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Inquiry Training Model: Lesson Plan Template - 1

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Inquiry Training Model: Lesson Plan Template - 1

Uploaded by

jishnunairb
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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INQUIRY TRAINING MODEL

LESSON PLAN TEMPLATE -1



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
Teaching learning Aids
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.
Text book, hand book
Toy Car chart

SYNTAX TEACHING ACTIVITY PUPIL ACTIVITY
Phase 1
Encounter with the
problem
Cv \mw ]pXnb coXnbneqsSbmWv ]Tnm t]mIpXv. \mw Cv ]Tnm
t]mIpXpambn _sv Hcp problematic solution create sNpp v. Cu
k`hhpambn _sv Yes/No Questions tNmZnpI \n tNmZnp
tNmZy Yes/No Fpcn\v tbmPnpnsn tNmZy sNpI.

Explanation of
discrepant event
\nsmhpw IY tIm CjvSamtWm?
\n BabpsSbpw apbensbpw IY tInpt m.
Fns\pdnp IYbmsWv. AsXRm\nv B IY HpIqsS ]dpXcmw.
Hcp Znhkw Babpw apbepw Hmacw \SpIbmbncpp. Starting Point c p
t]cpw HmSm\mbn Xmdmbn \np. 1, 2, 3, Start Ah HmSm XpSn. Bcmbncnpw
BZysapI? FmImcWw:
\apv t\mmw apb HmSm XpSn. 200 ao Zqcap Hmacambncpp. apb
HmSm 20 skv sIm v 50 ao Zqcw HmSn 40 skv sIm v 100 ao Zqcw HmSn
]mhw Ba kv]oUv IpdhmbXpsIm v Fmbncnpw kw`hnncnpI.
Ba 20 skv sIm v 25 ao Zqcw HmSn. 40 skv sIm v 50 ao Zqcw HmSn.
Atm F{X skv sIm v.
AsX
AsX
Hmacns



apb kv]oUv IqSpX

Ipdp Zqcta
Fnbnp mhq.


Phase II
Data gathering verification
Babpw apbepw ^n\njnwKv
t]mbnn Fnbncnpw
AsX
AsX
AsX
AsX

AsX
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.
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 Zqcw
Fnh FgpXpI.
Abn \nv Bbntev Dcpn hnSpI. Zqchpw
kabhpw ImWpI.
Abn \nv Dtev DcpnhnSm
BhiysSpp.
A, B, C, D Fo 4 _np
ASbmfsSpnbXn\p tijw Abn \nv
B bntev Hcp toy car Dcpn hnSpp.
kabhpw Zqchpw AfsgpXpp.
Abn \nv Bbntev Dcpn hnSpp.
Zqchpw/kabhpw ImWpI.
Abn \nv Dtebvv Dcpn hnSpp
Zqcw/kabamIpp.
Dcp v
\opp


4 skv
2 ao
6 skv
3 ao

AsX
AsX
AsX
AsX
AsX
AsX
AsX
25 1 ao Zqcat kcnXv
45 2 ao At.
kabw IqSptmdpw IqSpX Zqcw kcnp At.
thKX IqSptm kcn Zqcw IqSptm IqSppt m?
Atm \mw BZyw t\mnb IYbn kabhpw thKXbpw IqSnbtm Zqchpw IqSn
At.
apb 200 ao kcnm 80 skv At FSpXv?
thKX IqSnbtm Ipd kabn ^n\njnwKv t]mbnn Fm Ignpht.

Phase IV
Formulating
an explanation
kabhpw thKXbpw IqSptmdpw kcnp Zqcn\p Fv kw`hnpw.
ChnsS Hcp sknep mb Imdns m\mcw Fs\ Is msav a\nemtbm CXns\
`uXnI imkv{Xn Fp ]dbpsadnbptam? CXmWv {]thKw.
m\mcw
kabw
{]thKw Hcp kZni AfhmWv
bqWnv ao/skv
IqSpw
AsX
C

Phase V
Analysis of
inquiry
procedure
Atm \nv {]thKw Fsv a\knembnt.
Atm {]thKns\mcp \nhN\w ]dbmtam

BabpsSbpw apbensbpw Imcyns\s\
_sncnpp.
Social system


AsX
Hcp skn Hcp hkvXphn\p mIp m\ amamWv
{]thKw.
Ba 200 ao, 80 skv sIm v kcnp. thKX
IqSnbXv sIm v Ipd kabw 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
{]thKw =

Support system
Principle of reaction



Instructional effect
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.

CLOSURE : NphsS \Inbncnp Nn{Xw hniIe\w sNbvXp ]nI ]qnbmpI.

Imdns m\mcw aodn Bhiyamb kabw Hcp skn Imdns m\mcw

0m 100m 200m 300m 400m 500m
A B C D E F
0 10s 20s 30s 40s 50s


BLACK BOARD SUMMARY

Date : Physics
Standard : VIII
Division : C
{]thKw
Hcp sknep mb m\mcw.
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

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