Describes why the holy quran is the one and only true word from the creature of the universe.Describes various scientific facts that quran has explained 1400 years ago.The presentation is fully in Malayalam
This document discusses the importance of a social science room in schools. It explains that a social science room, like a laboratory, provides a pleasant environment where teachers and students can utilize various teaching aids and methods. The social science room should be equipped with resources like maps, globes, charts, textbooks, reference books, periodicals, models and audiovisual equipment. This variety of materials allows students to learn actively through different activities and helps enrich their knowledge, skills and interests in social science.
The document discusses how the UK National Archives can develop audience diversity and become a more "essential" archive. It outlines steps the Archives has taken to engage broader audiences, such as putting photographs from its collections on Flickr, which drove 750,000 views. The Archives has also partnered with various community organizations on projects highlighting its Caribbean collections. The goal is for the Archives to satisfy people's questions and make itself essential through outreach initiatives that inspire people and show the relevance of its collections.
This document provides information about organizing and maintaining an effective science laboratory. It discusses the importance of hands-on learning in the laboratory and outlines general principles for laboratory construction and organization. Specific topics covered include selecting and purchasing equipment, maintaining safety and order, planning lessons that integrate classroom teaching with lab work, and keeping required registers to track inventory. The overall goal is to establish a functional space that allows students to apply scientific concepts through practical experimentation in a safe, organized manner.
Describes why the holy quran is the one and only true word from the creature of the universe.Describes various scientific facts that quran has explained 1400 years ago.The presentation is fully in Malayalam
This document discusses the importance of a social science room in schools. It explains that a social science room, like a laboratory, provides a pleasant environment where teachers and students can utilize various teaching aids and methods. The social science room should be equipped with resources like maps, globes, charts, textbooks, reference books, periodicals, models and audiovisual equipment. This variety of materials allows students to learn actively through different activities and helps enrich their knowledge, skills and interests in social science.
The document discusses how the UK National Archives can develop audience diversity and become a more "essential" archive. It outlines steps the Archives has taken to engage broader audiences, such as putting photographs from its collections on Flickr, which drove 750,000 views. The Archives has also partnered with various community organizations on projects highlighting its Caribbean collections. The goal is for the Archives to satisfy people's questions and make itself essential through outreach initiatives that inspire people and show the relevance of its collections.
This document provides information about organizing and maintaining an effective science laboratory. It discusses the importance of hands-on learning in the laboratory and outlines general principles for laboratory construction and organization. Specific topics covered include selecting and purchasing equipment, maintaining safety and order, planning lessons that integrate classroom teaching with lab work, and keeping required registers to track inventory. The overall goal is to establish a functional space that allows students to apply scientific concepts through practical experimentation in a safe, organized manner.
This document discusses natural resources that can be used for better science teaching and learning. It identifies resources like ponds, rivers, lakes, forests, wetlands, sacred groves, and mangroves. It then provides details about each resource, describing what they are, where they are typically found, and their importance. For example, it explains that a pond is a small body of standing water, natural or artificial, that often contains marsh plants and animals. Lakes are generally found in mountainous areas or along river courses. Forests cover much of the earth's surface and provide ecosystem services. In conclusion, the document states that science teacher preparation should demonstrate knowledge of these natural resources and how to engage students in studying related topics like
This document discusses the importance of science laboratories in education. It notes that laboratories allow students to learn scientific concepts through hands-on experiences rather than just theoretical instruction. The document outlines how laboratories should be organized, including coordinating theoretical and practical work, ensuring experiments are appropriately challenging, and maintaining clear records. It also discusses selecting and purchasing apparatus, chemicals, and equipment for the laboratory. Various record-keeping registers for permanent equipment, breakable items, and consumables are described. In conclusion, the document emphasizes that laboratories are essential for developing students' manipulative skills and helping them learn through application of the scientific method.
The document discusses national integration in India. It begins by defining national integration as the combination of various parts to make a country unified. It then outlines some key objectives like understanding the importance of integration and promoting core values of integration through education. Some challenges to integration in India are identified as casteism, communalism, linguistic differences, regionalism, social disparity and economic inequality. Finally, the document argues that education must play a role in achieving integration by incorporating related themes in curriculums and co-curricular activities and by teachers serving as living examples of unity.
The document is a PowerPoint presentation about different types of plains. It defines plains as areas that are not rugged and not much higher than sea level. It then describes three types of plains: structural plains, which are formed from uplifting or lowering of the earth's surface; erosional plains, which are formed from leveling of rugged areas by erosion; and depositional plains, which are formed over time from materials deposited by agents like water, wind, and glaciers.
The document discusses the importance of a social science library in schools. It notes that the library is the storehouse of knowledge and intellectual center of the school. A social science library is crucial as the subject requires supplemental reading for both teachers and students. It is important that students learn techniques for quickly locating relevant reference materials. Assignments should require students to investigate multiple resources to arrive at independent conclusions and enrich their knowledge. An effective social science library contains both book and non-book resources to present different perspectives and supplement textbooks with current information from periodicals, newspapers, and the internet. The library brings a dynamic source of ideas and plays an integral role in making social science a living discipline.
Edna St. Vincent Millay was an American poet and playwright born in Maine in 1897 who attended Boston University. She wrote poetry and plays that earned her early fame and critical acclaim, becoming one of the most popular poets in America in the 1920s. She wrote poetry exploring themes of feminism, nature, and love.
Botany is the scientific study of plants, which are distinguished from other life forms by their ability to produce their own food through photosynthesis. Knowledge of plants is important because humans depend on plants as primary producers in ecosystems and as sources of food, since plants provide much of the world's food either directly through fruits and vegetables or indirectly through livestock that consume plant matter.
Botany is the study of plants. Key points from the document include:
- Plants are multicellular organisms that photosynthesize and produce their food from sunlight. They live on land and are anchored in place.
- Plant cells contain rigid cell walls, central vacuoles, and chloroplasts for photosynthesis.
- Plants are composed of tissues including dermal, ground, and vascular tissues which transport water and nutrients.
- The main plant organs are roots, stems, leaves, flowers, and fruits. Roots take in water and minerals while leaves perform photosynthesis. Flowers contain reproductive structures and fruits hold seeds.
The Dandi March was a 1930 campaign of nonviolent protest and tax resistance led by Mahatma Gandhi against British control of salt production in colonial India. Gandhi and his followers marched to the coastline to collect natural salt in defiance of British laws, which triggered a much larger Civil Disobedience Movement against British rule.
This document discusses the history and development of the periodic table. It describes how early scientists like Lavoisier and Newlands made early attempts to organize the elements. Mendeleev is credited with developing the first recognizable periodic table in 1869 by arranging elements by atomic mass, though inconsistencies remained until Moseley introduced the concept of atomic number in 1913. The periodic law states that physical and chemical properties are periodic functions of atomic number. Periodic trends like atomic radius are also discussed, with atomic radius decreasing across periods and increasing down groups. The document outlines the different blocks and groups that make up the modern periodic table.
This document provides an innovative teaching manual for a 9th standard teacher on the topic of water. It includes details of the class such as the teacher's name, school, subject, number of students, unit name and lesson. The document outlines the objectives of developing different dimensions of knowledge, attitudes and processes about water through lectures, discussions, evaluations and group activities. It then provides an analysis of the content including definitions of natural and artificial drinks. The document details various classroom interaction procedures such as introducing the topic, student presentations and responses, activities to develop knowledge about the types of drinks and their importance as well as developing scientific attitudes.
This document provides an overview of social science topics covered in a power point presentation for Millath College of Teacher Education. The topics discussed include history, geography, political science, and social movements. Specifically, it mentions that in 1800, India was divided into British India and Princely States under British rule. British India was governed directly by the British crown while Princely States were nominally independent and under the indirect rule of the British. It also discusses how social reforms challenged traditional Hindu customs and beliefs. Authority over villages, castes, and social groups was exerted to benefit the British administration.
This lesson plan is about the Legislative Assembly. It will teach students that the Legislative Assembly is the elected body of representatives that governs the state. It will discuss that members are elected every 5 years by adult citizens who vote, and that the Legislative Assembly makes laws for the state. The teacher will engage students in a discussion about the Legislative Assembly, explain what it is and some of its key features, like how members are elected by the people of the state and it has powers to create laws.
The document discusses social science topics in India during the 1800s. It describes how Indian society was divided into the upper caste Dheer caste and the lower caste Shudra caste. The document notes that social customs and religious practices oppressed women and disadvantaged castes, subjecting them to unequal treatment. Key social institutions like family and religious groups reinforced the hierarchical social order that benefited the Brahmin caste.
The document discusses factors that both hamper and unify national integration in India. It identifies six main factors that hamper integration: linguism, regionalism, communalism, castism, parochialism, and socioeconomic inequalities. However, it also discusses several unifying forces, including India's territorial compactness, shared civilization and culture, feelings toward the motherland, strengthening secularism, and crusading against inequalities. The conclusion emphasizes that national integration must touch all points of national life and ultimately depends on educating young people.
The document summarizes a lesson plan about the legislative assembly taught by Teacher Sreelekshmi to 8th standard students. It discusses that the legislative assembly is the house where representatives elected by the people assemble. It is formed every 5 years. The teacher engages the students in a discussion about the legislative assembly in their state. She explains that it is the house where members elected by the people gather. The lesson plan highlights that the legislative assembly has 140 members from different constituencies. It is the forum where laws are formed based on the will of the people.
This document outlines an innovative lesson plan for teaching about silk in the 9th standard Social Science class. It discusses how silk production is affected by environmental factors in some regions. It notes that the fiber of the silk is called "yarn" and that quality silks are used for products like clothing and decorative items. The lesson plan involves students identifying different types of silks and their uses, and discussing how silk fibers are obtained from the cocoons. It concludes that environmental changes like temperature affect silk production and outlines review questions and a follow-up activity about major silk producing regions in India.
This document discusses various historical resources that can help with historical teaching and learning. It describes libraries as important centers for instructional resources that can help teachers develop curriculums and students gain knowledge. Museums are highlighted for bringing history to life through artifacts and helping educate students. Caves are also discussed as a resource, using the example of Ajanta caves to provide insights into ancient cultures. Overall, the document argues that historical resources like libraries, museums, and caves facilitate an ongoing dialogue between the past and present.
This document contains details of a teaching manual for a biology class on xylem and phloem. It includes the teacher's name, subject details, learning outcomes, content analysis, classroom activities and evaluation questions. The key points are:
- The lesson aims to develop student knowledge and skills about xylem and phloem, the two types of vascular tissue found in plants.
- Activities include discussing diagrams of xylem and phloem, their functions of transporting water and nutrients, and differentiating between the two tissues.
- Formative assessment questions evaluate students' understanding of concepts like the components and transport roles of xylem and phloem.
1) The document describes a lesson plan for an 8th standard Social Science class on traditional practices in villages in Kerala.
2) The teacher engages students in a classroom discussion about village life and then leads an activity where students discuss traditional occupations and living conditions in villages.
3) In a second activity, students brainstorm ways to conserve resources like water and discuss implementing those ideas in their villages. The lesson concludes with a review of key terms and assignment of homework on comparing traditional village practices across regions of Kerala.
The document discusses the tradition of tNmtZym- Ì„c thf (catechism class) in churches. It provides 3 key points: 1) Catechism class aims to impart essential teachings of the church to its members. 2) It addresses various doubts that arise in people's minds regarding religious doctrines. 3) The class allows questions about the sermon to be clarified under the guidance of the priest after the homily.
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This lesson plan is about Ip«-\m-S3 (honeybee) and was submitted by Lekshmi M S to her teacher Suba. The lesson involves an interactive classroom discussion with students about honeybees and their habitats. It includes two hands-on activities - a quiz about the type of honey found most in India and its production, and a discussion of honeybee importance and challenges they face. Key points covered are the roles of apiculture projects like the Kudumbashree initiated tXm«- ̧Ån kv]n3 in 1951 and X®oÀap¡w _− in 1955 in improving living conditions in Ip«-\m-«n (honey
1. The document discusses the principles of curriculum construction and outlines 10 key principles that educationists have laid down for developing curriculum.
2. The principles include ensuring the curriculum is child-centered, community-centered, activity-centered, integrated, forward-looking, conservative, promotes renewal, is creative, motivating, and appropriate to students' maturity levels.
3. Effective curriculum construction should take into account students' needs and interests, the environment, ways to engage their interests, and teaching approaches that support effective learning.
Communalism refers to using religion for political gain by exploiting differences between religious communities. It originated and grew in British India as the British employed a strategy of divide and rule by exacerbating religious tensions. Communalism remains a challenge for Indian democracy as some political elements continue to use it to divide the nation. To combat communalism and promote secularism, the document recommends measures like openly opposing communal forces, punishing communal violence, and reforming education and media to reduce religious prejudice.
Yoga philosophy emphasizes self-awareness, self-regulation, motivation and empathy, which are key components of emotional intelligence. Yoga practices like chitta-prasadana, kriyayoga and astangayoga help you develop these skills.