Lesson template

Name of the teacher: Princy Stephen

Name of the School: S.M.H.S.S
Name of the Subject : Biology
Name of Unit: Blm-c-ns cmk-am--
Name of the topic: [m\yIw


Std: IX
Strength: 43
Date:25/06/2014
Time: 35 mts
Period: 3
rd


Focus of the Model:
To help students learn for organizing information and to help student become more
effective at learning concepts.
Term: [m\yIw, Acn, Dcp-f-n-g-v, t\{--gw, a-co-\n, ]-km-c, _men
Facts:-
DuP-ns {][m\ Dd-hn-S-amWv [m\yIw.
[m\yIw AS-nb `-W-X-Xn \nmWv {][m\-ambpw icocn\v Bh-iy-amb DuPw e`n-p--Xv.
Hcp {]XyI A\p-]m-X-n Im_-, ssl{U-P, HmIvkn-P Fnh AS-nb cmk-kw-bp--amWv [m\y-Iw.
Concept: [m\y-I-nse hnhn-[--fmb aqe-I- D]-tbm-Kn-mWv ico-c-n-\m-h-iy-amb DuPw DXv]m-
Zn-n--s-Sp--Xv.
Social system:- The teacher carefully prepares in advance exemplars and non-
exemplars, label them and sequences them. At this stage, the teacher controls the
actions and as such the social system is highly structured. But gradually in the
subsequent phases student interaction is encouraged and thus the social system
become moderately structured.
Support system:-
Exemplars: Acn, Dcp-f-n-g-v, ac-o-\n, ]-km-c, _men, t\{-gw
Non-examples: s\v, Nn, F, amwkyw, sh
Activity card: t]mj-I-L-S-I-sf kw_-n-p tNmZy-
Principles of reaction:-
The teacher acts as a guide, motivation, facilitation, etc. Teacher supports the
pupils hypotheses and creates an atmosphere of meaningful dialogue. Again
becomes supportive at the final phase. Encourages different strategies.



Instructional effects:-
i. Getting clear notions about nature of concepts
ii. Developing skills in using appropriate concept-building strategies.
iii. Attaining specific concepts
iv. Develops skills in inductive reasoning.

Nurturant effects:-

i. Sensitivity to logical reasoning
ii. Tolerance of ambiguity and initial errors
iii. A sense of using alternative perspectives.










Classroom interaction procedure Expected pupil response
Phase1: Presentation of data and identification of
concept.
A[ym-]nI Hcp {]tXyI Bibw Ipn-I-fn Fn-p--Xn-\mbn BZyw
Hmtcm s_n-tebpw Ipn-Isf Hmtcm {Kqmbn ]cn-K-Wn-p-p. -A-
Xn-\p-tijw tNmZy--f-S-nb BIvn-hnn ImUp \Ip-p.
1. Blm-c-]-Zm--fn AS-n-bn-cn-p LS-I-sf FmWv ]d-bp-
Xv?
2. {][m-\-amb LS-I- Gh?

3. imco-cnI {]h-\-pw hfbvpw Bh-iy-amb {][m-\-s t]mjI
LSIw GXv?
Phase II: Testing the attainment of concept
Is--nb Bi-b-ns ASn-m-\-n Xmsg sImSp-n-cn-p-h Xcw Xncn-







t]mjI LS-I
[m\y-Iw, amwkyw, sImgpv , Pe, hnm-
an, [mXp-
A B
p-hm A[ym-]nI Ipn-I-tfmSv Bh-iy-s-Sp-p.
Acn, s\v, Nn, ac-o-\n, F, Dcp-f-n-g-v, ]-km-c, sh, _men,
t\{-gw
{Kqn \npw Hcm-f-A# Dcw hmbn-m\pw asm-cm Ah
t_mUn Fgp-Xm\pw Bh-iy-s-Sp-p.



Fv am\-ZWvUw A\p-k-cn-mWv \n Xcw-Xn-cn--sXv A[ym-]nI
Ipn-I-tfmSv tNmZn-p-p.

In-I-fpsS A`n-{]mbw A[ym-]nI Bhn-p-p.
[m\y-I-n-s-t{km-X-v, [m\y-I-ns t{kmXv Am-h ( CB)

A[ym-]nI Xcw Xncn--Xns Nmv ImWn-p-p.

Acn
ac-o\n
Dcp-f-n-gv
]-kmc
_men
t\{-gw
s\v
Nn
F
sh
[m\y-Iw





[m\y-I-ns t{kmX-v, Am-h.



[m\y-I-ns
t{kmXv
[m\y-I-ns t{kmXv Am-h
Acn
ac-o\n
Dcp-f-n-gv
]-kmc
_men
t\{-gw
s\v
Nn
F
sh

Ipn-I X-fpsS coXn-bn CXp-hsc a\-n-em-n-b-Xns ASn-m-\-
n [m\y-I-n\v Hcp \nh-N\w ]d-bm Bh-iy-s-Sp-p. A[ym-]nI
[m\yIw F Bibw Nmv D]-tbm-Knv t{ImUo-I-cn-p-p.



[m\yIw







Ipn-I Nmv \nco-n-p-p.









Im_Wpw ssl{UP\pw HmIvkn-P\pw Hcp {]tXyI A\p-]m-X-n-ep
cmk kwbp--amWv [m\y-Iw. imco-cnI {]h-\-pw hfbvpw Bh-
iy-amb DuP-ns {][m\ Dd-hn-S-amWv [m\yIw. [m\yIw {][m-\-am-
bpw, APw, skp-tem-kv, sstm-P XpS-nb t]mfn-km--ssd-Up-I-
fm-bmWv `-W-n kw`-cn--s-n-cn-p--Xv.

t{ImUo-I-c-W-n\p tijw [m\y-I-ns IqSp-X t{kmX-p-I Is--m
A[ym-]nI Ipn-I-tfmSv Bh-iy-s-Sp-p.

Phase III: Analysis of thinking strategy.
A[ym]nI Ipn-I-tfmSp tNmZn-pp. [m\yIw F Bi-b-n Fn-t-cm
\nsf klm-bn hkvXp-X-I Fs-m-amWv?

\n Fn-t Bibw hni-Z-am-p.


imco-cnI {]h-\-m-h-iy-am-b-t]m-jI
LS-I-amWv [m\yIw















Follow up activity:
1. [m\y-I-ns [aw Fgp-Xp-I.



Recapitulation
]c-kv]cw tNmZy- tNmZn-m A[ym-]nI Ipn-I-tfmSv Bh-iy-s-Sp-
p.





DZm-l-c-W-fpsS kmay hyXym-k-
imcn-cnI {]h-\-pw hfbvpw Bh-iy-
amb DuP-ns {][m\ Dd-hn-S-amWv
[m\y-Iw. Im_Wpw ssl{U-P\pw HmIvkn-
P\pw [m\y-I-n AS-n-bn-p-v.

Ipn-I ]c-kv]cw tNmZy- tNmZn-p-
p.
2. cmap-hn\v oWw ImcWw ]Tn-p-hmt\m tPmen-bn Gs-Smt\m Ign-bp-n-. A cmap-hns\ tUmIvS-
dns ASp--tev sIm-p-t]m-bn. tUmIvS ]d-p, cmap-hns imcn-cnI {]h-\- th- coXn-bn \S-p-n-.
IqSmsX {]mb-n-s\m imco-cnI hfbpw ImWp-n-. \ coXn-bn Blmcw Ign-m tUmIvS \ntZ-in-p.
\n-fpsS A`n{]m-b-n cmap-hn\v Fv LS-I-ns A`m-h-am-Wv.? cmap-hn\v th- \ntZ-i- \evIm \nv
Ign-bptam?