NAME OF THE TEACHER : JISHNU NAIR B NAME OF THE SCHOOL : P.P.M.H.S.KARAKONAM SUBJECT : PHYSICS UNIT : Ne\w TOPIC : VELOCITY ({]thKw) Standard : VIII Division : B Strength : 50 Duration : 45 minute Date : CURRICULAR STATEMENT ]coWfneqsSbpw \ncoWfneqsSbpw {]thKw FmsWpw AXns khntijXI FmsWpw Ipnv A]{KYnm Ignbpp. OBJECTIVES
Entry Behaviour Teaching learning resources 1. To develop in students the skill in asking data gathering verification and experimentation questions. 2. Pupil classify different type of data questions. 3. To develop scientific inquiry skills towards the topic velocity. 4. To develop analysis their own thinking process. {]thKspdnp [mcW Ipnp-v. Teaching learning Aids Text book, hand book Toy Car chart
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Ipdp Zqcta Fnbnp-mhq.
Phase II Data gathering verification Babpw apbepw ^n\njnwKv t]mbnn Fnbncnpw AsX AsX AsX AsX
BsI Zqcw 200 ao At. Babvv thKX IpdhmbXn\m IqSpX Zqcw Fnbn. At. apb 20 skv sIm-v 5 ao Zqcw HmSn At. apb 10 skv sIm-v 50 ao ZqcnemtWm kcnXv. 20 skv sIm-v 50 ao Fn 10 skv BIptm 25 ao BtWm: Ba 20 skv sIm-v 25 ao Zqcw kcntm? Atm 200 ao kcnm apb 80 skv kabsaSpp Atm. AsX AsX AsX AsX
AsX 200 ao kcnm Ba 160 skv FSptm? BabpsS Ccn thKXbmtWm apben\v. ChnsS \apv m\mcw ImWm Ignbpatm? Hmtcm sknepap-mb m\mcw ImWmatm. 20 skn 50 ao m\mcw kw`hnp. Fs\ 80 skn 200 ao m\mcw kw`hnp.
Phase-III Data gathering experimentation {]thKw F Bibw, AhXcnnpXn\mbn Hcp {]h\w \Ipp. ]coWw \ncoWw ]coWw \ncoWw A, B, C, D Fo _np ASbmfsSppI. Abn \nv Bbntev Hcp toy car Dcpn hnSppI. kabw A, B, C, D Fo 4 _np ASbmfsSpnbXn\p tijw Abn \nv B bntev Hcp toy car Dcpn Dcp-v \opp Zqcw Fnh FgpXpI. Abn \nv Bbntev Dcpn hnSpI. Zqchpw kabhpw ImWpI. Abn \nv Dtev DcpnhnSm BhiysSpp. hnSpp. kabhpw Zqchpw AfsgpXpp. Abn \nv Bbntev Dcpn hnSpp. Zqchpw/kabhpw ImWpI. Abn \nv Dtebvv Dcpn hnSpp Zqcw/kabamIpp.
Phase V Analysis of inquiry procedure Atm \nv {]thKw Fsv a\knembnt. Atm {]thKns\mcp \nhN\w ]dbmtam
AsX Hcp skn Hcp hkvXphn\p-mIp m\ amamWv {]thKw. Ba 200 ao, 80 skv sIm-v kcnp. thKX IqSnbXv sIm-v Ipd kabw {]thKw = BabpsSbpw apbensbpw Imcyns\s\ _sncnpp. Social system
Support system Principle of reaction
Instructional effect sIm-v \nnX m\san Good social communication between teacher and student. Student asked Yes/No type questions and teacher answered. Students are more active and also give more chances. Blade Board, Text Book. Teacher and students discuss together play pre-dominent role presenting the situation. The teacher and the students must look good interaction the teacher given equal chance for all students. It help to create inquiry process.
Date : Physics Standard : VIII Division : C {]thKw Hcp sknep-mb m\mcw. 0m 100m 200m 300m 400m 500m a A B C D E F a 0 10s 20s 30s 40s 50s a m\mcw kabw kZni Afhv
FOLLOW UP ACTIVITY
I. Review Question 1. {]thKw I-p]nSnm\p kahmIyw 2. {]thKw Fmsev?
II. Enrichment Activity ZoLhrmIrXnbnep {SmneqsS 500 ao sIm-v HmSn BZym\v Xncnsnb cmaphns {]thKw ImWpI. {]thKw = = M/S