APPENDICES - shodhganga.inflibnet.ac.inshodhganga.inflibnet.ac.in/bitstream/10603/24422/... ·...

APPENDICES

APPENDIX I (A)

MODEL LESSSON TRANSCRIPT BASED ON DRAWING SKILL

ORIENTED INSTRUCTIONAL APPROACH

(OBSERVATION DRAWING TYPE)

\nco£W NnXcN\

Name of the Teacher : Manoj A.V

Name of the school : Govt. H.S.S Kulasekharamangalam

Std/Division : VII A

Subject : Basic Science

Unit : i_vZ]]©w

Topic : kwKotXm]IcW§Ä

Time : 45 minutes

]T\ Dt±iy§Ä

1. Bib§Ä/[mcWIÄ

-hnhn[Xcw kwKotXm]IcW§Ä, AhbpsS ]hÀ¯\w, hÀ¤oIcWw F¶nhsb¡pdn v [mcW

e`n¡p¶Xn\v.

hnhn[Xcw kwKotXm]IcW§fnÂ \n¶pw i_vZap−mIp¶Xv I¼\w aqeamsW¶ [mcW

ssIhcn¡p¶Xn\v

PymanXob cq]§Ä Iq«nt¨À¯v GXv NnXhpw hfsc Ffp¸¯nÂ hcbv¡msa¶pff, Adnhv NnXw

hcbnÂ ]ment¡− ASnkvYm\ X¯z§fpw, LSI§fpw GsXms¡sb¶pw Dff [mcW

e`n¡p¶Xn\pw.

2. ]InbIÄ

hnhn[ kwKotXm]IcW§sf XmcXayw sN¿pI hgn AhbpsS ]hÀ¯\§fnse

kmayhyXymk§Ä Is−¯p¶Xn\v.

\nco£Ww, NnXw hc, Bib hn\nabw, C§s\bpff hymJym\n¡Â apXemb ]InbtijnIÄ

Ip«nbnÂ hnIkn¡p¶Xn\v.

3. ]tbmK§Ä/IgnhpIÄ

\nco£W hkvXphns\ AXnsâ kq£vaXe¯nÂ ]Xn\n[m\w sN¿p¶ NnXw hcbv¡p¶Xn\v

NnXw hcbneqsS \m\m`mKs¯ Bib¯nsâ ]eXe§Ä hn\nabw sN¿p¶Xn\v.

addv kwKotXm]IcW§fpsS ]hÀ¯\¯nÂ I¼\w F§s\ _m[IamIp¶p F¶Xv

]tbmKXe¯nÂ F¯n¡p¶Xn\v.

I¼\w i_vZhpambn F§s\ _Ôs¸«ncn¡p¶p F¶v ]tbmKn¨dnbp¶Xn\v.

4. aqey§Ä/at\m`mh§Ä

Hmtcm Xcw i_vZhpw a\pjy\nep−m¡p¶ ]XnIcW§fpw, hnImc§fpw Xncn¨dnbp¶Xn\v.

X¶ncn¡p¶ kwKotXm]IcW¯nse i_vZ¯nsâ Xmfw, CuWw, IaoIcWw F¶nhbnse

hyXnbm\w Xncn¨dnbp¶Xn\v.

NnXw hcbneqsS am\kntImÃmkw, Bib]hmlw F¶nh km[yam¡p¶Xn\v.

5. kÀ¤mXvaIX

I¼\w, kwKotXm]IcW§Ä Bib§sf kw£n]vXam¡p¶Xn\v.

I¼\w F¶o Bib¯nÂ \n¶pw ]pXnb Bib§Ä cq]oIcn¡p¶Xn\v.

hyXncnIvX Nn´IfpsS cq]oIcW¯n\v DÄs¡m− Bib¯nÂ \n¶pw

Dcp¯ncnªtXm/]cnjvIcn¨tXm Bb ]pXnb Nn´Ifpw, ho£Whpw NnXmXvaI coXnbnÂ

AhXcn¸n¡p¶Xn\v.

I¼\w F¶ Bibw ]tbmP\s¸Sp¯n kwKoX D]IcW Ifn¸m«§Ä \nÀ½n¡p¶Xn\v.

I¼\w F¶ Bibw a\knem¡p¶Xn\v A²ym]I³ \ÂInb hben³, NnXw hcbnse X¯z§fpw

LSI§fpw D]tbmKn v hcbv¡p¶Xn\v.

]mT`mK¯nÂ Du¶Â \ÂtI ]tab§Ä:

1. amXrI (Models)

I¼\w F¶ ]Xn`mks¯ ]Xn\n[oIcn¡p¶ Hcp kwKoX D]IcWw BWv hben³ F¶ ]tabw.

2. Imcy ImcW _Ôw

Hcp hkvXphnsâ AsÃ¦nÂ hmbphnsâ ZpXKXnbnepff Ne\w aqeamWv i_vZap−mIp¶Xv F¶

]tabw.

3. hyXnbm\hpw sshhn[yhpw

hyXykvXXcw kwKotXm]IcW§fpsS sshhn[yhpw, ]ckv]c hyXnbm\hpw.

\nco£W hkvXp

hben³ (AsÃ¦nÂ GsX¦nepw Hcp I¼n hmZyw)

kmaKnIÄ

1. Ip«nIfpsS imkvX]pkvXIw

hcbnSm¯ hen¸apff t\m«v _pt¡m, tUmbnwKv _pt¡m, sdt¡mÀUv _pt¡m imkvX]pkvXIambn

D]tbmKn¡mhp¶XmWv.

2. F v._n, 2_n s]³knepIÄ

3. Idp¯ ajnt¸\ AsÃ¦nÂ kvsI¨p t]\

4. CtdkÀ

5. jmÀ¸WÀ

6. ItbmWpIÄ/Nmbs]³knepIÄ

7. dqfÀ

8. t]Pn\nSbnÂ hbv¡m³ ]ddnb an\pkapff ]Xew.(t]Pnsâ hen¸¯nÂ apdns¨Sp¯ FIvkv-.td

joddpIÄ D]tbmKn¡m³ Ffp¸amWv)

Bhiyap³[mcW

kwKoX D]IcW§fnÂ \n¶pw C¼tadnb i_vZ§Ä ]pds¸Sphn¡p¶p F¶v Ip«nbv¡dnbmw.

AXn\p tijw ASnkvYm\ PymanXob cq]§Ä GsXÃmsa¶pw _p²n]qÀÆw Ch Iq«nt¨À¯v GXv

hkvXphnsâ NnXhpw Ffp¸¯nÂ hcbv¡msa¶pw A²ym]I³ Ip«nIÄ¡v Bhiy hnhcWw

\ÂIp¶p.

I. RECEPTIVE PHASE

Entry (3 minutes)

hnhn[Xcw kwKotXm]IW§sf¸ddnbpw Ip«nIÄ¡v ]cnNbapff

kwKotXm]IcW§sf¸ddnbpw ]Xn]mZn¡pI. AhsImv a\pjy\p-

mIp¶ ]tbmP\§sf¸ddnbpw ]Xn]mZn¨psIm−v ¢mkmcw`n¡mw.

(i_vZ§Ä tIÄ¸n¡m³ km[n¨mÂ DNnXambn)

1.Observation stage

(5 minutes)

Hcp hben³ FÃm Ip«nIÄ¡pw ImW¯¡hn[w A²ym]I³

tai¸pd¯v hbv¡p¶p. hbensâ apJhpw, I¼nIfpw

ImW¯¡hn[w ¢mknsâ a[y`mK¯v XncivNo\ambn thWw

hbvt¡Xv.

A²ym]Isâ \nÀt±i]Imcw Ip«nIÄ hben³ \nco£n¡p¶p.

hben\nsâ cq]]chpw LS\m]chpamb khntijXIÄ Xmsg

ImWn¨ncn¡p¶ ]«nImcq]¯nÂ Ip«nIÄ imkvX]pkvXI¯nsâ

CSXv t]PnÂ tcJs¸Sp¯p¶p. Hcp apgph³ t]Ppw CXn\mbn

D]tbmKn¡mhp¶XmWv.

]mTw : i_vZ]]©w

]mT`mKw : kwKoXD]IcW§Ä

\nco£W hkvXp : hben³ XobXn

:

1. PymanXob cq]§Ä cq]tcJ (thK¯nÂ sN¿Ww)

2. \nd§Ä

3. ]Xe kz`mhw

4. addv ]tXyIXIÄ

KÔw Ipdn¸v :

LS\

i_vZw apXembh.

hcbv¡pt¼mÄ t]Pnsâ hen¸¯nÂ apdns¨Sp¯ FIvkv td

joddpIÄ hcbv¡p¶ t]Pn\v ASnbnÂ h¨mÂ hcIÄ¡v angnhv

In«pw. h v hcbv¡p¶Xn\mbn t_mÀUp]tbmKn¨mÂ NnX¯n\v

ho£W tIm¬ In«pw.

2. Drawing stage

(10 minutes)

\nco£n v tcJs¸Sp¯nb khntijXIfptSbpw, cq]tcJbptSbpw

ASnkvYm\¯nÂ imkvX]pkvXI¯nsâ heXv t]PnÂ Ip«nIÄ

hben\nsâ NnXw hcbv¡p¶p. (NnX§Ä Ft¸mgpw

imkvX]pkvXI¯nsâ heXv t]PnÂ amXw hcbv¡m³

i²n¡pI)

A²ym]I³ \ÂtI− amÀ¤ \nÀt±i§Ä

1. NnXw Hcp apgph³ t]PnÂ hcbv¡pI.

2.NnXXew ew_ambmtWm, XncivNo\ambmtWm

D]tbmKn¡p¶sX¶v \nivNbn¡pI.

3. \mephi¯pw t_mÀUÀ hcbnSpI. (t]Pn\v hen¸w Ipdsh¦nÂ

t]Pnsâ \mephihpw t_mÀUÀhcbmbn k¦Â¸n¨mepw aXn)

4. t]Pnsâ GItZiw ]IpXnbnÂ \n¶pw Ipd v Xmsgbmbn Hcp

XncivNo\ tcJ arZphmbn hcbv¡pI. Cu XncivNo\ tcJbv¡pw

ASnhis¯ t_mÀUÀ tcJbv¡pw CSbnÂ hben\nsâ ASn`mKw

hc¯¡ coXnbnÂ thWw NnXw IaoIcn¡phm³.

5. \n§Ä¡v hben\ns\¡pdn v Adnbmhp¶sXÃmw hcbv¡cpXv.

\n§Ä¡v hben³ Ct¸mÄ F§s\ ImWm³ ]ddp¶pthm AXv

amXw hcbv¡pI. \n§fpsS ImgvNbpsS kvYm\w amdcpXv.

6. C\n hben\nsâ NnXw heXv t]Pnsâ a[y`mK¯v FX

hen¸¯nÂ hcbv¡Ww F¶v ASbmfs¸Sp¯pI.

7. C\n NnX¯nsâ ]YatcJ (primary sketch) heXv

t]Pnte¡v B\p]mXnI hen¸¯nÂ t\cnb sXfn¨¯nÂ

hcbv¡m³ XpS§mw.

8. kvsI v sN¿pt¼mÄ F v _n s]³knÂ ]nSnt¡−Xv Xmsg

sImSp¯ncn¡p¶Xv t]msebmWv.

9. cq]tcJbpw ]«nIbpw t\m¡n NnXw hcbv¡m³ Bhiyamb

PymanXob cq]§fpsS kvYm\w, B\p]mXnI hen¸w F¶nh _nµp

(dot) thm, \ofw Ipdª hcItfm (marks) D]tbmKn v t]PnÂ

ASbmfs¸Sp¯pI.

10. ASbmfs¸Sp¯nb kvYm\§Ä ASnkvYm\am¡n NnX¯nsâ

]mYanI tcJIÄ t\cnbXmbn hcbv¡pI. (ChbnÂ NneXv

amXta BhiytcJIfmbn hcp¶pffq. addpffh ambv v Iftb−-

Xmbn hcpw) hkvXphpambn H¯pt\m¡n ]mYanI tcJbnÂ

Bhiyamb hyXnbm\§Ä hcp¯pI.

11. BhiyanÃm¯ tcJIÄ ambv v Ifªv BhiyambXv amXw

sXfn v hcbv¡pI. sXfn v hcbv¡m³ 2_n s]³knepIÄ

D]tbmKn¡pI. Cu kab¯v s]³knÂ ]nSnt¡Xv Xmsg

sImSp¯ncn¡pw ]ImcamWv.

12. hben\nsâ NnX¯n\v A\ptbmPyamb \nd§Ä, Ae¦mc§Ä,

\ngepw shfn¨hpw apXemb KpW§Ä Iq«n tNÀ¯v NnX¯n\v

\nco£WhkvXphpambn XmcXayw hcp¯pI. ItbmWpItfm,

Nmbs]³knepItfm D]tbmKn¡mw. tijw Bhiysa¦nÂ

Idp¯ajnt¸\tbm, kvsI¨pt]\tbm D]tbmKn v NnX¯nse

][m\ hcIÄ sXfn v hcbv¡pI.

13. C\n \n§Ä hc¨ NnX¯n\v Hcp t]cv sImSp¡pI.

II. PROCESSING PHASE.

4. concept

Integration stage

(2 minutes)

X§Ä hc¨ NnX§Ä Ip«nIÄ BkzZn¡p¶p. kz´w NnX§Ä

Iq«pImcpsS NnX§fpambn XmcXayw sN¿pIbpw Bhmw. Cu

kab¯v NnX¯nÂ th Xncp¯epIfpw Iq«n tNÀ¡epIfpw

\S¯m³ Ip«nIÄ¡v kzmX´yap−v. (A²ym]Isâ CSs]SÂ

A\nhmcyw) tijw A²ym]Isâ \nÀt±i]Imcw X§Ä hc¨

NnXs¯¸ddn NÀ¨bmImw.

Hints:

• hc¨ NnXhpw hben\pw \nco£n v XmcXayw sN¿pI.

• hben³ F´n\v D]tbmKn¡p¶p

• hben\nÂ i_vZw DmIp¶sX§s\?

5. Concept

Exploration stage

(5 minutes)

]mT`mK¯nse Bib¯nsâ hnhn[ Xe§sf¸ddn hc¨ NnXs¯

B[mcam¡n Ip«nIÄ NÀ¨ sN¿p¶p.

Hints:

• Ip«nIÄ¡v Adnbmhp¶ addv kwKoXD]IcW§Ä

GsXÃmw?

• addv kwKoX D]IcW§fnÂ F§s\bmWv i_vZap-

−mIp¶Xv?

• hben\nÂ i_vZapmIp¶Xpw addv kwKoX

D]IcW§fnÂ i_vZapmIp¶Xpw X½nÂ F´v kmayapv?

F´v hyXymkap−v?

• kwKoX D]IcW§sf F§s\sbÃmw XcwXncn¡mw?

• FÃm kwKoXD]IcW§fnepw i_vZap−mIp¶XnÂ

s]mXphmbpff ]tXyIX F´v?

6. Concept

acquisition stage

(3 minutes)

A²ym]Isâ klmbt¯msS ]mT`mKs¯ kw_Ôn v Ip«nIÄ

Nne \nKa\§fnÂ F¯nt¨cp¶p. X¯z§fpw \nÀÆN\§fpw

cq]oIcn¡p¶p. Ht¶m ct−m t]À¡v s]mXphmbn Ah

AhXcn¸n¡mhp¶XmWv.

III PRODUCTIVE PHASE.

7.Information sorting

stage

(3 minutes)

]mT`mK¯nÂ Ip«nIÄ Is−¯nb \nKa\§fpw,

X¯z§fpw \nÀÆN\§fpw A²ym]Isâ klmbt¯msS

]cnjvIcn v hyIvXXbpffXm¡p¶p. Cu kab¯v

Iq«nt¨À¡epIÄ hcp¯mhp¶XmWv.

C\n Is−¯nb hnhc§Ä ASpt¡mSpw Nn«tbmSpw IqSn

imkvX]pkvXI¯nsâ ASp¯ CSt¯ t]PnÂ FgpXp¶p.

tImUoIcW§Ä

1. kwKoX D]IcW§sf aq¶v coXnbnÂ Xcw Xncn¡mw.

2. hmbphntâtbm, GsX¦nepw hkvXphntâtbm,

ZpXKXnbnepff Ne\amWv I¼\w.

3. I¼\w aqew i_vZap−mIp¶p.

4. kwKoX D]IcW§fnÂ I¼\w F¶ ]Xn`mkw

D]tbmKs¸Sp¯p¶p. apXembh.

8. Information

recollecting stage

(2 minutes)

hnhc§Ä X§Ä kamlcn¨Xv F§s\, GsXÃmw

]InbIfneqsS F¶v ]p\chtemI\w sN¿p¶p. XpSÀ¶v

BÀPn¨ Adnhns\ ASnkvYm\am¡n, A²ym]Isâ

klmbt¯msS ]mT`mK¯nsâ ]ptcmKXnbnte¡v Iq«nIÄ

AhchcptSXmb kÀ¤mXvaI kw`mh\IÄ \ÂIm³

kPvPcmIp¶p.

• X§fpsS Npddp]mSpIfnÂ \n¶pw e`yamb hkvXp¡Ä

D]tbmKn v I¼\w F¶ Bibs¯ ]mhÀ¯nIam¡m³

F§s\ Hcp kwKoXD]IcW Ifn¸m«w \nÀ½n¡mw F¶v

Ip«nIÄ Kq¸mtbm, Hddbvt¡m BtemNn¡p¶p.

• Ifn¸m«ambn XpIÂ hmZyamtWm, I¼nhmZyamtWm,

kpjnchmZyamtWm, L\hmZyamtWm \nÀ½n¡p¶sX¶v

\nivNbn¡p¶p.

• Ifn¸m«w ao«p¶XmtWm, sIm«p¶XmtWm, DuXp¶XmtWm?

9. Planning stage

(6 minutes)

Kq¸mtbm hyIvXnKXamtbm Ip«nIÄ X§Ä \nÀ½n¡m\pt±in¡p¶

kwKoXD]IcW Ifn¸m«¯nsâ \nÀ½mW ]²Xnbp−m¡p¶p.

• Bhiyamb hkvXp¡Ä Fs´Ãmw?

• kwKoX D]IcW Ifn¸m«¯n\v FX `mK§Ä D−v?

• Ifn¸m«¯nÂ GXv hkvXphnsâ I¼\w D]tbmKn v

i_vZap−m¡m\mWv Dt±in¡p¶Xv?

• I¼\w D−m¡m³ atddsX¦nepw hkvXp IqSn thWtam?

• (DZm.(U½n\v kvddnIv, hben\v AXnsâ kvddnIv)

• Ifn¸m« \nÀ½mW¯nsâ hnhn[ L«§Ä Gh?

• D−m¡m\pt±in¡p¶ Ifn¸m«¯nsâ cq]IÂ¸\

F§s\?

10. Creation stage

(8 minutes)

imkvX]pkvXI¯nse ASp¯ heXv t]PnÂ Ip«nIÄ

X§Ä \nÀ½n¡m\pt±in¡p¶ kwKoXD]IcW

Ifn¸m«¯nsâ NnXw hc¡p¶p.

• BZyw PymanXob cq]§Ä D]tbmKn v Ifn¸m«¯nsâ

cq]tcJ X¿mdm¡mw.

• imkvXobambn Nn´n v Bhiyamb hniZmwi§Ä

tNÀ¡mw.

• Bhiysa¦nÂ NnX¯n\v te_epItfm

hniZoIcW§tfm sImSp¡mw.

• Ip«nIÄ cq]IÂ¸\ sNbvX kwKoX D]IcW

Ifn¸m«¯n\v AhÀ Xs¶ Hcp t]cv Is−¯s«. Is-

−¯nb t]cv NnX¯n\v apIfnÂ FgpXmw.

• Ifn¸m« \nÀ½mW¯n\v Bhiyamb kmaKnIfpw,

\nÀ½mW¯nsâ hnhn[ L«§fpw NnX¯n\v Xmsg

enkvddv sN¿mw.

Extension and Practice

1. cq]IÂ¸\ sNbvX kwKoX D]IcW Ifn¸m«§Ä \nÀ½n v FÃmhcptSbpw tNÀ¯v

]ZÀi\w kwLSn¸n¡pI.

2. \n§Ä¡dnbmhp¶ kwKoXD]IcW§fpsS NnX§Ä tiJcn v hc v ]Tn¡pI. AhbpsS

i_vZ¯nsâ ]tXyIXIÄ Xncn¨dnªv ]«nI X¿mdm¡pI.

3. I¼\w F¶ ]Xn`mkw D]tbmKs¸Sp¯n ]hÀ¯n¡p¶ D]IcW§Ä Is−¯n Hcp

hniIe\¡pdn¸v X¿mdm¡pI.

N.B : Ip«nIÄ hc¨ NnX§Ä Hcp aqey\nÀ®b kqNnIbpsS klmbt¯msS hnebncp¯Ww. Hmtcm

]mT`mKw Ignbpt¼mgpw NnXw hcbnÂ Ip«nIÄ¡pmIp¶ ]ptcmKXn tcJs¸Sp¯pIbpw

t]mXvkml\w \ÂIpIbpw thWw.

APPENDIX I (B)

MODEL LESSSON TRANSCRIPT BASED ON DRAWING SKILL

ORIENTED INSTRUCTIONAL APPROACH

(OBSERVATION DRAWING TYPE)





Unit : World of sound

Topic : Musical instruments

Time : 45 minutes

LEARNING OBJECTIVES

1. Concepts/Ideas

• To make an awareness about different musical instruments, its working ,

classification etc.

• To learn that in musical instruments,sound is created by vibration

• To understand that by using geometrical shapes, we can draw any pictures

very easily and to learn different methodologies and factors while drawing.

2. Processes

• By comparing different musical instruments to find out their differences

and similariteis

• To develop different skills like observation skills,drawing skills and

communication in students

3 Application /Skills

• To draw pictures of the observing object in an effective and correct way

• To communicate about different factors affecting different phases through

drawing

• To practically prove that how vibration affecting the working of other musical

instruments also.

• To make an experiment and prove that how vibration related to the sound.

• To understand the types of reactions and feelings that each sound makes in

human beings

4. Values and Attitudes

• To get aware the differences in tunes,arrangements of sounds in each musical

instrument

• To give peace and happiness of mind

5. Creativity

• To create a complete idea of different musical instruments and the effect of

vibration in it

• To develop new ideas from the concept of vibration

• To present new ideas and concepts created/modernized from the thoughts and

values of human beings in a historical way

• To create musical instrument toys from the concept of vibration

• To draw the picture of violin using the concepts of drawings which the teacher

have given for understanding the effect of vibration

Themes of the lesson

1. Models

The concept that violin is a musical instrument which uses and represents the effect of

vibration.

2. Cause and Effect

• The relation between the matter and its reason

• The argument is that the sound is produced by the fast movement of an

object or the air.

3. Variation and Diversity

• The difference and the similarities of different musical instruments

Object for drawing

Violin (Or any string instrument)

Tools Needed:

1. Student’s Science diary

(A drawing book,record book or any large note book which doesnot contain lines can

be used as the Science Diary)

2. H B,2B Pencils

3. Black ink pen or Sketch pen

4. Eraser

5. Sharpener

6. Crayons/Color pencils

7. Ruler

8. Smooth surface that can be kept under the page.( It is easy to use An x-ray sheet

which is in the size of the page)

The pre requisite knowledge

The student knows that musical instruments produces sounds. After that the teacher

gives a description about which are the geometrical shapes and how it can be

effectively combines together to draw a picture easily.

I. RECEPTIVE PHASE

Entry (3 minutes)

Give an introduction about different musical instruments

and the the instruments which students are familiarized

with. The class can be started with the uses of these

instruments for human beings.( It would be good if can

make them hear those sounds)

1.Observation stage

(5 minutes)

Let the teacher keep a violin on his table by which the

students can view it directly. It should keep horizontally

at the middle of the class so the students can view the face

and strings of the violin clearly.

After getting instruction from the teacher the students

observing the violin.The students writing the

characteristics of violin structurally as a chart drawing in

the left side page of science book.The students can use

entire page for the same.

Lesson : The world of sound

Portions covering : Musical Instruments

Object : Violin Date :

Geometric shapes

Colors

Surface nature

Other specilaities like

Smell,structure,sound

Etc.

Rough sketch

Note: If keeping x-ray sheets under

the page,the drawings will get more

neat. If Keeping board, it will get

the angle of drawing correctly

2. Drawing stage

(10 minutes)

The students drawing the picture of violin in the right side

page of the science book based on the observed

characteristics and structure. (Always try to draw pictures

on the right side page of the science book).

The guidelines which the teacher should give to the

students while drawing the picture

1. Draw the entire picture in a single page.

2. Confirm whether the picture should drawn in vertically

or horizontally

3. Draw borders in the 4 sides of the page

4. Draw a smooth horizontal line just below the middle of

the page. The pictures should be arranged in such a way

that The bottom side of the violin must draw between this

horizontal line and the lower border line

5. Do not draw everything that you knows about violin. Just

draw as per the view of how you can see the violin just

now. Should not change the place from you are viewing.

6. Next step is to mark the position of picture of violin in the

middle part of the right side page so as to mark the correct

size of it.

7. Now can start drawing the primary sketch of the picture

smoothly to the left side page in an average size.

8. The way of keeping H B pencils while doing sketch is as

follows.

9. By verifying the model and the chart, mark the position

and size of geometrical shapes which is needed for drawing

, in the page using dots and small lines.

10. Based on the marked position, draw primary sketches

smoothly.( In this, some of them only are needed,rest of

them can do erase). By comparing it with the object, do

make necessary changes in the primary sketches.

11. Erase the unnecessary drawings and keep only needed

clearly. To get the clear picture,use 2B pencils.

12. By comparing with the object, give suited colors,

decorations, shadows and lightings etc to the picture.Can

use crayons and colr pencils for the same. If needed to get a

clear view of the important line can use black ink pen or

sketch pen.

13. Next you can give a name to the picture you drawn.


4. concept

Integration stage

(2 minutes)

The children enjoys the picture which they drawn.They

can even compare the picture with their firend’s. The

student have the freedom to make corrections at this time.

(the teacher should interfere in this time). After getting the

instructions from the teacher, the students can have

discussions on the pictures which they drawn.

Hints:

• Compare violin and the drawing?

• For what purpose,violin is used for?

• How sound comes from violin?

5. Concept

Exploration stage

(5 minutes)

Based on the picture the students discussing about different

views about the lesson.

Hints:

• What are the other musical instruments students have

heard of?

• How sound gets produced from other musical

instruments?

• What are the similarities and the difference between

the way sound produced between the violin and

other musical instruments

• How we can classify different musical instruments?

• What is the common factor in every musical

instruments to produce sound?

6. Concept

acquisition stage

(3 minutes)

With the help of the teacher, the students reaching to a

conclusion. They are making the facts and definitions from

it.One or two students can present it.


7.Information sorting

stage

(3 minutes)

With the help of teacher, the conclusions and ideas found by

the students rearding the lesson,becomes more clear. Can do

additions to it by this time.

. The facts which found by the students are written on the

left side of the science book in an ordered and well manner.

Consolidation

1. We can classify musical instruments in 3 types

2. Vibration is defined as the fast movement of an object

or the air

3. Vibration produces sound.

4. The effect of vibration is get used in musical

instruments etc.

8. Information

recollecting stage

(2 minutes)

The students getting revised of the activities through

which they acquired the details. After that by using this

acquired knowledge, with the help of teacher, based on

the lesson, students starting to make their creative steps

The students thinking as group or as individuals about

how to make a musical instrumental toy using the

materials and objects collected from their premises

They are fixing what type of toy should make, whether it

should be string instrument etc.

What type of sound it gets produced.

9. Planning stage

(6 minutes)

Students are planning about the toy which they are going to

make as group or individually.

• What are the needed materials?

• How many parts are there for the toy?

• Through the vibration of which part they are planning

to make sound?

• Whether any additional materials needed to produce

vibration(For eg, for drum and violin,it needs its

stick).

• What are the different phases of toy making?

• What is the modeling structure of the toy which is

planning to make?

10. Creation stage

(8 minutes)

Take the next right side page of the science book and

draw the picture of the musical instrument toy they

are planning to make.

• First, create a model of the toy using geometric

structures.

• Can add extra details after thinking

• Can give name,labels or descriptions if required

• Le the students itself find the name for the musical

instrument toy thy designed.Write the name above the

picture.

The required materials and the different steps for the

creation of toy can be listed above the picture.


1. By collecting all the instruments they have designed,arrange an exhibition

of the same.

2. Collect the pictures of musical instruments that you know and draw and

study it. Make a table by identifying the characteristics of the sound of

these instruments.

3. Identify and Make a report of the instruments that works with the effect of

vibration.

N.B : Evaluate the pictures the students have drawn on the basis of an evaluation

chart. When completes each portions, can mark the development of students in it and

should encourage the students.

APPENDIX I (C)

MODEL LESSSON TRANSCRIPT BASED ON DRAWING SKILL ORIENTED

INSTRUCTIONAL APPROACH

(MEMORY TYPE)

`mh\m NnXcN\




Subject : Basic Science.

Unit : Hcpan v hfcmw

Topic : acw IY]dbp¶p

Time : 45 minutes

]T\ Dt±iy§Ä

1. Bib§Ä/[mcWIÄ

• -acw Hcp hcamsW¶pw, Hcp acs¯ Bibn v [mcmfw PohnIfps−¶pw, acw sh«namddp¶Xv Cu

PohnIsfsbÃmw ]XnIqeambn _m[n¡psa¶pw Dff [mcWbp−m¡p¶Xn\v.

• APohob LSI§fpw, Pohob LSI§fpw ]ckv]cw Bibn¨p Ignbp¶Xv aqeamWv a\pjy³

DÄs¸sSbpff PohnIÄ¡v ChnsS hkn¡m³ Ignbp¶Xv F¶pw Dff Bibw e`n¡p¶Xn\v.

• NnXw hcbnse GI_nµp ]cnt]jyw F¶ X¯zw Kln¡p¶Xn\v

2. ]InbIÄ

• `mh\m NnXcN\bneqsSbpw, XpSÀ¨IfneqsSbpw ]cnIev]\m cq]oIcWw, \nKa\¯nse¯Â,

Z¯§sf hymJym\n¡Â, kvYe Ime_Ôw D]tbmKn¡Â, ]hNn¡Â apXemb ]Inbm tijnIÄ

Ip«nbnÂ hnIkn¸n¡p¶Xn\v.


• ap³ [mcWIfptSbpw, A\p`h¯ntâbpw klmbt¯msS X¶ncn¡p¶ Bibs¯ _uÔoIambpw,

kÀ¤]cambpw hnIkn¸n v NnXmXvaI coXnbnÂ AhXcn¸n¡p¶Xn\v.

• `mh\mtijnbpw, hyXncnIvX Nn´Ifpw hfÀ¯p¶Xn\v.

• kmaqly ]iv\§tfmSv A\ptbmPyamb ]XnIcWw cq]s¸Sp¯p¶Xn\v, NnXmXvaIambn AXv

tcJs¸Sp¯p¶Xn\v.

• _p²n hnImk¯n\v

• ac§fpsS ]tbmP\§sf¸ddn a\knem¡nb Imcy§Ä ]mhÀ¯nIam¡p¶Xn\v.

• NnXcN\bnse GI_nµp ]cnt]jyw F¶ X¯zw D]tbmKn v NnXw hcbv¡p¶Xn\v


• ac§fpw, a®pw, ]IrXnbpw kwc£n¡s¸tS−XmsW¶ at\m`mhw cq]s¸Sp¯p¶Xn\v.

• a\pjysâ hnthN\clnXamb ]hr¯nIÄ ]cnkvYnXn k´pe\¯n\v tZmjw hcp¯p¶p F¶

Xncn¨dnhnse¯m³, ]XnIcn¡m³.

• imkvXob \KchXv¡cWhpw hymhkmbnIhXvIcWhpw a®nt\bpw ac§tfbpw \in¸n¡psa¶

Aht_m[w Ip«nbnÂ Dcp¯ncnbp¶Xn\v.

• *NnXw hctbmSv A\pIqe at\m`mhw D−mIp¶Xn\v

• *NnXcN\bpsS X¯z§Ä ]cnNbn¡p¶Xn\v.

5. kÀ¤mXvaIX

• *acw Hcp hcw F¶ Bib¯n\v ]pXnb Xe§Ä cq]oIcn¡p¶Xn\v, kw£n]vXam¡p¶Xn\v.

• *acw Hcp hcw F¶ Bibw hn\nabw sN¿p¶ t]mkvädpIÄ \nÀ½n¡p¶Xn\v.

• *]mT`mK¯nÂ A²ym]I³ \ÂInb Bibw (achpw, ]cnkchpw) ap³ \nÀ¯n Hcp `mh\m NnXw

X¿mdm¡p¶Xn\v.

]mT`mK¯nÂ Du¶Â \ÂtI− ]tab§Ä:

• Imcyhpw ImcWhpw

o ]IrXnbpsS Xmfw sXddp¶Xnsâ Hcp ImcWw AanXamb acw apdn¡emWv F¶ ]tabw.

• hyhkvYbpw, DuÀPhpw

o Hmtcm achpw Htc kabw Hcp Bhmkhpw, Bhmk hyhkvYbpw, BhmkhyhkvYbpsS

`mKhpw BsW¶ ]tabw.

NnXw hcbv¡p¶Xn\pff Bibw

• ‘\n§fpsS kvIqfntem, ho«p]cnkct¯m, Kma¯ntem, \n§Ä I−n«pff Hcp henb hr£hpw

AXns\ Bibn¡p¶ PohPme§fpw’ .

kmaKnIÄ




4. CtdkÀ

5. jmÀ¸WÀ


7. IfÀ

8. hcbv¡pt¼mÄ t]Pn\v ASnbnÂ hbv¡m³ ]ddnb an\pkapff ]Xew.

Bhiyap³[mcW

ac§Ä sIm−v a\pjy\v hfscb[nIw ]tbmP\§Ä D−v F¶v \ap¡dnbmw.

I. RECEPTIVE PHASE

Entry (3

minutes)

hnhn[Xcw ac§sf¸ddnbpw AhsIm−v a\pjy\p−mIp¶ ]tbmP\§sf

¸ddnbpw ]Xn]mZn¨p sIm−v ¢mkmcw`n¡mw a\pjy³ amXamtWm acs¯

Bibn¡p¶Xv, addv PohnIÄ acs¯ Bibn¡p¶pt−m? \ap¡v A¡mcyw

hc v I−p]nSn¡mw F¶n§s\ ]kvXmhn¨p sIm−v ]mT`mKt¯¡v

]thin¡mw. (H.F³.hn bpsS acw F¶ IhnXbnse `mK§tfm, \mS³ ]m«nsâ

hcnItfm Cu Ahkc¯nÂ D]tbmKn¡mhp¶XmWv.

1. Imagination

stage

(5 minutes)

(ASnkvYm\ PymanXob cq]§Ä, NnXw hcbpsS XXz§Ä Ch _p²n]qÀÆw

Iq«ntNÀ¯v NnX§Ä hcbv¡mw Fs¶Ãmw Ip«nbv¡dnbmw. Bhiyw th−

hniZoIcW§Ä A²ym]I³ \ÂIpI)

tijw Ip«nItfmSv AhcpsS kvIqfntem, ho«p]cnkct¯m, Kma¯ntem

I−n«pff Hcp henb hr£¯ns\ `mh\bnÂ ImWphm³ Bhiys¸Sp¶p.

AXnse ]q¡Ä, ^e§Ä, AXns\ Bibn¡p¶ PohPme§Ä, AXnsâ

]cnkcw A§s\ Hcp hr£t¯mSv _Ôs¸Sp¯n AhÀ¡dnbmhp¶

Imcy§Ä HmÀs¯Sp¡phm³ Bhiys¸Sp¶p. AhsbÃmw tNÀ¯v Hcp NnXw

hcbv¡p¶Xn\v apt¶mSnbmbn imkvX]pkvXI¯nsâ CSt¯ t]PnÂ

Ip«nIÄ Hcp ]«nI X¿mdm¡p¶p. ]«nIbnÂ hcbv¡m\pt±in¡p¶

Bib¯ntâbpw (NnX¯ntâbpw) hniZmwi§Ä (km[yXIÄ, DÄs¸Spt¯−

IYm]mX§Ä AhcpsS ]hr¯nIÄ, hnImc§Ä apXembh)

DÄs¸«ncn¡p¶p.

]mTw : Hcpan v hfcmw

]mT`mKw : acw IY ]dbp¶p

hcbvt¡− Bibw : Hcp achpw, AXnsâ ]cnkchpw, AXns\ Bibn¡p¶

PohPme§fpw

NnX¯nÂ

DÄs¸Spt¯−h

1. PymanXobcq]§Ä

2. \nd§Ä

3. ]Xekz`mhw

4. addv ]tXyIXIÄ

Rough Sketch

Ipdn¸v: PohnIÄ, ^ew, GXv acw, ]ivNm¯ew

apXembh.

2. Drawing

stage

(10 minutes)

`mh\bnÂ I−v tcJs¸Sp¯nb hniZmwi§Ä DÄs¸Sp¯n cq]tcJbpsS

ASnkvYm\¯nÂ imkvX]pkvXI¯nsâ heXv t]PnÂ Ip«nIÄ achpw,

]cnkchpw F¶ hnjbw B[mcam¡n NnXw hcbv¡m³ Bcw`n¡p¶p.

NnXw hcbv¡pt¼mÄ A²ym]I³ \ÂtI− amÀ¤ \nÀt±i§Ä

.


2. NnXXew ew_tam, XncivNo\tam F¶v \nivNbn¡pI.

3. \mephi¯pw t_mÀUÀ hcbnSpI.

4. t]Pnsâ GItZiw ]IpXnbnÂ \n¶v Ipd v Xmsgbmbn Hcp XncivNo\

tcJ t\cnbXmbn hcbv¡pI. Cu XncivNo\tcJsb NIhmf

tcJbmbn k¦Â¸n¡pI.

NnXw hcbv¡pt¼mÄ Cu tcJbv¡v apIfnÂ BImiamsW¶pw, Xmsg

`qanbmsW¶pw (hkvXp¡Ä kvYnXn sN¿p¶ ]Xew) k¦Â¸n¨psIm−v NnXw

hc¡pI. AXmbXv ac¯nsâ NphSv `mKw, hc¨ NIhmf tcJbptSbpw,

t]Pnsâ Iogv`mKs¯ t_mÀUÀ hcbptSbpw CSbnembn hcbv¡Ww.

5. ASp¯Xmbn NIhmftcJbpsS GItZiw \Sp¡mbn Hcp _nµp

ASbmfs¸Sp¯pI. AXmWv NnX¯nsâ Xntcm[m\ _nµp. Cu Xntcm[m\

_nµphns\ ASnkvYm\am¡n ac¯nsâ NnXw hcbv¡pI. (AXmbXv Cu

_nµphnÂ \n¶pw NnX¯nsâ \mep apIfnte¡pw hfsc arZphmbn tcJIÄ

hcbv¡pI)

Ct¸mÄ heXpw, CSXpw t_mÀUdpIÄ Xntcm[m\ _nµphnte¡v t]mIpwtXmdpw

sNdpXmbn hcp¶Xp t]mse A\p`hs¸Spw AsÃ¦nÂ heXpw CSXpw

t_mÀUdpIfpsS Dbcapff acw Xntcm[m\ _nµphnte¡v t]mIpwtXmdpw

sNdpXmbn ImWs¸Spw F¶v a\knem¡Ww.

AXmbXv Xntcm[m\ _nµphn\v ASpt¯¡v sNÃpt´mdpw NnX¯nse Hcp

hkvXp /hkvXp¡Ä sNdpXm¡n hcbv¡Ww. DZmlcW¯n\v AIse

ImWp¶ aeIÄ sNdpXm¡n hcbv¡Ww. ASp¯v ImWp¶ acw hepXm¡nbpw

hcbv¡Ww. bYmÀ°¯nÂ aebmWv act¯¡mÄ hepsX¦nepw NnXw

hcbv¡pt¼mÄ Xnam\X tXm¶m³ Cu kt¦Xw D]tbmKn¡mw. Xmsg

t_mÀUdnÂ \n¶pw GsX¦nepw c−v _nµp¡fnÂ \n¶pw

Xntcm[m\ _nµphnte¡v c−v hcIÄ hc¨mÂ Zqtc¡v t]mIp¶

Hcp ]mXbpambn.

(NnXw hcbnse Cu X¯zamWv GI_nµp]cnt]£yw).

6. GI_nµp ]cnt]£yw ASnkvYm\am¡n NnX¯nÂ PohnIsf hc v

tNÀ¡pI.

ASnkvYm\ PymanXob cq]§fpw, hcIfpw Iq«nt¨À¯v PohnIsf hcbv¡pI.

AXn\mbn BZyw ]mYanI tcJIfpw, sNdnb hcIfpw D]tbmKn v NnX¯nse

Hmtcm hkvXphntâbpw PohnIfptSbpw kvYm\§Ä \nÀ®bn¡pI.

]mYanI tcJIÄ hfsc t\cnb tcJIÄ Bbncn¡Ww. ASp¯v ImWp¶

hkvXp¡Ä hepXmbpw, AIse ImWp¶h sNdpXmbpw thWw hcbv¡m³.

ASp¯v ImWp¶h BZyw sXm«p]n¶nepffh AXn\v ]ndInepw

A§s\b§s\ ASp¡nbSp¡nbmbncn¡Ww NnX¯nÂ hkvXp¡Ä

IaoIcnt¡−Xv.

NnX¯nÂ ap¶nÂ acw, AXn\v ]n¶nÂ ]ip ]ns¶ aeIÄ

A§s\b§s\ ASp¡Ww. Zqtc¡v t]mIpwtXmdpw hkvXp¡Ä

sNdpXm¡nbpw ImWn¡Ww.

Ip«nIÄ¡v Ipd¨p IqSn hyIvXamIm³ A²ym]I³ NphsS ImWn¨ncn¡p¶

hn[w ]mYanI tcJIÄ kn._nbnÂ hc v ImWn¡p¶p.

GI _nµp ]cnt]£yw B[mcam¡n ASp¯v ImWp¶ hkvXp¡Ä hepXmbpw

AIse ImWp¶h sNdpXmbpw hcbv¡pI hgn NnX¯n\v Bgw

A\p`hs¸Sp¯m³ km[n¡psa¶v Ip«n a\knem¡s«.

7. kvsI v sN¿pt¼mÄ s]³knÂ ]nSnbvt¡− coXn Ip«n ]cnioen¡Ww.

FgpXm³ D]tbmKn¡p¶Xp t]mse s]³knÂ ]nSn¨mÂ tcJIÄ¡v Hgp¡v

In«nÃ. NnXw sNdpXmbpw t]mIpw.

8. kvYm\w, cq]w Hmtcm cq]¯nsâ B\p]mXnIhen¸w F¶nh \nivNbn v

]mYanI tcJIÄ hc v IgnªmÂ CXnÂ \n¶v BhiyanÃm¯ hcIÄ ambv v

Ifªv Bhiyapffh sXfn v hcbv¡mw. sXfn v hcbv¡pt¼mÄ 2_n

s]³knÂ D]tbmKn¨mÂ tcJIÄ¡v IqSpXÂ sXfn¨w In«pw. s]³knÂ

]nSnt¡− hn[w HmÀ½n¸n¡Ww.

9. C\n NnX¯n\v A\ptbmPyamb \nd§Ä sImSp¡mw.

\nd§ÄsImSp¡pt¼mÄ i²nt¡−Xv shfn¨w FhnsS \n¶v ]Xn¡p¶p F¶v

Hcp BtcmamÀ¡v () D]tbmKn v tcJs¸Sp¯pI. AXn\p tijw Hmtcm

cq]¯nepw NnX¯nse Hmtcm LSI¯nepw sImSpt¡− \nd¯nsâ ISpw

\ndw shfn¨w ]Xnbp¶ hi¯nsâ FXnÀ hi¯v sImSp¡pI. icnbmb \ndw

a[y`mK¯pw AXnsâ Cfw\ndw shfn¨w ]Xn¡p¶ hi¯pw sImSp¡pI.

(\nd§sf ebn¸n v hc¨mÂ NnXw angnhpddXmIpw)

10. \ndw sImSp¡pt¼mÄ Hmtcm hkvXphntâbpw D]cnXe kz`mhw th−

A¦mc§Ä ImWs¸Sp¶ ]mtddWpIÄ F¶nh IqSn i²n¡Ww. DZm:

]pÃpIÄ, ac¯nsâ ]cp¡³ Xew, CeIfpsS hn\ymkw.

11. Zqsc ImWp¶ hkvXp¡Ä \ndw Ipd¨pw AhyIvXambpw,

ASp¯pImWp¶h \ndw Iq«nbpw hyIvXambpw hc v ]cnioen¡pI. \ndw

sImSp¡p¶Xn\v Nmbs¸³knepItfm, ItbmtWm D]tbmKn¡mw.

12. NnX¯nsâ Bhiy hcIÄ thWsa¦nÂ Idp¯ ajnt]\ D]tbmKn v

sXfn v hcbv¡mw. Ahkm\an\p¡p ]WnIÄ \S¯mw.

13. hc¨ NnX¯n\v Hcp t]cv sImSp¡q.


4. Concept

Integration

stage

X§Ä hc¨ NnXw Ip«nIÄ BkzZn¡p¶p. kz´w NnX§Ä Iq«pImcpsS

NnX§fpambn XmcXayw sN¿pIbpw Bhmw. Cu kab v NnX¯nÂ th−

Xncp¯epIfpw Iq«nt¨À¡epIfpw \S¯m³ Ip«nIÄ¡v kzmX´yap−v.

(2 minutes) (A²ym]Isâ CSs]SÂ A\nhmcyw). tijw A²ym]Isâ \nÀt±i]Imcw XWÂ

hc¨ NnXs¯¸ddn NÀ¨bmImw.

• hc¨ NnX¯nÂ GsXÃmw PohnIsf ImWp¶p−v.

• B PohnIÄ acs¯ Fńs\Ãmw Imcy¯nÂ Bibn¡p¶p.

• acw sIm−v asdds´Ãmw ]tbmP\§Ä BWv DffXv.

• NnX¯nse PohobLSI§fpw APohobLSI§fpw GsXÃmw ? Ch

F§s\ ]ckv]cw _Ôs¸«ncn¡p¶p.

5. Concept

Exploration

(5 minutes)

acwsIm−v a\pjy\pw addv PohPme§Ä¡pw Dff hnhn[ ]tbmP\§sf¸ddn

Ip«nIÄ [mcWbnse¯p¶p. XpSÀ¶v A²ym]IÀ Nnt´m±o]Iamb asddmcp

]iv\w AhXcn¸n¡p¶p. CXtbsd ]tbmP\]Zamb Cu acw apdn v amddm³

Xocpam\n¨mÂ F´v kw`hn¡pw. acw apdn v amddp¶Xnsâ ImcW§Ä Hmtcm

Ip«nbv¡pw AhchcpsS NnX¯n\v A\ptbmPyambn Xocpam\n¡mw. NÀ¨bnÂ

]m[m\yw sImSpt¡−Xv acw apdn¨pamddp¶Xv sIm−p−mIp¶

A\ćê§Ä Fs´Ãmw F¶Xn\mWv.

hc¨ NnX¯nÂ acw apdn v amddm³ F¯p¶hÀ, Zqsc tIm¬Ioddv

sI«nS§Ä XpS§nb Imcy§Ä hc v tNÀ¡mw.

Hints

acw apdn v amddp¶Xv sIm−pff A\ćê§Ä Gh?

• XmakkvYew

• Blmcw

• XWÂ

• ]ffnIfpsS Xm§v \jvSs¸Sp¶p.

6. Concept

acquisition

stage

(3 minutes)

A²ym]Isâ klmbt¯msS ac¯nsâ ]tbmP\§Ä, acs¯ Bibn¡p¶

PohPme§Ä, acw apdn v amddp¶Xnsâ A\ćê§Ä F¶nhsb¡pdn v

Ip«nIÄ¡v hyIvXamb [mcW e`n¡p¶p. Ht¶m ct−m t]À s]mXphmbn Ah

AhXcn¸n¡p¶p.


7. Information

sorting stage

(3 minutes)

‘acw IY ]dbp¶p’ F¶ ]mT`mKhpambn _Ôs¸«v Ip«nIÄ Is−¯nb

\nKa\§fpw, [mcWIfpw A²ym]Isâ klmbt¯msS hyIvXXbpffXm¡n

amddp¶p. Is−¯nb hnhc§Ä ASpt¡mSpw Nn«tbmSpw IqSn

imkvX]pkvXI¯nsâ ASp¯ CSt¯ t]PnÂ FgpXp¶p.

tImUoIcWw

• PohnIÄ ac¯ns\ Bibn¡p¶Xv Xmsg¸dbp¶ Imcy§Ä¡mWv.

Pohn Bibn¡p¶ Imcyw

1

2

3

acw sIm−v Dff ]tbmP\§Ä

1.

2.

3.

4

acw apdn v amddnbmÂ D−mIp¶ A\ćê§Ä.

1

2

3

4

8. Information

recollecting

stage

(2 minutes)

AdnhpIfnte¡v X§Ä F¯nt¨À¶ ]InbItfsXms¡sb¶v Ip«nIÄ

]p\chtemI\w sN¿p¶p. XpSÀ¶v BÀPnX Adnhns\ ASnkvYm\am¡n

A²ym]Isâ klmbt¯msS ]mT`mKs¯ tIµoIcn v Ip«nIÄ

AhchcptSXmb kÀ¤mXvaI krjvSnIÄ \S¯p¶p.

• ac§Ä kwc£n¡Ww F¶ Bibw ]Xnên¸n¡p¶ Hcp

t]mkvddÀ hcbv¡phm\pff ]mYanI BtemN\IÄ Ip«nIÄ

\S¯s«.

• t]mkvädnÂ FgptX− ktµiw Ip«nIÄ kv]jvSoIcn¡p¶p.

9. Planning

stage

(5 minutes)

Kq¸mtbm, hyIvXnKXamtbm Ip«nIÄ X§Ä hcbv¡m³ Dt±in¡p¶

t]mkvädnsâ cq]IÂ¸\ \S¯p¶p.

• ‘acw Hcp hcw’ F¶ ktµiw addpffhcntes¡¯m³ Gddhpw

A\ptbmPyambXpw, efnXambXpw kphyIvXambXpw Bb

NnXambncn¡Ww t]mkvädnÂ D]tbmKnt¡−Xv. t]mkvädnÂ

hfscb[nIw hniZmwi§Ä tNÀt¡−XnÃ. hc¨bmÄ Dt±in¡p¶

Bibw Gddhpw Ipdª kab¯n\pffnÂ hyIvXambn

ImWp¶bmfnte¡v F¯n¡pI F¶XmWv t]mkvädnse NnX¯nsâ

[À½w.

• t]mkvädnÂ DÄs¸Spt¯− hkvXp¡Ä Fs´ms¡?

• DZm : * Hcp acw

• * AXnsâ Npddpw Ipsd BfpIÄ

acs¯ kwc£n¡p¶Xn\v ssI

tImÀ¯v \nÂ¡p¶p.

• CXv hcbv¡p¶Xn\v GsXÃmw PymanXob cq]§Ä, \nd§Ä F¶nh

thWw F¶v \nivNbn¡pI.

• ASp¯Xmbn t]mkvädnsâ IaoIcWw F§s\ F¶v Nn´n¡pI.

• XncivNo\ambmtWm, ew_ambmtWm. (t]mkvädpIÄ ew_ambn

hcbv¡p¶XmWv \ÃXv)

• Xpe\w F§s\?

• t_mÀUdnsâ ]tXyIXIsf§s\?

• D]tbmKn¡p¶ A£c§fpsS kz`mhw, hen¸w, Xnam\X apXemb

KpW§Ä Fs´Ãmw?

apXemb Imcy§Ä ¹m³ sN¿pI.

10. creation

stage

(8 minutes)

imkvX ]pkvXI¯nsâ ASp¯ het¯ t]PnÂ Ip«nIÄ X§Ä

hcbv¡m\pt±in¡p¶ t]mkvädnsâ ]mYanI NnXw hcbv¡p¶p.

• t_mÀUÀ hcbv¡pI.

• hyIvXamb Xpe\w hc¯¡hn[¯nÂ NnX¯ntâbpw

A£c§fptSbpw kvYm\w \nivNbn¡pI.

• NnX¯nsâ B\p]mXnI hen¸w \nivNbn v ]mYanI tcJIÄ

hcbv¡pI.

• BhiyanÃm¯h ambv v Ifªv th−Xv amXw sXfn¡pI. \ndw

sImSp¡pI.

• A£c§Ä dqfdpw, s]³knepw D]tbmKn v FgpXn tNÀ¡pI.

A£c§Ä¡pw A\ptbmPyamb \ndw sImSp¡pI.

• NnX¯n\pw A£c¯n\pw ]pd¯pff ]ivNm¯e kvYe¯n\pw

GsX¦nepw Hcp \ndw D]tbmKn¡mw.

NnXw hc ]qÀ¯nbmb tijw ¢mknsâ A¨S¡w \jvSs¸SmsX

ASp¯ncn¡p¶hcpsS NnX§Ä ImWm³ Ip«nIÄ¡v Ahkcw sImSp¡Ww.

EXTENTION AND PRACTICE

1. cq]IÂ¸\ sNbvX t]mkvddÀ Hcp henb NmÀ«v t]¸dnÂ B\p]mXnI hen¸¯nÂ

]IÀ¯n hc¡pI. \ndw sImSp¡pI (Pe¨mbw, NmÀt¡mÄ s]³knÂ, kvsI v t]\

F¶nhbpw ]co£n v t\m¡mw) ]IrXn imkvXhpambn _Ôs¸« Zn\§fpsS

BtLmjthfbnÂ FÃm Ip«nIfptSbpw t]mkvädpIÄ tiJcn v ]ZÀi\w kwLSn¸n¡pI.

2. ]IrXnbpambn _Ôs¸«v a\pjy³ \S¯p¶ hbÂ \nI¯Â, Ip¶nSn v \nc¸m¡Â,

h\\ioIcWw, th«bmSÂ apXemb ]hÀ¯\§Äs¡Xncmbpw t]mkvädpIÄ cq]IÂ¸\

sNbvXv ]cnioen¡pI.

3. \n§fpsS kvIqÄ tIm¼u−nse ac§Ä kwc£n¡p¶Xn\pff ]hÀ¯\§Ä t\¨À

¢_pambn Iq«p tNÀ¶v \S¸nem¡pI. Fsâ acw ]²Xnbpambn _²s¸«v hr£ss¯IÄ

h v ]nSn¸n¡pI.

APPENDIX I (D)



(MEMORY TYPE)





Unit : Growing Together

Topic : Tree Tells the Story

Time : 45 minutes

LEARNING OBJECTIVES

1. Concepts/Ideas

To make an awareness that:-

• Trees are an asset. There are many living organism which are entirely depending on

trees,so by destroying trees affects them very much

• Men and other animals are living because of the self dependency between the living

and nonliving organisms in the earth.

• To get knowledge of the ‘one point persepective’ in drawing.

1. Processes

Through the activities like imaginary paintings,to develop child’s abilities like

predictions,to make use of different concepts,to reach in a conclusion etc.

3. Application and Skill

• With the help of experiences and their beliefs,to develop the given concepts in a

creative manner and to present in pictorial representastions.

• To grow up their personal thoughts and creativity

• Tomaek them react against the social problems and to represent in a pictorial way

• To develop mental and physical abilities

• To make into action the things which they learned as the uses of trees for the

existence

• To draw pictures using the concept of one point perspective

4. Values/Attitudes

• To make an awareness that our trees,soil and nature should get saved

• To understand that human’s activities against nature affects the environmental balance

and to make them react against it

• To make student to get aware that township destroys trees and earth

• To get a good attitude towards the drawings

• To experience the concepts of drawings

5. Creativity

• To create new phases and to resolve the concept ‘Tree is an asset’

• To create posters which revels the concept ‘Tree is an asset’

• To make them create a conceptual image based on the concepts given by the teacher


1. Cause and Effect

What are the important matters need to be considered and the reasons for the

same is due to the increase in cutting of trees makes the nature unbalanced

2. Systems and Energy

Each trees in the nature not only a living place but they also makes a part of our

living state

The topic for the drawing activity

• A huge tree which you have seen near your home or school and the living

organisms which is entirely depending on the tree.

Materials needed

1. Student’s science diary

2. H B,2B Pencils


4. Eraser

5. sharpener


7. Colour

8. Smooth surface

Prerequisite Knowledge

Students know that there are many uses of trees to human beings

I. RECEPTIVE PHASE

Entry (3

minutes)

Can start the class by explaining about different types of trees and

its uses for the human beings. Enter in to the lesson by asking them

the questions like in addition to human beings,which are the other

living things which depends the trees and can conclude it by

finding the different drawings.( Can use the poem of ONV named

‘maram’ or the lines of any folk songs to explain that)

1. Imagination

stage

(5 minutes)

(The student knows that by using the basic geometric

shapes,drawing concepts,we can draw pictures. Rest, The teacher

should give the needed explanations for the same.)

After that, the teacher tells the students to imagine a huge tree

which they have seen in the school compounds or near their

house.The teacher says them to remember the things which are

related to trees like flowers,fruits, and the living objects

etc.Including these information ,the students prepares a chart

needed for drawing in the left side of the science book.The chart

includes the concept(picture) which they are planning to draw,their

details( ie,different possibilities,included characters,their actions,

feelings etc)

Lesson : Grow together

Portions covering : The Tree saying a story

The concepts which need to draw:

A tree, its premises and the living objects which depends the tree

The objects which

need to be included

in the picture

1. Geometric

shapes

2. Colors

3. Surface nature

4. Other specilaities

Rough Sketch

Note: animals,fruits, name of the tree,

background etc.

2. Drawing

stage

(10 minutes)

The students starts drawing pictures on the concept that ‘tree and

its premises’ in the right side of the science book. The picture is

based on the chart and the details which is collected from

magination

The guidelines which the teacher should give to the students while

drawing the picture.

1. Draw the picture completely in a single page

2. Confirm whether the picture should drawn in vertically or

horizontally

3. Draw borders in the 4 sides of the page

4. Draw a smooth horizontal line just below the middle of the

page. Assume it as horizon line.

While drawing, assume that the part above the line is sky and the

part below is eart and draw it.ie,the root of the tree must draw

between the horizon line and the lower border line

5. Next step is to mark a point in the horizon line almost center.

This is the vanishing point. Bsed on this vanishing point,draw the

picture of the tree.(ie, From this point, draw smooth lines towards

the 4 upper parts of the picture)

Now we can see that the left and right borders are becoming small

when reaching to the vanishing point or the left and right borders of

the tree becoming small while reaching to the vanishing point.

(ie,While nearing to the vanishing point, the objects which should

be drawn must be small. For example,the far distant hills should be

drawn as small and the nearer trees should be drawn as

big.Eventhough the hills are bigger than the trees,when drawing we

can use this concept.From the lower borders,take 2 points and draw

2 lines to the vanishing point, then it becomes as the route going

far.

The concept behind this drawing is called one point perspective)

6. Based on one point perspective, add the pictures of animals to it

Draw the animals using the geometric shapes and ines

For that,Using the primary points and small lines fix the the places

of objects and animals.

The primary points should be slight smooth points. While drawing

the far objects should drawn as small and the nearer should be big.

The objects which are drawing in the picture should be arranged in

the order like nearer objects first, next behind that etc.

In the picture, the tree should drawn in front, then behind that

cows, then the hills. When going far, it should drawn as small.

To make the students more clear about this, the teacher should

draw the primary lines in the c b as the following

Let the students understand that by using the concept of one point

perspective,the far objects should drawn as small and the near

objects should drawn as big ,so that the picture will be seen as

deeper.

7. While doing sketches, the student should practice the way how

the pencil should keep in hand. If they are keeping the pencils as

of writing,the lines cannot draw as smoothly. The picture will

become small also.

8. After drawing the primary lines by fixing the the place,the

structure,and the assumed shape using the primary lines, we can

erase the useless lines and can draw the useful lines clearly. For

drawing the clear lines,can use 2B pecils. The way of how to

handle the pencil should keep in mind.

9. Now, can give the necessary colors for the picture. When gives

colors,draw arrowmarks for specifying the directions from which

the light is falling.

Give dark color for each structure in the opposite side from

where the light falls. In the middle side, the correct color and the

light color should give in the side on which the light falling.

By mixing different colors, the pictures will become more

eyecatching).

10. While giving colors, it should notice the surface feature of each

objects,its patterns etc.For example,Grasses, the rough surface of

trees, the alignment of trees etc.

11.Try practicing by drawing Far distant objects in light colors and

unclearly and the nearer objects in dark colors and clearly. For

giving colors, use crayons or color pencils.

Try practicing by drawing Far distant objects in light colors and

unclearly and the nearer objects in dark colors and clearly. For

giving colors, use crayons or color pencils.

12. The important lines can draw in black ink pen if needed.The

last drawings can be done.

13. Give a name for the picture


4. Concept

Integration

stage

The children enjoys the picture which they drawn.They can even compare

the picture with their firend’s.The student have the freedom to make

corrections at this time. (the teacher should interfere in this time). After

(2 minutes) getting the instructions from the teacher,the students can have discussions

on the pictures which they drawn.

Hints

Which animals can be seen in the picture.

For which the things, the animals depending the trees.

What are the other uses from the trees

What are the living and nonliving factors in the picture? How they are

related to each other?

5. Concept

Exploration

(5 minutes)

The students coming to a conclusion that what are the uses for the

human beings and other living things from the trees.After that the

teacher presents another thinkable problem in front of

students.What will happen when thismuch useful trees gets

destroyed by the human beings.The reasons for cutting the trees

can be decided by the studens based on their pictures. The

discussions should give importance to the aftereffects of cutting

down the trees.

In the figure, can add the wood cutters, concrete buildings in the far

distance etc.

Hints

Wh at are the aftereffects of cutting down the trees?

• Native place

• food

• Shadow

• Creepers lose support .

6. Concept

acquisition

stage

(3 minutes)

With the help of the teacher, the students getting a clear idea about

what are the different uses of trees, living objects which depending

trees, aftereffects of cutting down the trees etc. One or two students

can present it.


7. Information

sorting stage

(3 minutes)

With the help of teacher, the conclusions and ideas found by the

students rearding the lesson ‘The tree saying a story’,becomes more

clear. The facts which found by the students are written on the left

side of the scence book in an ordered and well manner.

Consolidation

Animals depending trees for the following given things

Animal The factor which depends on.

1

2

3

Uses of trees

1.

2.

3.

4

Aftereffects of cutting down the trees

1

2

3

4

8. Information

recollecting

stage

(2 minutes)

The students getting revised of the activities through which they

could acquire the knowledge. After that by using this acquired

knowledge,with the help of teacher, based on the lesson, students

doing their creativity

Let the students design a poster based on the concept that the

student should get protected.

The students are revealing the poster message.

9. Planning

stage

(5 minutes)

The students making a plan of the poster which can be done as their

own as a group

The poster should be clear and simple which carries the

message ‘tree is an asset’. No need to add additional details

in to the poster. The aim of the picture in the poster should

be to carry The theme of picture which they meant to

others by simply looking in to it.

• The objects which can be included in the poster are

• Example: A tree

Peoples standing surrounding the tree, keeping hand by

hand to protect it

• Fix in mind which all the colors,geometrical shapes

required to draw this.

Circles

• Next to think is hwo to arrange the posters.

• Whether it should be drawn vertical or horizontal( Posters

are good to draw vertically)

• How it can balance

• What are the specialities of the boaders

• What are the facts of the letters like the shape,similarity,size

Plan these things in a well manner

10. creation

stage

(8 minutes)

Students drawing a primary picture of the poster which thery are plaaning to, on the right side of the science book

• Draw the border • Fix the place of the letters and the pictures so that it gets

placed in balanced way • By predicting the average shape of the pictre, draw primary

lines • Erase unnecessary lines . Give colors.

• Write letters using the ruler and pencil. Give the appropriate colors for the letters

• Any one color can be given to the background place of the pictures and the letters

After completing the drawings, students should give permission to

watch others pictures also without losing the discipline

EXTENTION AND PRACTICE

1. Draw the poster in a big chart paper in an average size.Give color to it.(Can

use water paintings,Charcol,pencils,sketch pen etc). Can make an exhibition of

these posters on any science related days.

2. Also,Try to make posters related to the activites that humans doing against the

nature

3. Cooperating with nature club, do the activities to protect the trees in your

school premises. Keep planting of trees in related with the project of “My

tree”.

Appendix I (E)



(SCHEMATIC TYPE)

kw£n]vX NnXcN\





Unit : Hcpan v hfcmw

Topic : BlmcirwJebnse s]mXp I®nIÄ

Time : 45 minutes

]T\ Dt±iy§Ä

1. Bib§Ä/[mcWIÄ

-* Hcp Bhmk hyhkvYbnÂ `£n¡pIbpw, `£n¡s¸SpIbpw sN¿pI hgn PohnIÄ X½nep−mIp¶

]ckv]c _ÔamWv BlmcirwJe F¶v Ip«n Xncn¨dnbp¶Xn\v.

* Hcp BlmcirwJebnse s]mXpI®nIÄ GsXms¡sb¶ [mcWbp−mIp¶Xn\v.

* PymanXob cq]§fpw hcIfpw D]tbmKn v GXv k¦oÀ® Bibt¯bpw kw£n]vXam¡mw F¶v

a\knem¡p¶Xn\v.

2. ]InbIÄ

* hnhn[ PohnIsf XmcXayw sNbvXv Ah X½nepff `£y_Ôw a\knem¡n BlmcirwJeF¶

Bibs¯ kw£n]vXambn a\knem¡p¶Xn\pw AXv hcbv¡p¶Xn\pw.

* \nÀÆNn¡Â, ]hNn¡Â, hÀ¤oIcn¡Â, Z¯§sf hymJym\n¡Â apXemb ]Inbm tijnIÄ

Ip«nbnÂ D−mIp¶Xn\v.


* ]mT`mKs¯ A]KYn v, Bib§Ä kwKln v NnXmXvaI coXnbnÂ AhXcn¸n¡p¶Xn\v.

* Hcp k¦oÀ® ]mT`mK¯nse Bhiyamb hkvXpXIfpw, Bib§fpw, ]Zmhenbpw Xncn¨dnªv

Ahsb kv]jvSambn \nÀÆNn¡p¶Xn\v, ]Xn\n[oIcn¡p¶Xn\v.

* Hcp hyhkvYbpsS GsX¦nepw Hcp I®n CÃmXmbmÂ B hyhkvYbnÂ kw`hn¡p¶ A\´c

^e§Ä hniIe\w sN¿p¶Xn\v Hcp NnX¯nÂ hnImc§sf AhXcn¸n¡m³ D]tbmKn¡p¶

kt¦X§Ä ]tbmKn¡p¶Xn\v.


* ]IrXntbmSpw, AXnsâ hyhkvYtbmSpw AXnsâ Hcp `mKsa¶ \nebnÂ \mw ]ment¡

D¯chmZnXz§fpw aqey§fpw Xncn¨dnbm³

* NnXcN\bnÂ XmÂ¸cyw IqSphm³.

5. kÀ¤mXvaIX

* NnXmXvaI cq]oIcW§Ä D]tbmKn v Bib§sf kwKln¡m³

* BlmcirwJe F¶ Bibw DÄs¡mv PohPme§fpsS apJwaqSnIÄ \nÀ½n¡m³

* BlmcirwJe F¶ Bibs¯ hn]peoIcn v BlmcirwJem Pmew F¶ ]pXnb

Bib¯ntes¡¯m³.

]mT`mK¯nÂ Du¶Â \ÂtI− ]tab§Ä:

1. hyhkvYbpw DuÀPhpw-- -

BhmkhyhkvYbnÂ `£n¡pIbpw `£n¡s¸SpIbpw sN¿pI hgn Hcp I®nbnÂ \n¶v asddmcp

I®nbnte¡v DuÀPw ssIamddw sN¿s¸Spw F¶ ]tabw.

2. amXrI (Models)

Hcp BlmcirwJebnse Hcp Pohnsb ]Tn¡pI hgn B Pohn ]Xn\n[m\w sN¿p¶

I®nsb¡pdn v a\knem¡m³ ]ddpw F¶ ]tabw.

3. cq]oIcWw

hnhn[ BlmcirwJeIsf ]Tnbv¡pI hgn Hcp BlmcirwJebpsS s]mXpLS\ a\knem¡mw

F¶ ]tabw.

4. Imcyhpw ImcWhpw

BlmcirwJe bnse Hcp I®nbpsS A`mhtam Ipdthm BWv Bhmk hyhkvYbpsS Xmfw

sXddp¶Xn\pff ImcWw F¶ ]tabw

NnXw hcbv¡m\pff Bibw

• Hcpan v hfcmw F¶ 7.mw ¢mknse ASnkvYm\imkvX ]pkvXI¯nse ]mT¯nÂ DÄs¸«

s]mXpI®nIÄ F¶ `mK¯v \n¶pw sXcsªSp¯ BlmcirwJeIÄ F¶ `mKw

kmaKnIÄ




4. CtdkÀ

5. jmÀ¸WÀ


7. dqfÀ

8. hcbv¡pt¼mÄ t]Pn\nSbnÂ hbv¡m³ ]ddnb an\pkapff ]Xew.

9. hen¸apff t]¸À _mKpIÄ/IqSpIÄ

10. t]¸À H«n¡p¶ ]i

11. \ndapff t]¸dpIÄ

Bhiy ap³[mcW

Hcp Pohn asddmcp PohnbmÂ `£n¡pItbm, `£n¡s¸SpItbm sN¿p¶ps−¶v Ip«nbv¡dnbmw.

I. RECEPTIVE PHASE

Entry (3 minutes)

hnhn[Xcw PohnItfbpw kky§fptSbpw t]cpIÄ Ip«nIÄ ]dbs«.

A²ym]I³ AhÀ ]dbp¶ t]cpIÄ At¸mgt¸mgmbn kn._n bnÂ

Ipdn¨nSpI. kn._nbnÂ \ndsb ]e PohnIfptSbpw, kky§fptSbpw

t]cpIÄ \ndªv IgnªmÂ, Cu PohnIfnÂ GXv GXns\ `£n¡p¶p

F¶v Ip«nIfpsS IqSn ]¦mfn¯t¯msS kn._nbnÂ ASbmfs¸Sp¯mw.

`£n¡s¸Sp¶XnÂ \n¶v `£n¡p¶hbnte¡v BtcmamÀ¡v D]tbmKn v

ASbmfs¸Sp¯pI.

1.Analysis stage

(5 minutes)

kn._nbnÂ X¶ncn¡p¶ PohnItfbpw Ah X½nÂ F§s\

_Ôs¸«ncn¡p¶p F¶pw Ip«nIÄ hniIe\w sN¿p¶p.

ASp¯Xmbn AhbnÂ \n¶pw GsX¦nepw Hcp BlmcirwJe amXw

Ip«nIÄ XncsªSp¡p¶p. imkvX]pkvXI¯nsâ CSt¯ t]PnÂ

Iaambn AXv FgpXp¶p. ho−pw Hcp Blmc_Ôw IqSn FSp¯v

BZyt¯Xn\v Xmsg FgpXp¶p. A§s\ \mtem At©m FgpXn

Ignbpt¼mÄ C\n Cu FgpXnb Blmc_Ô§fnÂ s]mXphmbn

ImWp¶ Imcy§Ä I−p]nSn¡phm³ A²ym]I³ Bhiys¸Sp¶p.

Ip«nIÄ Nne Dul§Ä cq]oIcn¨ncn¡p¶p.

1. FÃm Blmc_Ô§fnepw Nne Dul§Ä cq]oIcn¡p¶p. BZyw

hcp¶Xv ]gtam, ]ptÃm, kkytam BWv.

2. c−maXv hcp¶Xv kky§Ä Xn¶p¶ PohnIÄ BWv.

3. aq¶maXv hcp¶Xv kkytam, kky§sf Xn¶p¶ PohnIsf

Xn¶p¶htbm BWv.

4. \memaXv kky§Ä Xn¶m¯ PohnIsf amXw Xn¶p¶hbmWv.

kn._n bnÂ sImSp¯ncn¡p¶ Imcy§Ä hniIe\w sNbvXv

F¯nt¨À¶ Dul§fpw I−p]nSn¯§fpw kwKln v Hcp kw£n]vX

NnXap−m¡p¶Xn\mbn Ip«nIÄ, A²ym]Isâ \nÀt±i ]Imcw imkvX

]pkvXI¯nsâ CSt¯ t]PnÂ Hcp ]«nI X¿mdm¡p¶p.

]mTw: Hcpan v hfcmw XobXn :

]mT`mKw : BlmcirwJebnse s]mXp I®nIÄ

NnXwhcbvt¡ Bibw : BlmcirwJe

NnX¯nÂ

DÄs¸Spt¯h :

1. PymanXob

cq]§Ä

2. \nd§Ä

3. addv

]tXyIXIÄ

cq]tcJ

Ipdn¸v : Hmtcm I®nbnepw Hcp DZmlcWhpw

hniZoIcWhpw DmhWw.

2. Drawing stage

(10 minutes)

hniIe\w sNbvXv I−p]nSn¨ Dul§fpsS ASnkvYm\¯nÂ

X¿mdm¡nb cq]tcJbpw, ]«nIbpw t\m¡n imkvX]pkvXI¯nsâ heXv

t]PnÂ Ip«nIÄ Ip«nIÄ BlmcirwJebpsS kw£n]vX NnXw

hcbv¡p¶p.

A²ym]I³ \ÂtI− amÀ¤ \nÀt±i§Ä


2. NnXXew ew_ambmtWm, XncivNo\ambmtWm D]tbmKn¡p¶sX¶v

\nivNbn¡pI.

3. \mephi¯pw t_mÀUÀ hcbnSpI.

4. t]Pnsâ a²y`mK¯v hc¯¡h®w thWw NnXw IaoIcn¡phm³.

5. Bib¯nsâ kmcmwiw amXw DÄs¡mffn¨mÂ aXn.

6. Hmtcm I®nbnepw Hmtcm PohnbpsS NnXw DZmlcWambn hcbv¡mw.

7. Hmtcm I®n¡pw Bhiyw th− hniZoIcWw \ÂImw.

8. I®nIsf (NnX¯nse LSI§sf) X½nÂ _Ôn¸n¡p¶Xn\v

BtcmamÀ¡v D]tbmKn¡mw.

9. hnLmSIsc hcbv¡m³ Ip«nIÄ hn«v t]mIm³ km[yXbp−v. AXn\mÂ

AXv NnX¯nÂ Iq«nt¨À¡m³ Ip«nIsf HmÀ½n¸n¡pI.

10. X¶ncn¡p¶ Bib¯nsâ hym]vXn¡pw Xc¯n\pw A\ptbmPyamb

kw£n]vX NnXambncn¡Ww hcbvt¡−Xv.

11. hcbv¡pt¼mÄ PymanXob D]IcW§Ä D]tbmKn¡mw.

11. A\ptbmPyamb \nd§Ä sImSp¡pI.

12. NnX¯n\v t]cv sImSp¡mw.

II. Processing Phase

4. concept

Integration stage

(2 minutes)

X§Ä hc¨ NnX§Ä Iq«pImcpsS NnX§fpambn H¯p t\m¡n

Bhiyamb amdd§tfm, Iq«nt¨À¡epItfm hcp¯mw.

C\n Bibs¯¸ddn NnXw ASnkvYm\am¡n NÀ¨bmImw.

• lcnXkky§Ä BZys¯ I®nbmbXn\v ImcWsa´v?

• lcnXIaÃm¯ kky§Ä BZys¯ I®nbnÂ hcptam?

• lcnXkky§Ä¡v Blmcw e`n¡p¶sX§s\?

• kky§fpw, P´p¡fpw \in¨p t]mbmÂ AsÃ¦nÂ

N¯pt]mbmÂ Ahbv¡v F´v kw`hn¡pw.

5. Concept

Exploration

(5 minutes)

BlmcirwJe F¶ Bib¯nsâ hnhn[ Xe§sf¸ddn hc¨ NnXs¯

B[mcam¡n Ip«nIÄ NÀ¨ sN¿p¶p.

Hints:

• BZyw BlmcirwJe¡v Hcp \nÀÆN\w cq]oIcn¡pI.

• Hcp BlmcirwJebnse GsX¦nepw Hcp I®n CÃmXmbmÂ

F´v kw`hn¡pw?

AXn\mbn imkvX]pkvXI¯nsâ ASp¯ CSt¯ t]Pnsâ

BZy]IpXnbnÂ hc¨ NnX¯nse GsX¦nepw Hcp I®nsb ]Xn\n[m\w

sN¿p¶ Hcp PohnbpsS NnXw sNdpXmbn hcbv¡pI. PohnbpsS

NnX¯n\pNpddpw Hcp hr¯w hcbv¡pI. C\n Cu Pohn hÀ¤w

BlmcirwJebnÂ \n¶v CÃmXmbmÂ D−mIp¶ ^e§Ä, Ah

CÃmXmIp¶Xn\v ImcWsa´v apXemb Imcy§Ä PymanXob

cq]§fptSbpw hcIfptSbpw klmbt¯msS NnXoIcn¡pI.

CXnÂ \n¶pw BlmcirwJebnse Hmtcm I®nbv¡pw AXntâXmb

]m[m\yaps−¶pw AXv CÃmXmbmÂ BhmkhyhkvYsb AXv

_m[n¡psa¶pw Ip«n a\knem¡s«.

6. Concept A²ym]Isâ klmbt¯msS ]mT`mKs¯ kw_Ôn v Ip«nIÄ Nne

acquisition stage

(3 minutes)

\nKa\§fnÂ F¯nt¨cp¶p. X¯z§fpw \nÀÆN\§fpw

cq]oIcn¡p¶p. Ht¶m ct−m t]À¡v s]mXphmbn Ah ¢mknÂ

AhXcn¸n¡mhp¶XmWv.


7.Information

sorting stage (3

minutes)

]mT`mK¯nÂ Ip«nIÄ Is−¯nb \nKa\§fpw, X¯z§fpw

\nÀÆN\§fpw, A²ym]Isâ klmbt¯msS ]cnjvIcn v

hyIvXXbpffXm¡p¶p. Is−¯nb hnhc§Ä ASpt¡mSpw Nn«tbmSpw

IqSn CSt¯ t]Pnsâ Xmsg ]IpXnbnÂ FgpXpI.

• BlmcirwJebpsS \nÀÆN\w.

• BlmcirwJebnse I®nIÄ (Ah Hmtcm¶nt\bpw ]ddn

Npcp¡n FgpXpI)

8. Information

recollecting stage

(2 minutes)

]mT`mKs¯ kw_Ôn¨ Bib§Ä X§Ä BÀPn¨sX§s\sb¶pw, B

]InbIÄ GsXÃmsa¶pw Ip«nIÄ ]p\chtemI\w sN¿p¶p. XpSÀ¶v

BÀPn¨ Adnhns\ ASnkvYm\am¡n A²ym]Isâ klmbt¯msS

]mT`mKs¯ tIµoIcn v Ip«nIÄ AhchcptSXmb kÀ¤mXvaI

krjvSnIÄ \S¯p¶p.

apJwaqSn \nÀ½mWw

Ip«nIÄ Hmtcmcp¯cmbn AhchÀ¡v hcbv¡m\njvSapff GsX¦nepw

Hcp arK¯ntâtbm, ]g¯ntâtbm, ]qhntâtbm, ]¨¡dnbptStbm

apJwaqSn D−m¡m³ BtemNn¡p¶p.

9. Planning stage

(6 minutes)

Kq¸mtbm hyIvXnKXamtbm Ip«nIÄ X§Ä \nÀ½n¡m\pt±in¡p¶

apJwaqSnbpsS cq]IÂ¸\ \S¯p¶p.

AXn\mbn hen¸apff t]¸À IqSpIÄ BWv thXv. ISIfnÂ

\n¶pw km[\§Ä ]mbv¡v sNbvXp Xcp¶ Xcw Im¡n IqSpIÄ

BsW¦nepw aXn. (FÃmhÀ¡pw \nÀ½n¡m\mhiyambh

CsÃ¦nÂ Kq¸v B¡n Hmtcm Kq¸n\pw Hmtcm t]¸À IhÀ

\ÂInbmepw aXn) t]¸À IhdpIÄ Ip«nIfpsS XebneqsS

IS¡p¶Xmbncn¡Ww.

• sXcsªSp¯ PohnbpsS apJw F§s\ hcbv¡msa¶v ASp¯

het¯ t]PnÂ hc v t\m¡pI.

• hcbv¡p¶Xn\mbn PymanXob cq]§Ä D]tbmKn¡mw.

DZm : ISph (GXv P´phntâbpw apJw hcbv¡m³ aq¶v h«§Ä

D]tbmKn¨mÂ aXn. tijw AXnte¡v B P´phnsâ ]tXyIXIÄ

tNÀ¯mÂ aXn. hc v XpS§p¶Xn\v ap¼v B PohnbpsS apJhpw

AXnsâ ]tXyIXIfpw `mh\bnÂ ImWWw.

CXÃmsXbpw Ip«nIÄ¡v AhchcpsS `mh\bv¡\pkcn v hc v

t\m¡mhp¶XmWv. Hcp Imcyw i²n¡pI. apJ§Ä t\sc amXw

hcbv¡pI. ]q¡fptSbpw, ^e§fptSbpw NnX§Ä IqSn

hc¸n¡Ww.

• C\n hc v h¨ apJ§Ä¡v `mhw (hnImcw) sImSp¡pI.

AXn\mbn Hcp apJ¯v `mhhyXymk§Ä¡v hcp¯m\pff

kt¦Xw ]dªv sImSp¡pI.

I®v, IrjvWaWn, ]pcnIw, Np−v F¶nhbpsS BIrXnbnepw.

Ne\¯nepw hcp¶ amdd§fneqsSbmWv NnX§fnÂ hnImc§Ä

apJyambpw ImWn¡p¶Xv.

CXv Ip«nIÄ¡v ]dªv sImSp¡Ww. XpSÀ¶v AhÀ

sXcsªSp¯ PohnbpsS kz`mh¯n\\pkcn v `mhhpw

XncsªSp¯v hcbv¡s«.

DZm:

10. Creation stage

(8 minutes)

AhchcpsS t]¸À _mKpIÄ/IqSpIÄ FSp¯v Fgp¯pIÄ

H¶panÃm¯ hi¯v Ip«nIÄ apJwaqSn hcbv¡m³ XpS§p¶p.

hcbv¡m³ t]mIp¶ apJ¯nsâ ASn`mKw IqSnsâ Xpd¶ hi¯n\v

kao]w hc¯¡hn[w thWw hcbv¡m³.

• hcbv¡p¶Xn\v ap¼v t]¸À _mKv XebnÂ C«v t\m¡n GItZiw

AhchcpsS I®v hcp¶ `mKw t\m¡n c−v henb Zzmc§Ä

CSWw.

• CXn\v tijw Cu I®nsâ Zzmc§sf PohnbpsS I®m¡n thWw

apJwaqSnbnÂ NnXoIcn¡m³.

• cq]tcJ t\m¡n t]¸À _mKnsâ hen¸w IqSn IW¡nseSp¯v

apJw hcbv¡pI. `mh§Ä Ip«nt¨À¯v thWw hcbv¡m³.

• ]mYanI cq]tcJbvv¡v tijw Fs´¦nepw Iq«nt¨À¡mt\m

H«n¨p tNÀ¡mt\m Ds−¦nÂ AXpw sN¿pI.

DZm:

tijw BhiyanÃm¯ tcJIÄ ambv v Ifªv BhiyapffXv

sXfn v hcbv¡pI.

• C\n apJwaqSnbv¡v \ndw sImSp¡mw. H«n¨p tNÀ¯

`mK§Ä¡pw IqSntNÀ¯v thWw \ndw sImSp¡m³.

I®pIÄ¡pffnÂ shff\ndw sImSp¡m³ tNmt¡m, ssdddv\tdm

D]tbmKn¡mw

• apJwaqSnIÄ X¿mdmbn IgnªmÂ BZyw ]g§fptSbpw ,

kky§fptSbpw apJwaqSnIÄ Awnª Ip«nIÄ ¢mkn\v ap¶nÂ

h¶v \nÂ¡pI. sXm«p ]n¶nÂ Ahsc ]nSn¨psIm−v

kky`p¡pIfpsS apJw aqSn AWnª Ip«nIÄ. ]ns¶

ani`p¡pIÄ, amwk`p¡pIÄ A§s\b§s\ \nch[n

BlmcirwJeIÄ ¢mkv dqanÂ cq]s¸Ss«. A²ym]I³

]mT]pkvXI¯nsâ Bcw`¯nÂ kn._n bnÂ hc¨n«Xv Ip«nIÄ

]tbmKXe¯nÂ hcp¯s«.


• Ip«nIÄ \nÀ½n¨ apJwaqSn D]tbmKn v Hcp \mSIw AhXcn¸n¡pI.

• hyXykvX PohnIsf \nco£n¡pI. BlmcirJebnÂ AhbpsS ]m[m\yw Xncn¨dnbpI.

Ahsb hc v ]cnioen¡pI.



(SCHEMATIC TYPE)





Unit : Grow together

Topic : Common links in the food chain

Time : 45 minutes

LEARNING OBJECTIVES

Concepts/Ideas

To make the student understand that food chain system is the mutual relationship

between each animals in a habitat though the process of eating and to being eaten

To create an awareness that which are the general connectives in a food chain system

To make the student understand that we can reduce any complicated concepts through

the geometrical structures and drawings.

Processes

To understand the concept of the food chain system and to draw it by comparing the

different animals and the food relationship between them.

To develop different skills like definition,predictions,classification etc among students

Application/Skills

To present the concepts defined in the lesson in pictorial method.

To define and represent the required facts and concepts of a difficult lesson clearly.

To describe the aftereffects that can be happen if any connectives gets destroyed in a

habitat.

To make them use the sources in a picture that represents different feelings.

Values/Attitudes

To understand the responsibilities and values that we have towards nature and its

habitat as a part it

To create more interest in drawing

Creativity

To reduce the concepts using pictorial representations and creations

To create the masks of different animals in regarding with the concept of food chain

To enlarge the concept of foodchain and to reach to the new concept like food chain

system


Systems and energy

In a habitat, the energy will get exchanged from one connective to another through the

process of eating and being get eaten

Models

The idea that by learning an animal in a food chain,we can know more about the

connective that represents.

Organization

By learning about different food chain system,we can know the general structure of the

same.

Cause and effect

The reason behind disordering of habitat is the lack of a connective from the food

chain.

Idea for the drawing

portion selected is ‘food chain’ from the subunit‘common connectives’ in the unit ‘Grow

together’ of 7th standard Basic Science textbook.

Materials required:

1. Student’s Science diary

2. H B,2B Pencils


4. Eraser

5. sharpener


7. Ruler

8. Smooth surface required for keeping under the drawing sheet

9. Large paper bags/Kits

10. Gum

11. Color papers

Pre requisite knowledge

The student knows that one animal gets eaten by another or it may itself

become the prey of another animal.

I. RECEPTIVE PHASE

Entry (3

minutes)

Le the students tell the names of different plants and animals. The

teacher can note down the names in C B. After finished writing

these names in the CB, with the support of students mark which

animals eating and get eaten by other animals in the CB. Draw

arrow marks towards these.

1.Analysis stage

(5 minutes)

The students discussing about the animals given in the C B and

how they are related to each other.

As next step, the students selects a particular food chain from this

and writing in the left side page of the science book in order.

After that students writing another food relation under this. After

writing 4 or 5 food relation like this, teacher tells the students to

find the common things in them. From this ,students forming

some guesses.

1. Students making guesses on these food relations. First

on this may be fruits,grasses or plants.

2. Second is, the animals which eats plants

3. The third can be plants or the animals which eats this

plant eaters.

4. The fourth comes the animals which eats the animals

which are not plant eaters.

Students makes a chart on the left side page of science book after

getting instructions from the teacher. The chart is useful for

making a picture on the basis of guesses and conclusion derived

from the C B.

Lesson : Grow together Date:

Unit : The general connectives in a food chain

Theme of drawing : Food chain

The features which

need to be included

in the picture

1. Geometric

shapes

2. Colors

3. Other

specilaities

Rough sketch

Note : For each connectives, there should

be examples and descriptions for the same.

2. Drawing stage

(10 minutes)

The students drawing the picture of food chain in the right side

page of the science book by checking the chart and model created

on the basis of guesses they made.

The guidelines which the teacher should give to the

students while drawing the picture

Draw the entire picture in a single page.

Confirm whether the picture should drawn in vertically

or horizontally

Draw borders in the 4 sides of the page

The picture should be arranged in the way that is should

come in the middle of the page

1. Include only the idea behind the concept.

2. As example, can draw the picture of each animals in each

connectives.

3. Can give necessary description for each connectives.

4. To join each connectives, can use arrowmarks.

5. Students may forget to draw . So, remind them to include it

also.

6. The drawing should suited for depthness of the given

concept.

7. Can use geometrical instruments while drawing

8. Give suitable colors.

9. Give a name to the picture

II. Processing Phase

4. concept

Integration stage

(2 minutes)

The children can now compare the picture with their friend’s and can

make necessary changes or corrections to it.

Now can have discussions on the concept based on the picture

• What is the reason behind plants became the first

connective?

• From where the plant get the food

• What happened to the plants and animals when they

decayed or died.

5. Concept

Exploration

(5 minutes)

Based on the picture the students discusses about different

views on the concept ‘food chain’.

Hints:

• Initially, give a definition to the concept ‘ food chain’.

• What will happen if any connective gets destroyed from

the food chain?

For that take the next page,left side and draw a small picture of the

animal that represents any connective from the picture drawn on

the first middle page.

Through this, let the students gets an idea regarding each

connectives in the food chain and if any of them gets destroyed, it

will affect the habitat adversely.

6. Concept

acquisition stage

(3 minutes)

With the help of the teacher, the student reaches to a conclusion.

They are making the facts and definitions from it. One or two

students can present it


7.Information

sorting stage (3

minutes)

With the help of teacher, the conclusions and ideas found by the

students rearding the lesson,getting more clear. The facts which

found by the students are written on the left side of the science

book in an ordered and well manner

• Definition of food chain

• The connectives in a food chain ( Make a brief note of the

same)

8. Information

recollecting

stage (2

minutes)

The students getting revised of the activities through which

they acquired the details. After that by using this acquired

knowledge, with the help of teacher, based on the lesson,

students starting to make their creative steps

Mask making

Students discussing about making a mask of the animal,fruit,

flower or vegetable that they likes.

9. Planning

stage (6

minutes)

Students starts designing the mask they are planning to make in

group or individually.

For that, the required material are the paper kits. The paper

covers we got from the shopes should be suitable and it

should be fit for their heads.

• Draw the picture of the animal they selected to draw.

• Can use geometrical shapes for drawing.

Eg: Tiger (To draw the any animal face, we need only 3

circles. Into that we can add the details of the animal).

Not only this way, but also the students can draw as their

imagination. Try to notice that to draw the face straightly. Can

add the pictures of flowers and fruits into it.

• Next , can give emotions to the faces that drawn. For that,

tell the students how to make facial expressions in the

drawing.

Emotions can be drawn by giving the changes to the shapes

and motions of eyes,eyebrows,lips etc

Tell the students about this. Let the students draw the emotion

based on the character of the animal they selected.

10. Creation

stage (8

minutes)

Take the paper bags and draw the mask on the side which doesn’t

contains drawings and letters. The lower part of the face which is

going to draw should come in the opened part of the plastic bag

.

• Make two holed in the place of eyes by keeping the bag on

head correctly.

• Make this holes as the eyes of the animal on the mask.

• Draw face by considering the size of the bag. Add

emotions to it.

• If anything additions need to do, add it.

Erase the lines which are not required and clearly draw the

needed lines.

• Give color to the mask. The pasted parts also should give

color. To give white color inside the eyes, can use chalk or

whitener.

• After creating it, let the students come and stand infront of

the class by wearing the masks of fruits, plants. Behind

them,the students who wearing the mask

of……………..Let the students makes the practical

implementation of the drawing which teacher did in the C

B.


• Present a drama by wearing those maks.

• Observe different animals, identify the importance of them in the food chain, try

to draw them and practice it.

APPENDIX II(A) MODEL LESSSON TRANSCRIPT BASED ON PRESENT ACTIVITY ORIENTED

APPROACH



Std/Division : VII

Unit : i_vZ]]©w

Subject : PohimkvXw

Topic : kwKotXm]IcW§Ä

Time : 45 minutes

kwKlw

kwKoXhpw, kwKotXm]IcW§fpw \½psS kwkvImc¯nsâ `mKamWv. ImemIme§fmbn kwKotXm]IcW§Ä¡v cq]]cnWmaw kw`hn¨n«p−v. kwKotXm]IcW§fnÂ i_vZw D−mIp¶Xn\v ImcWw I¼\w F¶ ]Xn`mkamWv. kwKotXm]IcW§sf ]e coXnbnÂ Xcw Xncn¡mhp¶XmWv.

]mTy]²Xn Dt±iy§Ä

1. Bib§Ä/[mcWIÄ

-* hnhn[Xcw kwKotXm]IcW§sf¡pdn¨pw AhbnÂ \n¶pw i_vZap−mIp¶Xv I¼\w F¶ ]Xn`mkw D]tbmKn¨msW¶pw Dff [mcW ssIhcn¡p¶Xn\v.

2. ]InbIÄ/tijnIÄ

* NÀ¨, \nco£Ww apXemb ]hÀ¯\§fneqsS \nco£Ww, Bibhn\nabw Z¯§sf hymJym\n¡Â XpS§nb ]InbtijnIÄ Ip«nbnÂ hnIkn¡p¶Xn\v.


* Hmtcm Xcw i_vZhpw a\pjy a\knÂ D−m¡p¶ ]XnIcW§fpw hnImc§fpw GsXÃmsa¶v a\knem¡p¶Xn\v.

* GsXmcp D]IcW¯n\pw Hcp imkvXob ASn¯dbps−¶v Xncn¨dnbp¶Xn\pw imkvXt¯¸ddn Hcp A\pIqe at\m`mhw D−mIp¶Xn\pw.

5. ]T\X´w

* NÀ¨, \nco£Ww

6. ]T\ kmaKnIÄ

* ]mT]pkvXIw, SyqWnwKv t^mÀ¡v NÀ¨m kqNI§fS§nb ¢mkpIÄ

hnhn[ kwKotXm]IcW§fpw , NnX§fpw AS§nb tS¸v dn¡mÀUÀ, NmÀ«v.

Bhiy]qÀÆ [mcW.

* kwKotXm]IcW§Ä ipXna[pcamb i_vZ§Ä ]pds¸Sphn¡phm³ D]tbmKn¡p¶p F¶v Ip«nbv¡dnbmw.

]hÀ¯\w ]XnIcWw BapJ ]hÀ¯\w tS¸v sdt¡mÀUdnsâ klmbt¯msS A²ym]I³ hnhn[ kwKotXm]IcW§fpsS i_vZ§Ä tIÄ¸n¡p¶p. tI« i_vZ§Ä Ip«nIÄ ]«nIbm¡s«. Hmtcm i_vZ§fpw AhcnÂ D−m¡nb ]XnIcW§fpw tcJs¸Sp¯mw. AhÀt¡ddhpw CjvSs¸« i_vZw GsX¶pw AXn\pff ImcWhpw tcJs¸Sp¯mw.

]hÀ¯\w 1 Ip«nIfpsS klmbt¯msS A²ym]I³ Hcp SyqWnwKv t^mÀ¡ns\ D]tbmKn¨v ]co£Ww \S¯p¶p. sNhntbmSv tNÀ¯v ]nSn v hndbÂ D−mIpt¼mÄ i_vZw tIÄ¡Ww. i_vZw Ipdªv hcp¶Xpw i²n¡Ww. kwKotXm]IcW§fnÂ i_vZap−mIp¶Xpw, SyqWnwKv t^mÀ¡nÂ i_vZap−mIp¶Xpw XmcXayw sNbvXv Cu hndbÂ (I¼\w) BWv i_vZap−mIp¶Xn\v ImcWw F¶v Ip«nIÄ Is−¯s«. tijw I¼\s¯ AhchcpsS coXnbnÂ Ip«nIÄ¡v \nÀÆNn¡mw.

]hÀ¯\w 2 AhchcptSXmb hÀ¤oIcW am\ZWvU§Ä Is−¯n Ip«nIÄ¡v C\n kwKotXm]IcW§sf hnhn[ coXnbnÂ hÀ¤oIcn¡mw. hÀ¤oIcWw ]«nIm cq]¯nÂ imkvX]pkvXI¯nÂ FgpXmw. ]mT]pkvXI¯nse ]«nIbpambn H¯pt\m¡n Bhiyamb amdd§Ä hcp¯mw.

XpSÀ]hÀ¯\§Ä

1. Iº\w F∂ ]Xn`mkw D]tbmKn®v Hcp kwKoXD]IcW Ifn∏m´w \n¿Ωn®v ¢mn¬ ]Z¿in∏n°pI.

2. \n§fpsS \m«nÂ D]tbmK¯nepff kwKotXm]IcW§Ä (]gbXpw, ]pXnbXpw) GsXÃmsa¶v Is−¯n Hcp ]T\Ipdn¸v X¿mdm¡pI.

APPENDIX II(B) MODEL LESSSON TRANSCRIPT BASED ON PRESENT ACTIVITY ORIENTED

APPROACH



Std/Division : VII


Unit : World of Sound

Topic : Musical Instrument s

Time : 45 minutes

Summary

The Music and musical instruments are part of our culture. As time changes, the musical instruments also have got changes.The reason for producing sound in the musical instruments is due to the effect of vibration. We can classify the musical instruments in different types.

Curricular Objectives

1. Concepts/Ideas

- To get an awareness of different musical instruments and to prove that the sound is produced by an effect of vibration.

2. Processes

Through the activities like group discussions and researching,to develop child’s abilities

like predictions,to make use of different concepts and to reach in a conclusion etc.

3. Values/Attitudes

To understand the different reactions and feetings created in human mind by these different sounds.

To understand that each instrument has a historical base and to get a supporting mentality towards that

4 Learning Strategy

Discussion, Observation

6. Teaching /Learning Materials

Textbook, Turning Fork, Discussion hits, Instruction cards.

7. Prerequisite knowledge

Learner knows that almost all the musical instruments produce beautiful sounds

Activity Response Introductory activity The teacher makes the students to hear different musical instruments with the help of a tape recorder.Let the students make a chart of those sounds. Each student can mark the different sounds which they heard and the their reactions towards it.They can also mark the the sound which they liked the most and the reasons for it.

Activity 1 With the help of students, teacher making an experiment with the tuning fork. Teacher keeps the tuning fork with the ear and hearing the sound produced when the vibration comes. He should also notice when the sound is getting reduced.

Let the students find out that the reason of producing sound is due to the vibration by comparing the musical instruments and tuning fork experiment. After that, the students can give a definition for this vibration as their own.

Activity 2 By considering and finding their own classification conditions, they can classify the musical instruments in different ways These classification can wite in the science book in a chart form. They can compare it with the textbook and can change according to that

Follow up activities 1. By using the phenomenon of oscillation make musical instrument toys and exhibit in the classrooms. 2. Make a study report by finding the old and new musical instruments which are currently using.

APPENDIX-III(A)

MAHATMA GANDHI UNIVERSITY

SCHOOL OF PEDAGOGICAL SCIENCES

ACHIEVEMENT TEST IN BASIC SCIENCE

(DRAFT FORM)

Dr. P.J. Jacob Manoj A.V. Professor Research Scholar School of Pedagogical Sciences School of Pedagogical Sciences Mahatma Gandhi University AND Mahatma Gandhi University Kottayam Kottayam

Name ………………..……..Age……Standard…………Division…………

Name of School……………………………. Place ………………………..

\nÀt±i§Ä

BZys¯ A©v an\n«v ]qÄ Hm^v ssSw BWv. X¶ncn¡p¶ tNmZy§Ä ki²w hmbn v

t\m¡pI. D¯camtb¡m³ km[yXbpff \mev ]XnIcW§Ä Hmtcm tNmZy¯n\pw Xmsg

X¶ncn¡p¶p. icnbmbXv sXcsªSp¡pI. sXcsªSp¯ D¯c¯n\v t\sc icn ( )

ASbmfs¸Sp¯pI. Hcp tNmZy¯n\v Hcp¯cw amXw sXcsªSp¡pI.

1. sN−, X_e XpS§nb kwKotXm]IcW§Ä Xmsg sImSp¯ncn¡p¶ GXv hn`mK¯nÂs¸Sp¶p?

a. kpjnchmZyw

b. I¼n hmZyw

c. XpIÂ hmZyw

d. L\ hmZyw

2. Xmsg X¶ncn¡p¶ Blmc irwJebpsS hn«pt]mb I®ntbXv?

a. kkymlmcn

b. CeIÄ

c. lcnXIanÃm¯ kky§Ä

d. Cc]nSnb³amÀ

3. \mw ]pd´ffp¶ ssPhamen\y§sf ]tbmP\s¸Sp¯m³ Xmsg sImSp¯ncn¡p¶

]hr¯nIfnÂ GXmWv \ÃXv?

a. hfam¡n amddmw

b.]pgIfnÂ \nt£]n¡mw

c. Hcp kvYe¯v Xs¶ Iq«nbnSmw

d. ¹mkvddnIv InddpIfnem¡n hgnbcnInÂ

\nt£]n¡mw

4.

Cu NnXw I−n«v \n§Ä¡v F´v tXm¶n?

a. ac§Ä sh«n \in¸n¡cpXv

b. acw sh«p¶bmÄ¡v CSbv¡v hniaw thWw

c. acw sh«n XSnbm¡n amddnbmÂ AXpsIm−v

taibpw Itkcbpw D−m¡mw.

d. ac§Ä sh«n amddnbmÂ \Ã shfn¨w In«pw

lcnXkky§Ä ?

amwkmlmcn animlmcn

hnLmSIÀ

5. \n§Ä hm§nb Pmansâ ¹mkvddnIv Im\nÂ tcJs¸Sp¯nb do ssk¢nwKv \¼À 6 BsW¦nÂ?

a. \¼À FXbmsW¦nepw D]tbmKn¡mw

b. kpc£nXaÃm¯Xn\mÂ D]tbmKn¡nÃ

c. Iq«pImc\v sImSp¡pw

d. kpc£nXambXn\mÂ D]tbmKn¡pw

6. kvXoIfnepw Ip«nIfnepw Bhr¯n IqSpXepff i_vZap−mhm³ ImcWsa´v?

a. t\cnb kz\X´p

b. I«nIqSnb kz\X´p

c. hmbv sNdpXmbn amXw Xpd¡p¶Xp aqew

d. AhÀ A§s\ kwkmcn v ioen¨Xv sIm−v

7. ho«nÂ D−mIp¶ ¹mkvddnIv amen\y§Ä IqSmXncn¡m³ F´v sN¿Ww?

a. D]tbmKn¨h ASp¯ ]d¼nte¡v hens¨dnbWw

b. D]tbmKn¨ tijw shff¯nÂ Hgp¡Ww

c. Bhiyw Ignªh Iq«nbn«v I¯n¡Ww

d. ¹mkvddn¡nsâ D]tbmKw Ipdbv¡pItbm,

D]tbmKn¨h hr¯nbm¡n ho−pw D]tbmKn¡pItbm

sN¿pI.

8. I¼\w aqew ……………………… D−mIp¶p.

a. ]Imiw

b. sshZyqXn

c. i_vZw

d. AWp¡Ä

9. `£W¯n\v th−n addv P´p¡sf Blcn¡p¶hsb …..F¶v ]dbp¶p.

a. \nimNcnIÄ

b. amwkmlmcnIÄ

c. kkymlmcnIÄ

d.]cmZ§Ä

10. BwKy`mjm NmÀ«nÂ A(a) F¶ A£c¯n\v ]Icw D]tbmKn¡p¶ BwKy`mj GXv?

11. cmXnbntem AXncmhntetbm Zqsc \n¶pff i_vZw hyIvXambn tIÄ¡p¶Xn\pw addv

kab§fnÂ hyIvXambn tIÄ¡mXncn¡p¶Xn\papff ImcWw F´mbncn¡pw?

a.]IÂ kab¯v hfscb[nIw i_vZ§Ä

tIÄ¡p¶XpsIm−v

b. aªv ImcWw

c. ]IÂ kab¯v shbnÂ DffXv ImcWw

d. `qKpcpXzw ImcWw

12. tkmkmaqSn (AS v) IÄ, \qev F¶nh D]tbmKn v Ffp¸w \nÀ½n¡mhp¶ Hcp kwKoX

D]IcWIfn¸m«w GXv?

a. Ce¯mfw

b. sN−

c. Hme¸oen

d. HmS¡pgÂ

13. i_vZaen\oIcW¯n\v DZmlcWambn Xmsg ImWp¶ GXv NnXw sXcsªSp¡mw?

14. Cu NnXw I−n«v Xmsg¯¶ncn¡p¶ ASn¡pdn¸pIfnÂ \n¶pw NnX¯n\v tNÀ¶ H¶v

sXcsªSp¡pI.

a. PetkmXkpIÄ aen\am¡cpXv

b. ssPhamen\yw ]pgbnÂ \nt£]n¡q

c. \½psS hoSv hr¯nbmbn kq£n¡pI

d. ^mIvSdnIfnÂ \n¶pff AhinjvS§Ä

]pgbnsemgp¡Ww.

15. Hcp SyqWnwKv t^mÀ¡ns\ Dt¯Pn¸n¡pt¼mÄ i_vZap−mIp¶Xn\v ImcWsa´v?

a. `qKpcpXzw

b. I¼\w

c. XzcWw

d. InWz\w

16. hnfhv IqSpXÂ e`n¡p¶Xn\mbn \n§fpsS \m«nse IÀjIÀ ‘F³tUmkÄ^m³’ t]mepff amcIamb

cmkIoS\min\nIÄ D]tbmKn¡p¶Xmbn I−mÂ Hcp imkvXhnZymÀ°nbmb \n§Ä F´v sN¿pw?

a. H¶pw sN¿nÃ

b. Ah D]tbmKnb¡p¶Xv aqew ]IrXn¡p−mhp¶

tZmjhi§sf¸ddn Ahsc ]dªv a\knem¡pw

c. t]meoknÂ hnhcadnbn¡pw

d. Ah Fsâ ho«nse hnfIÄ¡v IqSn ASn v

XcWsa¶v A`yÀ°n¡pw.

17. hÆmepIÄ cmXnbnÂ IrXyambn Blmcw Is−¯p¶Xv GXv ]Xn`mkw

D]tbmKn¨mbncn¡pw.?

a. i_vZXcwK§fpsS ]Xn]X\w

b. ImgvNiIvXn

c. NndInsâ CemkvXnIX

d. CcIfpsS KÔw Xncn¨dnªv

18. Xmsg X¶ncn¡p¶ \nÀÆN\§fnÂ BlmcirwJebv¡v tNcp¶tXXv?

a. \mw Ign¡p¶ Blmckm[\§fpsS iywJebmWv BlmcirwJe

b. `£n¡pIbpw, `£n¡s¸SpIbpw sN¿p¶Xv hgn

PohnIÄ X½nep−mIp¶ ]ckv]c_ÔamWv BlmcirwJe

c. Hcp Pohn Blcnbv¡p¶hbpsS ]«nIbmWv BlmcirwJe

d. Hcp Pohn asddmcp Pohnsb sIm¶v Xn¶p¶Xns\bmWv

BlmcirwJe F¶v ]dbp¶Xv

19. Xmsg X¶ncn¡p¶ kwKoXD]IcW§fnÂ I¼nhmZy¯n\v DZmlcWtaXv?

20. NohoSv i_vZap−m¡pt¼mÄ I¼\w sN¿n¡p¶ icoc`mKw GXmWv?

a. NndIv

b. hmbv

c. kz\X´p

d. aq¡v

21. B\s¡m¼n\v th−n B\Isf sIms¶mSp¡nbmÂ F´v kw`hn¡pw?

a. addm\IÄ ]XnImcw sN¿pw

b. ]Ww k¼mZn¡mw

c. BlmcirwJebpsS Xmfw sXddpw

d. B\s¡m¼v sIm−v at\mlcamb

inÂ¸§Ä D−m¡mw

22. I¼\w F¶mÂ F´v?

a. Hcp hkvXp ZrVamIp¶Xv

b. Hcp hkvXphnsâ At§m«pw Ct§m«papff

ZpXKXnbnepff Ne\w

c. Hcp hkvXphnsâ hr¯mIrXnbnepff Ne\w

d. Hcp hkvXphn\v Hcp kvYe¯v \n¶pw

asddmcp kvYet¯¡pff Ne\w

23. t\cnb kz\X´p DffhÀ¡v Bhr¯n ……………… i_vZap−mIpw.

a. IqSnb

b. Ipdª

c. anXamb

d. tIÄ¡m³ ]ddm¯

24. Hcp BhmkhyhkvYbnÂ DuÀPw Hcp tSm]nI Xe¯nÂ \n¶v ASp¯ tSm]nI Xe¯nte¡v

HgpIpt¼mÄ AXnsâ ….% amXta ASp¯ tSm]nI Xe¯nte¡v ]IÀ¶p

\ÂIp¶pffq.

a. 8%

b. 90%

c. 50%

d. 10%

25. Hcp h\¯nÂ ISphIÄ amXta amwkmlmcnIfmbn Dffq F¶v hnNmcn¡pI. h\¯nse

ISphIÄ s]s«¶v CÃmXmbmÂ F´v kw`hn¡pw?

a. addv PohnIÄ¡v kt´mjamIpw

b. kkymlmcnIfpsS F®w hÀ²n¡pI

hgn Bhmk hyhkvYbpsS Xpe\w \jvSs¸Spw.

c. Im«nÂ kam[m\ap−mIpw

d. sNSnIÄ Xg v hfcpw

26. hbÂ \nI¯p¶Xnsâ ^ew AÃm¯tXXv?

a. PetkmXkv \jvSs¸Sp¶p

b. Irjn kvYew \jvSs¸Sp¶p

c. a\pjysâ hnIk\w km[n¡p¶p.

d. Nne PohnIÄ¡v Blmcw \jvSs¸Sp¶p

27. Xmsg X¶ncn¡p¶hbnÂ Blmc irwJebÃm¯Xv GXv?

a.]pÃv, ]pÂ¨mSn, Xhf, ]m¼v, IgpI³

b.]pÃv, apbÂ, Ipdp¡³, knwlw

c. a\pjy³, B\, IpXnc, \mb

d.]pÃv, ]mWn, ]Ãn, ]q¨

28. BlmcirwJebnse BZys¯ I®ntbXv?

a. amwk`p¡pIÄ

b. kky`p¡pIÄ

c. lcnXkky§Ä

d. hnLmSIÀ

29. \nch[n BlmcirwJeIÄ IqSnt¨À¶mÂ D−mIp¶Xv GXv ?

a. BhmkhyhkvY

b. BlmcirwJem Pmew

c. Poh aWvUew

d. Bhmkw

30. hnLmSIÀ¡v DZmlcWamWv………..

a. ISph

b. lcnXkky§Ä

c. a®nse kq£vaPohnIÄ

d. IgpX¸pen

31. IpbnÂ ]mSp¶Xv AXnsâ GXv icoc`mKw D]tbmKn¨mWv ?

a. kz\X´p

b. NndIv

c. hmbv

d. \m¡v

32. kwkmctijnbnÃm¯hcpsS Bibhn\nab¯n\p]tbmKn¡p¶Xv GXv?

a. _bn³ en]n (BwKy`mj)

b. Np−pIfpsS Ne\w

c. kz\X´p

d. i_vZ]Xn]Z\w

33. a\pjyicoc¯nse Gddhpw sNdnb AkvYn GXv ?

a. ssIhncense AkvYn

b.]Ãv

c. kvtdd]nkv

d. XpSsbÃv

34. i_vZw …………… eqsS amXw k©cn¡nÃ.

a. Jcw

b. ZmhIw

c. hmXIw

d. iq\yX

35. ¹mkvddnIv Is−bv\dpIfnse kpc£nXaÃm¯ dossk¢nwKv \¼À Xmsg

sImSp¯ncn¡p¶XnÂ GXv?

a. 1

b. 2

c. 3

d. 4

36. ssPh hnLS\¯n\v hnt[bamIp¶ t]mfnadn\v ]dbp¶ t]cv GXmWv?

a. t]mfnhnss\Â t¢mssdUv

b. t]mfn FYnen³

c. _tbm t]mÄ

d. t]mfn hn\nenUn³ t¢mssdUv

37. ¹mkvddnIv amen\y§fpsS B[nIyw \nb´n¡p¶XnÂ \mw sN¿cpXm¯ ]hr¯n GXmWv?

a.]p\cp]tbmK km[yX At\zjn¡pI

b. t_m[hÂ¡cW ]hÀ¯\§Ä \S¯pI

c. D]tbmKw \nb´n¡pI

d. ASp¯ ]d¼nte¡v hens¨dnbpI.

38. a®nc It¼mkvddv \nÀ½mW¯nÂ ]ment¡− ssPhmhinjvS§fptSbpw NmWI¯ntâbpw

tXmXv ………… F¶ Ia¯nÂ Bbncn¡Ww.

a. 3:2

b. 5:1

c. 8:1

d. 2:3

39. Hcp kvtSmbpsS AK`mKw V BIrXnbnÂ apdn¡pI. apdn¨`mKw Np−nÂ h v DuXpI.

i_vZap−mIpt¼mÄ IXnI D]tbmKn v kvtSmbpsS \ofw Ipdbv¡pI. F´v kw`hn¡pw?

a. i_vZw CÃmXmIpw

b. i_vZ¯n\v hyXymkw hcp¶nÃ

c. i_vZw hyXymks¸Spw

d. izmkXSkw A\p`hs¸Spw

40. apdnhv Xp¶ns¡«m³ D]tbmKn¡p¶ \qev, Iym]vkqfpIÄ F¶nhbpsS \nÀ½mW¯n\v D]tbmKn¡p¶

t]mfnadmWv……………..

a.]n.hn.kn

b.]n.hn.kn.Un

c. _tbmt]mÄ

d. _nkv^nt\mÄ

APPENDIX III(B)

ACHIEVEMENT TEST (Draft) SCORING KEY

1 C 21 C

2 A 22 B

3 A 23 A

4 A 24 A

5 B 25 B

6 A 26 C

7 D 27 C

8 C 28 C

9 B 29 B

10 B 30 C

11 A 31 A

12 A 32 A

13 B 33 C

14 A 34 D

15 B 35 C

16 B 36 C

17 A 37 D

18 B 38 C

19 B 39 C

20 A 40 C

APPENDIX- III (C )

Difficulty index and Discriminating power of items in the Achievement Test.

Q.No. UL LL add DI substra DP selected 1 65 20 85 0.425 45 0.45 xxx 2 65 18 83 0.415 47 0.47 xxx 3 78 35 113 0.565 43 0.43 xxx 4 81 5 86 0.43 76 0.76 xxx 5 72 19 91 0.455 53 0.53 xxx 6 69 12 81 0.405 57 0.57 xxx 7 78 10 88 0.44 68 0.68 xxx 8 70 25 95 0.475 45 0.45 xxx 9 80 39 119 0.595 41 0.41 xxx 10 84 30 114 0.57 54 0.54 xxx 11 87 27 114 0.57 60 0.6 xxx 12 37 29 66 0.33 8 0.08 13 76 28 104 0.52 48 0.48 xxx 14 80 35 115 0.575 45 0.45 xxx 15 79 32 111 0.555 47 0.47 xxx 16 85 34 119 0.595 51 0.51 xxx 17 78 25 103 0.515 53 0.53 xxx 18 81 40 121 0.605 41 0.41 xxx 19 75 26 101 0.505 49 0.49 xxx 20 71 26 97 0.485 45 0.45 xxx 21 66 25 91 0.455 41 0.41 xxx 22 77 31 108 0.54 46 0.46 xxx 23 70 29 99 0.495 41 0.41 xxx 24 58 22 80 0.4 36 0.36 25 72 30 102 0.51 42 0.42 xxx 26 78 34 112 0.56 44 0.44 xxx 27 65 17 82 0.41 48 0.48 xxx 28 63 21 84 0.42 42 0.42 xxx 29 72 23 95 0.475 49 0.49 xxx 30 47 49 96 0.48 -2 -0.02 31 82 38 120 0.6 44 0.44 xxx 32 31 49 80 0.4 -18 -0.18 33 75 10 85 0.425 65 0.65 xxx 34 68 19 87 0.435 49 0.49 xxx 35 58 7 65 0.325 51 0.51 36 71 12 83 0.415 59 0.59 xxx 37 89 36 125 0.625 53 0.53 xxx 38 49 25 74 0.37 24 0.24 39 78 20 98 0.49 58 0.58 xxx 40 68 14 82 0.41 54 0.54 xxx

APPENDIX III (D)




(FINAL)




\nÀt±i§Ä





(Time: 45 minutes)

1. sN−, X_e XpS§nb kwKotXm]IcW§Ä Xmsg sImSp¯ncn¡p¶ GXv hn`mK¯nÂs¸Sp¶p?

a. kpjnchmZyw

b. I¼n hmZyw

c. XpIÂ hmZyw

d. L\ hmZyw


a. kkymlmcn

b. CeIÄ


d. Cc]nSnb³amÀ



a. hfam¡n amddmw




\nt£]n¡mw

4.







lcnXkky§Ä ?

amwkmlmcn animlmcn

hnLmSIÀ

5. \n§Ä hm§nb Pmansâ ¹mkvddnIv Im\nÂ tcJs¸Sp¯nb do ssk¢nwKv \¼À 6 BsW¦nÂ?






a. t\cnb kz\X´p










sN¿pI.

8. I¼\w aqew ……………………… D−mIp¶p.

a. ]Imiw

b. sshZyqXn

c. i_vZw

d. AWp¡Ä


a. \nimNcnIÄ

b. amwkmlmcnIÄ

c. kkymlmcnIÄ

d.]cmZ§Ä





tIÄ¡p¶XpsIm−v

b. aªv ImcWw


d. `qKpcpXzw ImcWw


D]IcWIfn¸m«w GXv?

a. Ce¯mfw

b. sN−

c. Hme¸oen

d. HmS¡pgÂ



sXcsªSp¡pI.





]pgbnsemgp¡Ww.


a. `qKpcpXzw

b. I¼\w

c. XzcWw

d. InWz\w



a. H¶pw sN¿nÃ









b. ImgvNiIvXn












a. NndIv

b. hmbv

c. kz\X´p

d. aq¡v


a. IqSnb

b. Ipdª

c. anXamb

d. tIÄ¡m³ ]ddm¯



a. i_vZw CÃmXmIpw
















25. Hcp BlmcirwJebnse BZys¯ I®ntbXv?

a. amwk`p¡pIÄ

b. kky`p¡pIÄ

c. lcnXkky§Ä

d. hnLmSIÀ

APPENDIX-III (E)




(FINAL)




Instructions Time: 45 minutes

First five minutes will be giving to you as the pool off time. Please read the

questions carefully. Choose the correct answer from the options given for each

questions and put a tick mark against it. Choose only one answer for the given

questions

1. The musical instruments like chenda,thabla etc belongs to which of the

following options given below?

a. Wind Instrument

b. String instrument

c. Drum Instrument

d. Pipe Instrument

2. Which is the missing part in the given food chain?

a. Herbivore

b. Leaves

c. Plants without chlorophyll

d. Predators

3. Choose the method which is more suitable to make use of the wastes in an effective

way?

a. Can make it as fertilizers

b. Can deposit in rivers

c. Can collect and accumulate in a place

d. Can put it in plastic kits and throw beside road side

4.

What you feel from the given figure

a. Do not cut the trees

b. The worker needs rest

c. We can make tables and chairs by cutting the trees

d. We will get the proper sunlight by cutting the trees

Green plants ?

Carnivore Omnivore Decomposers

5. You have bought a plastic can of jam. If it has marked on it the recycling number as 6,

What do you understood from that?

a. Can use whatever be the number

b. Will not use as its not safe for us

c. Will give it to my friend

d. Will use as it is safe

6. Why do women and children make high frequency sounds?

a. Due to narrow glottis

b. Due to hard glottis

c. Because they open the mouth slightly

d. They are used to it

7. What we should do for not increasing the plastic wastes in our home?

a. Throw the waste into neighbors’ compound

b. Throw it into the river

c. Burn them after use

d. Reduce the use or reuse the plastic materials

8. …………….. produced due to oscillation .

a. Light

b. Electricity

c. Sound

d. Atoms

9. Animals which eats other animals for food is collectively named as……….

a. Nocturnal

b. Carnivores

c. Herbivores

d. Parasites

10. Which is the sign language that is use dot denote letter ‘a’ in the sign language chart

(brail letter)

11. What is the reason for not hearing the sound clearly in the times except the night

and the early morning times?

a Lot of sounds during day time

b. Sue to snow

c. Due to sunlight during day time

d. Due to gravity

12. Choose a musical instrument toy which can easily be made using twines and soda bottle

lid

a. Ilathalam

b. Drum

c. Olappeeppe

d. Flute

13. Choose the picture which can be taken as an example for sound pollution?

14. Choose the one which is most suitable for the picture given below

a. Do not pollute water sources

b. Throw the domestic waste into the river

c. Keep your home clean

d. Dump the factory waste into the river

15. What is the reason for producing sound when a tuning fork gets

a. Gravity

b. Oscillation

c. Acceleration

d. Resonance

16. As a science student, what will you do if you see the farmers around your place make

use of dangerous pesticides like endosulfan

a. Do nothing

b. Make them aware about the bad effects to the

nature due to the use of chemical pesticides .

c. Inform the police

d. Request them to spray that pesticides to the

crops my compound also

17. By using which phenomenon given below, bats locate food at night?

a. Eco effect of sound waves

b. Eye sight

c. Elasticity of wigns

d. By recognizing the smell of the prey

18. From the definitions given below, choose the one best match to the term food

chain?

a. It is the chain of the food that we eat

b. It is interrelation between living beings which

are eating and being eaten

c. It is the list of food of an animal

d. Food chain is the act by which one animal kills

another for food.

19. Choose from the following an example to the string instrument?

.

20. By using which body part, crickets make sound?

a. Wings

b. Mouth

c. Epiglotis

d. Nose

21. People who posses slight epiglottis have ……….frequency sound

a. High

b. Low

c. Moderate

d. Unaudible

22. Cut the tip of a strow like V.Cut the tip again when making sound with the V shaped cut

using a scissor. What happened ?

a. sound decreased

b. no change in sound

c. change in sound

d. feel difficulty in respire

23. Imagine that in a forest, tigers are the only carnivores. What will happen if all of

them gets destroyed suddenly?

a. other animals make happy

b. the ecosystem lost its equilibrium due to the increase in the number of

herbivores

c. there exist peace in the forest

d. plants grow vigorously

24. which of the following is not afood chain?

a grass, grass hopper, frog, snake, vulture

b grass, rabbit, fox, lion

c. human, elephant, horce, dog

d grass, insect, lizard, cat

25. which is the first link in a food chain?

a. carnivore

b. herbivore

c. green plant

d. decomposers

APPENDIX III (F)



SCORING KEY OF ACHIEVEMENT TEST IN BASIC SCIENCE

Q.No. Answer

1 C

2 A

3 A

4 A

5 B

6 A

7 D

8 B

9 B

10 B

11 A

12 B

13 A

14 A

15 B

16 B

17 A

18 B

19 B

20 A

21 A

22 C

23 B

24 C

25 C

APPENDIX IV (A)

MAHATMA GANDHI UNIVERSITY SCHOOL OF PEDAGOGICAL SCIENCES

DRAWING SKILL TEST

(DRAFT FORM)

Dr. P.J. Jacob Manoj A.V. Professor Research Scholar School of Pedagogical Sciences School of Pedagogical Sciences Mahatma Gandhi University Mahatma Gandhi University Kottayam Kottayam

Name ………………..……..Age……Standard…………Division………

Name of School……………………………. Place ………………………

\nÀt±i§Ä

• X¶ncn¡p¶ tNmZy§Ä i²tbmsS hmbn¡pI. Hmtcm tNmZy¯n\pw A\phZn¡s¸« kab¯n\pffnÂ \nÀt±i§Ä¡\pkcn v sN¿pI.

• tNmZy¯ntem \nÀt±i¯ntem Fs´¦nepw kwibw tXm¶nbmÂ So¨tdmSv tNmZn v kwibw ZqcoIcn¡pI.

• NnX§Ä¡v \ndw sImSp¡m³ ItbmWpItfm Nmbs]³knepItfm D]tbmKn¡mhp¶XmWv.

1. Nph¸pw, \oebpw Iq«n tbmPn¸n¨mÂ In«p¶ \ndw GXv?

1. ]À¸nÄ 2. Hmd©v 3. _u¬ 2 Nph¸pw, aªbpw Iq«n tbmPn¸n¨mÂ In«p¶ \ndw GXv?

1. ]¨ 2. kzÀ®w 3. Hmd©v 3 \oebpw aªbpw Iq«n tbmPn¸n¨mÂ In«p¶ \ndw GXv?

1. ]¨ 2. Hmd©v 3. ]À¸nÄ 4 Idp¸pw shffbpw Iq«n tbmPn¸n¨mÂ In«p¶ \ndw GXv?

1. ]n¦v 2. Hmd©v 3. Nmc\ndw 5 Nph¸pw shffbpw Iq«n tbmPn¸n¨mÂ In«p¶ \ndw GXv?

1. ]n¦v 2. Nmc\ndw 3 ISpw Nph¸v

6 Xmsg X¶ncn¡p¶XnÂ NnXImc\Ãm¯Xv Bcv?

1. chnhÀ½ 2. Umhn³©n 3. \yq«¬ 7 Xmsg sImSp¯ncn¡p¶XnÂ Hcp Iemcq]w AÃm¯tXXv?

1.s]bnânwKv 2.inev]\nÀ½mWw 3.P\ddnwKv F³Pn\obdnwKv 8 FÃm kam´c tcJIfpw H¶n v tNcp¶Xmbn tXm¶p¶ NmIXe¯nse Hcp _nµphmWv…………..

1. Xntcm[m\ _nµp 2 ]cnt]jyw 3 angnXew

9 NnX¯nÂ Xnam\ kz`mhw hcp¯p¶Xn\v ASp¯pff hkvXp¡Ä hepXmbpw

AIsebpff hkvXp¡Ä sNdpXmbpw hcbv¡p¶ kt¦XamWv………….

1.GI_nµp ]cnt]jyw 2.ASp¡nhbv¡Â 3. BImi¡mgvN

10 Xmsg sImSp¯ncn¡p¶ NnX¯nÂ Xntcm[m\ _nµp (vanishing point )Is−¯n ASbmfs¸Sp¯pI.

11 Xmsg X¶ncn¡p¶ s^bnan\pffnse _nµphnt\bpw XncivNo\ tcJtbbpw

ASnkvYm\am¡n Hcp ]IrXn Zriyw hcbv¡pI.

12 Unssk\pIfpw, Ae¦mc§fpapff \mev hkvXp¡fpsS t]cv \n§fpsS

Npddp]mSpIfnÂ \n¶pw sXcsªSp¯v FgpXpI.

1.

2.

3.

4.

13 Hcp NnX¯nsâ cq]tcJbmWv Xmsg s^bnan\pffnÂ X¶n«pffXv. AXns\ IqSpXÂ

BIÀjIam¡p¶Xn\v \n§Ä¡v LS\bntem, ]tab¯ntem Iq«nt¨À¡epIÄ

hcp¯pItbm ]pXnb cq]§Ä Iq«nt¨À¯v amddw hcp¯pItbm Bhmw. amdd§Ä hcp¯n

\n§Ä hc¨ NnXw F´msW¶v Xmsg FgpXpI.

14 aq¶ptPmSn NnX§Ä Xmsg X¶n«p−v. Hmtcm tPmSntbbpw hyIvXambn \nco£n v Hmtcm

tPmSn NnX§fntebpw kmayhpw, hyXymkhpw Is−¯n AXmXv tImf¯nÂ FgpXpI.

15 Xmsg sImSp¯ncn¡p¶Xv hyXykvX§fmb PymanXobcq]§Ä AS§nb Hcp

PymanXobs¸«nbmWv. PymanXobs¸«nbnÂ \n¶pw Bhiyapff cq]§Ä sXcsªSp¯v

Iq«nt¨À¯v \ndw sImSp¯v AXnsâ Hcmibw DÄs¡mffp¶ NnXam¡n amddpI. Htc cq]w

Xs¶ DNnXw t]mse FXsb®w thWsa¦nepw D]tbmKn¡mw. ]camh[n cq]§Ä

DÄs¸Sp¯m³ ian¡pI.

16 Xmsg sImSp¯ncn¡p¶ IYmNpcp¡¯nse GsX¦nepw Hcp kµÀ`w

hniZam¡¯¡h®w Hcp NnXw hcbv¡pI. IYbnse GXv `mKamWv

NnXoIcn¨ncn¡p¶sX¶v hyIvXambn FgpXpI.

1. Babpw apbepw 2. apbensâ Al¦mcw 3.Basb shÃphnfnbv¡p¶p 4. Babpw

apbepwX½nÂ Hm«aXvkcw 5.ap¶nse¯nb apbÂ hnian¡p¶Xn\nSbnÂ Dd§nt¸mbn. 6.

Ba kmhImi¯nÂ hnPbw I−p-.

17 Xmsg X¶ncn¡p¶ ]pÂ¨mSnbpsS Afhn\v B\p]mXnIamb AfhnÂ s^bnan\pffnÂ

Xs¶ Hcp Xhf, Hcp ]m¼v, Hcp ]cp´v F¶nhsb hcbv¡pI. Btcm amÀ¡v ()

D]tbmKn v Ahsb X½nÂ _Ôn¸n¡pI.

18. X¶ncn¡p¶ cq]¯n\v \n§fpsS `mh\bv¡\pkcn¨pff amdd§fpw,

Iq«nt¨À¡epIfpw hcp¯n A©v kvsdd¸n\pffnÂ BZy cq]s¯ Hcp hyIvXamb

NnXam¡n amddpI.

19 hcIfpw, ASnkvYm\ PymanXob cq]§fpw D]tbmKn v \n§fpsS kvIqfntâbpw

AXS§p¶ ]cnkc¯ntâbpw Hcp am¸v X¿mdm¡pI.

20 ASnkvYm\ PymanXob cq]§Ä D]tbmKn v Xmsg X¶ncn¡p¶ Bib§sf

]Xn\n[oIcn¡phm³ Gddhpw efnXamb NnX§Ä D−m¡pI.

21. Kq¸v 1 Â ImWp¶ cq]§Ä AÂ¸sam¶v Xncn v sImSp¯ncn¡pIbmWv Kq¸v c−nÂ.

Kq¸v H¶nse cq]§Ä¡v kam\amb Kq¸v c−nse cq]§Ä sXcsªSp¡pI. Btcm

amÀ¡v D]tbmKn v tPmSnIsf IyXyam¡pI.

22. Xmsg X¶ncn¡p¶ NnXw 1 an\nddv \nco£n¨Xn\v tijw NnXw t\m¡msX sXm«Sp¯

s]«nbnÂ ]IÀ¯n hcbv¡pI.

23 CSXv s]«nbnÂ sImSp¯ncn¡p¶ NnXw In«Wsa¦nÂ heXv s]«nbnse GsXÃmw

cq]§ÄIq«n tNÀ¡Ww

24 ImÀUv t_mÀUv GXv coXnbnÂ aS¡nbmemWv Xmsg ImWn¨ncn¡p¶ kaNXpcs¸«n

D−m¡m³ km[n¡pI.

25 ac§Ä¡pw a\pjysct¸mse \S¡m\pw, HmSm\pw km[n¨mÂ F´v kw`hn¡pw, H¶v

`mh\bnÂ I−v t\m¡q. \n§fpsS `mh\sb at\mlcamb Hcp NnXam¡n Xmsg

hcbv¡pI.

APPENDIX IV (B)


DRAWING SKILL TEST

(FINAL)




\nÀt±i§Ä:

NnXcN\bpsS ASnkvYm\ ss\]pWnIfnÂ \n§Ä¡pff Adnhpw

]mtbmKnIXbpw ]cntim[n¡p¶Xn\pff Hcp sSkvddv BWv CXv. 15 tNmZy§Ä BWv

sSkvddnÂ DffXv. Hmtcm tNmZyhpw i²tbmsS hmbn¡pI. Hmtcm tNmZy¯ntâbpw

sXm«pXmsg ]XnIcWw tcJs¸Sp¯m³ Bhiyamb kvYew sImSp¯n«p−v. Hmtcm

tNmZy¯n\pw A\phZn¡s¸« kab¯n\pffnÂ X¶ncn¡p¶ \nÀt±i§Ä¡\pkcn v

]XnIcWw tcJs¸Sp¯pItbm hcbv¡pItbm sN¿pI. tNmZy¯ntem \nÀt±i¯ntem

Fs´¦nepw kwibw tXm¶nbmÂ So¨tdmSv tNmZn v kwibw ZqcoIcn¡pI. NnX§Ä¡v

\ndw sImSp¡m³ ItbmWpItfm Nmb s]³knepItfm D]tbmKn¡mhp¶XmWv.

Bhiyapffh:

F v. _n s]³knÂ, CtdkÀ, jmÀ¸WÀ, ItbmWpIÄ, Nmbs]³knepIÄ.

1. Unssk\pIfpw, Ae¦mc§fpapff \mev hkvXp¡fpsS t]cpIÄ \n§fpsS Npddp]mSnÂ \n¶pw

HmÀs¯Sp¯v FgpXpI. (1 an\n«v)

1.

2.

3.

4.

2 Xmsg sImSp¯ncn¡p¶ NnX¯nÂ Xntcm[m\ _nµp (vanishing point) Is−¯n

ASbmfs¸Sp¯pI. (1 an\n«v)

3 Xmsg X¶ncn¡p¶ s^bnan\pffnse _nµphnt\bpw, XncivNo\ tcJtbbpw ASnkvYm\am¡n Hcp

]IrXn Zriyw hcbv¡pI. (5 an\n«v)

4 Hcp NnX¯nsâ cq]tcJbmWv Xmsg s^bnan\pffnÂ sImSp¯n«pffXv. AXns\ IqSpXÂ

BIÀjIam¡p¶Xn\v \n§Ä¡v AXnsâ LS\bntem, ]tab¯ntem Iq«nt¨À¡epIÄ hcp¯mw.

]pXnb cq]§Ä tNÀ¯v amddw hcp¯mw. \n§Ä hc¨ NnX¯nsâ t]cv Xmsg FgpXpI. (5 an\n«v)

5 aq¶v tPmSn NnX§Ä X¶ncn¡p¶p. Hmtcm tPmSnbntebpw kmayhpw, hyXymkhpw Is−¯pI.

t\scbpff ]«nIbnÂ FgpXpI. (3 an\n«v)

6 Xmsg sImSp¯ncn¡p¶Xv hyXykvX§fmb PymanXob cq]§Ä AS§nb Hcp PymanXobs¸«nbmWv.

PymanXobs¸«nbnÂ \n¶pw Bhiyapff cq]§Ä sXcsªSp¯v , Iq«nt¨À¯v, \ndw sImSp¯v Hcp

NnXw hcbv¡pI. (Htc cq]w Xs¶ FXsb®w thWsa¦nepw D]tbmKn¡mw. (5 an\n«v)

7 Xmsg sImSp¯ncn¡p¶ IYmNpcp¡¯nse GsX¦nepw Hcp kµÀ`w hniZam¡p¶ Hcp NnXw

hcbv¡pI (3 an\n«v)

IYm Npcp¡w.

1. Babpw apbepw Im«nÂ 2. apben\v Hm«¡mc\msW¶ Al¦mcw 3. Babpw apbepw-

Hm«aÂkcw 4. apbÂ Dd§nt¸mbn. 5. Ba kmh[m\w hnPb¯nse¯n.

8 Xmsg X¶ncn¡p¶ ]pÂ¨mSnbpsS Afhn\v B\p]mXnIamb AfhnÂ s^bnan\pffnÂ¯s¶

Hcp Xhf, Hcp ]m¼v , Hcp ]cp´v F¶nhsb hcbv¡pI. Btcm amÀ¡v D]tbmKn v Ahsb X½nÂ

_Ôn¸n¡pI. (2 an\n«v)

9 X¶ncn¡p¶ cq]¯n\v \n§fpsS `mh\bv¡v A\pkcn¨pff amdd§fpw, Iq«nt¨À¡epIfpw

hcp¯n A©v kvsdd¸n\pffnÂ BZy cq]s¯ hyIvXamb Hcp NnXam¡n amddpI. (4 an\n«v)

10 hcIfpw, ASnkvYm\ PymanXob cq]§fpw D]tbmKn v \n§fpsS kvIqfntâbpw AXS§p¶

]cnkc¯ntâbpw Hcp am¸v X¿mdm¡pI. (4 an\n«v)


]Xn\n[oIcn¡phm³ Gddhpw efnXamb NnX§Ä D−m¡pI. (4 an\n«v)

12 Kq¸v H¶nÂ ImWp¶ cq]§ÄXs¶ AÂ¸sam¶v Xncn v sImSp¯ncn¡pIbmWv Kq¸v c−nÂ.

Kq¸v H¶nse cq]§Ä¡v kam\amb Kq¸v c−nse cq]§Ä sXcsªSp¡pI. BtcmamÀ¡v

D]tbmKn v tPmSnIsf IrXyam¡pI. (4 an\n«v)

13 Xmsg X¶ncn¡p¶ NnXw 1 an\n«v \nco£n¨Xn\v tijw, NnXw t\m¡msX sXm«Sp¯ s]«nbnÂ

]IÀ¯n hcbv¡pI. (5 an\n«v)

14 CSXv s]«nbnÂ sImSp¯ncn¡p¶ NnXw In«Wsa¦nÂ heXv s]«nbnse GsXÃmw cq]§Ä

Iq«nt¨À¡Ww (2 an\n«v)

15 B\bv¡v NndIv h¨mÂ F´v kw`hn¡pw? H¶v `mh\bnÂ I−v t\m¡q.\n§fpsS `mh\sb

at\mlcamb Hcp NnXambn Xmsg hcbv¡q.(10 an\n«v)

APPENDIX IV (C)


DRAWING SKILL TEST

(FINAL)




Instructions:-

It is a test to assess your skills in drawing. The test contains15

items. Read each item carefully. Enough space is provided for the

drawing activity. Draw or mark your response according to the

instructions. If you feel any difficulty in questions or instructions clarify it

with the help of the teacher. Use crayons or colour pencils to colour the

pictures.

Materials needed.

HB pencil, eraser, sharpener, crayons and colour pencils.

1. List five places / objects / materials in your surroundings (home,

school) where you may see good designs (1 minute)

1.

2.

3.

4.

2. Find out the vanishing point in the given picture and mark it (1 minute)

3. Based on the eye level line and vanishing point in the box, draw

scenery. (5 minutes)

4. Here give a picture with a fixed orientation and theme. You could

redesign the given picture/ diagram /drawing to make it more

visually appealing .you could add or remove objects /shapes from

the given drawing to modify /rectify your theme. What shapes

would you pick to draw? Why? Would be the example of changes

you would make?

(5 minutes)

3. There are three pairs of pictures in front of you. Study each pair and

then write how the two pictures are similar and different .go beyond

subject matter and think in terms of shape, size, colour, texture, line

quality ( 3 minutes)

6. Here you are provided with a geobox , with a lot of basic geometric forms within .you could make a picture of an animal/

bird /flower /any concept by combining the geometrical forms.

(5 minutes)

7. You could make a picture to express /communicate the idea or concept given in the following box. (3 minutes)

Story line.

1. Hare and tortoise 2. Hare is so proud about himself as the speediest

animal in the forest 3. Race between hare and tortoise. 4. hare slept

during race 5. tortoise wins the race.

8. Draw the pictures of a frog, a snake, and an eagle in relation to the size of the grasshopper given. Connect them by draw arrow

marks based on any criteria to relate them.

(2 minutes)

9. Transform the given picture by adding pattern and by varying its basic

shape within five steps (4 minutes)

10. Draw the map of your school compound (4 minutes)

11. Make a symbol/ picture to convey the concepts given below (4

minutes)

12. The shapes in group 1 and group 2 are identical, although some

of them may be rotated which shapes in group 2 corresponds to the

shapes in group 1. (4 minutes)

13. Observe the drawing below for approximately 2 minutes, and then try

to reproduce it (5 minutes)

14. which group of shapes can be assembled to make the shape

shown

(2 minutes)

15. Imagine what happened if ‘all elephants got wings’. Draw a picture on

your imagination (10 minutes)

APPENDIX IV (D)



DRAWING SKILL TEST SCORING INDICATOR

Q. No.

SCORING CRITERIA SCORE

1 \mev hkvXp¡Ä enkvddv sNbvXn«p−v ½ X 4 2

2 Xntcm[m\ _nµp Is−¯n tcJs¸Sp¯nbn«p−v 1 X 1 1

3 a. NIhmftcJbpw, tIµ_nµphpw B[mcam¡nbn«p−v.

b. ]cnt]£y X¯zw D]tbmKn v NnX¯n\v Xnam\ kz`mhw

hcp¯nbn«p−v

1 X 2 2

4 a. kÀ¤]camb Iq«nt¨À¡Â \S¯nbn«p−v.

b. PymanXob cq]§Ä D]tbmKn¨n«p−v.

c.]tab¯nepw, LS\bnepw hyIvXamb amdd§Ä hcp¯m³

km[n¨n«p−v.

1 X 3 3

5 a. \nco£W]mShw D−v.

b. cq]w, \ndw apXemb KpW§Ä/]tXyIXIÄ

Xncn¨dnbp¶XnÂ kq£vaXbp−v.

c. hniIe\ tijnbp−v.

1 X 3 3

6 a. hc¨ NnX¯n\v ]qÀ®Xbp−v.

b. PymanXob cq]§fpsS IrXyamb sXcsªSp¡Â

\S¯nbn«p−v.

c. sXcsªSp¯ NnX§sf IrXyamb A\p]mX¯nÂ Iq«n

tNÀ¯n«p−v.

1 X 3 3

7 a. NnX¯nÂ PymanXob cq]§fpsS D]tbmKw D−v.

b.IYbnse Hcp kµÀ`t¯bpw, Bibt¯bpw hyIvXambn

hniZoIcn¡p¶p−v.

c. IYm kµÀ`¯n\v A\ptbmPyamb coXnbnÂ addp

IYm]mX§tfm, ]ivNm¯etam, kqN\Itfm

Iq«nt¨À¯n«p−v.

1 X 3 3

8 a. PohnIfpsS NnXoIcW¯nÂ B\p]mXnIamb

hen¸hyXymkap−v 1 X 3 3

b. PohnIfpsS NnXoIcW¯nÂ bYmÀ°Xbpw, kq£vaXbpw

]peÀ¯nbn«p−v.

c. PohnIsf X½nÂ bpIvXn]cambpw, Bib]cambpw

_Ôs¸Sp¯nbncn¡p¶p.

9 a. ]cnjvIcW¯nse IrXyX, kÀ¤mXvaIX F¶nhbp−v

b. BZy cq]¯nÂ \n¶v Ahkm\ NnX¯nte¡v

Iam\pKXamb amddhpw ]ptcmKa\hpw D−v.

c. BZy cq]hpw Ahkm\ NnXhpw X½nÂ Bib]cambpw,

LS\m]cambpw hyIvXambn hyXymks¸«ncn¡p¶p.

1 X 3 3

10 a. Ip«nbpsS am\knIam¸n\v IrXrXbp−v.

b. NnX¯nÂ kaqeambn A\p]mXhpw, Afhpw

D]tbmKn¨n«p−v.

c. kvIqfnt\bpw ]cnkcs¯ hkvXp¡tfbpw

]Xn\n[oIcn¡m³ D]tbmKn¨ cq]§Ä/ _nw_§Ä

IrXyamWv.

d. _rl¯mb Bibs¯ kw£n]vXam¡n hcbv¡m³

Ip«n¡v Ignhp−v.

e. NnX¯nÂ Bhiyamb kqNnIIfpw,

ASbmfs¸Sp¯epIfpw D]tbmKn¨n«p−v.

1 X 5 5

11 a. sImSp¯ncn¡p¶ Bib§sf ]qÀ®ambn

]Xn\n[oIcn¡p¶p−v.

b. NnXoIcW¯n\v D]tbmKn¨ncn¡p¶ _nw_§Ä¡v

emfnXyhpw IrXyXbpw D−v.

c. NnX§fpsS \nÀ½mW¯nÂ PymanXob cq]§Ä

_p²n]cambn D]tbmKn¨n«p−v.

1 X 3 3

12 a. Ip«nbv¡v hniIe\ tijnbp−v.

b. Hcp hkvXphns\ hyXykvXamb tImWpIfnÂ \n¶v

t\m¡nbmÂ B hkvXphnsâ ImgvNbpw

hyXykvXambncn¡pw F¶ [mcW Ip«nbv¡p−v.

c. H¶mw Kq¸nse hkvXp¡fpsS IrXyamb tPmSn c−mw Kq¸v

NnX§fnÂ \n¶pw sXcsªSp¡m³ Ip«nbv¡v km[n¨p.

1 X 3

3

13 a. Ip«nbv¡v \nco£W¯nepw HmÀs¯Sp¡enepw

IrXyXbp−v.

b. ]IÀ¯n hc¨t¸mÄ ]kIvX`mK§Ä DÄs¸Sp¯m³

Ip«nbv¡v km[n¨n«p−v.

1 X 4 4

c. ]IÀ¯n hc¨t¸mÄ ]kIvX`mK§Ä hn«pt]mbn«nÃ.

c. ]IÀ¯n hc¨t¸mÄ NnX¯nse `mK§Ä X½nepff

A\p]mXw \jvSs¸«n«nÃ.

14 a. Hcp s]mXphmb cq]¯ns\ AXnsâ LSIcq]§fmbn

Nn´n¡m\pff Ignhv Ip«nbv¡p−v.

b. X¶ncn¡p¶ NnX¯nsâ LSIcq]§sf IrXyambn

sXcsªSp¡m³ Ip«n¡v km[n¨p.

1 X 2 2

15 a. NnXw hcbnÂ ASnkvYm\ PymanXob cq]§Ä

_p²n]cambn D]tbmKn¨n«p−v.

b. NnXw hcbpsS ASnkvYm\ LSI§fpw, X¯z§fpw

D]tbmKn¨n«p−v.

c. Ip«nbpsS `mh\mtijnbv¡v Bghpw imkvXobXbpap−v.

d. Ip«nbv¡v hyXncnIvXambn Nn´n¡m\pff Ignhp−v.

e. X¶ncn¡p¶ ]tab¯nsâ/Bib¯nsâ hniZmwi§Ä

NnX¯nÂ DÄs¸Sp¯m³ Ip«nbv¡v km[n¨n«p−v.

f. X¶ncn¡p¶ Bibs¯ at\mlcamb coXnbnÂ NnXw

hn\nabw sN¿p¶p.

g. NnX¯n\v sImSp¯ncn¡p¶ \ndw at\mlchpw

IrXyhpamWv.

h. ]tab¯nsâ ]qÀ®Xbv¡mbn ]ivNm¯ ehpw, IqSpXÂ

hkvXp¡fpw, IYm]mX§fpw DÄs¸Sp¯nbn«p−v.

i. NnX¯n\v Xnam\ kz`mhw D−v.

j. NnXoIcW¯nÂ bYmÀ°Xbpw kq£vaXbpw

]peÀ¯nbn«p−v

1X 10 10

APPENDIX V (A)


DRAWING ATTITUDE SCALE

(DRAFT FORM)

Dr. P.J. Jacob Manoj A.V. Professor Research Scholar School of Pedagogical Sciences School of Pedagogical Sciences Mahatma Gandhi University Mahatma Gandhi University AND Kottayam Kottayam



\nÀt±i§Ä --

Xmsg X¶ncn¡p¶ Hmtcm ]kvXmh\bptSbpw t\sc aq¶v apJ§Ä sImSp¯n«p−v ]p©ncn¡p¶ apJw A\pIqe at\m`mht¯bpw, hnjmZapJw ]XnIqe at\m`mht¯bpw, \nÀÆnImc apJw ]tXyI at\m`mhanÃmbvatbbpw ]Xn\n[oIcn¡p¶p. X¶ncn¡p¶ Hmtcm ]kvXmh\bpw ki²w hmbn v, ]kvXmh\tbmSv tbmPn¡p¶psh¦nÂ ]p©ncn¡p¶ apJhpw, tbmPn¡p¶nÃ F¦nÂ hnjmZapJhpw, ]tXyIambn Hcp at\m`mhhpw tXm¶p¶nsÃ¦nÂ \nÀÆnImc apJhpw XncsªSp¡pI.

No Statements Agree Dis

agree

Un decided

1. \½psS kaql¯nÂ At\Iw _nw_§fpw ASbmf§fpw D]tbmKnbv¡p¶p.

2. NnXwhc shdptX kabw Ifbp¶ HtcÀ¸mSmWv.

3. F\nbv¡v NnXw hcbv¡m³ CjvSamWv.

4. CXphsc NnXw hcbv¡m¯ Hcp Ip«nbmWv Rm³.

5. Hcp NnXw Bib§sf hfsc efnXambn BhnjvIcn¡p¶p.

6. imkvX]T\¯nÂ NnXw hcbv¡p¶Xv, ssIIÄ¡pw Xebv¡pw shdpsX k½À±w sImSp¡m³ amXta D]Icn¡q.

7. ¢mknÂ Hmtcm Ip«nbv¡pw AhchcpsS NnXw hc _p¡v thWw.

8. P\nbv¡pt¼mÄ apXÂ Hcp Ip«n Ahsâ/AhfpsS hnNmc§sf ]ISn¸n¡m³ XpS§p¶p.

9. NnXw hc¨mÂ So¨À hg¡v ]dbpw.

10. apXnÀ¶hcpsS klmbanÃmsX Ip«nIfnÂ NnXw hcbv¡m\pff Ignhv hnIkn¡nÃ.

11. ayqknb§fnepw ]ZÀi\ imeIfnepw ImWp¶Xns\ amXamWv NnXw hc F¶v ]dbp¶Xv.

12. NnXw hc Hcp hnt\mtZm]m[nbmWv.

13. FÃm Ip«nIÄ¡pw NnXw hcbv¡m³ km[nbv¡nÃ.

14. FÃm Ip«nIÄ¡pw NnXw hcbv¡m³ XmÂ¸cyamWv.

11. ayqknb§fnepw ]ZÀi\ imeIfnepw ImWp¶Xns\ amXamWv NnXw hc F¶v ]dbp¶Xv.

12. NnXw hc Hcp hnt\mtZm]m[nbmWv.



15. NnXw hc Nnt´m±o]Iamb Hcp ]T\ coXnbmWv.

16. \nXy PohnX¯nÂ \mw [mcmfw NnX§Ä D]tbmKnbv¡p¶p.

17. H¶ns\¸ddnbpff am\knI _nw_§fpsS ZriymhnjvImcamWv NnXw.

18. BXvamhnjvImcw, kÀ¤]cX F¶nh ]Tn¸n¡p¶Xn\pff Hcp hgnbmWv NnXwhc.

19. NnXw hcbv¡pt¼mÄ Fsâ ANvO\pw, A½bpw t]mXvkml\w Xcmdp−v.

20. ASnkvYm\ imkvX]mT ]pkvXI¯nÂ NnX§fpsS BhiytabnÃ.

21. NnXw hcbv¡p¶Xv addv ]mTyhnjb§fnepw F\nbv¡v ]tbmP\w sN¿mdp−v.

22. ]mT]pkvXI¯nse NnX§Ä, t\m¡n ]Tnbv¡m\pff Imcy§Ä s]s«¶v a\knem¡m³ ]ddpw.

23. ]£nItfbpw arK§tfbpw hcbv¡m³ F\nbv¡njvSamWv.

24. NnXw hcbv¡pt¼mÄ ANvO\pw, A½bpw hg¡v ]dbpw.

25. ]mT`mK§sf kw_Ôn¨pff NnX§Ä Rm³ hcbv¡mdp−v.

15. NnXw hc Nnt´m±o]Iamb Hcp ]T\ coXnbmWv.

16. \nXy PohnX¯nÂ \mw [mcmfw NnX§Ä D]tbmKnbv¡p¶p.

17. H¶ns\¸ddnbpff am\knI _nw_§fpsS ZriymhnjvImcamWv NnXw.

18. BXvamhnjvImcw, kÀ¤]cX F¶nh ]Tn¸n¡p¶Xn\pff Hcp hgnbmWv NnXwhc.

19. NnXw hcbv¡pt¼mÄ Fsâ ANvO\pw, A½bpw t]mXvkml\w Xcmdp−v.

20. ASnkvYm\ imkvX]mT ]pkvXI¯nÂ NnX§fpsS BhiytabnÃ.

21. NnXw hcbv¡p¶Xv addv ]mTyhnjb§fnepw F\nbv¡v ]tbmP\w sN¿mdp−v.

22. ]mT]pkvXI¯nse NnX§Ä, t\m¡n ]Tnbv¡m\pff Imcy§Ä s]s«¶v a\knem¡m³ ]ddpw.

23. ]£nItfbpw arK§tfbpw hcbv¡m³ F\nbv¡njvSamWv.

24. NnXw hcbv¡pt¼mÄ ANvO\pw, A½bpw hg¡v ]dbpw.

25. ]mT`mK§sf kw_Ôn¨pff NnX§Ä Rm³ hcbv¡mdp−v.

26. R§fpsS kb³kv So¨À ]Tn¸n¡pt¼mÄ NnX§Ä D]tbmKn¡mdnÃ.


28. \nc´cw hc¨psIm−ncn¡pI F¶XmWv NnXw hc ]Tnbv¡m\pff Ffp¸ hgn.

29. NnXw hcbv¡m³ AdnbnÃm¯ Hcp Ip«nbmWv Rm³.

30. hc¨ NnX§Ä¡v \ndw sImSp¡p¶Xv F\n¡njvSamWv.

31. F\nbv¡v NnX§Ä tiJcn¡p¶ ioeap−v.

32. F\nbv¡v NnXw hcbv¡m³ IgnhnÃ.

33. NnX§fneqsS IYbpw, Bib§fpw AhXcn¸n¡p¶Xv sIm−mWv Rm³ NnXIYIfpw, tImanIvkpIfpw CjvSs¸Sp¶Xv.


35. NnXw hcbv¡pt¼mÄ F\nbv¡v kt´mjw tXm¶mdp−v.

36. addpffhsc Rm³ NnXw hcbv¡m³ ]Tn¸n¡mdp−v.

37. ASnkvYm\ imkvX¯nse ]mT`mK§Ä ImWm]mTw ]Tnbv¡p¶XmWv \ÃXv.

38. ]Tn¨ Imcy§Ä HmÀ½bnÂ \nÂ¡m³ ]mT]pkvXI¯nse NnX§Ä Gsd klmbn¡p¶p.

39. NnXw hcbv¡p¶Xn\v R§fpsS So¨À klmbn¡mdp−v.

40. \¶mbn NnXw hcbv¡m³ ]ddpw F¶ BXvahnizmkw F\nbv¡nÃ.

41. Rm³ hc¨ NX§tf¸ddn addpffhÀ \ÃXv ]dbp¶Xv F\nbv¡v ho−pw NnXw hcbv¡m³ ]tNmZ\amImdp−v.

42. Bibhn\nab¯n\pff D]m[nbmWv NnXw.

43. Rm³ Hcp hkvXphnsâ NnXw hc¨mÂ NnX¯n\v hkvXphpambn kmayw tXm¶mdnÃ.

44 Fsâ ¢mknÂ \¶mbn NnXw hcbv¡p¶hcnÂ HcmfmWv Rm³.

45 Sn.hn bnse ImÀ«qWpIfpw, tImanIvkpIfpw NnXw hcbnÂ Fs¶ klmbn¡mdp−v.

46 NnXw hcbv¡m\njvSansÃ¦nepw, \Ã NnX§Ä ImWp¶Xv F\n¡njvSamWv

47 Rm³ hc¨ NnX§sf¸ddn addpffhÀ \ÃXv ]dbp¶Xv F\n¡njvSamWv.

48 Rm³ NnXw hcbv¡pt¼mÄ Iq«pImÀ Ifnbm¡pw.

49 Iq«pImtcmsSm¸w ¢mkv apdnbnencp¶v NnXw hcbv¡p¶Xv F\nbv¡v kt´mjw Xcmdp−v.

50 Rm³ hc¨ NnX§Ä F\nbv¡v Xs¶ CjvSanÃ.

APPENDIX V (B)

DRAWING ATTITUDE SCALE – SCORING KEY (DRAFT FORM)

No Agree Dis

agree

Un decided

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44

45

46

47

48

49

50

APPENDIX-V (C )

‘t’values of Drawing Attitude Scale.

Q.

No. t- Value

Nature of

Question Remarks Q No t- value

Nature of

Question Remarks

1

2.9267182

Positive selected 26

-4.902012

Negative *Selected

2 3.5599367

Negative *Selected 27

3.547246

negative *Selected

3 3.1063771

Positive *Selected 28

6.5520381

Positive *Selected

4 2.9077657

Negative selected 29

-5.287238

Negative *Selected

5 3.2401786


-4.545452

positive *Selected

6 5.0440662

negative *Selected 31

2.7097437

Positive Selected

7 6.4605303


-1.42154

Negative Rejected

8 2.9918392

Positive selected 33

-1.912514

positive Rejected

9 3.9947114


3.4523911

Positive *Selected

10 2.6818733

Positive Selected 35

-2.612317

positive Selected

11 -1.510768

Negative Rejected 36

5.6197249

Positive *Selected

12 -0.623885

positive Rejected 37

2.9309445

negative Selected

13 0.8390242

negative Rejected 38

-6.915119

positive *Selected

14 4.9994958


-4.960227

positive *Selected

15 -8.151813

positive Rejected 40

-7.303792

Negative *Selected

16 -2.828172

positive Selected 41

-5.115785

positive *Selected

17 2.9045691

Positive Selected 42

-4.902012

positive *Selected

18 -2.621965

positive Selected 43

-7.267918

Negative *Selected

19 6.2990745


-4.902012

positive *Selected

20 5.9111062


-1.982302

Negative Rejected

21 2.5176802

Positive Rejected 46

-1.946029

Negative Rejected

22 5.9249913


7.8045343

Positive *Selected

23 0.4899969

Positive Rejected 48

-5.925648

Negative *Selected

24 6.8047807


-4.242297

positive *Selected

25 -5.444173

positive *Selected 50

-7.292155

Negative *Selected

APPENDIX-V (D)


DRAWING ATTITUDE SCALE.

(FINAL)




(Time- 45 minutes)

\nÀt±i§Ä --

Xmsg X¶ncn¡p¶ Hmtcm ]kvXmh\bptSbpw t\sc aq¶v apJ§Ä sImSp¯n«p−v . ]p©ncn¡p¶ apJw A\pIqe at\m`mht¯bpw, hnjmZapJw ]XnIqe at\m`mht¯bpw, \nÀÆnImc apJw ]tXyI at\m`mhanÃmbvatbbpw ]Xn\n[oIcn¡p¶p. X¶ncn¡p¶ Hmtcm ]kvXmh\bpw ki²w hmbn v, ]kvXmh\tbmSv tbmPn¡p¶psh¦nÂ ]p©ncn¡p¶ apJhpw, tbmPn¡p¶nÃ F¦nÂ hnjmZapJhpw, ]tXyIambn Hcp at\m`mhhpw tXm¶p¶nsÃ¦nÂ \nÀÆnImc apJhpw XncsªSp¡pI.

General Statements. Agree Dis agree

Un decide d

1. Hcp NnXw Bib§sf hfsc efnXambn BhnjvIcn¡p¶p.

2. NnXwhc shdptX kabw Ifbp¶ HtcÀ¸mSmWv.


4. \nc´cw hc¨psIm−ncn¡pI F¶XmWv NnXw hc ]Tnbv¡m\pff Ffp¸ hgn.

5. NnXw hc F¶mÂ ssI¡pw, Imen\pw shdpsX k½À±w sImSp¡p¶ Hcp kabw t]m¡mWv.


7. imkvX ]mT]pkvXI¯nÂ NnX§fpsS BhiytabnÃ

8. ]Tn¨ Imcy§Ä HmÀ½bnÂ \nÂ¡m³ ]mT]pkvXI¯nse NnX§Ä Gsd klmbn¡p¶p.

9. FÃm Ip«nIÄ¡pw NnXw hcbv¡m³ km[n¡nÃ

10. Bib hn\nab¯n\pff D]m[nbmWv NnXw.

Personal Statements. Age Dis agree

Un Decide

d

11 F\nbv¡v NnXw hcbv¡m³ CjvSamWv.

12 NnXw hc¨mÂ So¨À hg¡v ]dbpw.

13 Rm³ ho«nÂ h v NnXw hcbv¡mdp−v.

14 NnXw hc¨mÂ ANvO\pw A½bpw hg¡v ]dbpw

15 NnXw hcbv¡pt¼mÄ Fsâ ANvO\pw A½bpw t]mXvkml\w Xcmdp−v.

16 R§fpsS So¨À kb³kv ]Tn¸n¡pt¼mÄ NnX§Ä D]tbmKn¡mdnÃ.

17 ]mT]pkvXI¯nse NnX§Ä t\m¡nbmÂ ]Tnbv¡m\pff Imcy§Ä F\nbv¡v s]s«¶v a\knemIpw.

18 ]mT`mK¯nse NnX§Ä Rm³ hc v t\m¡mdp−v

19 NnXw hcbv¡m³ AdnbnÃm¯ Hcp Ip«nbmWv Rm³

20 hc¨ NnX§Ä¡v \ndw sImSp¡p¶Xv F\n¡njvSamWv.

21 \¶mbn NnXw hcbv¡m³ ]ddpw F¶ BXvahnizmkw F\nbv¡nÃ.

22 addpffhsc Rm³ NnXw hcbv¡m³ ]Tn¸n¡mdp−v

23 NnXw hcbv¡p¶Xn\v So¨À R§sf klmbn¡mdp−v.

24 Rm³ Hcp hkvXphnsâ NnXw hc¨mÂ NnX¯n\v hkvXphpambn kmayw tXm¶mdnÃ.

25 Rm³ hc¨ NnX§sf¸ddn addpffhÀ \ÃXv ]dbp¶Xv ho−pw NnXw hcbv¡m³ F\nbv¡v ]tNmZ\amImdp−v.

26 Rm³ NnXw hcbv¡pt¼mÄ Iq«pImÀ Ifnbm¡pw.

27 Fsâ ¢mknÂ \¶mbn NnXw hcbv¡p¶hcnÂ HcmfmWv Rm³.

28 Rm³ hc¨ NnX§Ä F\nbv¡v Xs¶ CjvSanÃ.

29 Rm³ hc¨ NnX§sf¸ddn So¨À \ÃXv ]dbp¶Xv F\n¡njvSamWv.

30 Iq«pImtcmsSm¸w ¢mkv apdnbnencp¶v NnXw hcbv¡p¶Xv F\nbv¡v kt´mjw Xcmdp−v.

APPENDIX-V (E)


DRAWING ATTITUDE SCALE.

(FINAL)




(Time- 45 minutes)

Instructions

You are presented with answer sheets with rows of three faces, one happy, one sad, and one neutral. Some statements are given. Indicate how much you agree with each statement by encircle one face in response to each statement. You should circle the happy face if the statement makes you feel good, the sad face if the statement makes you feel bad, and the neutral face if the statement produces no emotional response. After reading each statement makes your response with these faces in the appropriate places. Please try to give the first response that comes to your mind after reading each statement

General Statements. Agree Dis agree

Un decided

1. Pictures, illustrations, diagrams cartoons etc. are visualize and simplify facts and ideas.

2. Drawing is a waste of time

3. All children like to draw pictures

4. Practice is the only way to learn drawing

5. Drawing in science is merely an activity for giving strain to hands and brain

6. Children should have their own drawing books

7. There is no need for pictures in science textbooks

8. Pictures in the text books help children to remember things they learn

9. Every children cannot not draw pictures

10. Pictures are the means of communication

Personal Statements. Agree Dis

agree

Un Decided

11 I like to draw pictures

12 Teacher will scold if we draw pictures

13 I draw pictures at home

14 Parents will scold me if I draw pictures

15 My parents support me while drawing pictures

16 Our science teacher do not draw pictures while teaching

17 Pictures in the textbooks help me to learn lessons

18 I draw the pictures of textbooks

19 I don’t know how to draw pictures

20 I like to colur the pictures I draw

21 I have no confidence that I can draw good pictures

22 I teach others to draw pictures

23 Teacher helps us to draw pictures

24 My pictures have no similarity with the original object

25 When others praise my pictures I get motivated to draw more

26 Friends tease me while I draw pictures

27 I am one among those who draw good pictures in my class

28 Even I don’t like the pictures I draw

29 I get motivated when the teacher say good about my pictures

30 It is a pleasing experience to draw pictures in the classroom with my friends

APPENDIX- V (F)

DRAWING ATTITUDE SCALE -SCORING KEY.

(One score for each correct response)

No. Personal Statements.

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

No. General Statements.

1

2

3

4

5

6

7

8

9

10

APPENDIX-VI (A)


DRAWING INTEREST INVENTORY

(DRAFT FORM)




( Time : 45 minutes)

\nÀt±i§Ä

Hmtcm tNmZy¯n\pw Xmsg X¶ncn¡p¶ aq¶v NnX§fnÂ \n§Ät¡ähpw icnsb¶v tXm¶p¶ Hsc®w sXcsªSp¡pI. sXcsªSp¯ NnX¯nsâ Xmsg CSt¯ tImWnÂ X¶ncn¡p¶ sNdnb hr¯w ]qÀ®ambpw s]³kntem, ItbmtWm D]tbmKn v \ndw sImSp¡pI/Idp¸n¡pI. AXn\v tNÀ¶v sImSp¯ncn¡p¶ kvYe¯v \n§Ä F´psIm−v B NnXw sXcsªSp¯p F¶v hfsc Npcp¡¯nÂ FgpXpI. (Bhiysa¦nÂ amXw)

1. Xmsg sImSp¯ncn¡p¶ apJ§fnÂ ]p©ncn¡p¶ apJtaXv?

A B C

2. \n§Ä¡v Gddhpw CjvSs¸« hnt\mZw?

A B C

3. Xmsg sImSp¯ncn¡p¶XnÂ GXv Xcw ]pkvXIamWv \n§Ä¡v hmbn¡m³ XmÂ¸cyw.

A B C

4. ‘kam[m\w’ F¶ Bibs¯ ]Xn\n[oIcn¡p¶ _nw_w Xmsg sImSp¯ncn¡p¶XnÂ GXmWv?

A B C

5. Xmsg X¶ncn¡p¶ NnX§fnÂ BhÀ¯\ Unssk³ hcp¶ NnXtaXv?

A B C

6. Xmsg X¶ncn¡p¶XnÂ GXv kmaKn D]tbmKn v NnXw hcbv¡m\mWv \n§Ä¡v Ffp¸w

A B C

7. kvIqÄ ]hÀ¯\§fnÂ \n§Ä¡v Gddhpw CjvSs¸«Xv GXv?

A B C

8. ]Tnbv¡m³ Gddhpw CjvSanÃm¯ hnjbw

A B C

9. s]s«s¶mcp NnXw hcbv¡m³ Bhiys¸«mÂ Xmsg X¶ncn¡p¶XnÂ GXv NnXw hcbv¡pw?

A B C

10. Xmsg X¶ncn¡p¶XnÂ \n§Ä¡njvSs¸« efnXamb NnXw GXv?

A B C

11. \n§Ä¡v GXv coXnbnÂ ]Tnbv¡p¶XmWnjvSw?

A B C

12. \oe \ndt¯mSv GXv \ndw tNÀ¯mÂ ]¨ \ndw In«pw?

A B C

13. \nXy PohnX¯nÂ \mw Gddhpw IqSpXÂ ImWp¶ PymanXob cq]w GXmWv?

A B C

14. \nivNeamb XSmIw F¶ Bibw Xmsg sImSp¯ncn¡p¶ GXv hcsIm−v [z\n¸n¡mw?

A B C

15. Xmsg ImWp¶XnÂ ‘HmSp¶p’ F¶ Inbsb kqNn¸n¡p¶ NnXw GXv?

A B C

16. Xmsg X¶ncn¡p¶ ¥mknsâ NnX§fnÂ icnbmb coXnbnÂ hc¨ncn¡p¶tXXv?

A B C

17. ‘h\\ioIcWw’ F¶ hnjbw ]Xn^en¸n¡p¶ NnXw Xmsg sImSp¯ncn¡p¶XnÂ GXv?

A B C

18. aq¶v hyIvXnIfpsS NnX§Ä sImSp¯ncn¡p¶p. CXnÂ ]ikvX NnXImc\mb hyIvXnbpsS NnXw GXv?

A B C

19. \nXy PohnX¯nÂ \mw ImWmdpff Nne hkvXp¡fmWnhnsS sImSp¯ncn¡p¶Xv. CXnÂ tKmfmIrXnbpff hkvXpthXv?

A B C

20. ASnkvYm\ PymanXob cq]§Ä FÃmw DÄs¡m− Hcp NnXw Xmsg ImWp¶XnÂ GXv?

A B C

21. hbeddv \ndw In«p¶Xv \oetbmSv GXv \ndw tbmPn¸n¡pt¼mÄ BWv?

A B C

22. Xmsg ImWp¶XnÂ Hcp ISphbpsS ImÂ¸mSv GXmbncn¡pw?

A B C

23. Xmsg ImWn¨ncn¡p¶ IeIfnÂ \n§Ä¡v CjvSapffXv GXv?

A B C

24. Hcp NXpc¡«sb apIfnÂ \n¶v t\m¡nbmÂ ImWs¸Sp¶sX§s\?

A B C

25. Xmsg sImSp¯ncn¡p¶ tKmf§fnÂ t\sc apIfnÂ \n¶v ]Imiw ]Xnbv¡p¶Xmbn tXm¶p¶Xv GXv?

A B C

APPENDIX- VI (B)


DRAWING INTEREST INVENTORY DRAFT FORM

SCORING KEY

No. score A B C

1 3 1 2 2 1 3 2 3 2 1 3 4 3 2 1 5 3 2 1 6 2 1 3 7 1 3 2 8 3 1 2 9 2 3 1 10 1 2 3 11 2 1 3 12 3 2 1 13 3 1 2 14 3 1 2 15 2 1 3 16 2 3 1 17 1 3 2 18 3 1 2 19 3 1 2 20 3 1 2 21 3 2 1 22 3 2 1 23 3 2 1 24 3 2 1 25 1 3 2

APPENDIX- VI C

Difficulty Index and Discriminating Power of items in the Drawing Interest Inventory. (Only the items with DI between .4 and .6 and DP above .4 are selected)

Q.No. UL LL DI DP

1 88 30 118 0.59 58 0.58 *Selected

2 90 33 123 0.615 57 0.57 Rejected

3 78 30 108 0.54 48 0.48 *Selected

4 86 32 118 0.59 54 0.54 *Selected

5 90 29 119 0.595 61 0.61 *Selected

6 87 30 117 0.585 57 0.57 *Selected

7 91 28 119 0.595 63 0.63 *Selected

8 92 25 117 0.585 67 0.67 *Selected

9 87 24 111 0.555 63 0.63 *Selected

10 94 2 96 0.48 92 0.92 *Selected

11 84 35 119 0.595 49 0.49 *Selected

12 77 37 114 0.57 40 0.4 *Selected

13 84 34 118 0.59 50 0.5 *Selected

14 79 28 107 0.535 51 0.51 *Selected

15 95 65 160 0.8 30 0.3 Rejected

16 74 25 99 0.495 49 0.49 *Selected

17 78 28 106 0.53 50 0.5 *Selected

18 91 32 123 0.615 59 0.59 Rejected

19 75 25 100 0.5 50 0.5 *Selected

20 80 28 108 0.54 52 0.52 *Selected

21 87 26 113 0.565 61 0.61 *Selected

22 82 36 118 0.59 46 0.46 *Selected

23 85 30 115 0.575 55 0.55 *Selected

24 92 75 167 0.835 17 0.17 Rejected

25 97 64 161 0.805 33 0.33 Rejected

APPENDIX-VI(D)



(FINAL)





\nÀt±i§Ä

Hmtcm tNmZy¯n\pw Xmsg X¶ncn¡p¶ aq¶v NnX§fnÂ \n§Ät¡ähpw icnsb¶v tXm¶p¶ Hsc®w sXcsªSp¡pI. sXcsªSp¯ NnX¯nsâ Xmsg CSt¯ tImWnÂ X¶ncn¡p¶ sNdnb hr¯w ]qÀ®ambpw s]³kntem, ItbmtWm D]tbmKn v \ndw sImSp¡pI/Idp¸n¡pI. AXn\v tNÀ¶v sImSp¯ncn¡p¶ kvYe¯v \n§Ä F´psIm−v B NnXw sXcsªSp¯p F¶v hfsc Npcp¡¯nÂ FgpXpI. (Bhiysa¦nÂ amXw)

1. Xmsg sImSp¯ncn¡p¶ apJ§fnÂ Nncn¡p¶ apJtaXv?

A B C

2. Xmsg sImSp¯ncn¡p¶XnÂ GXv Xcw ]pkvXIamWv \n§Ä¡v hmbn¡m³ XmÂ¸cyw.

A B C

3. ‘kam[m\w’ F¶ Bibs¯ ]Xn\n[oIcn¡p¶ _nw_w Xmsg sImSp¯ncn¡p¶XnÂ GXmWv?

A B C

4. Xmsg X¶ncn¡p¶ NnX§fnÂ BhÀ¯\ Unssk³ hcp¶ NnXtaXv?

A B C

5. Xmsg X¶ncn¡p¶XnÂ GXv kmaKn D]tbmKn v NnXw hcbv¡m\mWv \n§Ä¡v XmÂ¸cyw.

A B C

6. Xmsg X¶ncn¡p¶XnÂ \n§Ä¡njvSs¸« efnXamb NnXw GXv?

A B C

7. Xmsg X¶ncn¡p¶hbnÂ h v GXv coXnbnÂ ]Tnbv¡p¶XmWv \n§Ä¡v CjvSw?

A B C

8. \oe \ndt¯mSv GXv \ndw tNÀ¯mÂ ]¨ \ndw In«pw?

A B C

9. \nXy PohnX¯nÂ \mw Gddhpw IqSpXÂ ImWp¶ PymanXob cq]w GXmWv?

A B C

10. \nivNeamb XSmIw F¶ Bibw Xmsg sImSp¯ncn¡p¶ GXv hcsIm−v kqNn¸n¡mw?

A B C

11. Xmsg ImWp¶XnÂ ‘HmSp¶p’ F¶ Inbsb kqNn¸n¡p¶ NnXw GXv?

A B C

12. Xmsg X¶ncn¡p¶ ¥mknsâ NnX§fnÂ icnbmb coXnbnÂ hc¨ncn¡p¶tXXv?

A B C

13. ‘h\\ioIcWw’ F¶ hnjbw ]Xn^en¸n¡p¶ NnXw Xmsg sImSp¯ncn¡p¶XnÂ GXv?

A B C

14. aq¶v hyIvXnIfpsS NnX§Ä sImSp¯ncn¡p¶p. CXnÂ ]ikvX NnXImc\mb hyIvXnbpsS NnXw GXv?

A B C

15. \nXy PohnX¯nÂ \mw ImWmdpff Nne hkvXp¡fmWnhnsS sImSp¯ncn¡p¶Xv. CXnÂ tKmfmIrXnbpff hkvXpthXv?

A B C

16. ASnkvYm\ PymanXob cq]§Ä FÃmw DÄs¡m− Hcp NnXw Xmsg ImWp¶XnÂ GXv?

A B C

17. hbeddv \ndw In«p¶Xv \oetbmSv GXv \ndw tbmPn¸n¡pt¼mÄ BWv?

A B C

18.Xmsg ImWp¶XnÂ Hcp ISphbpsS ImÂ¸mSv GXmbncn¡pw?

A B C

19.Hcp NXpc¡«sb apIfnÂ \n¶v t\m¡nbmÂ ImWs¸Sp¶sX§s\?

A B C

20. Xmsg sImSp¯ncn¡p¶ tKmf§fnÂ GXv tKmf¯nemWv apIfnÂ \n¶v ]Imiw ]Xnbv¡p¶Xmbn tXm¶p¶Xv?

A B C

APPENDIX-VI(E)



(FINAL)





Instructions:-

Three pictures are given under each question as apt, related and distant response alternative. Select the apt response and clour the circle provided below the selected picture using crayons or colour pencils. Write in a single sentence about how you prefer the particular picture (not necessary)

1. Which one of the given faces is a smiling face?

A B C

2. Which type of book would you prefer to read?

A B C

3. Which one of the following icons that represents the idea of ’peace’?

A B C

4. Which one of the following pictures that includes repeating design?

A B C

5. Which of these drawing tools do you prefer when you draw? A B C

6. Which simple figure do you like most?

A B C

7. which method you prefer to study?

A B C

8. which colour we add to blue to get green colour?

A B C

9. Which of the following is the most and commonly seen shape in our daily life experiences?

A B C

10. Which line denotes the concept – calm lake?

A B C

11. Which stick figure denotes the action- running?

A B C

12. In which of the following figure the ‘glass’ is drawn correctly?

A B C

13. Which drawing depicts the theme deforestation?

A B C

14. Here gives the pictures of three famous personalities. Who is a painter among the three?

A B C

15. Which one among the following is in a spherical form?

A B C

16. Which figure includes all the basic geometrical forms?

A B C

17. Which colour we add to blue to get violet colour?

A B C

18. Find the pug mark of a tiger.

A B C

19. Which is the aerial perspective of a box?

A B C

20. on which sphere, the light falling from the top?

A B C

APPENDIX- VI (F)



SCORING KEY

No. score A B C

1 3 1 2 2 1 3 2 3 2 1 3 4 3 2 1 5 3 2 1 6 2 1 3 7 1 3 2 8 3 1 2 9 2 3 1 10 1 2 3 11 2 1 3 12 3 2 1 13 3 1 2 14 3 1 2 15 2 1 3 16 2 3 1 17 1 3 2 18 3 1 2 19 3 1 2 20 3 1 2

APPENDIX VII (A)



DELAYED MEMORY ACHIEVEMENT TEST IN BASIC SCIENCE




\nÀt±i§Ä





(Time: 45 minutes)

1. Hcp BlmcirwJebnse BZys¯ I®ntbXv?

a. amwk`p¡pIÄ

b. kky`p¡pIÄ

c. lcnXkky§Ä

d. hnLmSIÀ


a. kkymlmcn

b. CeIÄ


d. Cc]nSnb³amÀ



a. hfam¡n amddmw




\nt£]n¡mw

4.







lcnXkky§Ä ?

amwkmlmcn animlmcn

hnLmSIÀ


a. `qKpcpXzw

b. I¼\w

c. XzcWw

d. InWz\w


a. t\cnb kz\X´p










sN¿pI.

8. I¼\w aqew ……………………… D−mIp¶p.

a. ]Imiw

b. sshZyqXn

c. i_vZw

d. AWp¡Ä


a. \nimNcnIÄ

b. amwkmlmcnIÄ

c. kkymlmcnIÄ

d.]cmZ§Ä





tIÄ¡p¶XpsIm−v

b. aªv ImcWw


d. `qKpcpXzw ImcWw


D]IcWIfn¸m«w GXv?

a. Ce¯mfw

b. sN−

c. Hme¸oen

d. HmS¡pgÂ



sXcsªSp¡pI.





]pgbnsemgp¡Ww.

15. \n§Ä hm§nb Pmansâ ¹mkvddnIv Im\nÂ tcJs¸Sp¯nb do ssk¢nwKv \¼À 6

BsW¦nÂ?







a. H¶pw sN¿nÃ









b. ImgvNiIvXn












a. NndIv

b. hmbv

c. kz\X´p

d. aq¡v


a. IqSnb

b. Ipdª

c. anXamb

d. tIÄ¡m³ ]ddm¯



a. i_vZw CÃmXmIpw
















25. sN−, X_e XpS§nb kwKotXm]IcW§Ä Xmsg sImSp¯ncn¡p¶ GXv

hn`mK¯nÂs¸Sp¶p?

a. kpjnchmZyw

b. I¼n hmZyw

c. XpIÂ hmZyw

d. L\ hmZyw

APPENDIX VII (B)



DELAYED MEMORY ACHIEVEMENT TEST IN BASIC SCIENCE




Instructions Time: 45 minutes

First five minutes will be giving to you as the pool off time. Please read the

questions carefully. Choose the correct answer from the options given for each

questions and put a tick mark against it. Choose only one answer for the given

questions

1. Which is the first link in a food chain?

a. carnivore

b. herbivore

c. green plant

d. decomposers

2. Which is the missing part in the given food chain?

a. Herbivore

b. Leaves

c. Plants without chlorophyll

d. Predators

3. Choose the method which is more suitable to make use of the wastes in an effective

way?

a. Can make it as fertilizers

b. Can deposit in rivers

c. Can collect and accumulate in a place

d. Can put it in plastic kits and throw beside road side

4.

What you feel from the given figure

a. Do not cut the trees

b. The worker needs rest

c. We can make tables and chairs by cutting the trees

d. We will get the proper sunlight by cutting the trees

Green plants ?

Carnivore Omnivore Decomposers

5. What is the reason for producing sound when a tuning fork gets

a. Gravity

b. Oscillation

c. Acceleration

d. Resonance

6. Why do women and children make high frequency sounds?

a. Due to narrow glottis

b. Due to hard glottis

c. Because they open the mouth slightly

d. They are used to it

7. What we should do for not increasing the plastic wastes in our home?

a. Throw the waste into neighbors’ compound

b. Throw it into the river

c. Burn them after use

d. Reduce the use or reuse the plastic materials

8. …………….. produced due to oscillation .

a. Light

b. Electricity

c. Sound

d. Atoms

9. Animals which eats other animals for food is collectively named as……….

a. Nocturnal

b. Carnivores

c. Herbivores

d. Parasites

10. Which is the sign language that is use dot denote letter ‘a’ in the sign language chart

(brail letter)

11. What is the reason for not hearing the sound clearly in the times except the night

and the early morning times?

a Lot of sounds during day time

b. Sue to snow

c. Due to sunlight during day time

d. Due to gravity

12. Choose a musical instrument toy which can easily be made using twines and soda bottle

lid

a. Ilathalam

b. Drum

c. Olappeeppe

d. Flute

13. Choose the picture which can be taken as an example for sound pollution?

14. Choose the one which is most suitable for the picture given below

a. Do not pollute water sources

b. Throw the domestic waste into the river

c. Keep your home clean

d. Dump the factory waste into the river

15. You have bought a plastic can of jam. If it has marked on it the recycling number as 6,

What do you understood from that?

a. Can use whatever be the number

b. Will not use as its not safe for us

c. Will give it to my friend

d. Will use as it is safe

16. As a science student, what will you do if you see the farmers around your place make

use of dangerous pesticides like endosulfan

a. Do nothing

b. Make them aware about the bad effects to the

nature due to the use of chemical pesticides .

c. Inform the police

d. Request them to spray that pesticides to the

crops my compound also

17. By using which phenomenon given below, bats locate food at night?

a. Eco effect of sound waves

b. Eye sight

c. Elasticity of wigns

d. By recognizing the smell of the prey

18. From the definitions given below, choose the one best match to the term food

chain?

a. It is the chain of the food that we eat

b. It is interrelation between living beings which

are eating and being eaten

c. It is the list of food of an animal

d. Food chain is the act by which one animal kills

another for food.

19. Choose from the following an example to the string instrument?

20. By using which body part, crickets make sound?

a. Wings

b. Mouth

c. Epiglotis

d. Nose

21. People who posses slight epiglottis have ……….frequency sound

a. High

b. Low

c. Moderate

d. Unaudible

22. Cut the tip of a strow like V.Cut the tip again when making sound with the V shaped cut

using a scissor. What happened ?

a. sound decreased

b. no change in sound

c. change in sound

d. feel difficulty in respire

23. Imagine that in a forest, tigers are the only carnivores. What will happen if all of

them gets destroyed suddenly?

a. other animals make happy

b. the ecosystem lost its equilibrium due to the increase in the number of

herbivores

c. there exist peace in the forest

d. plants grow vigorously

24. which of the following is not afood chain?

a grass, grass hopper, frog, snake, vulture

b grass, rabbit, fox, lion

c. human, elephant, horce, dog

d grass, insect, lizard, cat

25 . The musical instruments like chenda,thabla etc belongs to which of the

following options given below?

a. Wind Instrument

b. String instrument

c. Drum Instrument

d. Pipe Instrument

APPENDIX-VII (C)


DELAYED MEMORY DRAWING SKILL TEST




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sXm«pXmsg ]XnIcWw tcJs¸Sp¯m³ Bhiyamb kvYew sImSp¯n«p−v. Hmtcm

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Bhiyapffh:

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4.

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at\mlcamb Hcp NnXambn Xmsg hcbv¡q.(10 an\n«v)

3 Xmsg X¶ncn¡p¶ s^bnan\pffnse _nµphnt\bpw, XncivNo\ tcJtbbpw ASnkvYm\am¡n Hcp

]IrXn Zriyw hcbv¡pI. (5 an\n«v)

4 Hcp NnX¯nsâ cq]tcJbmWv Xmsg s^bnan\pffnÂ sImSp¯n«pffXv. AXns\ IqSpXÂ

BIÀjIam¡p¶Xn\v \n§Ä¡v AXnsâ LS\bntem, ]tab¯ntem Iq«nt¨À¡epIÄ hcp¯mw.

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5 aq¶v tPmSn NnX§Ä X¶ncn¡p¶p. Hmtcm tPmSnbntebpw kmayhpw, hyXymkhpw Is−¯pI.

t\scbpff ]«nIbnÂ FgpXpI. (3 an\n«v)

6 Xmsg sImSp¯ncn¡p¶Xv hyXykvX§fmb PymanXob cq]§Ä AS§nb Hcp PymanXobs¸«nbmWv.

PymanXobs¸«nbnÂ \n¶pw Bhiyapff cq]§Ä sXcsªSp¯v , Iq«nt¨À¯v, \ndw sImSp¯v Hcp

NnXw hcbv¡pI. (Htc cq]w Xs¶ FXsb®w thWsa¦nepw D]tbmKn¡mw. (5 an\n«v)

7 Xmsg sImSp¯ncn¡p¶ IYmNpcp¡¯nse GsX¦nepw Hcp kµÀ`w hniZam¡p¶ Hcp NnXw

hcbv¡pI (3 an\n«v)

IYm Npcp¡w.

1. Babpw apbepw Im«nÂ 2. apben\v Hm«¡mc\msW¶ Al¦mcw 3. Babpw apbepw-

Hm«aÂkcw 4. apbÂ Dd§nt¸mbn. 5. Ba kmh[m\w hnPb¯nse¯n.

8 Xmsg X¶ncn¡p¶ ]pÂ¨mSnbpsS Afhn\v B\p]mXnIamb AfhnÂ s^bnan\pffnÂ¯s¶

Hcp Xhf, Hcp ]m¼v , Hcp ]cp´v F¶nhsb hcbv¡pI. Btcm amÀ¡v D]tbmKn v Ahsb X½nÂ

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hcp¯n A©v kvsdd¸n\pffnÂ BZy cq]s¯ hyIvXamb Hcp NnXam¡n amddpI. (4 an\n«v)

10 hcIfpw, ASnkvYm\ PymanXob cq]§fpw D]tbmKn v \n§fpsS kvIqfntâbpw AXS§p¶

]cnkc¯ntâbpw Hcp am¸v X¿mdm¡pI. (4 an\n«v)


]Xn\n[oIcn¡phm³ Gddhpw efnXamb NnX§Ä D−m¡pI. (4 an\n«v)

12 Kq¸v H¶nÂ ImWp¶ cq]§ÄXs¶ AÂ¸sam¶v Xncn v sImSp¯ncn¡pIbmWv Kq¸v c−nÂ.

Kq¸v H¶nse cq]§Ä¡v kam\amb Kq¸v c−nse cq]§Ä sXcsªSp¡pI. BtcmamÀ¡v

D]tbmKn v tPmSnIsf IrXyam¡pI. (4 an\n«v)

13 Xmsg X¶ncn¡p¶ NnXw 1 an\n«v \nco£n¨Xn\v tijw, NnXw t\m¡msX sXm«Sp¯ s]«nbnÂ

]IÀ¯n hcbv¡pI. (5 an\n«v)

14 CSXv s]«nbnÂ sImSp¯ncn¡p¶ NnXw In«Wsa¦nÂ heXv s]«nbnse GsXÃmw cq]§Ä

Iq«nt¨À¡Ww (2 an\n«v)

15 Xmsg sImSp¯ncn¡p¶ NnX¯nÂ Xntcm[m\ _nµp (vanishing point) Is−¯n

ASbmfs¸Sp¯pI. (1 an\n«v)

APPENDIX VII (D)


DELAYED MEMORY DRAWING SKILL TEST




Instructions:-

It is a test to assess your drawing skills. The test contains 15

items. Read each item carefully. Enough space is provided for the drawing

activity. Draw or mark your response according to the instructions. If you

feel any difficulty in questions or instructions clarify it with the help of the

teacher. Use crayons or colour pencils to colour the pictures.

Materials needed.

HB pencil, eraser, sharpener, crayons and colour pencils.

1. List five places / objects / materials in your surroundings (home,

school) where you may see good designs (1 minute)

1.

2.

3.

4.

2. Imagine what happened if ‘all elephants got wings’. Draw a picture on your

imagination (10 minutes)

3. Based on the eye level line and vanishing point in the box, draw scenery.

(5 minutes)

4. Here give a picture with a fixed orientation and theme. You could

redesign the given picture/ diagram /drawing to make it more visually

appealing .you could add or remove objects /shapes from the given

drawing to modify /rectify your theme. What shapes would you pick to

draw? Why? Would be the example of changes you would make?

(5 minutes)

3. There are three pairs of pictures in front of you. Study each pair and then

write how the two pictures are similar and different .go beyond subject

matter and think in terms of shape, size, colour, texture, line quality ( 3

minutes)

6. Here you are provided with a geobox , with a lot of basic geometric forms within .you could make a picture of an animal/ bird

/flower /any concept by combining the geometrical forms.

(5 minutes)

7. You could make a picture to express /communicate the idea or concept given in the following box. (3 minutes)

Story line.

1. Hare and tortoise 2. Hare is as proud about himself as the speediest

animal in the forest 3. Race -between hare and tortoise. 4. Hare slept

during race 5. Tortoise wins the race.

8. Draw the pictures of a frog, a snake, and an eagle in proportion to

the size of the grasshopper given. Connect them by draw arrow marks based on any criteria to relate them.

(2 minutes)

9. Transform the given picture by adding pattern and by varying its basic

shape within five steps (4 minutes)

10. Draw the map of your school compound (4 minutes)

11. Make a symbol/ picture to convey the concepts given below (4 minutes)

12. The shapes in group 1 and group 2 are identical, although some of

them may be rotated which shapes in group 2 corresponds to the

shapes in group 1. (4 minutes)

13. Observe the drawing below for approximately 2 minutes, and then try to

reproduce it (5 minutes)

14. which group of shapes can be assembled to make the shape shown

(2 minutes)

15. Find out the vanishing point in the given picture and mark it (1 minute)

APPENDIX VIII (A) RAVEN’S STANDARD PROGRESSIVE MATRICES SCORE CARD

APPENDIX VIII (B) RAVEN’S STANDARD PROGRESSIVE MATRICES SCORING KEY

APPENDIX IX

LIST OF EXPERTS

1. M.V.Devan ,Artist, Director of Kerala Kalapeedom

2. Prof.Sidhardhan,HOD,Painting ,RLV College of Fine Arts

Tripunithura. Govt,of Kerala.

3. Prof. C.N. Pusphasaran,Proffessor,Raja Ravivarman College of

Fine Arts,Mavelikkara,Govt,of Kerala.

4. Pradep Nilamboor, Lecturer, Fine Art College ,Thrissur (Award winner of

Kerala Lalitha Kala Acadamy).

5. George Onakkoor, Writer, Former Director of Kerala Govt.

Encylopedia

6. Antony Karal, Lecturer, Dept. of sculpture, RLV College of Fine

Arts, Tripunithura.

7. T.A. Sathyapal, Former Secretary of Kerala Lalitha Kala

Acadamy.

8. Mohan G Venpuzhasseriyil, Executive Member,Kerala

Sangeetha Nadaka Acadamy.

9. T.P. Mani, Art teacher, Jawahar Navodya Vidhalaya,Kottarakkara.

10. K.K Raman, Art Teacher, Govt HSS, Thirumarady (Award winner of

scouts and guides

11. Shaji Chelad, Art teacher, Mount Fort School, Kumily (Award

winner of Kerala Lalitha Kala Acadamy).

12. Rajeevnath R. Artist and Lecturer, Mahatma Gandhi University

College of Teacher Education , Tripunithura.

13. Devaprakash .P, Senior Artist, Children’s division, Mathrubhoomi,

Kozhikodu.

14. T.H. Hochimin, Senior Artist, Desabhimani, kochi.

15. Sudeesh Kandampillil, Artist, Award winner of Lalitha Kala

Acadamy.

16. Sreedhar Koothattukulam, Director, Varnibha School of Fine

Arts, Koothattukulam.

17. Chakrapani, Director, Chithralaya Institute of fine Arts

Tripunithura.

18. V.K. Sreeraman, malayalam Cini Artist, Caricaturist and critique

19. Sukarno, Art director, Cinema,Thrissur.

20. Abilash Unni, Art director, Cinema, Kochi

21. Manoj Narayanan. Student, RLV College of Fine Arts

Tripunithura.

22. Kamal Kanjilan. Student ,RLV College of Fine Arts

Tripunithura.

23. Vinu V.V. Student, RLV College of Fine Arts Tripunithura.

24. Satheesh Babu, Sculiptartist, COD designers , Kochi.

25. Unni Akshara, Artist , Akshara arts, Kolenchery

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