvSn (Myopia)
OBJECTIVE
½psS t{X¯nse se³kn {]Xn_nw_ cq]oIcn¡p¶XmWv hyXymks¸Sp¶Xnpkcn¨v I®np­mIp
¶ yqXIÄ Ip«nIsf aknem ¡p¶Xnpth­n.
METHODS & MATERIALS
Lecturing , discussing , B.B. Writing , presenting, summersing, doubt clearing, questioning, assignment.
REFERENCES
1. Text book of Std IX ,SCERT Kerala
2. Hand book of IX, SCERT Kerala.
ZoÀLZrjvSn (Hyper Myopia)

2. Teaching Procedure Students Response
STEP 1 : Checking the previous knowledge & introducing the topic
I®nse IymadbpsS {]tXyIX F´mWv?
AXnsâ {][m `mK§Ä GsXms¡?
I®n F§sbmWv {]Xn_nw_w cq]oIcn¡p¶Xv?
A§ssb¦nÂI®nse Nne yqXIÄ sIm­v
{]Xn_nw_ cq]oIcWw hyXymks¸Sp¶Xv F§ssb¶v ]Tn¡mw.
STEP 2 : Analysing the topic
Nne BfpIÄ I®S [cn¡p¶Xv I­ncn¡
patÃm? F´psIm­mWv
I®S [cn¡p¶Xv?
I®Sbnepff se³kv n§Ä {i²n¨n«pt­m?
AsX ]eXc¯nepffhbmWv AtÃ?
Nne BfpIÄ t]¸À ASp¯p ]nSn¨v hmbn¡p¶Xv I­n
«ntÃ?
AsX, AXp I®nsâ Hcp yqXbmWv. AhÀ I®S [cn¡pt¼mÄ {]ivw ]cnlcn¡s¸SpatÃm?
A[ym]nI BtcmKyapff BÄ¡mcpsS t{X¯n hkvXphnsâ {]Xn_nw_w cq]oIcn¡p¶Xnsâ amXrI IwIpdª I¼nsIm­v
D­m¡
nb t{XtKmf¯n CuÀ¡nÂ
I¼vIrXyamb Afhn HSn¨v {]Xn_nw_w cq]oIcn¡p¶ Ømw Ip«nIÄ¡v ImWn¨p sImSp¡p¶p.
O I I
I
IiI
AXnptijw ASp¯pff hkvXp¡sf ImWmpw Zqscbpff hkvXp¡sf ImWm³ km[n¡m¯hcpsS I®n {]Xn_nw_w cq]s¸Sp¶Xv F§ssb¶pw ta ]dª

3. coXnbn ImWn¨psImSp¡p¶p.
O
I
BZyw I­kμÀ`
¯n hkvXp¡fpsS {]Xn_nw_w cq]s¸«sXhnsSbmWv.?
c­mas
¯ Nn{X¯ntem?
sdänbv¡p ap¼n {]Xn_nw_w cq]s¸«t¸mÄ se³knsâ ]hÀ IqSpXembncn¡ptam Ipdhmbncn ¡ptam?
t{XtKmf¯nv F´phyXymkw h¶t¸mgmWv {]Xn_nw_w sdänbv¡p ap¼n cq]s¸«Xv. Cu yqXbv¡p {lkzZrjvSn F¶mWv ]dbp¶Xv. At¸mÄ
{]lzZrjvSn D­mIp
¶Xnpff ImcWw F´mWv? A[ym]nI {][m Bibw hyIvXam¡pI.
{][m Bibw I®nse t{XtKmf¯nsâ ofw IqSnbt¸mÄ {]Xn_nw_w sdänbpsS ap¼n cq]s¸Sp¶p. At¸mÄ se³knsâ ]hÀ Ipdªp X³aqew ASp¯pff
hkvXp¡sf ImWmpw AIsebpff hkvXp¡sf hyIvXambn ImWmpw km[n¡pIbnÃ. CXmWv {lkzZrjvSn(Myopia).
A[ym]nI Hcp tIm¬tIhv se³kv FSp¯v {lkzZrjvSn D­mIpt
¼mÄ {]Xn_nw_w cq]oIcn¡p¶Xnsâ amXrIbpsS hkvXphnpw t{XtKmf¯npw
CSbnembn sh¨n«v tIm¬tIhv se³kv hkvXphnsâ {]Xn_nw_w km[mcW I®pI fn cq]s¸Sp¶ CuÀ¡n I¼v {IaoIcn¨v ImWn¨p.

4. O
I
{][m Bibw {lkzZrjvSn ]cnlcn¡phm³ tIm¬tIhv se³kv D]tbmKn¡p¶p. Nne BfpiÄ t]¸À AIse ]nSn¨p hmbn¡mdp­tÃm?
AXv F´psIm­mbncn¡
pw?
AsX A[ym]nI {lkzZrjvSn ImWn¨ amXrIbn Ipd¨pIqSn ofapff c­p
CuÀ¡n I¼v sdänbpsS ]pdIphi¯mbn Iq«n ap«n¨n«v {]Xn_nw_w cq]s¸Sp¶
Ømw ImWn¨p sImSp¯p.
hkvXphnsâ {]Xn_nw_w FhnsSbmWv cq]s¸Sp¶Xv
se³knsâ ]hÀ IpdbpIbmtWm IqSpIbmtWm sN¿p¶Xv? hkvXphns ImWp¶Xv F{]Imcambncn¡pw?
{][m Bibw t{XtKmf¯nsâ ofw IqSpIbpw {]Xn_nw_w sdänbpsS ]pdIphi¯m IpIbpw sN¿pt¼mÄASp¯pff hkvXp¡Ä hyIvXambn ImWm³
km[n¡msXbpw AIsebpffh hyIvXambn ImWm³ IgnbpIbpw sN¿pw CXmWv ZoÀLZrjvSn (Hyper metropia).
STEP 3 : Summerising the topic
]mT`mK¯nse {][m Bib§Ä H¶pIqSn Ip«nIfpambn ]¦pshbv¡p¶p.
STEP 4 : Allowing time for doubt clearing
Ip«nIfpsS kwib§Ä¡p adp]SnsImSp¡p¶p.
STEP 5 : Questioning taking place in between student the
Ip«nIÄ ]ckv]cw Fgpt¶äp n¶v Hmtcmcp¯cmbn Hmtcmcp¯tcmSv tNmZy§Ä tNmZy§Ä tNmZn¡m³ Bhiys¸Sp¶p. D¯cw ]dªhscbpw tNmZyw

5. tNmZn¨hscbpw t{]mÂkmln¸n¡pIbpw D¯cw ]dbmsX h¶m tNmZyIÀ¯mhp Xs¶ D¯cw ÂIWsa¶v ]dbpIbpw sN¿p¶p.
STEP 6 : Assignment
tIm¬tIhv se³kv D]tbmKn¨v {lkzZrjvSn ]cnlcn¨Xpt]mse ZoÀLZrjvSn F§s F§s ]cnlcn¡mw. Nn{X¯neqsS hyIvXam¡pI?