LESSON TEMPLATE

NAME OF TEACHER:
NAME OF SCHOOL :

Geethu Bijukumar
S.V.M.M.H.S.S.

SUBJECT

Biology

UNIT

: kwhl\ns hgnI

TOPIC

: Ic Hcq ipoIcWime

STANDARD: IX
DIVISION: A
DURATION: 40

CARRICULAR OBJECTIVES

N, \ncoWw, Bibhn\nabw, A]{KY\w FnhbneqsS Icfns\qdnpw

AXns [sfqdnpw Hcq [mcW ssIhcnqXv.
NEW TERMS : {]talw, sstmP, AtamWnb, bqdnb
Facts / Ideas : 1) Poh {]h\ kpe`ambn \SqXn\v cn
\nnX Afhv qtmkv DmbncnWw.
2). HcmfpsS cnse km[mcmW qtmkns Afmhv 70
110mg/100ml
3) qtmkns\ sstmP\mn ampq.
4) cn qtmkns Afhv Iqdbptm sstmP
hnLSnv qtmkmbn amdpq.
5) Aant\m BknUpI hnLSnv Dmb AtamWnb
Icfn hv bqdnb Bbn amdpq.
6) cn Iecq hnj]Zmns Btlm
XpSnbh \nhocyamqXv Ic BWv.
CONCEPT : `WneqsS cn Iecq hnj]Zm Bevtlm XpSnbh
hnLSnnsSpXp \nocyamsSpXpw Icfn hmWv
CARRICULAR OBJECTIVES
Knowledge domain: To enable the pupil to understand the above mentioned
facts and ideas
Process domain

To explore the knowledge about purifying action of liver

though discussion Observation and data collection

Creativity domain

To create, an image about purifying action of liver.

Attitudinal domain :

To develop appositive attitude towards purifying action of

Applicational domain:

liver
To apply the knowledge at relevant life situation.

LEARNING STRATAGY: Discussion, Observation, Data collection

TEACHING LEARNING RESOURCES : Flowchart, showing diagrams
PRE-REQUISITES: \psS icocnse Ghpw henb {Kn IcfmsWq
IqnbpsS apdnhv
Phase 1 : Encounter with the problem and Explanation of inquiry model
Hcq IYbneqsS A[ym]nI hkvXpX hniZoIcnqq. A\qhns ap
Znhkhpw

aZyw

Ignq

Bfmbncqq. Fm

D]tbmKnqXns

Znhkhpw

hn]v

Adnhnenmbncqq. As\bncns

Hcq

aZyw

Atlns
Znhkw

s]sv

imcocnI

Akzmyw ImcW tUmsd ImWm t]mbn. AtmgmWv {]talw Dsv

Atlw AdnXv. Iqtd ]cntim[\Iqtijw Ic {Zhnv t]mbXm sWv tZm
hnebncqn. XpSv Ic kntdmknkv BsWqw hyambn. s]mXpsh
a[pcw A[nIw D]tbmKnm Bfmbnpw Fs\ {]talw Dmbn Fv IYbneqsS
\mw

Nnntnbncnqq. IqnI

tNmZy

tNmZnWsaqw

AsX/A

Asn

cq]n

tNmZy:

Cu

Dcw

hcq

hn[n

{IaoIcnWsaqw A[ym]nI BhiysSpq.

Phase II, Phase III
Data gathering, verification and experimentation
Iqn

a[pcw A[nIw D]tbmKnXpsImmtWm Atln\q {]talw

DmbXv?

So

Iqn

aZyw A[nIw D]tbmKnXpsImmtWm Cu tcmKw ]

nns]Xv.\
So

AsX

Iqn

Ic {ZhnXv aZyns AanX D]tbmKw aqeamtWm?

So

AsX

]p\

Phase IV Formation and explanation

a\qjyicocn Icfns {]h\w ImWnq ^vtfmNmv. \
A\q]Yn \nqw Icfn Fpq. cn qtmknbpw Aant\m
BknUntbpw Afhv IqSpXembncnqw
cn IqSpX D qtmkns\ Ic sstmP\mn ampq.
smtmkns Afhv cn Iqdbptm Ic sstmPs\ hnLSnnv
qtmkmn ampq.
Aant\m BknUpIv hnLS\w kw`hnqtm DmIq AtamWnb
Icfn hv bqdnb Bnampq.
Phase V Analysis of Inquiry Process
GXp Xcnep tNmZyfmWv \nsf {]iv\]cnlmcn\v klmbnXv. aZyw
A[nIw D]tbmKnXpsImmtWm Cs\ tcmK ]nSns]Xv. Ic {ZhnXv
aZyns AanX D]tbmKw aqeamtWm? XpSnb tNmZyfn \nv Ic
a\qjyicocn {][m\]v hlnqqsv a\knemm Ignp.
FORMATION EVALUATION
REVIEW
1. cn qtmkns Afhv IqSp Ah?
2. Icfn hv \Sq hnLS\ {]{InbI GsXmw?
3. cnep hnj]Zm Bevtlm Fnhsb
\nhocyamq `mKw GXv?
4. qtmkns\ FmnbmWv Ic ampXv?
5. {]talw Fv?
FOLLOW UP ACTIVITY :
a\qjyicocn Ic hlnq ]ns\qdnv kbkv Ubdnbn tcJsSppI