Lesson Plan PDF

RE
VI
SE
PROFESSIONAL DEVELOPMENT FOR QUALITY EDUCATION D
ED
IT
IO
Science N
Teachers’
Guide
Lesson Plans 5
Technical Support
Developed by: Support for Printing

Directorate of Staff Development,
Wahdat Colony, Lahore
D S D
BIOLOGY
Grade
Teachers’
IX-X Guide
D S D
Directorate of Staff Development, Wahdat Colony, Lahore.

Preface
T he Government of Punjab has a strong desire to improve the quality of teaching and learning in order to
bring it at par with International Standards. Various initiatives have been taken for the uplift of
education sector and to impart modern education to the new generation. Providing quality education
at the Primary Level is the first step towards building an education system which can contribute meaningfully
to the development of our society. To achieve the desired results, training primary school teachers on modern
teaching methodologies has been considered as crucial by the Provincial Government.
Directorate of Staff Development (DSD) has been training in-service and pre-service public school teachers
and developing educational material since its inception in 1959. For Primary School Teachers (PSTs), DSD
prepared Basic Foundation Module-I in 2006 and Basic Foundation Module-II in 2010 to provide support in
the areas of pedagogy and content.
Considering the quality work produced over the years, the task of development of Teachers' Guides for PSTs in
the subjects of English, Science, and Mathematics was assigned to DSD by Government of Punjab. In 2011,
DSD worked in collaboration with over two hundred professionals from public and private educational
institutes to develop these guides. Teachers, curriculum experts, teacher trainers and textbook
developers/reviewers worked in groups to develop comprehensive lesson plans. The developed Teachers'
Guides aimed to achieve Students' Learning Outcomes (SLOs) through teaching materials and methodologies
which suit varying teaching and learning contexts of Punjab.
The PSTs from all over the Punjab got through staff development / training course, in which the Teachers'
Guides were used as reference and support material. In March 2012, DSD conducted a Needs Assessment and
Consultative meeting to discuss and record the experiences of material developers, trainers, and trainees
(PSTs) regarding the effectiveness of Teachers' Guides in training and classroom teaching. The said meeting
also aimed to identify the areas of improvement, incorporate English translation of lesson plans in the
Teachers' Guides, to simplify the language in all Teachers' Guides, add academic calendars, and include more
variety of activities for each topic.
After the needs assessment analysis, it was decided to revise the Teachers' Guides so that these may help
primary school teachers more effectively to deliver and plan their content lessons, seek basic information on
given concepts and topics, and assess students' understanding of the taught concepts.
The Programme Director of DSD, Additional Programme Director, faculty members and material development
team acknowledge the cooperation extended by various public & private, national and international
organizations in the development and revision of Teacher's Guides. DSD is especially grateful to GIZ (German
International Cooperation Agency), for extending its cooperation and support in conducting workshops,
development of material, and designing of these Guides. DSD is also thankful to World Bank, DFID, Pak-UK
Task Force and UNICEF for their timely input in completion of the task. Special thanks to UNICEF for providing
us the required photographs. DSD also recognizes the contribution of all developers and reviewers belonging
to the organizations including the Institute of Education and Research, Punjab University; Govt. Science
College; International School of Choueifat; Crescent Model Higher Secondary School; Punjab Textbook Board;
Lahore Grammar School; Kinnaird College; HELP Foundation, Himayat-e-Islam College, Divisional Public
School, Ali Institute of Education, Beacon-House School System; Govt. Higher Secondary Schools; and Govt.
Colleges for Elementary Teachers, Punjab, who contributed during the course of material development and
progress.
(Ehsan Bhutta)
Programme Director
Directorate of Staff Development, Punjab
Table of Contents
1 Introduction i
2 Lesson Plans 1
Taleemi Teachers’
Units, Contents (Topics) and Students’ Learning Outcomes Calendar Guide Page
UNIT 1: CLASSIFICATION OF LIVING THINGS

TOPIC 1: Classification 01-06
Define classification. April
Explain the need and importance of Classification. April
TOPIC 2: Classification and Characteristics of Animals 07-11
Differentiate between vertebrates and invertebrates according to April
key characteristics.
Identify vertebrates and invertebrates from their surroundings. April
TOPIC 3: Classification and Characteristics of Vertebrates 12-16
Classify vertebrates into mammals, reptiles, fish, birds and amphibians on April
the basis of their characteristics.
TOPIC 4: Major Groups of Invertebrates (Worms & Insects) 17-21
Identify key characteristics of worms and insects. April
TOPIC 5: Classification and Characteristics of Plants 22-25
Compare flowering and non flowering plants. April
TOPIC 6: Characteristics of Monocot and Dicot Plants 26-33
Classify the flowering plants into two major groups and give examples of April
each group.
Compare the structure of a monocot and a dicot seed. April
Compare the structure of a monocot and a dicot leaf in terms of its shape April
and venation.
Differentiate between the structure of monocot and dicot flower in terms April
of number of floral leaves.
UNIT 2: MICROORGANISMS
TOPIC 1: Virus, Bacteria and Fungi 34-40
Define microorganisms. May
Identify the main groups of microorganisms and give examples. May
TOPIC 2: Disadvantages of Microorganisms 41-48
Describe the disadvantages of microorganisms in daily life. May
Define infection. May
Identify ways by which microorganisms can enter the human body. May
Suggest ways to avoid infections. May
Taleemi Teachers’
UNIT 3: SEEDS; STRUCTURE AND GERMINATION

TOPIC 1: Bean and Maize Seeds 49-53
Compare the structure and function of French bean and Maize seed. May
List the functions of cotyledons. May
TOPIC 2: Germination of Seeds 54-59
Identify the conditions necessary for germination. May
Predict what would happen to plant, if conditions necessary for May
germination are not fulfilled; Conduct an investigation to assess their
prediction.
UNIT 4: ENVIRONMENTAL POLLUTION

TOPIC 1: Sources and Kinds of Pollution - I 60-64
Define pollution. September
Describe different kinds of pollution. September
Explain main causes of water, air and land pollution. September
TOPIC 2: Kinds of Pollution - II; Measures to Reduce Pollution 65-70
Explain the effects of water, air and land pollution on environment September
and suggest ways to reduce them.
Plan and conduct a campaign to bring awareness to a problem of September
environmental pollution in their surroundings.
TOPIC 3: Biodegradable and Non-biodegradable Materials 71-74
Differentiate between biodegradable and non-biodegradable materials. September
TOPIC 4: Impact of Non-biodegradable Materials 75-78
Explain the impact of non-biodegradable materials on the environment. September
Suggest ways to reduce the impact of non-biodegradable materials. September
UNIT 5: MATTER AND CHANGES IN ITS STATES

TOPIC 1: Matter and its States 79-86
Describe the properties of the three states of matter on the basis of September
arrangement of particles.
Demonstrate the arrangement of particles in the three states of matter September
through models.
TOPIC 2: Effects of Heat on Matter 87-93
Investigate the effect of heat on particle motion during a change in states. September
Demonstrate and explain the processes that are involved in the change of October
states.
TOPIC 3: Evaporation and Condensation 64-99
Describe the role of evaporation and condensation in the water cycle. October
Identify and describe forms of moisture in the environment October
(e.g. dew, snow, fog, frost, rain).
Taleemi Teachers’
UNIT 6: FORCES AND MACHINES

TOPIC 1: Friction 100-105
Describe friction and its causes. October
Explain the advantages and disadvantages of friction. October
Suggest methods to reduce friction. October
Identify what cyclists, swimmers and parachutists do to reduce friction. October
TOPIC 2: Gravitational Force 106-110
Explain the gravitational force using different examples. October
Distinguish between mass and weight. October
TOPIC 3: Balanced and Unbalanced Forces 111-115
Differentiate between balanced and unbalanced forces. October
Describe the effects of balanced and unbalanced forces on the motion of October
an object.
TOPIC 4: Inertia 116-119
Describe the term inertia. October
TOPIC 5: Simple Machines (Wedge, Inclined Plane) 120-128
Demonstrate how wedge and inclined plane are used to move the objects. October
Compare the three kinds of levers using examples. October
Describe how lever makes work easier by giving examples of its uses October
from daily life.
UNIT 7: PROPERTIES AND BEHAVIOUR OF LIGHT

TOPIC 1: Luminous and Non-Luminous Objects 129-134
Transparent, Opaque and Translucent Objects
Differentiate between luminous and non-luminous objects. November
Identify and differentiate between transparent, opaque and November
translucent objects in their surroundings.
TOPIC 2: Shadows and Eclipses 135-144
Investigate that light travels in a straight line. November
Explain the formation of shadows and eclipses. November
Predict the location, size and shape of a shadow from a light source November
relative to the position of objects.
Explain the scientific principle that works in a pinhole camera. November
UNIT 8: ELECTRICITY AND MAGNETISM

TOPIC 1: Static Electricity 145-150
Explain the production of static electrical charges in some common November
materials.
Explain the phenomenon of lightning. November
TOPIC 2: Electric Circuit 151-155
Describe flow of electric current in an electrical circuit. November
Describe fuse and its importance in any electric circuit. November
Taleemi Teachers’
TOPIC 3: Magnetic Field of a Bar Magnet 156-161

Conduct an experiment to show the magnetic field of a bar magnet. November
TOPIC 4: Electromagnetism 162-167
Make an electromagnet with the help of a cell, iron nail and wire and November
show its working.
Explore different electromagnetic devices used in their daily life. November
Describe the relationship between electricity and magnetism in an November
electromagnetic device.
TOPIC 5: Magnetic Compass 168-173
Explain the Earth’s magnetic field and relate it with the use of magnetic compass. November
Make a magnetic compass and show it’s working. November
UNIT 9: SOILS
TOPIC 1: Types of Soil 174-177
Describe the characteristics of soil. December
Identify similarities and differences among the different types of soil. December
TOPIC 2: Components of Soil 178-183
Investigate and describe soil components. December
Describe the effect of moisture on soil characteristics December
TOPIC 3: Effects of Moving Water on different Types of Soil; Life in the Soil 184-189
Compare the absorption of water by different soils. December
Observe and describe the effects of moving water on different soils. December
Investigate and describe how living things affect and are affected by soils. December
UNIT 10: SOLAR SYSTEM
TOPIC 1: Stars and Planets 190-194
Differentiate between a star and a planet. December
Explain that the Sun is a star. December
TOPIC 2: Solar System 195-199
Describe the solar system and its planetary arrangement showing position December
of Earth in our solar system.
Explain the relative size of the planets and their distance from the sun December
using a model.
TOPIC 3: Natural Satellites in Solar System 200-206
Compare the sizes of Earth, Sun and Moon. December
Investigate the moons of different planets of the solar system. December
Identify different phases of Moon. December
4 Self Reflection 207
5 Further Readings / Learning and References 208
6 List of Contributors 209

Introduction
L earning is a process and it takes time for

children to learn. Teachers should develop
such a safe and thoughtful learning
environment in which all children can learn. It
requires such teaching activities and strategies
that all students have active participation in the
learning process. It requires the teacher to
encourage children's efforts and acknowledge
their success. It is also the responsibility of
teachers to deal with students' misbehaviours
during learning process by using timely and
positive strategies. This teaching and learning
resource is designed to help you become a good
teacher.
The Traditional Classroom
Most of the teaching in our classrooms is done in

a traditional monologue way. The children sit
quietly in rows in the classroom, the teacher does
all the talking and the students passively listen to
the teacher. They speak only when called on to
and do exactly as they are told. Research shows
that when students are taught in this way, they
get very little (about 5%) of the knowledge.
Research also shows that the learning of students
improves a lot when their active participation is
ensured.
In a traditional classroom, the learning

capabilities of most students are limited merely
to copy what is written on the board and they are
not able to actively process the information
through thinking, comparison and analysis. Due
to this limited mental ability, students lose
interest in learning. Another reason is that
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Teachers’ Guide
teachers do not vary teaching style to suit the

requirements of the subject.
Going Beyond the Lecture
By using a variety of interactive activities in

classrooms, students' interest and active
participation in learning can be enhanced. Such
activities also enable students to construct their
own knowledge. When designing these activities
teacher must ensure that all students participate.
Research shows that:
 Students learn and retain more when asked

to do something than just learn information.
 Students learn more by actively participating

in observing, speaking, writing, listening,
thinking, drawing, and doing.
 Learning is enhanced when a student applies

his/her knowledge for benefits to himself and
others.
 Learning styles of different children vary and

teachers should design activities and
strategies accordingly.
 Knowing about learning styles can help

teachers plan lessons, assignments and
activities.
Effective teaching involves:
 The use of teaching tools, techniques, and

strategies
 An understanding of how students learn, how

they process information, what motivates
them to learn more, and what impedes the
learning process
 Creating effective learning environments

where students are actively participating and
engaged with the material
 The use of different instructional strategies
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Teachers’ Guide
for the development of skills, values and

psychological health
Teaching Strategies in the New Curriculum
 Making Lessons interactive
Ask questions, encourage students to

question, engage students in individual, pair,
or small-group activities.
 Discussion
Discussion is an excellent way to engage

students in thinking and analyzing and
defending an issue. Students respond to one
another better than interacting only with the
teacher
 Interactive Demonstrations
Developing an environment of fun and

demonstration in classroom stimulates
students' interest and curiosity.
 Role Play
Students learn by acting and observing. Some

students act out a scenario and others watch
and discuss.
 Cooperative Learning
Students work together in small groups.

During this group work, students cooperate
with each other. It maximizes their learning
and they get the learning objectives through
interactive dialogues.
 Inquiry-based teaching
It enables the students to frame questions,

gather information, analyze it and draw
conclusion.
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Teachers’ Guide
Lesson Planning
Many teachers in Pakistan rely on textbooks for

teaching. They come into the classroom, ask
students to open the textbook to a certain page,
and have students read a portion of the text. Then
they ask students to answer questions which
require them to reproduce material from the
text. Most of the teachers teach all subjects
(except mathematics) and use the same style for
every subject. By spending a little time to plan the
lessons, the teachers can deliver lessons in
meaningful and interesting way.
Development of Lesson plans
The lesson plans can be developed concentrating

on the following important points.
1. Where are your students going? (Aims,

Objectives, SLOs)
2. How the students are going to get these aims?

(Lesson introduction and development)
3. How will you know when the students have

got the aims? (Assessment/evaluation)
Important Components of a Lesson Plan in

Teachers' Guides
1. Students' Learning Outcomes (SLOs)
The topics of different subjects have been given in

the National Curricula. In each topic, the
students' learning outcomes have been
identified. In teachers' guides, the lesson plans
have been developed on the base of these
students' learning outcomes. Each lesson plan
covers 1 to 3 learning outcomes. Students'
learning outcomes help you to clarify the
knowledge, skills and attitudes/values to be
developed in students.
2. Time : Number of Periods
Each lesson plan mentions the time / number of
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Teachers’ Guide
periods required to teach the lesson effectively. A

teacher may him/herself divide the time for
different types of activities given in the lesson
plan. In teachers' guides the same time
distribution has not been emphasized. Teachers
may also consult the academic calendar for the
management of whole course.
3. Information for Teachers
This section includes the important information,

concept maps etc. that are essential for the
teacher for effective delivery of the lesson.
4. Material / Resources
It is an important part of lesson plan that the

material and resources for teaching the lesson be
identified for example, the apparatus to be used
in activities (e.g. charts, coloured pencils, ruler
etc.) and textbook etc.
5. Introductory Activities
Introductory activities are designed to introduce

the lesson or establish connection with the
previous lesson. Such activities build readiness,
create interest, and identify what students
already know about the topic. In introductory
activities, students' attention may be gained by
showing pictures, stating a problem or a
dilemma, or reading a poem / story. A test / quiz
may be used to find out what students already
know.
6. Developmental Activities
This section is the most important part of a lesson

plan. Most of the time allotted for in a lesson
plan, is for these activities. Developmental
activities grow out of the introductory activities.
These activities are designed to attain the
students' learning outcomes. During these
activities new concepts, skills and values are
introduced and these are built on past learning.
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Teachers’ Guide
These activities have this sequence: data

gathering activities, data organizing activities,
demonstrative or applicative activities, and
creative and expressive activities.
7. Concluding Activities / Sum up
Such activities are used to enable students to

consolidate and summarize their knowledge.
They facilitate the application of knowledge and
skills to a new situation. They are generally
related to the main idea of the lesson.
8. Assessment of Learning
This section includes such questions or activities

that can assess to what extent the students'
learning outcomes have been achieved.
Assessment is important in all phases of the
lesson i.e. from introduction to conclusion. A
variety of techniques can be used to assess the
achievement of the chosen learning outcomes.
Some of these are prepared as part of the
learning activities; for example the drawing and
labeling of a map, the questions for evaluating a
discussion, the final written report etc. Other
tools such as tests / quiz are used at the end of
lesson.
9. Follow up
This section includes enrichment activities,

projects, questions or homework to be assigned
to the students. The said activities enable the
students to apply their knowledge and skills in
daily life.
vi
Teachers’ Guide
Template of Lesson Plan äÒ^ì ^Òäeç ßÚoÏ f
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gf &b z
vii
Teachers’ Guide
Excerpts from the National Curriculum

The purpose of the Science Curriculum is to
develop two things in all students i.e. scientific
literacy and positive attitudes about using
science as a way of obtaining knowledge.
Students are expected to learn how to do science,
how to communicate the results of science
inquiries to others, and how to use their
knowledge of science concepts and principles to
reason about science and to solve problems in
real life situations. This can only be accomplished
by providing students with opportunities to
explore the context of science and its
applications, and to develop an understanding of
the connections among science, technology and
society and environment (STSE).
Salient Features of the National Curriculum
Promoting Scientific Literacy in Teaching and
Learning Process
The Science Curriculum gives special attention to
understanding of science ideas, critical thinking,
inquiry and skills that are presented as Students'
Learning Outcomes. The curriculum also
encourages the implementation of hands-
on/minds-on learning strategies. It gives
opportunities of in-depth explorations and
understanding of the way in which scientific
k n o w l e d g e i s c re ate d , va l i d ate d a n d
communicated.
This curriculum will assist students not
only to understand science principles but also to
relate these to personal, social and global issues
and technologies. Acquiring these concepts
students will become lifelong learners, equipped
with the skills needed to access, understand,
evaluate and apply information in various
contexts.
Improving the Teaching and Learning of Science
The aim of scientific literacy for all has created a
need for new forms of classroom organization,
viii
Teachers’ Guide
communication, and instructional strategies. The

Standards and Learning Outcomes described in
this curriculum demand changes in science
teaching and learning process.
The Curriculum gives less emphasis on:
 Knowing scientific facts and information
 Studying subject matter disciplines (physical,
life, earth sciences) for their own sake
 Separating science knowledge and science
process
 Covering many science topics
 Performing lab activities
 Implementing inquiry as a set of process
The Curriculum more less emphasis on:
 Understanding scientific concepts and
developing abilities of inquiry
 Learning subject matter disciplines in the
context of inquiry, technology, personal and
social perspectives, and history and nature of
science
 Studying in depth a few fundamental science
concepts
 Collecting and using evidence to build
explanations
 Implementing inquiry as instructional
strategies for abilities and ideas to be learned
Enhancing Learning in Science
The purpose of the Science Curriculum is to
provide direction for learning in science. Learning
is enhanced when:
 Students have the opportunity to clarify their
ideas, to share and compare, ask questions,
evaluate, and modify their ideas.
 Scientific knowledge, skills, and attitudes are
introduced in contexts which are relevant and
familiar to the students;
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Teachers’ Guide
 Students have opportunities to use their new

ideas and skills, first in a variety of familiar
contexts and later in other challenging and
unfamiliar situations;
 Students see the relevance and usefulness of
science to themselves and to society;
 Teachers and students work within a
supportive atmosphere of mutual respect
where all the experiences, ideas, and beliefs
are acknowledged as a basis for learning;
 Learning environments are visually
stimulating and reflect contemporary
science; and
 Teaching strategies respond to a diversity of
learning styles.
Note: Appropriate time, facilities, and resources
are important for teaching and learning science
and need to be considered in relation to the
above factors.
Classroom Teaching Strategies
The teacher needs to:
i. Work with and take an active role in the
students' learning;
ii. Take into account what students already
know and understand about science rather
than determining what they do not know; and
iii. Ensure that key science concepts and
processes are taught in an increasingly
complex way.
Inquiry-based Science Learning
Inquiry/investigation is a process of framing
questions, gathering information, analyzing it
and drawing conclusions. The following are the
characteristics of Inquiry-based learning:
 Inquiry shifts ownership of the learning
process from teacher to student. Teacher acts
as a facilitator in the learning process.
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Teachers’ Guide
 Inquiry requires students to ask questions

and devise answers, and test the reliability of
the knowledge they've generated.
 Teacher asks open-ended questions such as
"How do you know?" and "How your activity
data supports your conclusions?" in order to
encourage further probing and discovery.
 Students reflect on the lesson and explain
why it is important. They gain greater
understanding about the inquiry process and
how it relates to learning.
 Te acher involves students in hands-on
activities, whole class instruction, or group
collaboration.
 Inquiry teaching encourages students to
collaborate with one another, communicate
ideas and thoughts, ask questions, justify
answers and seek advice from others.
Problem-based Science Learning
Problem-based learning supports a constructivist
approach to teaching and learning. Students
identify problems, formulate hypotheses,
conduct data searches, perform experiments,
formulate solutions and determine the best
solutions. Teacher assumes the role of coach
rather than knowledge-holder and disseminator.
Students are the active problem-solvers,
decision-makers, and meaning-makers. Problem-
based learning involves various steps such as:
 Identify a problem suitable for the students.
 Connect the problem with the context of the
students' world so that it presents real
opportunities.
 Give students responsibility for defining their
learning experience and planning to solve the
problem.
 Expect all students to demonstrate the
results of their learning through a product or
performance.
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Teachers’ Guide
Science, Technology, Society and Environment

(STSE) Connections
An aims of curriculum states that students will
develop an understanding of the nature of
science and technology, their application and
implications, and the relationship among science,
technology, society, and the environment. The
students' understanding of science concepts and
principles is clarified and strengthened when
they attempt to apply their knowledge in the
context of society, technology and environment.
Attitudes and Values in the Classroom
During the classroom learning experiences
science education can contribute to attitudinal
growth when students are:
 involved in science investigation & activities
 provided with opportunities for development
of attitudes that support scientific inquiry
 asked to work in groups' situations and on
real-life problems
 involved in activities that encourage
responsible behaviours
Homework
Homework is an essential component of the
science program. Good homework extends the
opportunity for students to think scientifically
and to reflect ideas explored during class time.
Developing Science Skills
The following skills / processes are central to the
delivery of instruction and assessment activities
in classrooms.
Observing Measuring Classifying
Inferring Predicting Communicating
Designing Controlling
Hypothesizing
Experiments Variables
Interpreting Formulating
Data Models
xii
Teachers’ Guide Lesson Plans: Grade V
UNIT LESSON 1
TOPIC
1
Classification of
Living Things
Classification
40 Minutes /
1 Period
Students’ Learning Outcomes

 Define classification.
 Explain the need and importance of
classification.
Information for Teachers
 All the physical features of an organism

(animal or plant) or its living habits are called
its characteristic.
 Classification means grouping of things which
are similar.
 By classification study becomes easy,
systematic and organized.
 The place where a living thing lives is called
its habitat.
 We can know the basic characteristics of all
members of a group by examining only one
member.
During teaching, also consult the textbook

as and where required.
Material / Resources
Pictures of living and non-living things, textbook
1
CI
P
O
T
Introduction
 Ask the students about living and non living

things present in class or school.
 Conduct a brainstorming session about the

types of things by showing pictures of
different living and non-living things or by
writing their names on board.
 Ask students to classify living and non-living

things.
 Draw the following table on board and write
the students’ response.
Living things Non-living things
2
CI
P
O
T
Development
Activity 1 1
 Show the pictures of different animals

living in different habitats (as shown
below) or write the names of animals on
board and ask the students to tell about
where they live.
 Draw the following table on board and

write students' responses.
No. Name of animal Habitat
 Now ask the students to make a list of

animals living in same habitat e.g owl,
sparrow etc.
 Tell the students that in this way we can
classify different animals on the basis of
place where they live.
3
CI
P
O
T
Activity 2 2
 Show the following pictures of different
plants (as shown below) and ask them
to classify on the basis of their size e.g.
big plants or small plants.
 Initiate and guide the class discussion

through questions:
 What did you do? (Expected response:
Arranged the plants in groups according
to their sizes).
 Tell the students that grouping of things
on the basis of any characteristic is
called classification.
 Ask the students to classify the things
present in their bags and then ask the
following questions:
 How did you arrange the materials
present in your bag? (Expected
Responses: Like things were put into
one group, Unlike things were
placed into different groups).
 Is there any benefit of this grouping/
arrangement? (Expected response:
Things appear in an orderly manner,
counting becomes easy and items of
one group are similar).
 Studying organisms becomes easier,
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CI
P
O
T
systematic and organized. X
 We can find out the basic
X
characteristics of all members of a
group by examining only one
member.
Activity 3 3
Ask the students that make different groups
of living things on the basis of their same
characteristics.
Sum up / Conclusion
 Classification means grouping of things on the

basis of same characteristics.
 Classification is done on the basis of
observable similarities and differences.
 Through classification study becomes easy,
systematic and organized.
Assessment
 Ask students to answer the following

questions:
 What do you mean by classification?
 Why is it necessary to classify the living
things?
 What can happen if we do not classify the
animals?
Activity 1:
 Show pictures of different animals to students
or write the names of these animals on board
and ask them to classify according to their
movement.
5
CI
P
O
T
Animals that can fly Animals that can creep Animals that can run Animals that can swim
Activity 2:
 Tell the students the phrase “Billi Sher ki
khala” and ask them to justify any link of this
phrase with classification.
 Involve the students in solving the questions
given at the end of chapter / unit in textbook.
Follow up
 Ask the students to create a chart depicting

the classification of everyday objects present
in their homes. Guide students to start by
classifying all the objects in the home into two
major groups i.e. "natural" (made of natural
materials) and "artificial" (made of artificial
materials). They should then divide the major
groups into further smaller groups e.g.
“natural” may be divided into food items, pet
animals, decorative plants etc. Similarly
“artificial” may be divided into kitchen
utensils, washroom accessories, electrical
appliances etc.
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UNIT LESSON 2
TOPIC
1
Classification of
Living Things
Classification & Characteristics of Animals
(Vertebrates and Invertebrates)
40 Minutes /
1 Period
 Differentiate between vertebrates and

i n v e r t e b r a t e s a c c o r d i n g t o ke y
characteristics.
 Identify vertebrates and invertebrates
from their surroundings.
 Animals can be classified on the basis of

presence and absence of backbone.
 Animals having backbone are called
vertebrates.
 Animals without backbone are called
invertebrates.
Animals
Backbone present No Backbone
Vertebrates Invertebrates

Picture of vertebrates and invertebrates,

textbook
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Introduction
 Recall the concept of skeleton and its

importance to the students.
 Demonstrate the location of the backbone by
asking the students to touch the backbone of
their friend and ask the following questions:
 What do you think that what is the role of
our backbone?
 Do you know animals also have
backbone?
 Tell them that some animals have backbone
while some have not.
 Ask the students: Which animals do you think

have backbone and which do not have?
Development
Activity 1 1
 Explain the presence and location of

backbone in different vertebrates by
showing the following pictures or
similar ones.
Fish Frog Tortoise Ostrich Lion
 Tell the students that those animals

having backbone are called vertebrates
and those having no backbone are
called invertebrates.
 Ask the students: What Do you think to
which group human being belongs?
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Activity 2 2
 Show some pictures to the students like
shown here to distinguish between
vertebrates and invertebrates.
Activity 3 3
 Ask the students to name the
vertebrates and invertebrates they find
in their school or house premises.
 Draw this table on the board and ask the
students to copy on their note books.
Sum up / Conclusion
 Animals can be classified on the basis of

presence and absence of backbone.
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 Animals having backbone are called
vertebrates e.g. cow, lizard, fish, man etc.
 Animals without backbone are called

invertebrates e.g. earth worm, butterfly,
cockroach etc.
Assessment
 Ask them to write names and draw

vertebrates and invertebrates which they
know.
 Ask the students to indicate the location of
backbone in the given pictures or similar one
as shown below.
 Write the name of these animals on board

and ask the students to circle animal that
does not fit in the relevant group.
Vertebrates: Dog, ant, monkey, dolphin and
horse
Invertebrates: Worms, butterfly, cockroach,
lizard and mosquito
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Follow up
 Ask the student that why snake and

earthworm are placed in the different groups
in spite of the fact that they have same body
shapes.
 Draw the table on writing board and ask them
to copy on their note books. Ask them to mark
a tick or cross in the relevant column and ask
them to complete it at home and bring it the
next day.
No. A. Characteristics Vertebrates Invertebrates
1. Presence of vertebral column
2. Small body size
No. B. Examples Vertebrates Invertebrates
1. Fish
2. Lizard
3. Earthworm
4. Butterfly
5. Human being
6. Starfish
7. Parrot
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UNIT LESSON 3
TOPIC
1
Classification of
Living Things
Classification & Characteristics of
Vertebrates
40 Minutes /
1 Period
 C l a s s i f y ve r te b rate s i nto f i s h e s ,
amphibians, reptiles, birds and mammals
on the basis of their characteristics.
 Vertebrates are divided into five major groups

i.e. fishes, amphibians, reptiles, birds and
mammals.
 Fish have no legs and they swim and live in
water. They have fins for swimming.
 Amphibians have legs. Their skin is moist.

They can live both in water and on land. They
swim in water and hop on land e.g. frog.
 Reptiles have legs. Their skin has scales. They

crawl on land e.g. snake.
 Birds have legs. Their skin has feathers. They

live on land and can fly in air e.g. sparrow.
 Mammals have legs. Their have hair on their

skin. They feed their young ones on milk.
Most mammals live on land and can run e.g.
goat, cow.

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Chart or picture of some animals, textbook
Introduction
 Recall the previous lesson of vertebrates and

invertebrates to the students.
 Ask them to name some of the vertebrates
and invertebrates.
Development
Activity 1 1
 Show the pictures of fish, frog, sparrow,

lizard, and dog to students.
 Divide the class into five groups and give

one picture of animal to each group.
 Ask the students to observe the picture
very closely and point out the major
distinguishing features.
 After five minutes ask each group leader
to present the characteristics of the
given animals in front of the class.
 Simultaneously make and fill a table on
the board in the light of students’
presentations to summarize the
characteristics of various animals.
 Facilitate the students if they give
incorrect information and also explain
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more characteristics of each group of
vertebrates. Use the book for this
purpose.
Habitat
Vertebrates Legs Skin Movement
(Land / Water)
Fish No Water Moist Swim
Frog Yes Land and water Moist Hop
Sparrow Yes Land Feathers Fly
Lizard Yes Land Scales Crawl
Dog Yes Land Hairs Run/walk
Activity 2 2
 On the basis of above activity introduce
the five groups of vertebrates i.e. fishes,
amphibians, reptiles, birds, and
mammals. Describe the main features
of each group supported with examples.
Activity 3 3
 Explain the classification by drawing a
key on the board (The key has been
given at the end of lesson plan.)
Sum up / Conclusion
 Vertebrates are divided into five major groups

i.e. fishes, amphibians, reptiles, birds and
mammals.
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 Fish have no legs and they swim and live in
water. They have fins for swimming.
 Amphibians have legs. Their skin is moist.

They can live both in water and on land. They
swim in water and hop on land e.g. frog.
 Reptiles have legs. Their skin has scales. They

crawl on land e.g. snake.
 Birds have legs. Their skin has feathers. They

live on land and can fly in air e.g. sparrow.
 Mammals have legs. Their have hair on their

skin. They feed their young ones on milk.
Most mammals live on land and can run e.g.
goat, cow.
Assessment
Activity 1
 Show pictures similar to these to the students
and ask them to write their distinguishing
features on their notebooks.
Fish T Snake ,$ Rabbit l Í y

% Pigeon F
,½ Frog u
Activity 2
 Ask the student to identify the groups of the
animals and write their characteristics.
Name of the Animal

Vertebrate group
Characteristics
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Name of the Animal
Vertebrate group
Characteristics
Name of the Animal

Vertebrate group
Characteristics

Follow up
Ask the students to find the picture of any

vertebrate from newspaper or internet and write
its characteristics on the copy and also paste it in
their notebooks.
Key for the Classification of Vertebrates
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UNIT LESSON 4
TOPIC
1
Classification of
Living Things
Major Groups of Invertebrates
(Worms and Insects)
40 Minutes /
1 Period
 Identify key characteristics of worms and

insects.
 T h e re i s a g re a t d i v e rs i t y a m o n g
invertebrates. Worms and insects are the two
major invertebrate groups.
 The insects are characterized by three body
parts (head, thorax and abdomen) and
jointed legs. Most of the insects also have
wings that help them to fly.
 Worms have round and elongated soft
bodies. The bodies of some worms have
segments, like compartments of train.

Wings
Thorax
Segments
Head
Abdomen
Flat body Cylindrical round body

Legs
Body of worms Body of insects
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Pictures of worms and insects, textbook
Introduction
 Ask them do they know about the “Animals

under our feet”.
 Discuss “Animals under our feet” are worms

and insects and they have no backbone.
 Ask them what types of insects they observe

at their homes.
Development
Activity 1 1
 Show some pictures of worms and

insects and ask the students to classify
them on the basis of their body shape.
 Write students' response on board.
Activity 2 2
 Show the pictures of insects and worms
and tell them that these are different
groups and have different
characteristics.
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Worms Insects
 Explain by writing on board the main

characteristics of insects and worms:
insects (jointed legs, wings); worms
(elongated soft body, no legs etc).
Sum up / Conclusion
 Worms and insects are the two major

invertebrate groups.
 The insects have three body parts i.e. head,
thorax and abdomen. They have jointed legs
and most of them also have wings.
 Worms have round and elongated soft
bodies. The bodies of some worms have
segments.
Assessment
Activity 1: 1ò¤
/u
 Ask the students to complete the following
activity.
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 Sara is a science student and her teacher has
asked her to collect the worms and insects for
collection of animals in laboratory. Help Sara
by putting a tick on the animal.
 On the basis of the results, make groups of
invertebrates as worms and insects.
Activity 2:
 Ask the students draw an earthworm and an
ant in their notebooks, and write about their
structures and their habitats.
 Draw a table on the board and ask them to
copy it on their notebooks and then ask them
to fill.
EARTHWORM ANT
Drawing Actual Drawing Actual
Number of Body Parts
Number of Legs
Antenna
Present or Absent
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Activity 3:
 Ask the students to write the names of those
insects, they observe in their daily lives.
Activity 4: Finger print Ant (Fun activity)

 Ask the students to take an impression of
their thumb using any ink or stamp pad and
make an ant as shown.

Follow up
 Ask the students to find the picture of any

insect from newspaper or net. Ask them to
paste the picture on their notebooks and
write at least two characteristics.
 Ask students to collect an insect from nearby

and bring it in the classroom and draw its
diagram.
 Have students create an imaginary creature.

Instruct them to draw a picture of the
creature and create a fact sheet for their
creature. After all students have created their
imaginary creatures, let the class classify the
creatures. First into vertebrate and
invertebrate, next into sub-groups as:
 Classify Vertebrates into fish, amphibians,

reptiles, birds and mammals.
 Classify Invertebrates into worms and

insects.
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UNIT LESSON 5
TOPIC
1
Classification of
Living Things
Classification of Plants
(Flowering and Non-Flowering Plants)
40 Minutes /
1 Period
 Compare flowering and non-flowering

plants.
 Classify the flowering plants into two
major groups and give examples of each
group.
 Plants are classified into two major groups i.e.

flowering plants and non-flowering plants.
 Some plants produce flowers and are called

flowering plants e.g. orange, apple, wheat,
rice, rose etc.
 Some plants do not produce flowers and are
called non-flowering plants e.g. ferns,
conifers etc.
 All the flowering plants produce seeds in their
life cycles. Their seeds are surrounded by the
fruit. They usually have broad leaves.
 All non-flowering plants do not produce
seeds. Conifers are the non-flowering plants
that produce seeds. Their seeds are not
covered with fruit. They usually have needle-
like leaves.

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Pictures of flowering and non-flowering plants,

textbook
Introduction
 Recall students' previous knowledge through

questions like:
 What do you mean by classification?
 Why do we classify animals?
 Can we classify plants also?
 After students’ response announce the
today's topic.
Development
Activity 1 1
 Arrange the students into appropriate

number of groups.
 Give pictures of different plants to each
groups.
 Ask each group to observe the plants
shown in the pictures.
 Students should discuss the visible
structure and different parts of the
plants within the group.
 Ask students to share their own
knowledge about these plants within
group.
 Ask the groups to share the important
observations with the whole class (one
member from each group will present
the observations).
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 Initiate and guide the class discussion
through interactive questioning:
 How the plants are different from

one another? (Expected response:
They are different in sizes. They are
different in shapes. Some plants
have flowers and fruits while some
do not have.)
 Ask them on what basis we can classify
them. (Expected response: shape: size,
presence of flowers)
 Conclude the activity by explaining the
first level of the classification of plants
i.e. flowering and non-flowering plants.
Activity 2 2
 Write the main characteristics of the
two groups on board and fill it by the
students responses.
Characteristics Flowering Plants Non-flowering Plants
Produce Flowers Yes No
Fruits Present Not present
Seeds Produced in all Not produced in all
Leaves Usually Broad Usually Narrow
Examples Rose, apple, wheat Ferns, conifers
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Sum up / Conclusion
 Plants are classified into two major groups i.e.

flowering and non-flowering plants.
 All the flowering plants produce seeds in their
life cycle. Their seeds are surrounded by
fruits, they usually have broad leaves.
 The non-flowering plants do not produce
seeds. There seeds are not covered with fruit.
They usually have needle like leaves.
Assessment
 Ask the following questions to the students:

 What are the two major groups of plants?
 How the seeds of flowering plants are
different from the seeds of some non-
flowering plants?
 In what respects the flowering and non-
flowering plants are similar?
 Name one flowering and one non-

flowering plant used in our daily life.
 In which areas of Pakistan non-flowering

plants are usually found?

Follow up
 Ask the students to go for a nature walk in

their surroundings with their parents and
collect samples (for example leaves) from the
flowering and non-flowering plants.
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UNIT LESSON 6
TOPIC
1
Classification of
Living Things
Characteristics of Monocot
and Dicot Plants
40 Minutes /
1 Period

 Compare the structure of a monocot and a
dicot seed.
 Compare the structure of a monocot and a
dicot leaf in terms of its shape and
venation.
 Differentiate between the structure of
monocot and dicot flowers in terms of
number of floral leaves.
 The seed of a monocot plant, called a

monocot seed, has one cotyledon.
 The seed of a dicot plant, called a dicot seed,
has two cotyledons.
 The arrangement of veins in a leaf is called leaf
venation. Leaf veins are parallel in monocot
plant leaves and form network in dicot plant
leaves.
 In flowers of monocot plant sepals and petals
are present in multiple of three i.e. a set of 3, 6
or 9 etc.
 In dicot plant, flowers, sepals and petals are

present in multiple of four or five i.e. a set of
4, 8 or 12 etc or a set of 5, 10 or 15 etc.
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 Flower or pictures of monocot and dicot

plants; seeds of grass, rose and maize,
textbook
Introduction
 Review the students understanding about the

concept of classification. Recall the
classification of plants into flowering and
non-flowering plants.
 Inform students that all the flowering plants
and some non-flowering plants produce
seeds during their life cycles. There is a large
variety among the seed plants and scientists
classify them into two groups known as
monocot and dicot plants.
 Ask the students what the terms “mono-” and
“di-” mean.
 After students’ response inform the today's
topic.
Development
Activity 1 1
 Arrange the students in appropriate

number of groups.
 Bring seeds of different plants like corn,
beans and peanuts etc. and give to each
group.
 Ask them to observe the external
structure of seeds carefully.
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 Remove the upper cover of a seed
gently and show its internal structure to
students.
 Ask the students to perform this activity
and show the internal structures of seed
one by one.
 Demonstrate the internal structure of
seed and explain the following points.
 Cotyledons are found in all seeds.
Some plants produce seeds with
one cotyledon. Such plants are
called monocot plants.
 Some plants produce seeds with

two cotyledons. Such plants are
called dicot plants
 A seed coat is present on the seeds
of both groups of plants.
 All flowering trees, bushes,

vegetables and garden plants (not
corn) are dicot plants while all
grasses and glass-like plants are
monocots.
 Inform students that they will learn the
detailed structure of seed in next unit.
Seed coat
Cotyledons Dicot Seed
Seed coat
Cotyledon
Monocot seed
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Activity 2 2
 Bring the leaves of monocot and dicot
plants in class. Distribute the leaves to
students' groups and ask them to
observe the leaf shapes and venation.
Parallel Venation
Network Venation
Dicot Leaf Monocot Leaf
 Draw the venation patterns of monocot

and dicot leaves on board and ask
students to copy.
 Get the following table filled with the
help of students.
Plant Leaf Shape Leaf Venation Dicot Monocot
Rose
Sunflower
Wheat
Mango
Grass
Maize
Activity 3 3
 Bring different flowers to the class,
 Make groups and distribute the flowers
in different groups.
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 Demonstrate how they will observe the
internal and external structure of flower
and ask them to observe carefully.
 Tell students that they have seen the
differences in the seeds and leaves of
monocot and dicot plants. The flowers
of these two groups of plants are also
different.
 Recall students' previous (Grade IV)
learning about the basic structure of
flowers and ask them:
 What is the function of flower?
 What are the sepals and petals?
 Then inform the students that:
 In monocot plant flowers sepals and

petals are present in multiple of 3
i.e. a set of 3 or 6 or 9 etc.
 In dicot plant flowers sepals and

petals are present in multiple of four
of five i.e. a set of 4, 8, 12 etc or a set
of 5 or 10 or 15 etc.
 Make a table on the board and ask them

copy it on their notebooks.
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No. Flower No. of petals No. of sepals Monocot or Dicot?
Sum up / Conclusion
 The monocot seed has one cotyledon while

the dicot seed has two cotyledons.
 Leaf veins are parallel in monocot plants

while veins form network in dicot leaves.
 In flowers of monocot plant, sepals and petals

are present in multiple of three. In dicot plant
flowers sepals and petals are present in
multiple of four or five.
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Assessment
Activity 1
 Students understanding will be assessed by
asking the following questions.
 How do the seeds of monocot and dicot
plant differ?
 What is meant by venation? Describe the
venation patterns found in monocot and
dicot leaves.
 The number of sepals and petals present
in a flower can hint the group to which the
plant belongs. How is that?
Activity 2
 Ask to students to bring different leaves. Ask
them to.
 Place the leaf bottom side up on a smooth
surface.
 Put a sheet of strong white paper over the
leaf.
 Rub the leaf with soft crayon till you have
a good print, showing the veins and the
margin of the leaf.
 Instruct them to make the leaf rubbings of
different kinds of leaves.
 Ask the students to identify the type of
venation.
 Ask them to classify each leaf as monocot or
dicot.
Follow up
Ask students to collect leaves and flowers of

different plants and paste them in the folds of old
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newspapers. Let them dry and then transfer them
to their copies. Students should fill the table as
follows.
Leaf No of sepals Monocot or

Leaf Shape and petals in
venation Dicot?
flower
Plant 1
Plant 2
Plant 3
Plant 4
Plant 5
3 6 9
Sepals and
Petals
Monocot flowers
4 8 12 5 10 15
Dicot flowers
Monocot Leaf Dicot Leaf
Parallel Venation Network Venation
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UNIT LESSON 1
TOPIC
2
Microorganisms
Viruses, Bacteria and Fungi
40 Minutes /
1 Period
 Define microorganisms.
 Identify the main groups of microorganisms

in daily life.
 Describe the advantages of microorganisms.
 The organisms which cannot be seen with our

naked eyes (without using microscope) are
called microorganisms.
 All viruses and bacteria are microorganisms.
 Some fungi are too small, these are also
included in microorganisms.
 Most of the fungi are too big to be seen
without microscope. Such fungi are not
included in microorganisms.
 Bacteria are helpful in the production of many
foods e.g. yogurt, cheese etc.
 Fungi (Yeasts) are used in baking (e.g: bread,

cake etc.)
 Many bacteria and fungi decompose dead

organisms into simpler compounds.
 Virus is the smallest of all microorganisms.
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Pictures of microscope, bacteria, virus and fungi,

textbook
Introduction
 Ask students to recall previous knowledge

regarding “Dental Hygiene” from Grade IV
and ansnwer the following questions:
 Why should we keep our teeth clean?
 Can we see germs with our naked eyes?
 Which instrument is mostly used to see
microorganisms?
 Show pictures / diagrams of viruses, bacteria
and fungi from textbook to students. Ask
them to observe these pictures carefully and
guess which organisms are these.
 Draw following line work on board and tell
that these are so small organisms that cannot
be seen with our naked eyes. Such organisms
are called microorganisms.
Microorganisms
All Bacteria
All Virus Some Fungi
 Now explain the meaning of microscope to

students i.e. “micro” means “small” and
“scope” means “to see”. Microorganisms can
be seen only under the microscope.
35
Development
Activity 1 1
 Recall previous knowledge regarding

the presence of germs (bacteria) on
different things and skin.
 Now show microscope or picture of
microscope to the students.
 Ask the students: For what purpose, this

instrument is used?
 Tell them that microscope is used to see
microorganisms.
 Talk on the definitions of bacteria, virus
and fungi. During this, make simple
drawing of a bacterium, a virus and
(yeast) on board as well.
A virus A bacterium
Yeast: A type of fungi Microscope
Activity 2 2
 Explain the advantages of bacteria and
fungi in daily life.
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 Use questioning answering and concept
maps to teach this part of lesson.
 Ask the students the use of bacteria and

fungi in preparation of yogurt, cheese
and bread.
 Ask the students: Have you ever seen
the process of yogurt making? Do you
know this process?
 If possible, demonstrate the process of
yogurt making in class. Otherwise
explain this process with the help of
students.
 Tell the students:
 We mix one spoon of yogurt (which
contains yogurt making bacteria) in
warm milk.
 After this, we place this milk at
warm place for 3-4 hours, so that
bacteria increase their number.
 Increasing bacteria produce acids in
milk. due to these acids, the milk
condenses and converts into yogurt.
 Ask students to draw diagram to explain

this process.
Add a spoon of yogurt in warm milk
Cover the pan and leave at warm place
Yogurt making bacteria

increase in number
Milk condenses and converts into yogurt
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Activity 3 3
 Explain the role of bacteria and fungi in
the decomposition of dead organic
matters. Conduct question answering
session so that students can understand
the importance of decomposition.
 What happens to organisms after
their death? (Expected response:
they vanish after specific period)
 What happens with the leaves that

have fallen from trees? (Expected
response: they get mix in the soil)
 Tell students that dead bodies of
animals and plants are broken into
simpler compounds. This work is done
by bacteria and fungi. If the process of
decomposition of matters is stopped
what could happen? (Expected
response: they will remain as such).
 Explain that if there is no
decomposition, there would be piles of
dead bodies and garbage on each and
every side of the Earth. Soon, there will
be no place for living and growing crops.
 Explain that simpler matters formed
after decomposition of dead bodies
increase the fertility of soil.
Decomposition of the leaves, fallen from trees
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Sum up / Conclusion
 Organisms which cannot be seen with naked

eyes are called microorganisms.
 All bacteria, all viruses and some fungi are
examples of microorganisms.
 Bacteria are helpful in the production of many
foods e.g. yogurt and cheese.
 Fungi (yeasts) are used in baking (e.g: cake,
Bread, Naan etc.).
 Many bacteria and fungi decompose dead

organisms into simpler substances.
 Virus is the smallest of all microorganisms.
Assessment
Activity 1:
Ask the following questions from students:
 What is the meaning of microorganisms?
 All bacteria and viruses are microorganisms
but all fungi are not, why?
 Name the food items, in which
microorganisms are used for their processing.
 If all decomposers (bacteria and fungi) die,

what will happen?
Activity 2:
 Draw this table on the board and ask the
students to identify the microorganism and to
copy it in their notebooks and complete it.
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Name of Microorganism:
Place where it is found:
Advantages:

Follow up
 Ask the students to prepare the fermented

flour dough (chapatti / Naan) with the help of
their parents and write its method along with
results in copy.
Method
Result
 Ask the student to write if there is any link of

microorganism with fermented flour dough
making.
40
UNIT LESSON 2
TOPIC
2
Microorganisms
Disadvantages of Microorganisms
40 Minutes /
1 Period
Describe the disadvantages of

microorganisms in daily life.
Define infection.
Identify ways by which microorganisms
can enter the human body.
Suggest ways to avoid infections.
Microorganisms have many harmful effects.

Many bacteria and fungi are responsible for
the spoilage of food.
Many bacteria, and fungi but all viruses can
cause diseases in man, animals and plants.
Typhoid, pneumonia, sore throat are
examples of the diseases caused by bacteria.
Flu, chicken pox, hepatitis and AIDS are

caused by viruses.
Fungi are responsible for many diseases like
ringworm and athletes foot.
The disease causing microorganisms are
called germs.
Germs can enter our bodies through mouth,
nose and wounded skin.
41
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Infection is defined as the process by which a
germ enters the body, divides to increase its
number, and in result causes diseases.
Washing hands regularly, keeping clean, using
boiled water and eating full cooked and safe
food can prevent us from germs.

Pictures / chart of diseases caused by

microorganisms, pictures of bacteria, viruses
and fungi, textbook
Introduction
Divide the class into groups and ask them to

discuss the following questions with each
other.
- What will happen, if we place a piece of
bread / orange in an open air for a few
days?
- Why do foods like oranges and bread go
moldy?
- How do we get flu?
- Why should you cover your mouth while
coughing?
- How many of you wash your hands before
eating? (Appreciate who raise their
hands)
- Why is it necessary to wash hands?
- What are germs?
- Can you see germs on your hands?
(Expected Response: Yes/No)
- Why can't you see germs? (Expected
response: They are very tiny)
42
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 Do you agree that there are living things
that cannot be seen with naked eye?
(Expected response: Yes/No)
Now introduce the topic by using the
previous knowledge. Inform them that
besides beneficial effects of microorganism
they have also harmful effects and sometimes
cause infection.
Bread
Yogurt
Dead
Leaves Spoiled Mangoes
She is ill
Development
Activity 1 1
To perform this activity, do your

preparations a few days before.
Place a wet piece of bread in a plastic
bag for some days.
Show this piece of moldy bread to
students and tell that fungi have grown
on bread and it has turned poisonous.
Conduct questioning answering session
to explain that bacteria also spoil our
food items.
Share with the students that when milk-
man brings milk to your home, your
mother at once puts it on stove for
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boiling. What will happen if you keep
this milk in kitchen and do not boil it?
(Expected response: “It gets sour and
we cannot drink it.”)
Explain that bacteria are always present
in milk, which are killed after boiling the
milk. When milk is not boiled, the
bacteria grow in number and produce
harmful chemicals in milk.
Fungi
When you see mouldy food, you are seeing colonies of mould fungi.
Activity 2 2
 Explain how an infection develops and
results in disease.
 Make a flow chart / concept map to
introduce the stages of occurrence of
disease.
 Introduce common bacterial, viral and
fungal diseases by mentioning their
causative germs, major symptoms and
modes of transmission.
Sick Person Healthy Person
er
e nt y of
s d
Germs are Present e rm e bo Germs divide
in Infection G th
in
Infection develops
Germs go in
Air, Water or food
Result is Disease
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Activity 3 3
 Participate in discussion with students
and explain:
- When an infected person coughs or
sneezes, large no of germs enter air.
Healthy person breathes in this air
and becomes infected.
- When a mosquito bites a malarial

patient, it picks germs from blood.
When the same mosquito bites a
healthy person, it passes the germs
to him. So the second person also
gets malaria.
- Housefly, mice and cockroaches also
carry germs from one place to
another. When a housefly sits on
garbage it picks up germs and
carries them to our food items.
When these food items are eaten by
healthy person he/she becomes
infected.
Activity 4 4
Ask students to recall previous (Grade

IV) learning of hygiene.
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Ask them to make a list of the habits and
ways which are helpful to avoid
infections. (If possible show them
pictures as given and write down their
expected responses on board).
- We should wash our hands
especially before eating anything
and after using toilet.
- We should immediately clean the
cuts and wounds and cover them
with clean dressing.
- We should always cover our mouth
with a handkerchief while coughing
or sneezing.
- Germs in the water can be killed by
boiling it.
- Food should always be covered.
- We should not eat foods sold by
hawkers.
- We should always keep our home,
surroundings and ourselves clean.
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Sum up / Conclusion
Microorganisms are harmful for us in many

ways.
Many bacteria and fungi spoil our food items.
Bacteria cause many diseases in us like
typhoid, pneumonia, sour throat, etc.
Viruses cause flu, chicken pox, hepatitis and

AIDS.
Fungi are responsible for ringworm and

athletes foot.
Germs enter our bodies through;
- mouth (by food or water)
- nose (by air)
- wounded skin
Infection is defined as the process by which
germ enters the body, divides to increase its
number and causes diseases.
Assessment
Ask following questions to students:

What are germs and what is meant by the
term “infection”?
What are the ways, germs can enter our
bodies?
Why some people prefer to use tetra pack
milk?
Will life be better with bacteria or without
bacteria?
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Activity 1:
Ask students to complete the following
worksheet.
Which of these complaints are caused by
microorganisms? For each complaint, put a
tick ( ) if it is caused by microorganisms and
put a cross (X) if it is not caused by
microorganisms.
Flu
Bleeding in gums
Cut/burn on skin
Bone fracture
Chicken pox
Toothache
Nose bleeding
Headache
Activity 2:
Write following diseases on board and ask
students to write them in concerned column.
Ringworm Chicken Pox Flu
Influenza Strep throat Food poisoning
Bacterial diseases Viral diseases Fungal diseases

Follow up
Ask students to write a paragraph on their

observations / reading about a housefly. The
assignment paragraph should include these
information: Where the housefly usually likes to
sit? Which disease it can spread? What should be
the methods to get rid of houseflies?
48
UNIT LESSON 1
TOPIC
3
Seeds: Structure
and Germination
Bean and Maize Seeds
40 Minutes /
1 Period
Compare the structure and function of

bean and maize seeds.
List the functions of cotyledons.
A seed is a small embryonic plant.

The outer covering of a seed is called seed
coat (testa) which protects the tiny plant
within it.
The point where seed is attached to its stalk is
called hilum.
The small pore outside the seed, from where
air and light enter is called micropyle.
The part of seed which we can see after
removing the seed coat is called an embryo.
The embryo is a small plant, having one or two
cotyledons, which store food material.
The part of axis lying towards the pointed end
of the seed through which first root arise is
called radicle.
The part of axis lying toward the other end
(opposite to pointed end) of the seed through
which first shoot arise is called plumule.
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A maize seed is an oval shaped and has one
cotyledon.
The bean seed is kidney-shaped and has two
cotyledons.
Flash cards/ labeled pictures of bean and maize

seed, textbook
Introduction
Conduct a brainstorming session (based on Grade

IV learning) with questions like:
How does a plant begin its life? (Expected
response “Plants grow from seeds”)
What is present inside a seed that it makes a
complete plant?
Recall the students' previous learning (Unit 1;
Grade V) and ask them:
How do the monocot and dicot seeds differ?
Draw diagrams of bean and maize seed on
board and explain its different parts.
Seed coat
Plumule
Radicle
Dicot Seed
Cotyledons
Seed coat
Cotyledon
Plumule
Monocot seed Radicle
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Development
Activity 1 1
Divide the students into 2 groups.

Give soaked bean seeds to one group
and ask them to note their observations
in this table.
Characteristics Observations
Shape
Colour
Size
Structure on outer surface
Give soaked maize seeds to other group

and ask them to record their
observations in this table.
Characteristics Observations
Shape
Colour
Size
Structure on outer surface
Activity 2 2
Give soaked maize and bean seeds to
each student.
Ask students carefully remove the seed
coat from the seeds.
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Ask; why a seed needs a `coat?
Demonstrate the students how to look
inside the seeds.
Observe inside the seeds. Point out the
radicle, plumule and cotyledons in
seeds.
Ask students to record their
observations in the form of a table.
Explain the functions of radicle,
plumule, cotyledons and seed coat.
Seeds Numbers of Cotyledons Radical Plumule Micropyle Seed coat
Bean seed
Maize Seed
Sum up / Conclusion
A seed is a small embryonic plant.

Its outer covering is called seed coat (testa).
The embryo consists of a radicle, a plumule
and one or two cotyledons.
The maize seed has one cotyledon while the
bean seed has two cotyledons.
Plant root arises from radicle. Plant shoot

arises from plumule.
The cotyledons store food material for the
growing embryo.
Assessment
· Ask following questions to the students:

- How many cotyledons are there in a bean
seed?
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- What is the function of micropyle?
- What do you observe on the external
surface of the seed?
- Which part of seed gives rise to root?
- Which part of seed gives rise to stem?
Ask students to label the parts of the bean
and maize seeds in the following diagrams.
1 1
2
2
3 3

Follow up
Ask the students to enlist name of seeds

whose cotyledons are used as food.
Collect different monocot and dicot seeds,
preserve them in seed box or polythene bags
and present them in front of the class.
Seeds
Monocot Dicot
Maize Seed
Wheat Maize Rice Bean Gram Pea
es Rice seeds Beans

at s
W h e e e ds Maiz eeds Gram seeds Pea seeds
53
UNIT LESSON 2
TOPIC
3
Seeds: Structure
and Germination
Germination of Seeds
120 Minutes /
3 Periods
 Identify the conditions necessary for

germination.
 Predict what would happen to plant, if
conditions necessary for germinations are
not fulfilled. Conduct an investigation to
assess your prediction.
 Germination is the process in which a tiny

plant (seedling) grows from the embryo of the
seed.
 All seeds need air, water, appropriate
temperature and soil nutrients to germinate.
 For seed germination, light is not essential in

early stages but plays main role in later stages.
 Seeds absorb water and swell up. Seeds

sprout after 3-5 days.
 The radical grows first and bursts through the

seed coat, grows downward and makes the
first root.
 Then plumule opens out and grows upward
making the shoot.
 The cotyledons are actually modified leaves
and provide food to the growing seedling.
54
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 Most seeds grows at temperature range
o
between 10-35 C.

Bean and maize seeds, plastic cups, refrigerator,

freezer, cotton wool, plastic sheet, textbook ,- À
Introduction
Ask students:
 Have you ever seen the seed, sown in soil?
 Which thing you provide for its germination?
 Write students' responses on board and
inform them about today’s lesson i.e.
germination of seeds and the conditions
required for germination.
Development
Activity 1 1
 Soak bean / maize seeds in water for

overnight. Sow the seeds in soil in a
transparent plastic cup. Place the seeds
along the wall of cup so that these are
visible from outside. Sprinkle small
amount of water on soil and place the
cup in classroom window in sunlight.
 After three days, when seeds have
germinated, bring the plastic cup with
seedlings in front of students. Ask them
to observe the seedlings.
 Explain the process of germination by
making line-drawing on the board.
55
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Plastic cup
Soaked seeds
Soil
 Help students to make chart on “seed

germination”.
Germination of bean seed First leaves
Cotyledons
Seed coat
Shoot
First root
Radicle
Germination of maize seed First leaves

Shoot
Radicle
First root
Activity 2 2
 Guide the students to explore the
necessity of water for seed germination,
through following activity.
 Take two plastic cups and put cotton
wool pads at the bottom of each.
 Put dry pea seeds on cotton pad in
the cup 1. Put some soaked pea
seeds on cotton pad in the cup 2.
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 Add enough water to cup 2 to dip
cotton (but do not cover the seeds).
Do not add any water to cup 1.
 Cover both cups with plastic sheet
having holes.
 Place both cups in light for 3-5 days.
Plastic sheet
with holes
Cup 1 Cup 2
Dry pea Soaked

seeds pea seeds Water
Dry cotton wool Wet cotton wool
 Ask the students to note their

observations in the following table.
Observations after 3-5 days

Cup 1
Cup 2
 Ask them to draw conclusion about the
necessity of water for seed germination.
Activity 3 3
necessity of air for seed germination,
through following activity.
 Take two plastic cups and place
cotton wool pads at the bottoms.
 Place soaked pea seeds on the
cotton pads in each cup.
 Add enough water to both cups to
dip the cotton (but do not cover the
seeds).
 Add cooking oil to cover the seeds in
the cup 1.
 Cover both cups with plastic sheets.
Make holes in the plastic sheet of
57
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the cup 2 using a needle. Do not
make holes in the sheet of cup 1.
 Place both cups in light for 3-5 days.
Plastic sheet Plastic sheet
without holes with holes
Cup 1 Cup 2
Soaked
Layer of cooking oil
pea seeds
Wet cotton wool Water Wet cotton wool

Observations after 3-5 days
Cup 1
Cup 2
necessity of air for seed germination.
Activity 4 4
necessity of appropriate temperature
for seed germination, through following
activity.
 Take three plastic cups and label
them as A, B and C.
 Place cotton wool pads at the

bottoms.
 Add water in the cups like the
previous activities and cover them
with plastic sheets with holes.
 Place cup 1 in freezer (at -18 °C), cup
B in refrigerator (at 4 °C), and cup C
in cupboard (at 25-30 °C).

observations in the form of a table.
58
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necessity of appropriate temperature
for seed germination.
Sum up / Conclusion
 Germination is the process in which a tiny

plant (seedling) grows from the embryo of the
seed.
 During germination, seed absorbs water and
swells up. The radical of seed grows
downward and makes the first root. Then
plumule grows upward and makes the shoot.
 All seeds need air, water, appropriate
temperature and soil nutrients to germinate.
Assessment
 Ask following questions to the students:

 What will happen to dry, hard beans when
they are put in a plastic bag with a moist
paper towel?
 What is the first change in maize seed
during germination?
 Which part of plant emerges first from
seeds?
Follow up
 Guide the students to plan and perform an

activity to find the necessity of light for seed
germination.
 Ask them to develop the charts of the steps of
seed germination.
59
UNIT LESSON 1
TOPIC
4
Environmental Pollution
Sources and Kinds of Pollution
Äñ] æ
] Ý^ Î ] oÒo+ çÖ
40 Minutes /
Ï ßM
C1j â 1 Periods
 Define pollution.
 Describe different kinds of pollution.
 Explain main causes of water, air and land
pollution. XÃ s# zÅ] ; z~(, Å
 Any change in the environment which may be Ë { y v a ÆVzgZ

$ +Y ~ p {zC
0 ÙàZzä ~ wj â 0
harmful to living things is known as
e nv i ro n m e nta l p o l l u t i o n o r s i m p l y Xì CB óó
Ï ßM
LL
~ pÖZ{ c*Ï ßM
C1j âÔ
ì
“pollution”.
Ô
á ²i Ô
[ c} Ë Ì V´ p Cg ] ; zÅÏ ßM 0
$
 Pollution may be caused by natural changes
like floods, earthquakes, volcanoes. XV] > M
 The basic kinds of pollution are water X Ï ßM
F i gzZðc Ô
!Wxl Z~ ã
CÅÏ ßM 0
pollution, air pollution and land pollution.
gzZã0 Ùi gzZZ
*ÞC n »Vâ{ g»] ; z~(, Å Ï ßM! W 0
 The main causes of water pollution are dirty
and toxic water of industries and waste water ~ ã0
* ] c*z Zgâ} QX ã0
* { wE Z»Vzy
from home. Pesticides mixed with water can
also cause water pollution. X k¯
) !*»Ï ßW
!W~
 The main causes of air pollution include the 4 Z~ Z Ð , gzZVØ ~ ] ; z~(, ÅÏ ßM
R ðb 0
smoke entering the air from industries and
traffic, cutting down of trees and burning of ï á *° Ã(8 ö)' ZhÃgzZR»ÃV½g Ô
VZð ÑZzä
trash (plastic).
X
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 The main causes of land pollution are sewage ÃVz âg»" gzZã0
*ÆVß*} n ] ; z~(, ÅÏ ßM
Fi 0
and waste dumping; the mishandling of solid
waste (garbage); cutting down trees; Ã(Yâ ZÅ8 ö gzZYâ Z~ g ) Vz âgZ k ^ Ô
ÜZe6
,} i
pesticides and use of other chemicals.
x ª gâ} QgzZR»ÃV½g Ô
*Î : ä 1 Ð j § & g
XwE Z»Ø } u zgzZVÇZz ¿

 Pictures of land, water and air pollution,

textbook
Introduction
Explain the concept of land, water and air ã Zzg¦ »Ï ßMÅ } i gzZZ Ô
ã0* ) gf Æ Vñ ¤
/u {
pollution by simple activities:
X,
 Take a paper, cut out into different pieces and
spread throughout the classroom then ask ~ ®
) ) 7 ZgzZ, ^ »~ Vz Z Ð ZÔ
B ½»q
- Z0
the students.
:â 7Ð ¥ X, ;
 How do you see now the environment of
the classroom? (Expected answer: Dirty) (Z ) ) [ ZX
n :[ Z µ á ) ?ì ê ð3 ù wj â»®
 Take two types of water (clean and dirty) into Ð ¥ X(Ñ¢gzZs ) B ã0

* » b§ Z ~ VÎ z 0
two different glasses. Ask students: :â 7
 Which water would you like to drink? 4J5
?Ð èG
4&
F
Gã0
* y Ã\ M X
 Let the students explain why?
?VY , ä s# zÃ¥ X
 Now mix one type of water into the other.
Xâ 7gzZ, 5~ : M
ã0
*Vâz[ Z 0
 Would you like to drink this water.
(Expected Answer: No) (7 :[ Z µ á ) ?Ð eÁ
CÐ Z\ M
[ ZH X
 Burn match stick in classroom and allow its
smoke to spread in the surrounding. Ask
/ gZÃN ð gzZN ° V×s c* ¼~ ®
¤ ) ) 0
students how do they feel. ? ì g kC ÷ \ M
â 7Ð ¥ X,
61
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 Ask students what have they observed in X¬ Hä Vr Z~ Vñ ¤
/ u y Zâ 7Ð ¥ 0
these activities.
 After the students response, introduce the , eg1gzZ, s g¬ »$ Æ` M

6 7 Z Æ] !*Z Æ¥ 0
today's topic and write on the board. :K
Pollution
Air Pollution Water Pollution Land Pollution
Development
Activity 1 1
 Show students the following pictures of ä y¶

KÃ¥ gzZN 3 k
, z£ Ås f ` g ÅÏ ßM 0
air, land and water pollution and ask
them which kind of pollution has been Xì ð3 Ï ßW
Ån ¾ H~ k
, z£ y Z ,
shown in pictures. XZ À
_ VZ
ð Ð g» 0
 Car exhaust with smoke. XZ Z) Z ¤
/ gZ
Æy Z} hÃ 0
 Dustbin with waste spread out.
Xã0
*{n À
_ Ð ~1 0
 Dirty water flowing out of a factory.
X e»V¯ÖÆ8 ö 0
 Heap of plastic bags.
XT ð ~%~ E
Ù Æã0
*} n 0
 Dying fish in a polluted pound.
 Make the following table on board. { & oÃ] !*ZÆ¥ gzZN ¯× s fzgq 6
, eg1 0
Wr i t e t h e st u d e n t s re s p o n s e s
underneath the appropriate section in XK ~
the table.
Picture 1 Picture 2 Picture 3 Picture 4 Picture 5

Type of Pollution
ÅÏ ßM
Causes
] ; z
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Activity 2 2
 Indicate the type of pollution caused by ?ì C Z Ån ¾Ð Vñ ¤
a Ï ßW / u s f` g 0
the following activities.
Activity Types of Pollution
A man's car engine is not perfect and it emits smoke when

the car is driven. He changes the oil of the car himself and
discards the used oil in the backyard.
{zXì À
_ VZ
ð Ð ~ k ZÂì @
*` Ð Z{zZ
# ì 7 & g Z»~hÇÅò M
- Z
q
Xì ê N ~ ö Ô Æy % { wE Z
gzZ
ì @
* s p p% »~hÇK Z
A factory owner throws all of the factory's waste water in the

main sewage of the colony.
Xì ê N ~ á *} n } (, Æãß»ã0
*pÃxÓ»ä { g»´ â»ä { g»q
- Z
In the month of December, a family burns wood to get heat.
The family throws the ashes into their house sanitary.
ÄZ
gÅV- Çð £ y Z
+{t Xì @
0 *° Vc
*Ça Æ] gZ
wy Z
+{ q
0 - Z~ ¹ Æc
Xì ê N ~ à*Åy
A restaurant owner wants an unobstructed view of the
restaurant. So he cuts down all the trees that were growing in
front of restaurant.
Æ.$ g` g{za k ZXì L e {gÂ^ z»g ».$ g` gL Ź â».$ g` gq
- Z
Xì ê ^ »|# gxÓÐ Q
t
Sum up / Conclusion
 Any change in the environment which may be Ë { y v a ÆVzgZ

$ +Y ~ p {zC
0 ÙàZzä ~ wj â 0
harmful to living things is known as pollution.
 There are different kinds of pollution: water, Xì CB Ï ßM
C1j âÔ
ì
air and land pollution XF i gzZðZ Ô
!WX xl ZZ ÅÏ ßW 0
 The main causes of water pollution are dirty
and toxic water from industries and used Vzy gzZã0
*ÞC
Ùi gzZZ
n »Vâ{ g»] ; z~(, ÅÏ ßM
Å ã0
* 0
water from home. X ã0
*{ wE Z»
 The main causes of air pollution include: the
burning trash (plastic), the poisonous smoke , gzZVØ Ô
R *° (8 ö)' ZhÃ] ; zÅÏ ßM
ÅZ 0
and gases emitted from vehicles and factories
and cutting of trees.
X ðÉÅV½ggzZVZ
ð ÞC
Ùi ÑZzä 4 Z~ ZÐ
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 The main causes of land pollution are: (Yâ ZÅ~ ggzZ )Vz âg»" k ^ ~ ] ; zÅÏ ßM
Fi 0
throwing waste from houses, schools, and
offices outside waste bins, by throwing plastic Ô
¦ ( C
Ù± ÖÆ8 ö Ô
*Î : ä 1 Ð j § & g Ã
bags unnecessarily all over the place, cutting Xì ï áwE Z»Ø gâ} QgzZR»ÃV½g
down of trees and by pesticides from farms.
Assessment
Ask students to answer the following question: :â 7] ÑZÎ s fzgq Ð ¥

 What is pollution?
? ë £ Ï ßW 0
 What are the three types of pollution? Name
one example of each. X, wVq
- ZÅÏ ßW
ÅnC
ÙÔ Ï y Ãxl Z& ÅÏ ßW 0
 How is sea water being polluted? ?ì @
* { ßM
ù ã0
*~g« 0
 How can students contribute towards
cleaning the environment? ? M
h ZZ
gZ H¥ a Æp gs Ãwj â 0
 What will happen if dead body of a cat ?Ç HÂì g~7
,C
Ù!*y P l ÑÅ©q
- Z
/ Z0
¤
remained in the open for a few days?
 Write what do you know about pollution in XK {z Y ~ } g!*ÆÏ ßM
~ wj âÆwj L Z 0
your school environment. Identify one place X@ Ï ßM
F i ä Vr ZV , +¶
0KÅ( k Z
where they have seen land pollution in the
environment. ä i ] ÑZÎ ~ y%M
Æ.$ - &[ !*~ ,- À 0
X, ï áÃ¥ ~
Follow up
 Ask students to complete the following task: :N Zz å ò¤

/ u s fzgq Ð ¥
 Collect their garbage for three days. (Tell
ZhÃ N CÃ¥ ), Z' ZhÃ»y L ZJ- y & 0
them that garbage is anything they discard or
throw away.) X( ï N {z& ì q {zC
ÙZ%Ð '
 Make a combined list of the garbage that they XN ¯& z ¦ ù Åk ZH Z~ y & ä Vr Z' ZhÃ 0
have collected in three days.
qu ÅÝ»q
- ZXN ¯ Ý»z 6
, Ä ^ ge q
- Z} Ð¥ 0
 Ask students to make two columns on chart
paper. Label the two columns as (i) Items ù Ð ZLLN ¯qu ÅÝ»} u z gzZóó
Yâ Z ÅÇ ZLLN ¯
collected and (ii) How it can possibly be
disposed. Also list possible methods by which ä Ã' ZhÃs § } u z ÅÔ Xóìó e *Î ä 1
this garbage could have been disposed. XN ¯Ì & z ÅVh §Â Æ
64
UNIT LESSON 2
TOPIC
4
Effects of Pollution on Environment
l ] $] 1 Òo+ çÖ µÙçu ^Ú
40 Minutes /
Ï ßM
C1j â 1 Periods
 Explain the effects of water, land and air

, #
s zÅ] ZW
, ZÆÏ ßM
Å} i gzZZ Ô
ã0*6
, wj â 0
pollution on environment and suggest
ways to reduce them. } m
, z Åä Á7 Z
gzZ
 Plan and conduct a campaign to bring ~ } g!*ÆX Ë ÆÏ ßMC1j â~ b Zâz ¤
/ L Z0
awareness to a problem of environmental
pollution in their surroundings. ` î gzZ, ~È/ µ a Æä ¤
/ YZ
gÅ
Effects of Water pollution :] ZW

,Z
ÆÏ ßM
Å ã0
*
 Untreated sewage water contains bacteria gzZ& Ô[+ é̈E
G3J"N
*Ô
Æ ~ ã0
* K : s ÆVß*} n 0
causing cholera, typhoid, diarrhea and
dysentery. X D ñc
*Ù gZ) fÆk
 Sewage water produces bad smell due to two * ñ Zª z ñ~ k Z
zzÅT ì @
* Z
a 1$
+ã0
*»Vß* 0
gases i.e. ammonia and hydrogen sulphide. X à Ï X zgà ;gzZ
 Acid rain, the fertilizers, and pesticides D { ßM
Ã], { f} (, Æã0
*] c
*zZ
¿ x gzZ, 3Ô
l g!*! Z! 0
contaminate our water and cause killing of
fishes. X W :L »' hÅV gzZ
Effects of Air Pollution: :] ZW
,Z
ÆÏ ßM
ÅZ
 Smoke from chimneys causes acid rain and gzZ¢ Ô
Vzµ {z´ Æ l g!* ! Z! VZ
ð ÑZzå
3 Ð V£ 0
diseases of lungs, skin and eyes. Xì á
CzzÅV- gFÅV\ M
 Burning of garbage/plastics produces Ô
VâK̈Z C Z
a +Z
Ð ä ° 8 ögzZ' ZhÃ 0
poisonous gases which are lethal for humans,
animals and plants. X C $ a ÆVz7gzZVzgâY} u z
 Due to air pollution, our earth becomes zgÐ ZXì g x¤
/ i z', i zg} i ~gøÐ zzÅÏ ßM
ÅZ 0
hotter day by day. It is called global warming. X ë / gZz.Þ ª Z@¬~ ] gZ
w
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Effects of Land Pollution: :] ZW
,Z
ÆÏ ßM
Å} i
 Garbage from houses, schools, offices, ? ~u z c*V- ' ZhÃÐ Vßh gzZVzí Ô
Vßj Ô
Vzy 0
hospitals are thrown into streets or at open
places. These places are used by rats, flies, } hc } QgzZVª Ô
ì a ÃV» y ZXì @
* Y² 6
, V»
worms and germs which spread diseases. X D ; Vc*gFgzZ D wE Z
 Pictures of different types of pollution from Ôk,z£ Åxl ZÅ Ï ßM

I ÅÝ qÐ Vß gc*] Z
g¶ Z 0
newspaper / magazine etc. Petroleum jelly,
clip board, plastic knife. Two small glass jars, y n%L g z Ô̧e»8 öÔeg1ÑZz Ô @zð
Ôu Ô
vinegar, plant leaves with stem, textbook ,- À Ôí ÆVz7
Introduction
 Use pictures of water, land and air pollution ÅÏ ßM

Ð ¥ gzZN 3 k,z£ ÅÏ ßM
Å} i gzZZ Ô
ã0* 0
and ask students to differentiate among the
kinds of pollution. X, Ä c*gt ÛÎ âÆxl Z
 Ask students to make a list of causes of air, XN Ź & z Å] ; zÅÏ ßM
Å} i gzZZ Ô
ã0*Ð ¥ 0
water and land pollution.
Development
Activity 1 1
 Half fill a beaker with tap water and ~ k } u zgzZ, ½Û Ð ã0

*Æ5 Ãk q
- Z0
another beaker with the same quantity
of polluted water of pond, stream or XB Ze(Ð c
*g c
*~0
+ÔÙ ) ã0
E *{ ßM
~ gZ
l âZ
river. Ask the students to compare the s ËÔ
1Ôö gÅy Z: i Zñ »Vâz y Z{z } Ð ¥
t wo wate rs fo r c o l o u r, s m e l l ,
transparency and suspended particles. X, Ð pÒÆ] Z
gf ¤ gzZ
 Draw the following table on board and å á ] !*Z Ð ¥ Ð ZgzZN ¯ × q
- Z6
, eg1 0
fill it with answers given by the students.
X,
 Now ask the following questions from
students to conclude this activity: :â 7] ÑZÎ s fzgq Ð ¥ 6
, x! Z
Æò¤
/u 0
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Colour Smell Transparency Suspended Particles
ö g 1 s Ë ] Z
gf ¤
Tap water ã0
*»5
Water from Pond or

Stream or River
ã0
*»c*g c*~0
+ÔÙ
E
 Which water will you like to drink? ?Ð , I Á

Cã0
* y Ã\ M X
 What will happen if water of both
beakers is mixed? ?Ç HÂñ Yc
* 5ã0
*»VÎ Vâz¤
/ ZX
 If you drink mixed water, will it cause
any disease? ?Ç HÂ ã0
*Z 5»VÎ Vâz\ M
/ ZX
¤
 Name some diseases which may
spread if the polluted water is used ? $
Ë Vc
*gFÏ y ÃÂB 8 ã0
*Ñ¢\ M
/ ZX
¤
for drinking purpose?
(Expected Ans: Typhoid, Cholera (k Ô [+ é̈E
é Ô G3J"N
*:[ Z µ á )
and dysentery)
Activity 2 2
Divide students into groups and instruct a Æò¤
/ u s f zgq 7 ZgzZ, ~ : z¤
/ Ã¥
them for the following activity:
 Spread petroleum jelly on three plain X, ] c*Z
@
papers with the help of a plastic knife. @zð 6
, Vz½»s & Ð æÅ ¸ eÆ8 ö 0
 Attach one paper to a clipboard and
place it outside. XN ;
 Place one paper in the classroom under X, ÄgC
Ù!*Ð Z
gzZN Î 6
, eg1á Zz ½»q
- Z0
the teachers' desk.
X, Ägn Æö Åå ½»Z
uz 0
 Place one paper near window in the
classroom. X, Ägk 0
*ÆÅ9 ~ ®
) ) {!# ½»Z 0
 After a day or two, compare the papers
to see how pollution has effected the B gzZ, : i Zñ »Vz½»VÐ y z c
*q
- Z0
petroleum jelly placed at the different
Xì _ M
Ï ßM
X~ @zð ¿g6
, V» Z
locations.
 Ask students which paper has the ?ì [ Ñ¢ { c
*i Ð & ½» y Ã:â 7Ð ¥ 0
greatest effect of pollution? What does
it show? ?ì @
*C
Ùª HÐ k Z
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 Conclude the results through thinking gzZ, wE Z¢
A & Åä ðÍ 7 gzZW Î Å¥ 0
and predictions. Explain the effects of
air pollution. ] ZW
,Z
ÆÏ ßM
ÅZ Æk ZXN Zd³ »ò¤
/uk Z
X, s
# zÅ
Activity 3 3
 Divide students into groups and instruct a Æò¤
/ u s fzgq 7 Z
gzZ, ~ : z¤
/ Ã¥ 0
them for the following activity:
X, ] c
*Z
@
 Take two jars and label one as “water”
and fill it with plain tap water. f » óóã0
*LL6
,q- ZÐ ~ y ZgzZB y n%L g z 0
 Label the second jar “acid water” and fill

XB ½ã0
*{ »5 ~ y n%k ZXN Î
it with half vinegar and half tap water. Ãk ZgzZN Î f » óóã0
* ÑZz[ Z! LL6
, y n%} u z 0
 Dip four leaves completely in each of the XB ½Ð ã0
*Æ5 J M
gzZ
Ð Æu J M
jars.
XN 1eå í ge~ y n%C
Ù 0
 Observe the leaves after a few days and
X, egkgÃ] Z
@x gzZ, {@
x »Vê J
- VâP 0
record your observations.
?Z HÃVê ñ~ ã0
*A u :â 7Ð ¥ 0
 Ask students what is the effect of acid
water on leaves? What does it show?
 Conclude the results through thinking gzZ, wE Z¢
A & Åä ðÍ 7 gzZW Î Å¥ 0
and predictions and explain the effects
] ZW
,Z
ÆÏ ßM
ÅZ Æk ZXN Zd³ »ò¤
/uk Z
of air pollution (acid rain).
X, s
# zÅ (l g!*! Z! )
Activity 4 4
 Draw the following table on board and Ð ZÆ wì î0ÈnB Æ¥ gzZN ¯× t 6
, eg1 0
fill the boxes through discussion.
X, å
Cause of Type of Effect of Ways to reduce
Pollution Pollution Pollution pollution
zzÅÏ ßM n ÅÏ ßM , Z»Ï ßM
W j §Æä ÁÏ ßM
Burning fuels
*° ï g Z
Use of fertilizers
andpesticides
wE Z»] c
*z Z¿ ZQgzZVz 3
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Sewage water ã0
*»P
Garbage / litter ZhÃ&n
Industrial waste Yº Q
Cutting trees R»|# g

Burning of Plastic
*° 8 ö
Smoke of Chimneys
VZ
ð »V£
Sum up / Conclusion
 Water may contain bacteria causing cholera, [+ é̈E

ñ c*Ù gZ) fÆk gzZ& Ô G3J"N
*Ô
Æ ~ ã0
*{ ßM 0
typhoid, diarrhea and dysentery.
X D
 Sewage water produces bad smell due to two * ñ Zª z ñ~ k Z
zzÅT ì @
* Z
a 1$
+ã0
*»Vß* 0
gases i.e. ammonia and hydrogen sulphide.
X à Ï X zgà ;gzZ
 Smoke from chimneys causes acid rain and
diseases of lungs, skin and eyes. gzZ¢ Ô
Vzµ {z´ Æ l g!* ! Z! VZ
ð ÑZzå
3 Ð V£ 0
Xì á
CzzÅV- gFÅV\ M
 Burning of garbage/plastics produces
poisonous gases which are lethal for humans, Ô
VâK̈Z C Z
a + ZÐ ä ° 8 ögzZ' ZhÃ 0
animals and plants.
X C $ a ÆVz7gzZVzgâY} u z
 Garbage from houses, schools, offices, ? ~u z c*V- ' ZhÃÐ Vßh gzZVzí Ô
Vßj Ô
Vzy 0
hospitals are thrown into streets or at open
places. These places are used by rats, flies, } hc } QgzZVª Ô
ì a ÃV» y ZXì @
* Y² 6
, V»
worms and germs which spread diseases. X D ; Vc*gFgzZ D wE Z

Assessment
Ask students to give reasons for the following: X, Ä c*g] ; zÅ] ÑZÎ Ð¥
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 Pollution may disturb the natural food chain. ?ù Xì Y 7
, ñ ~ u e¯ª î i ðZ½Cg Ð Ï ßM 0
How?
 Sometimes when you go out, there is fog in C ñ® Â D YC # ~ V- u ] zZ
Ù!*\ M
Z 0
winter and things are not visible. Why? ?ì @ * VY ( ZX' M7 Ã , q gzZì
 Sometimes, after rain, the underground ?ì @
* VY ( ZXì @
* Y { ßMã0 %
*} i æi Æl g!* 0
G
L
water becomes polluted. Why?
Ask students to rewrite the following statements XK {g!*z Æä & gV ¿ s fzgq } Ð ¥
after making corrections.
1. Human beings cause air pollution by using Xì @
* Z
a Ï ßM
ÅZÆ wE Zð y K̈Z.1
electricity.
2. When solid waste is dumped (underground), ~gFÐ k ZÂì @
* Yc*!* n Æ} i ÃVz âg»" k ^ Z
# .2
it provides home for disease carrying animals ½ y Ð b§ q
- ZÃì a gzZl Í y%} VzgâYá Zzä Z
a
such as rabbits and rats.
Xì @
*Y
Follow up
Ask students to conduct a Pollution Awareness x»s fzgq 7 ZXN ` óó

î a ÆgÅÆÏ ßM
LL} Ð ¥
Campaign: Ask them to:
:} »ä
 Make a visit around their homes
XN Î 6 q
- Zk 0
*k M
ÆVzy L Z 0
 Enlist types of pollution and causes of each
XN ¯& z Å] ; zÅnC
ÙgzZxl ZÅÏ ßM 0
types.
X $
Ë ÁÏ ßM
t Ð X N ¯& zq
- ZÅVh § y Z 0
 Enlist the ways to reduce these pollutions.
!! n6
, Vh § Æ ä gzZN Y~ Vzy t ä
ÁÏ ßW 0
 Go to neighborhood homes and share the
ways to reduce these pollutions. X, wì
 Submit written reports about the activities XN Zz ¦ ¯^ g7gq
- ZÅi Z
%xÓÆî k Z
¥ 0
they have preformed.
70
UNIT LESSON 3
TOPIC
4
Biodegradable and
Non-biodegradable Materials
c ^ÚØn×v i Øe^Î ^Þ æ
] Øn×v i Øe^Î 40 Minutes /
Ï ßM
C1j â 1 Periods
 Differentiate between biodegradable and

y Òt Û~ Vz â¹ .Þ
è *gzZ¹ .Þ
è 0
non-biodegradable materials
 Bio-means life and degradable means È »ó

¹ è
.Þ LXóÏ 0
+i L
ì È »ó(Bio) Ç!*L 0
breakable.
Xó
.Þ ÆU I ìL
Y
c*Ù gzZð¡ ª '×çEE
 The things which rot are actually broken down .·gMzM âÝ Z
gÃy Z CYv É , q 0
by microorganisms i.e. fungi and bacteria into
simpler things. Such things are called } ì @
* Y¹ ¹ .Þ ÃVzq + ZX D hÂ~ Vzq {
biodegradable e.g. food items (fruits,
vegetables, grains, flour, bread), paper, cloths ÀÔ½»Ô(KzgÔ
gzZZ *M
N Ồ *ZÔ
VÔVc*! )Yâ ZàZzä Yð3
dead bodies etc.
X{) zx Z{ %
Y
 The things which are not breakable by ¹ ÿLE h hÂ7 ~ Vzq { '×çEE
&*ÔM .·gMzM âÃVzq X 0
microorganisms into simpler things are called
non-biodegradable e.g. shopping bags, Æ 8 ö á Zzä wE Za Æ ~gZ
+y%}
h CB
plastics, rubber, things made of glass and
X{) z, q ð µ Å~ÇgzZ
j Ô
(, gÔ
8 öÔ
± Ö
wood etc.

Fresh milk, sour milk, used and unused plastic Æ8 ö { wE Z) gzZ{ wE ZÔ

| z[ Z
y%Ô
| z {i @
*
bags, textbook
,- À (± Ö)
Ô
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Introduction
Ask the students following questions and write XK 6

, eg1] !*ZÆy Z
gzZâ 7] ÑZÎ s fzgq Ð ¥
their responses on board:
 Why does milk get spoilt? ?ì @
*Y [ Z
y%VY| z 0
 Explain the concept of decomposition. Inform
the students that there are things around us Vz â, Z, q ¼ N CÃ¥ X, ã Zzg¦ »¹ è
¿ 0
which are made up of easily degradable VzgZ
Ù, q ¼²
D h ¹ Ð ã M C µÅ
M
materials while others last for thousands of
years without any significant decomposition. X' 7 ¹ J- w
 Flesh in dead bodies decomposes very early
whereas skeleton (bones) remains intact for J- w F Vc*A² ì @
* Y ¹ ¢ ¹ & Í »x Z{ % 0
many years. X Sg + z
Development
Activity 1 1
 Divide the students into 2 groups. X, ~ : z¤

/ zÃ¥ 0
 Give the following material X, Ð b§ k ZYâ ZZ Ã\ z¤
/C
Ù 0
Group 1: fresh milk, sour milk
| z[ Z
%Ô
y | z {i @
* :1\ z¤
/
Group 2: used plastic bags & unused
plastic bags
{ wE Z
) Ô
± ÖÆ8 ö { wE Z:2 \ z¤
/
 Draw following table on board and ask ± ÖÆ8 ö
students to record their observations. egkg] Z
@x L ZÐ ¥ gzZN ¯× s fzgq 6
, eg1 0
Now write the students' responses on
the board. XK 6
, eg1] !*ZÆ¥ [ ZX} »ä
Fresh Milk * Sour Milk | z[ Z

| z {i @ y% Differences tÛ
Colour - g
8
Smell 1
Physical State ª( q8
Unused Plastic Bags Used Plastic Bags Differences

± ÖÆ8 ö{ wE Z) ± ÖÆ8 ö{ wE Z tÛ
Colour - g
8
Smell 1
Physical State ª( q8
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 Conclude this activity by explaining that Ô
1Å| z , B Æ s
# zk Zx! Z»ò¤
/u 0
differences in smell, colour and physical
state of milk indicate that it is a .Þ q
- Z
t ì @
* C
Ùª Ð t Û~ ª( q gzZö g
biodegradable material while smell and wE Zö ggzZ1Å± ÖÆ8 ö ² ì { â¹
colour of plastic bags did not change
after use. So it is a non-biodegradable è
.Þ *q
- Z
t ZC
Ùª Ð k ZXC 7 s p Ì Æ
material. Xì { â¹
Activity 2 2
 Draw the following table on the board ~ Vk »K ZÐ ZÐ ¥ gzZN ¯6
, eg1× s fzgq 0
and ask students to copy it in their
notebooks. X} Ãä Ü
 Ask the students to compare the items Æ ~È zg & g ~ V> »Æ × } Ð¥ 0
by writing Yes or No in the column of the
table according to correct category. X, : i Zñ »Yâ Zy ZÉ ó
7 Lc
*ó
V;L. _
Name of Things x*ÆYâ Z Biodegradable ¹ .Þ Non-Biodegradable ¹ .Þ *
Bread Kzg.Þ e
Rubber (, g
Birds } 0
+6
,
Sand $ g
e
Rice wze
Meat & Í
Glass k
Stones ß
Animals dung Yº »VzgâY
Sum up / Conclusion
 Revise the learning of biodegradable and

XN Z
Ù Ã] â¥ ~ } g!*ÆVz â¹ .Þ *gzZ¹ .Þ
C 0
non-biodegradable materials.
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Y
 The things which are broken down by &Ô ï
¹ ÿLE hÂ~ Vzq { '×çEE .·gMzM âÃVzq X 0
microorganisms into simpler things are called Y
biodegradable while the things which are not h hÂ7 ~ Vzq { '×çEE
M .·gMzM âÃVzq X gzZ CB
breakable by microorganisms into simpler X CB ¹ .Þ *Ô
things are called non-biodegradable.
Assessment
Ask students to answer following questions Xâ 7] ÑZÎ s fzgq Ð ¥

 Name some materials from daily life which do # ª D 7 [ Z
y% B x*ÆVz âP Ð Ï 0
+i {%i zg 0
not rot.
? 7 Dv
 Does a plastic toy get rotten when left in open
air for a few days?
HÂ, Äg~ Z ? a Æy P Ãä [ q
- ZÆ8 ö ¤
/ Z0
 Why it is advised to bury dead bodies of

?ì @
* Yv É {z
animals and the peels of vegetables in soil? ÃV) ÆV- ! gzZx Z{ %ÆVzgâY ì @
* Y¹ VY ( Z 0
 What are the advantages of keeping the ?c eb !* ~ è
biodegradable and non-biodegradable items
present in the garbage separate? µ Zµ Z, q ¹ .Þ *gzZ¹ .Þ ~ ' ZhÃÆ y 0
 What can be done with the materials that

? } Z
+ÃHÆp g
cannot be broken down easily? ? 7 ¹ Ð ã Mc e* HB ÆVzq + Z 0
Follow up
Ask the students to perform the following activity X, å ò¤

/ u s fzgq ~ Vzy } Ð ¥
at their homes:
f Æ'B'gzZ'A'6
, y ZXB ³ 1à{ z Å8 ö c
*àZz 0
 Take two jam bottles or plastic bottles and
label them “A” and “B” and fill them with X, ½è ¼~ y Z
gzZN Î
some mud.
- Z»8 ö~ è Å BL
q Þ1² Z q
- Z»Kzg~ è Å AL
Þ1 0
 Put a piece of bread in bottle A and a piece of
plastic toy material in bottle B. XN !* *[
 Leave the bottles in open air and observe q Ï yÃ B y & gzZ, Äg~ Z ? ³ 1Vâz 0
after 3 days which material is decomposing.
 Record the observations and write conclusion Xì g¹
of above activity in your note book. XK ³ »ò¤
/ ugzZ, egkg] Z
@x ~ 8 »K Z 0
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UNIT LESSON 4
TOPIC
4
Impact of Non-biodegradable
Materials
l ] $] 1 Ò7æ^ÚØn×v i Øe^Î ^Þ 40 Minutes /
Ï ßM
C1j â 1 Periods
 Explain the impact of non-biodegradable

materials on the environment. s# zÅ] ZW
,Z
ÆVzq ¹ .Þ *6
, wj â 0
 Suggest ways to reduce the impact of non-
biodegradable materials. Cj §Æä Á] ZW
,Z
ÆVzq ¹ .Þ * 0
 Many artificial chemicals used in insect killer ð6 ¦ ¡ Fá Z

E wE Z~ } 4 á Zzä gâÃ] Z 0
sprays (for example DDT: Dichloride Diphenyl
~gø(Dichloride Diphenyl Trichloroethane) } } â
Trichloroethane) have serious effects on our
lives. Some effects appear in short period of ¢ ] ZW
, Z: ¼ ê ZX n
p g] ZW
, Z} ', ¹ 6
, V7 0
+i
time but other take many years to appear.
X D C
Ùª á ² E ] ZW
,Z
¼p DYC
Ùª
 When DDT gets into our body, it enters into CY {í f~ Y¡I ZFt Âì C 4 Z~ } gø DDTZ
# 0
many organs and causes headache, nausea, Xì k zzÅVCÎ ggzZã. 6
, 6 fÔ
º Ô ÔgugzZ
ì
vomiting, confusion and tumor.
7 ¹ *Ù ÃV¯ÖÆ 8 ö á Zzä
c wE Z{%i zg 0
 Plastic bags used in daily life cannot be gî ÆwVXc e* ÁÐ ÁwE Z»y Z a k ZXM
h
decomposed by bacteria so we should restrict
their use. For example, for shopping, we * ± Ö~½»( Å VÏ Æ 8 ö a Æ ~gZ
c +y
h % 6
,
should use paper/cloth bags or baskets XÂ eä wE Z ñ ¶ Æ} À
instead of plastic bags. Y 1J"
HÁ) gfÆë E¹G -~gÃ] ZW
5Ò , Z} ', ÆVzq ¹ .Þ * 0
 The impact of non-biodegradable materials 5Ð y Z
gzZì @
* Yc
* s p ÃVzq y Z~ ¿ k ZXì Y Y
can be reduced by recycling.
X CYà¯Yâ Z
 Old tires are recycled into new ones. X D Yñ ¯], N
*6 Æ ¡ -~gÃVz], N
*ä Z
, 0
6
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Pictures showing harmful effects of burning of Å] ZW &* 0

, wj âÐ ä ° ÃVzq ¹ ÿLE
, Z} ', á Zzä 6
tires, plastic bottles etc. on environment,
textbook ,- À , z£
k
Ô
Introduction
Ask the students: Xâ 7] ÑZÎ s fzgq Ð ¥

 Tell the name of mosquito / cockroach killer
XN Cx*»ðZz àZ
E wE Zc ä gâ] Z & ~ y L Z 0
used at your homes.
 When you eat potato crisps, where do you ? w V¹ Öà{ »k ZÂ D 3 ÆßM
\ M
#
Z 0
throw its wrapper?
Development
Activity 1 1
 Make the following table on board and Ü ~ Vk »K Z

ÐZÐ ¥ gzZN ¯× s f ` g6
, g1 0
ask students to copy it in their
notebooks. X} »ä
 Ask students to match the harmful &*´
effects with relevant non-
Æq ¹ ÿLE Ã] ZW
, Z} ', {z } Ð ¥ 0
biodegradable items in the columns XN 5B
given below:
Non-biodegradable Items Harmful effects on environment
&*
, q ¹ ÿLE ] ZW
, Z} ', 6
, wj â
Plastic / Rubber Items Throwing in open air causes

5 gÆÏ ï Å ã0*Ð ¶ N ~ Z ?
blockage of sewage system
Yâ ZÅ(, g&8 ö which results in diseases. Xì À
_ ~ ] gß ÅV- gF³ »T D Y È
Shopping Bags Throwing these items around, our environment gets untidy
and unhealthy.
á á Xì @
* Y j ¡ ) gzZZ
n wj âÐ ¶ N ¤
/ gZ
Wood / Glass items When these are burnt,

4 Z~ Z { y v Â D Yñ ° Z
#
harmful gases enter air and
Yâ Zµ Åj &~Ç cause different diseases. X C Z
a Vc*gFZ gzZ C
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Teacher will conclude this activity by asking X, x! Z»ò¤
/ u b 7] ÑZÎ s fzgq 0
 Should we use the same plastic bag a Æ ~gZ
+y
h %û%F Ö q
- Z»8 ö H 0
many times for shopping? ?c e* wE Z
 What happens if we throw plastic bags
in water? ?ì @
* HÂ, N ~ ã0
*Ã± ÖÆ8 öë¤
/ Z0
 Should we burn the wood items in open
?c e*° ~ Z ? ÃVzq µ Å~Ç H 0
air?
 Should we recycle the glass items in Æä ¯, q 5 ÃVzq Åj ~ Vâ{ g» H 0
factories for making new things?
?c e* ¡ -~ga
Sum up / Conclusion
 The most commonly used chemicals in insect ð6 á Z

E wE Z6
, gî x¬~ } 4 á Zzä gâÃ] Z 0
killer sprays have serious effects on our lives.
Some side effects appear in short period of : ¼Æy ZX n
p g] ZW
, Z} ', ¹ 6
, V7 0
+i ~gø} â
time but other take very long period (many Ùª
C á ² E ] ZW
, Z¼ p DY C
Ùª ¢ ] ZW
,Z
years) for example DDT (used as insecticide)
causes headache, nausea, vomiting, 6 f Ôº Ô Ôgu ~ y K̈ZDDT 6
, gî ÆwVX D
confusion and tumor in humans. Xì k zzÅVCÎ ggzZã. 6
,
 Plastic bags used in daily life cannot be 7 ¹ *Ù ÃV¯ÖÆ 8 ö á Zzä
c wE Z{%i zg 0
decomposed by bacteria so we should restrict
gî ÆwVXc e* ÁÐ ÁwE Z»y Z a k ZXM h
its use. For example, for shopping, we should
use paper/cloth bags or baskets instead of *± Ö~½»( Å (Ú ) VÏ Æ8 ö õG
c 5µ~gZ
/ÍG +y
h % 6
,
plastic bags.
XèG 4
G54X
eä wE Z ñ ¶ Æ} À
Y 1J" ~gÃ] ZW
 The impact of non-biodegradable materials Æ (Recycling) ë E
5Ò¹G ,Z
} ', ÆVzq ¹ .Þ * 0
can be reduced by recycling.
Xì Y YHÁ) gf
Assessment
Activity: :ò¤
/u
 Ask the students what they should do to &Ô
ÿLE &* â 7Ð ¥
, q Å8 ö) Vzq ¹ ÿLE 0
77
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reduce the harmful effects of non- ÁÃ] ZW
, Z{ y v Æ({) z], N
*Ô
(, gÔ
± ÖÔ
á áÔ
, q
biodegradable materials (plastic items,
disposable items, shopping bags, wrappers, Xc e* H7 Z
a Æä
rubbers / tyres etc.).
 Students should correct the following XN Zz & gV ~ VÓ s fzgq Ð ¥ 0
statements. 454X
G
XèG e´ N 7 z¤
/ L Z , q Ñ!*zgq .1
1. We should throw above mentioned items in
our surrounding. Xc eb ° ÃÚ ágzZ(, gÔ
8 ö} g) u v 2
2. We should burn plastic / rubber and shopping
bags on roadside. Å7 wE Za Æ~gZ
+y%Vc* I gzZ Æ½»gzZ} À .3
h
3. Cloth bags, paper bags or baskets cannot be X Y
used for shopping.
4. The DDT and mosquito killer are harmless to X' 7 { y v a ~gø] c*z Z
gâ gzZDDT .4
our health.
Follow up
 Tell the students that chart below lists the ì ~ & z ÅVzq y Z~ ^ ges f ` g N CÃ¥ 0
items that we often throw away. It also shows
ì Hc*CÌ t ~ ^ ge k ZX ï N ÒZë Î
how long an item would take to break down,
or disappear, once it is buried in land. Ask the H~ ä Y » c*ä ¹ Æä Y[ ~ è Ãq q
- Z
students to fill the last column with their Æ ä wE Z{g!*z ÃVzq y Z } Ð ¥ XÇÑ ²
ideas on how to reuse the items.
XK ~ Ý»~y%M
] Ñì L Z~ } g!*
How long it would take to One way I could
Object disappear or break down in land reuse the item
Yâ Z »gzZä Y ¹ Y~ } i {g!*z 7 Z~ Ð T i § q
- Z
?ÇÑ ² H~ ä Y V Y wE Z
Paper bag á »½» 30 Days y 30
Plastic Bag á »8 ö 1000 years w 1000

E
5!
-4
Aluminum Can / e»êGGwZ 200-500 years w 500Ð 200
1 million years or more
Styrofoam Cup ' »x¯z], 6
{c
*i Ì Ð k Zc
*w ÄÑ10
1 million years or more
Glass Bottles ³ 1Åj {c
*i Ì Ð k Zc
*w ÄÑ10
78
UNIT LESSON 1
TOPIC
5
Matter and Changes
in its States
Matter and its States
6nj Ö^u oÓ ] æ
] å ^Ú
40 Minutes /
~ p ~ Vp qÅk Z
gzZ{ â 1 Periods
 Describe the properties of the three states

of matter on the basis of arrangement of
ÅVp qVÐ Åk Z6
, ã
C ÅK
MF, Å] Z
gf ñ ~ { â 0
particles. #
s zÅ] : S
 Demonstrate the arrangement of particles
in the three states of matter through Ã 3K
MF, Å] Z
gf~ Vp qVÐÅ{ âÐ æÅ² eâ 0
models.
 All the three states of matter are made up of µÐ ] Z

gfá Zzä W
: ÃgzZL g ¹ qVÐÅ{ â 0
tiny particles which cannot be seen. It is the
way the particles are arranged in matter that
~ zª( q~C
Ùª Åk Z
ÐKMF
, Å] Z
gf ñ~ { âX
decides its physical state. Xì CW
 Draw in figures 1, 2 and 3 on the board. ñ~ ] Z
gf ñ~ { âXN ¯3 gzZ2,1 wDZ6
, eg1 0
Following properties can be explained on the
basis of arrangement of particles. h s
M # zÅ] : S ` g ~ s f ë 6
, ã
C ÅK
MF,
 Solids have fixed shape and occupy fixed X
volume. Xì @
* x w»y Z
gzZ] gßz^ ÅYâ Zk ^ 0
 Liquids have fixed volume but no definite
7 mº ] gß z^ Åy Zp ì @
* mº Âw »Yâ Zù â 0
shape.
 Gases neither have fixed shape nor fixed
XC
volume. Xw : gzZ
ì C mº ] gßz^ Â: ÅYâ Z} 0
Solids: :Yâ Zk ^
 In solids, the particles are joined together Ð ï ¢ B ÆÏ ° !*m{ q
- Z] Z
gf ñ~ Yâ Zk ^ 0
tightly in a regular way.
X D } a
%
 They occupy fixed positions where they can
only vibrate. X M
h f$ $ Zzs Ü] Z
gft ñ6
, V» x K ZK Z 0
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 Their positions do not change. (Fig: 1) (1 ^ ) XC 7 s p l pc i 7Å] Z
gf y Z 0
Liquids: :Yâ Zù â
In liquids, the particles are arranged irregularly. ] Z
gft XC 7 Ï ° !*~ K
MF, Å] Z
gf ñ~ Yâ Zù â
They can slide over one another as they are in
D s p c i 7K ZÜ zC
ÙÐ zzÅä ~ ' wx
motion continuously. (Fig: 2)
(2 ^ ) X T g
Gases:
:Yâ Z}
 In gases, the particles are at a very large
distance from one another. Xì @
* , Ã¹ y x gÆ] Z
gf ñ~ Vu 0
 They are independent of one another and ~ ÙÉ
C D Zi W
Ð } uz q
- Zs Ü: ] Z
gft 0
move in all possible directions. (Fig: 3)
(3 ^ ) X M
h ' w
Figure-1 Figure-2 Figure-3
Plasticine, small bouncing balls, dry peas, plastic Æ8 öÔ

ä ZÆæ K È Ô 4H
t L g L g ÔèEjG5_ö
tray and plastic sheet, textbook
,- À ÔÅ
L Å8 ögzZ} R
,
Introduction
Activity: :ò¤
/u
 Ask fifteen students to come forward. õ0
*Å¥ & & gzZN W
Ù!* } Ð ¥ {gG ñ~ k ¯ 0
C
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Arrange them in five rows having three B ; Æ} u z q
- Z } Ð ¥ X, K
MF, Ãp~ Vzg·
students in each row. Ask them to hold their
hands together and keep their feet fixed on X, : s p Ãc i 7K Z
, } i gzZ, ñ
6
their positions. ÅCy Z] Z
gf~ ^ k ^ Å{ â N CÃ¥ xÓ ñ~ k ¯ 0
 Tell the students that the particles in a solid
XM
h 7 s p c i 7K Z
gzZ D } a
%Ð K
MF, b§
are arranged like these boys and their
positions are fixed. - ZX,
q »K
MF, KZ , e
$ Z
@Ã\ z¤
/ Æ¥ {gG 0
 Ask all the students to disturb their x g0
+ZÆ( mº q
- Zp O g} ñ g2 $
+B ;Æ} u z
arrangement. Keep moving within the
available space while holding their hands X gD ' w6
, gî
together. ñK
MF, {° !*ðÃÅ] Z
gf~ Yâ Zù â , i Ã¥ xÓ 0
 Inform the whole class that the particles in a ' wx ñ } a
%Ð } u z q
- Z] Z
gft p C 7
liquid have an irregular arrangement, where
they are constantly moving. They cannot, gzÐ } u z q
- Z] Z
gft ì gÃ 7 ] !*t X T g~
however, move away from each other like XM
h ?
Ø7
these boys.
hg B ; Æ} u z q
- Z, e
$ Z
@Ã\ z¤
/ Æ¥ {gG[ Z 0
 Now ask all the fifteen students to move away
from each other and spread yourself in the ' w~ eC
Ù¥ xÓy Z
gz k ZXN Y ~ xzgk ¯
whole class room. Keep moving in all possible
X gD
directions.
 Inform the whole class that the particles in a Ùb§ Å¥ y ZÌ ] Z
C gf ñ~ Ë , i Ã¥ xÓ 0
gas are moving in all possible directions like } uz q
- Z] Z
gft X T gD ' w~ e
these boys. They are also independent of one
another. X D Zi W
Ç !*Ð
Development
Activity 1 1
 Let all the students see the figure 1 and

Ð pÒÆ K
MF, Å} R
, àZzVzt Ã1 ^ ¥ xÓ 0
observe the arrangement of particles in
first tray. XB
 Ask the students to draw the fig. 4-a. XN ¯6
, ^ âK Z4-a ^ } Ð ¥ xÓ 0
 Inform the students that the fig. 4-a Zf~ Ú k ^ Ü s ', 4-a ^ , i Ã¥ xÓ 0
Å] g
represents the particles present in a
solid like ice. These particles are } u zq
- Z
B ÆÏ ° !*] Z
gft ì C C
Ùª ÃK
MF,
regularly arranged. There exists strong ] ¸o¢ Åæ y x gÆy ZgzZ ñ } a
%Ð
force of attraction between these
particles. Due to this force, these x K Z] Z
gft ª( z$
+Å] ¸ k ZÅæ Xì ñ
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particles occupy fixed positions where 6 h (Vibrate)f$ $ Zzs Ü6
M , c i7
they can only vibrate.
Xì Hc
*3 ~ 4-a ^
Figure-4-a Figure-4-b
Cold Hot
 Ask students the following questions. Xâ 7] ÑZÎ s f ` gÐ ¥ 0

 Why solids have a fixed shape? »¥ ?ì C VY x ] gß z^ ÅYâ Zk ^ X
(Students' response: Since the
particles of a solid have their x c i 7Å] Z
gf ÆÚ k ^ è a :Ç [ Z
positions fixed, so its shape is also Xì C x Ì ] gßz^ Åk Z
a Ï Z
ì C
fixed)
 Why solids occupy fixed volume? :Ç [ Z »¥ ?ì @
* x VY w »Yâ Zk ^ X
(Students response: Since the
distances between the particles do ì L gx , Ãy x gÆ] Z
gfÆÚ k ^è a
not change so the volume of solid
ÃÚ k ^ ¤
/ Zë @
*Xì @
* x Ì w »y Za k Z
remains fixed. However if you heat
the solids they expand and the Æ] Z
gf ñ~ k Q
gzZì Ä {zÂñ YHx¤
/
distance between their particles
(Fig: 4-b) Xì @
* Y| (, Ì , Ãy x g
increases). (Fig: 4-b)
Activity 2 2
 Ask two students to come forward and
Ææc
*Vzt Æ8 ö gzZN M
Ù!* } Ð ¥ z 0
C
arrange the plastic balls or green peas in
a plastic tray as shown in the figure 2.
X, K
MF, . _ Æ2^ ~ } R
, 8 öq
- Z
ÃVâZ
 Let all the students see the figure 2 and
observe the arrangement of particles in àZzVzt Å8 ö ¿g. _ Æk Z
gzZ2^ ¥ xÓ 0
second tray.
XB Ã} R
,
 Ask the students to draw the Fig.-5 again
as an exercise in their note books. XN ¯5^ ~ ^ âK ZK Z
¥ xÓ 0
 Inform the students that: : , i Ã¥ 0
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 Figure-5 represents the particles Ãv F
," ~ ] Z
gf ñ~ ã0
*ª ù âË 5^ X
present in a liquid like water. These
particles have irregular arrangement. Xì C C
Ùª
 There exists a force of attraction k Zì C ñ] ¸Åæ ~ ] Z
gfÆã0
*è a X
between these particles which do
not allow them to move away from XM
h 7 ' wgzÐ } u zq
- Z
ta
each other. É D ' w~ eC
Ùs Ü: ] Z
gft X
 These particles not only can move
Ùc i 7Åy Z D YÌ Ò 6
C , zZÆ} u z q
- Z
but also can slip pass each other.
Their positions are, however, not Xì SgC s p Ü z
fixed.
Xâ 7] ÑZÎ s f ` gÐ ¥ 0
 Ask students the following questions.
»¥ ) ?C 7 VY x ] gß z^ ÅYâ Zù â X
 Why liquids do not have fixed
shape? (Students’ response: Since D ' w~ Ù] Z
C gfÆù âè a :Ç [ Z
the particles of a liquid are mobile ^ Åk Za k ZC 7 x c i 7Åy ZgzZ
and do not have their positions
fixed, so its shape is not fixed) (C 7 x Ì
 Why liquids cover fixed space or VYx w»y Zc* C=
Í VY( x Yâ Zù â X
have fixed volume? (Students’
response: Since the particles of a - Z] Z
q gf Æ ù âè a :Ç [ Z »¥ ) ?ì @
*
liquid cannot move away from each Í Åy Za k ZM
ð ~= h ?
Ø 7 gz Ð } u z
other, so the space they occupy
remains fixed) (?ì Sgx (
 Why it is possible for us to transfer v ~ @', } u z Ð @', q
- ZÃù âa } gø X
liquids from one container to
:] Z
gf Æù â:Ç [ Z »¥ ?ì e VY*
another? (Students’ response: The
particles of a liquid are mobile and Ì Ò6
, zZ
Æ} u z q
- Z
É D ' ws Ü
can slip pass each other, this enables
us to transfer the liquid from one
- ZÃù â ì e t a } gøÐ zzk Z M
q h
container to another). XÃ s &
+Z~ @', } u zÐ @',
Figure: 5
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Activity 3 3
 Ask two students to come forward and Ææc
*Vzt Æ8 ö gzZN M
Ù!* } Ð ¥ z 0
C
arrange the plastic balls or green peas in
a plastic tray as shown in the figure 3. X, K
MF, . _ Æ3^ ~ } R
, 8 öq
- Z
ÃVâZ
Let all students see the figure 3 and
XB ÃVzt 6
, ö . _ Æ3^ CxÓ 0
observe the balls spread over a table.
Ask the students to draw the fig 6 as an XN ¯6^ w g 6
, ^ âK Z } Ð ¥ 0
exercise in their note books.
X, i Ã¥ 0
Inform the students that.
Xì C C
Ùª Ã] Z
gf ñ~ Z 6 ^ X
 Figure 6 represents the particles
present in a gas like air. X D gzgz¹ ] Z
gf~ Ë X
 The particles in a gas are far apart
from each other. gz$ ¹ ] ¸Åæ y x gÆ] Z
gf y Z
Æ X
 There exists very weak force of Æ Ð zzk ZXì C ', Z
', Æ ä : É
attraction between these particles.
They are practically independent of X D ' w Zi W
Ð } u zq
- Z] Z
gf
one another. X
' w~ eC
ÙÐ ~gëg! ] Z
gf Æ
 The particles are moving very fast
and in all possible directions. X D
Ask the students the following Xâ 7] ÑZ
Î s f ` gÐ ¥ 0
questions:
»¥ ?ì C 7 VY x ] gß z^ ÅVu X
 Why gases do not have a fixed
shape? (Students response: Since Ü zC
Ù~ Ù] Z
C gf ñ~ è a :Ç [ Z
their particles are mobile and do not
have fixed positions, so their shape X C 7 x ^ Åk Z
a kZ D ' w
is not fixed).
Ç [ Z »¥ ?D 7 VYx wÆVu X
 Why gases do not occupy a fixed
volume? (Students response: The ' w e~ T6
, gî : ZZi W
] Z
gfÆ :
particles of a gas are independent of
one another and they can move ä : ] ¸ Åæ y x g Æ y ZgzZ M
h
wherever they like and in whichever
direction they like, so its volume is 7 x Ì w» a k Zì C ', Z
', Æ
not fixed. Its particles spread s §C
Ù. _ ÆwÆ@', a k ZXL g
throughout the available space).
X ì CY
Figure: 6
84
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Sum up / Conclusion
 In solids, the particles are arranged in a D } a

%Ð K
MF, {° !*q
- Z] Z
gf ñ~ Yâ Zk ^ 0
regular way where they occupy fixed
positions. Due to their fixed positions, a solid Åy ZÐ z zÅc i 7 x k ZXì C x c i 7Åy Z
gzZ
has a fixed shape and it occupies a fixed Xì @
* x wgzZ^
volume.
 In liquids, the particles are arranged in an
] Z
gft Xì C Ï ° " ~ K
MF, Å] Z
gf ñ~ Yâ Zù â 0
irregular way. These particles not only move X M
h Ì Ò6
, zZÆ} u z q
- Z
É D ' ws Ü:
also can slip pass each other. Due to their
movements, a liquid does not have a fixed ] Z
gf XC 7 x c i 7Åy ZÐ zzÅ' wk ZÅ] Z
gf
shape. Since the particles of a liquid are
attracted by one another and they cannot
ä Y7 gz Ð } u z q
- ZÃ] Z
gf y Z] ¸ Åæ ñ~
move away from one another, so their volume Xì @
* x w»y Z
a k Zî
is fixed.
~ Ù Zi W
C Ç !* Ð } u z q
- Z] Z
gf ñ ~ Vu 0
 In gases, the particles are independent of one
another. They also move in all possible a k Z C 7 Ì ] ¸ Åæ y x gÆy ZgzZ D ' w
directions. Due to this reason gases neither
have a fixed shape nor a fixed volume. Xì @
* x w »y Z : gzZC 7 x ] gß z^ ÅVu
Assessment
Ask the following question: Xâ 7wZÎ s f ` gÐ ¥ 0

 What happens when a perfume is sprayed [ Z »¥ Xì @
* HÂì @
* YZhg ~ } # ÃÒp Z
# X
in a room? (Students response: Its
particles like the particles of a gas move ' w: ZZi W
~ Ùb§ Å] Z
C gfÆ ] Z
gfÆÒp:Ç
away from each other and occupy all the X DY ~ } #} g ñ D
space available in the room).
85
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Follow up
Why the force of attraction between the C VY', Z

', Æä *] ¸Åæ y x gÆ] Z
gfÆ 0
particles of a gas is negligible? (Students
response: The particles of a gas are far apart ¹ {ggzÐ } u z q
- Z] Z
gfÆ :Ç [ Z »¥ Xì
from one another and move at a very fast
gz$ ¹ ] ¸Åæ y x gÆy Za k ZX D ' w!
speed, so the force of attraction between
them is negligible and they behave as X D Zi W
Ç !*Ð } u zq
- Z
t gzZ
ì C
independent particles).
What happens to the particles of air when it is »¥ )Xì @
* HÂñ YÅ ` g{ ZÐ ~ [ k Å¡ #
Z 0
released from a cycle tube? (Students
a k Zì CY~½Z Ð î !* ~ [ k Å¡ :Ç [ Z
response: In a cycle tube air is present under
pressure. When it released, the particles of Ð [ k Ð ~gëg! ] Z
gfÆk ZÂì @
* YH` g{ Ð ZZ
#
air come out with a high speed and spread
out in the whole space available to them). X( D Y ~ s §C
ÙgzZ ä
3CÙ!*
What makes a liquid flow? (Student's è a] Z
gfÆÚ ù â:Ç [ Z »¥ ) ? VYYâ Zù â 0
response: A liquid flows only under the I±
influence of gravity. In such conditions the zzÅ ø ma k Z M h ÒÐã M , zZ
6 Æ} u zq
- Z
particles of a liquid slip pass each other in the X( $
Ë Y~ &
+Zc* $
ËË t Ð
direction of flow).
Ask the students to draw the arrangements of ~ ^ âK ZwDZÅVp q& Å{ â , e
$ Z
@ Ã¥ xÓ 0
particles of the three states of matter in their
XN ¯
note books.
86
UNIT LESSON 2
TOPIC
5
Matter and Changes
in its States
Effect of Heat on Matter
$] ^Òl ] u µå ^Ú
40 Minutes /
~ p ~ Vp qÅk Z
gzZ{ â 1 Periods
 Investigate the effect of heat on particle Æ] gZ

w6
, ' wÅ] Z
gf y Z
gzÆ~ p ~ ª( qÅ{ â 0
motion during a change in states XÃ y YÃ] ZW
,Z
 Demonstrate and explain the processes »ï Zúá Zzä k
,5
+q ¸zy Z
gzÆ~ p ~ ª( qÅ{ â 0
that are involved in the change of states
#
s zÅy Z
gzZ{@
x
 When a solid is heated the vibrational Ð ~! ] Z

gf ñ~ k ZÂì @
* YHx¤
/ ÃÚ k ^ Ë Z
# 0
movement of its particles increases. At a
certain temperature, the solid changes into ù âÚ k ^ 6
, ] gZ
wzg m{ q - ZX ï q zÑ* f$ $ Zz
Y
its liquid. This process is called melting. X ë ëE 5H5!c*á Ã¿ k Z
4Ó
G gzZ
ì CY s p ~
 When a liquid is heated, its particles get more { c*i Y3
, ZÅ] Z
gfÆk ZÂñ Y~ ] gZ
wÃÚ ù âq
- ZZ
# 0
energy and move away from one another. At a
certain temperature these particles become zg m{ q
- ZX D Y?
Ø gz Ð } u z q
- Z{zgzZì CY
independent of one another and the liquid is
Ú ù âgzZ D Y Zi W
Ð } uz q
- Z] Z
gft 6
, ] gZ
w
converted into a gas. This process is called
boiling. X ë Z
1c* Z
Ã¿ k ZXì CY s p ~

Plastic balls, tray, ice, plate, ice cubes, textbook ,- À Ô

P Ô
s ', Ô
} R
,Ô
t Æ8 ö
87
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Introduction
Ask the students: :â 7Ð ¥

 What happens to ice when it is heated. ?ì @
* HÂñ Y~ ] gZ
wÃs ', 0
(Students response: Ice melts) (Ï ñ Y£ s ', :Ç [ Z »¥ )
 What happens to water if you put it in the
?ì @
* HÂì @
* Y3g~ gm
, ÛZ
# Ãã0
* â 7Ð ¥ 0
freezer?
(Students response: It freezes into ice) X(ì @
* Y s p ~ s ', t :Ç [ Z »¥ )
 Introduce the topic “Effect of Heat on particle XK Ì 6
, eg1 Ð Z
gzZN CÃ¥ y ZÄ »` W 0
motion” and write the topic on the board.
Development
Activity 1 1
 Draw the following three figures on the ` g6

, T ^ ge c
*N ¯wDZ& s f ` g6
, eg1 0
black board or show the chart having
the following figures. XN 3 Ã¥ Ô
V k
, z£ s f
Figure-1 Figure-2 Figure-3
 Ask two students to come forward and Æ8 ö ~ } R

, } Ð y ZgzZN C
Ù!*Ã¥ z 0
arrange the plastic balls in a tray as
shown in the figure 1. X, K
MF, . _ Æ1^ ÃVzt
 Disturb the arrangement of the balls as . _ Æ2^ ÃK
MF, ñ~ Vzt y Z } Ð ¥ 0
shown in the figure 2.
X, »
 Spread the plastic balls away from one
another as shown in the figure 3. X, ; gzgzÃVzt . _ Æ3^ } Ð ¥ 0
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Ask the students the following questions: :â 7] ÑZÎ s f ` gÐ ¥
 Which states of matter are represented X CC
Ùª ÃVp q Ï y Ãy ÃÅ} â3 @
* 1wDZ 0
by these three figures? (Students
{° !*Å] Z
gf ñ~ Yâ Zk ^ 1 ^ :[ Z µ á )
response: Figure 1 represents the
regular arrangement of particles in X(ì C C
Ùª ÃK
MF,
solids.
ì C Ï ÒúÅv F
, " Å] Z
gf ñ~ ù â2 ^ 0
 Figure 2 represents the irregular
arrangement of particles in liquids. Å t gzZ ; gzgz ] Z
gf ~ 3 ^ ²
Figure 3 represents the particles of Xì C Ï Òú
gases. These particles are far apart from
each other).
? n
p gæ ~ : W
] Z
gf ñ~ Ú k ^ Ë H 0
 Is there a force of attraction present
between the particles of a solid? o¢ Åæ y x gÆ] Z
gfÆk ^ V;:[ Z µ á )
(Students response: Yes, the particles of X(ì C ñ] ¸
a solid attract each other with a strong
force of attraction). :[ Z µ á )X D ' w] Z
gf ÆÚ k ^ H 0
 Are these particles moving? (Students X( D f$ $ Zz6
, V» x K ZK Z
t V;
response: Yes, the particles are vibrating
at a fixed position).
? D ' wÅn ¾ ] Z
gf ~ Vp q& Å} â 0
 What type of movement these particles
D f$ $ Zzs Ü] Z
gf ~ ª( qk ^ :[ Z µ á )
have in each state? (Students response:
The particles of a solid can only vibrate ' w~ V4 xÓ] Z
gf ~ ª( q gzZù â²
while the particles of a liquid and a gas X( D
can move in all directions.
Activity 2 2
 Take a piece of ice on a plate and let it Ð Z} ] gZ
wÅHxñgzZB Z »s ', ~ P q
- Z0
melt with the help of a candle.
N»
 Inform the students that:
: , i Ã¥ 0
 Heat has changed the solid ice into
liquid water. Xì s p ~ ã0
*ù âs ', k ^ Ð ] gZ w X
YH!
 This process is called melting and Ü s ', 6 wzgT gzZ ë ë E
, ] gZ 54Ó
5Ã¿ k Z X
G
the temperature at which ice melts YH!
is called the melting point of ice.
X ë z Z 7ë E54Ó
G5»s ', Ãk Z
ì
 When a solid is heated, its particles ~! ] Z
gf Æk ZÂñ YHx¤
/ ÃÚ k ^ Ë Z
# X
start vibrating faster and attraction y x gÆy ZgzZ ï q zÑ * f$ $ ZzÐ
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between these particles gets less , ] gZ
6 wzg m{ q
- Zì CY7
, gz$ ] ¸ Åæ
effective. At a particular
temperature, the particles lose their ~ y ZgzZ ï hg : i 7 x K Z] Z
gf t
fixed positions and the arrangement ] gßz^ K ZÚ k ^ gzZì CY » K
MF, ñ
in them goes away and the solid
loses its fixed shape. It is converted Xì CY s p ~ ù â Å
into its liquid.
Activity 3 3
 Take water in kettle/beaker, heat it so Zã0
*, x¤
/ gzZB ã0
*~ ä Åñ e c*Ù q
- Z0
that water starts boiling.
XÇñ Y q zÑ
 Inform the students that:
: , i Ã¥ 0
 Heat has changed the liquid water into
\ ¸ ª ª( q} Ð ª( qù âã0
*Ð æÅ] gZ
w 0
steam (gas).
Xì H s p ~
 This process is called boiling and the @', A ù â6

, ] gZ
wzg T gzZ ë Z1Ã¿ k Z 0
temperature at which a liquid boils in an
open vessel, is called its boiling point. ë z Z
7 Z1»k ZÃk Z
ì C q zÑ Z~
 When a liquid is heated, its particles
start moving at a higher speed. The
~! ] Z
gf ñ~ k ZÂì @
* YHx¤
/ ÃÚ ù âË Z
# 0
force of attraction between them Åæ y x gÆy ZgzZ ï q zÑ * ' wÐ
becomes less effective.
Xì CYC gz$ óg ] ¸
 At a particular temperature, the force of
attraction between these particles gets ì CY7
, gz$ â Z] ¸t Åæ 6
, ] gZ
wzgm{ q
- Z0
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so infective that they become q zÑ' w: ZZi W?
Ø gz Ð } u z q
- Z] Z
gf t
independent of one another.
X ï
 The liquid is converted into a gas.
Xì CY s p ~ Ú ù âb§ k Z 0
Activity 4 4
 Divide students in groups. Ask each Ãxñ ð } Ð \ z¤
/C
ÙXN ¯: z¤
/ Æ¥ 0
group to pour molten wax on a plate.
Xá Ze~ P
 Ask them what has happened to the wax
that is poured on the plate? (Students' ~ p HÐ % Ze~ P Ãxñ â 7 Ð ¥ 0
response: The wax becomes solid). ( s p ~ ^ k ^ xñ Ç [ Z »¥ ) ?ðW
 Why liquid wax is changed into solid wax 0 VYk ^ {zÐ % Ze~ P Ãxñ â 7Ð ¥ 0
when poured on the plate? (Students'
response: Due to cooling, the wax ~Q xñy Z
gzÆ% Ze~ P :Ç [ Z »¥ ) ?
freezes when poured on the plate and X( s p ~ k ^ {za k Z
becomes solid)
~ p H~ ] Z
gfÆù âÜ zW k ^ â 7Ð ¥ 0
 Ask them what happens to the particles
of a liquid that changes into solid? ` g{ Y3
, ZK Zù âðÃZ
# Ç [ Z »¥ ?ð µ Zz
(Students' response: When a liquid Áb W
× W
gëgÅ' wÅ] Z
gf Æk ZÂì C
loses its energy, its particles start
arranging themselves and their k ZXì CY| (, ] ¸Åæ y x gÆy Z
gzZì CY
movements slow down appreciably. As ï q zÑ b K
MF, Ãp] Z
gfÆù â~ ³ Æ
a result the liquid freezes and changes
into solid. In solid the particles simply ~ ª( qk ^ Xì CY s p ~ ª( qk ^ ù âgzZ
vibrate at their fixed positions). D f$ $ Zzs Ü6
, V» x K Z] Z
gf
X
 Can water also become solid when Ì {zÂÇñ YÞ&
+Z~ P Ãã0
*¤
/ Z â 7Ð ¥ 0
poured on a plate? (Students' response:
No). X(7 Ç [ Z »¥ ) Çñ Y s p ~ ª( qk ^
 Why not? (Students' response: Because k ^ Ãã0
*è Y Ç [ Z »¥ )7 VYâ 7Ð ¥ 0
water needs more cooling than wax). (ì ] gz¢ Åu Q { c
*i a Æä s p ~ ª( q
 Ask them how can you freeze water to ?Ð , s p ù ~ s ', Ãã0
* â 7Ð ¥ 0
change it into ice? (Students' response:
Keeping water in the freezer of a ã0
* Ð p g~ gm
, ÛÆñ µ e gÇ [ Z »¥ )
refrigerator until water freezes). X(Çñ Y0 s ', × W
× W
 Explain them that the changing of a Ã¿ Æä s p ~ k ^ Ãù âË , ã Zz6
,¥ 0
liquid into solid is called freezing.
X ë 8
- m
,Û
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Sum up / Conclusion
 A solid can be changed into its liquid form by Ã¿ k Zì Y YHs p ~ ù âÐ ¶ ] gZ

wÃÚ k ^ q
- Z0
heating. The process is called melting. YH!
X ë ëE 54Ó
5
G
 A liquid can be changed into its gaseous form Xì @
* YHx¤
/ Ð Zc ä s p ~ Ãù âq
- Zb§ Ï Z 0
by heating. At a particular temperature the
vaporization becomes maximum and the ! Ð & ¿ »W ] Z
gg Ð ù âZ
# 6
, ] gZ
wzg m{ q
- Z
liquid starts boiling. This process in known as
Xì Z
1x*»¿ k ZXì CY q zÑ Q
ù âÂ} @
*Y
boiling.
Assessment
Ask students the following questions: X, ] ÑZÎ s f ` gÐ ¥

 Particles of which state of matter move with ? D ' wB ÷ ~gëg! { c
*i ] Z
gf~ ª( q¾ Å{ â 0
the fastest speed? (Students response:
Particles of a gas move with the fastest X(ì C ! Ð & ' wÅ] Z
gfÆ :[ Z µ á )
speed).
?ì Y Å^ K Z
Ð zz¾k ^ q
- Z0
 What makes a solid lose its shape? (Students
response: Since the particles of a solid, on V» x K Z] Z
gfÆk ^ q
- ZÐ ä x¤
/ :[ Z µ á )
heating, lose their fixed positions, so their
shape is also lost)
X(ì ê ^ K Zk ^ 6
, Y¯k Z D Y xzøÐ
 Why does a gas not have fixed shape and a :[ Z µ á )?D 7 x VY wgzZ^ Å Ë 0
fixed volume? (Students response: Particles
of a gas are moving fast without any
D ' wÐ ~! ¹ gzZT g7 6
, ( x Ë] Z
gfÆ
significant force of attraction between them. - Z] Z
q gfÆ XC 7 Ì ] ¸m{ ðÃÅæ ~ y Z
gzZ
They behave independently and do not have a
fixed position. Due to these characteristics Â: Å Ð zzÅmZ
py ZX D Zi W
Ç !*Ð } u z
gases neither have a fixed shape nor a fixed
volume). Xì @
* wx : gzZ
ì C ^ ðÃ
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Follow up
 When you heat solid ice, it changes into ã0

*ù âXì CY s p ~ ã0
*ù ât Ð ä x¤
/ Ãs ', k ^ 0
water. How can you convert liquid water into
solid ice? (Expected response: by putting it in
?Ð , H\ W
a Æä s p ~ s ', k ^ Ã
a freezer, the temperature of water will drop Ãã0
*Ð k Zì @
* Á¹ ] gZ
wzg »gm
, Ûè a :[ Z µ á )
and it will change into ice slowly.
(ì @
* Y s p ~ s ', × W
× W
t Ð p g~ gm
,Û
 Predict the change in particles arrangement
H~ ] Z
gfÆk ZÂì C s p ~ ª( qk ^ ù âðÃZ
# 0
when a liquid becomes solid? (Expected
response: when particles lose their free ?ì CW
~p
motion and get arranged at fixed positions,
xzøÐ ' w: ZZi W
K Z] Z
gf Æù âË Z
# :[ Z µ á )
liquid becomes solid).
ù âÂ fe Ý qÇ x B ÆK
MF, {° !*q
- Z
 Ask students to write answers to the
following questions. (ì CY s p ~ ª( qk ^
 What change occurs when we heat butter XK [ ZÆ] ÑZÎ ` g~ s f } Ð ¥ 0

or candle wax? ?ì C µ Zz~ p HÂì @
* YHx¤
/ æ c*xñZ
# X
 Observe change in state of water when \ W
ÂV gåwzec**3Z
# y Yò ZÅ\ W X
your mother is cooking or boiling rice.
X, {@
x »~ p àZzä ~ ª( qÅ ã0
*
93
UNIT LESSON 3
TOPIC
5
Matter and Changes
in its States
Evaporation and Condensation
40 Minutes /
~ p ~ Vp qÅk Z
gzZ{ â 1 Periods
 Describe the role of evaporation and

condensation in the water cycle. y ÒÌ ZÅ0 ÿL)gzZ
ó ÿL)~ 6 Æã0
* 0
 Identify and describe forms of moisture in #
s zgzZ|# Ù Å wDZZ Å & ñ ~ wj â 0
the environment.
(l g!*gzZZ
gÃÔ
®Ôs ', Ô
k zZ} )
(e.g. dew, snow, fog, frost, rain)
 When a liquid like water is kept in an open × W

× W
] Z
gg Æk ZÂ, gZ7
, ~ @', A Ë Ãã0
*¤
/ Z0
container, its particles continuously move
from liquid phase to air. This process is called ë ó ÿL)Ã¿ k ZX T gD ï á~ Z Ð ª( qù â
evaporation and it continues at all
temperatures. Xì L g~g z~gY6
, ] gZ
wzgxÓt gzZ
 During night when the temperature of air Æã0
* ñ~ k ZÂì @
* Y Á] gZ
wzg »c Z
# Ã] Z
g 0
falls, the water vapours present in air get
together and form droplets of water. The g( Z^ ÅVz¢ L g L g Æã0
* ï~: W
] Z
gg
process is called condensation. X ë 0 ¿ Ã¿ k ZX fe

Plastic bowl, water, ice, stainless steel glass, ,- À Ôk ® : ñ Ô

s ', Ô
ã0*Ô
! \ »8 ö
textbook
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Introduction

 You must have seen your mother spreading ñ D2 C
Ù!*} À ñ | Ãy Yò ZK Zgz¢ ä \ W 0
laundry in the open air. After some time the \ WHX D YÄÎ Ç !*} À t Æk, ¼ XÇ ¬
clothes get dry. Where does the water go
from the wet clothes? (Students' response: It ` gÎ :Ç [ Z »¥ ) ?H` V¹ ã0
*»VzÀ4 h C
M
evaporates in the presence of sunlight)
(H s p ~ ] Z
gg ã0
*Ð ] gZ
wÅ
 Ask students have you been to a nearby k v ~ r !*Ô ~ r !*} k,Î ð L \ W
H} Ð ¥ 0
garden early in the morning. Why does the
grass feel wet? (Students' response: The grass Åä 7
, k zZ} k,Î ð :Ç [ Z »¥ ) ?ì k C VY 5
is wet due to early morning dew) (@
* k C 5 k vÐ zz
 Draw this diagram on the board and explain s# zÅVp ñ 3~ kZ
gzZN ¯6
, eg1Ã^ s f ` g 0
both the processes.
X,
Evaporation
Liquid
Vapour (Gas)
Condensation
Development
Activity 1 1
 Take water in a bowl. Draw a line in the ', Z
', ÆRÅ ã0
*~ ! \ XB ã0
* ~ ! \ Æ8 ö 0
bowl to indicate the level of water.
XN Î y ¶
K
 Ask a student to keep the bowl in the
sunlight. XÇ g~ ÝzgÅ` gÎ C
Ù!*! \ {z } Ð D¨( ¤q
- Z0
 After some time ask the student to bring ~ xzgk ¯ {g!*z! \ } Ð D¨( ¤ Æk
,¼ 0
the bowl back in the class room.
Xñ W
á
 Let all the students observe the level of
water in the bowl. X, ä {@
x »RÅ ã0
* ñ~ á \ Ã¥ 0
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 Ask students the following questions. Xâ 7] ÑZÎ s f ` gÐ ¥
 What change has occured in the
level of water in the bowl?
?ì ðW * ñ~ á \ X
~ p H~ RÅ ã0
(Students' response: It has lowered) (ì n t :Ç [ Z »¥ )
 Where does the water from bowl
go? (Students' response: It has * ñ~ á \ X
:Ç [ Z »¥ ) ?H` V¹ ã0
changed in to vapours due to heat of
(H s p ~ ] Z
ggt Ð ] gZ
w Å` gÎ
the sun)
 Explain that small drops in the air are ÃVz¢ L g L g Æã0
* ñ~ Z , ã Zzt 0
called water vapours. They are not
visible. DW
7 Ã] Z
ggt X ë ] Z
ggÆã0
*
Activity 2 2
 Take a stainless steel glass, wipe its } À È ÃR ãzÛmZ

gzZB k q
- Z»® : ñ 0
outer surface with dry cloth. Add some
ice cubes into it. XB Ze} P Æs ', ~ k ZX, s Ð
 After some time, let the students XN Zz {@

x »R ãzÛÅk Ã¥ , gO Z
,¼ 0
k
observe the outer surface of the glass. Xâ 7] ÑZÎ s f ` gÐ ¥ 0
 Ask students the following questions. [ Z »¥ ) ?ì gZ%q H6
, R ãzÛÅk X
 What has appeared on the outer , R ãzÛ Åk } ¢ L g L g Æã0
6 * :Ç
surface of glass? (Students'
response: Small droplets of water
( ¦
appear on the outer surface of glass)
:Ç [ Z »¥ ) ?ñ W
Ð V¹ } ¢ Æã0
*t X
 Where these droplets have come
from? (Students' response: Water Ð R~Q Åk Z
# ] Z
gg Æã0
* ñ~ Z
vapours present in air, on touching
the cold surface of glass, get
ï ¯} ¢ L g L g N ZÂ D Z
together to form droplets. This ( ë 0 ÿL)Ã¿ k ZX
process is called condensation)
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 Teacher will inform the students that # ] Z
Z gg ! W ñ~ Z N CÐ s# zÃ¥ 0
when water vapours reach upper
atmosphere, they condense due to low Ç !*Ð zzÅ] gZ
wzg ÁÂ í 6
, ~ { c*i ¹
temperature and form clouds. Clouds W :L »l g!* ï ¯w !* } Q b§ Ï Z
cause rain.
 Ask students to name the main sources
X
of water in the world? (students’ ?â 7x*Æù Z
gf} (, Æã0
* ñ~ * Ð ¥ [ Z 0
Response: Sea, lakes, rivers, ponds,
oceans & atmosphere. ÔVz1 ÔVî c*g Ô
V* Ô
Vzg« :Ç [ Z »¥ )
 Inform students that all these reservoirs (~ c gzZ
are called water bodies.
X ë m
, e1R
, ZzÃ], { f y Z
Æã0
* N CÃ¥ 0
 Water moves continuously through
each of the water bodies by the
zzÅ0 ÿL)gzZó ¿ ~ ], { f Z b§ k Z»ã0
* 0
p ro c e s s e s o f e va p o ra t i o n a n d
condensation and the phenomenon is Xì @
*B ¡ , Zz* ' wÐ
R
called water cycle.
, { c*i Ã ~ c Å ã0
F * Ð ], { f } u z gzZVzg« 0
 The transfer of water mainly from
oceans and other water bodies to the Vzg« ] Z
gg ! W
, { c*i Xì C ) gfÆó ¿
F
atmosphere takes place through
evaporation. Most water vapours return
Z Æ} i Z Ã] Z
gg¼² D Y : Zz~
to the oceans, while some vapours are Xì î ; ~ V
carried by wind to different areas of
land. ^ Å~g!*! Zj gzZ~g!*s ', Ô
l g!* } Q ] Z
ggt 0
 Here the vapours condense due to low k zZ] Z
gg ¼Ð ~ y ZX D YW
: Zz6
, } i~
temperature and fall back on earth in
the form of rain, snow and hail and # ~ Ì ñÆV- u X fe g( ZÌ ^ Å® gzZ
Z
sometimes in the form of dew and fog.
ã0
*¤ ~ Z Âì @
* Y Á { ] gZ
wzg } k,Î ð
During winter when the morning
temperature is very low, drops of water u { c*i ¹ X fe g( Z^ Å® W} ¢ t Æ
co n d e n s e a n d s u s p e n d i n t h e
atmosphere as fog. In intense cold days fe g( ZÌ ^ Åº W} ¢ t Æã0
*~ Ì ñ
these water droplets fall down as frost. a ÆwE ZÆ{%i zg ] g Ð b§ k ZX
This is the way nature distributes water
throughout the land for our daily use.
Hail Dew Fog Frost
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Sum up / Conclusion
 Water moves continuously through different

' wÎ âÆ], { f Z g@
* Î ã0
*ª( z$
+Å0 è
¿ gzZ
óè¿ 0
water bodies present on the earth by the
p ro c e s s e s o f t h e e va p o rat i o n a n d X ë ¡ , ZzÃ¿ ~gz k Zì L g@
R *
condensation and the phenomenon is called
water cycle. N Z] Z
gg ! W ñ~ ZÐ zzÅu Q Ã] Z
ggzZ} k
,Î ð 0
 Early in the morning and at night, water ^ Åk zZ6
, } i Âc*} ¢ t X fe g( Z^ ÅVz¢
vapours condense together to form droplets
and come down on earth as dew or suspend in Ã¿ k ZX T g¤ ~ Z ~ ^ Å® Q c* D ¤
/~
the atmosphere as fog. This process is called
condensation.
X ë 0 ÿL)
Assessment
 Ask students the following questions: Xâ 7] ÑZÎ s f ` gÐ ¥ 0

 How clouds are formed? (Students' 3 Ð Vzg« :Ç [ Z »¥ ) ? W b§ ¾ w !* X
å
response: Water vapours coming from
ocean rise up in the cooler portion of the N ZÂ í ~ V } Q Æc Z
# ] Z
gg ! W
á Zz
atmosphere. Here they condense to form ( fe g( Z^ ÅVß !* ï
clouds)
gzZu Q :Ç [ Z »¥ ) ?ì t ÛH~ k zZgzZl g!* X
 What is the difference between rain and
dew? (Students' response: Water vapours ÿL)] Z
gg ! W ñ6
, ~ Ð zzÅ] ÑqVzi ñ} u z
present in clouds condense together due
to low temperature at high altitude. } ¢ t X fe g( Z^ ÅVz¢ ) gf Æ 0
Under favorable conditions this b§ Ï ZX fe gJ \ zg»l g!*Ð zzÅä ~g¸
condensation causes water to precipitate
as rain. At night or early in the morning, ! W ñ~ Z Ð zzÅ] gZ
wzg Á} k,Î ð gzZÃ] Z
g
water vapours present in air condense fe g( Z^ ÅVz¢ L g L g N Z] Z
gg
together to form small droplets. These
droplets then fall down as dew) ( D¤
/6
, } i ~ ^ Åk zZ
Q} ¢ ¶ t
 How is water present in oceans * YH 6
@ , } i R ~g7b§ ¾ ã0
* ñ ~ Vzg« X
distributed throughout the land on earth?
ÅZ ] Z
gg ! W ñ6
, zZ
ÆVzg« :Ç [ Z »¥ ) ?ì
(Students' response: Wind carries
vapours present above the oceans to far uQ6
, ~ X D Y ~ V xÓÆ} i Ð æ
off places on earth, where they get Vzi ñX fe g( Z^ ÅVß !*] Z
gg t Ð zzÅ
together, at cooler places, to form clouds.
These clouds then cause rain and water is Vzg« b§ k ZX W ¯
) !*»l g!*w !*t ~ ] Ñq
distributed throughout the land on earth)
X(ì @
* YH 6
, } i ~g ã0
* ñ~
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Follow up
 Ask the students to write answer to the XK ] !*ZÆ] ÑZÎ s f ` g } Ð ¥ 0

following questions.
~ xzgB !*Â, < Ð ã0
*x¤
/\ M
/ Z~ Ì ñÆV- u X
¤
 While taking a bath during winter with hot
water what do you observe in a bath x¤
/ yZ
gzÆ< :Ç [ Z »¥ ) ? D {@
x H\ M
room? (Students' response: During bath
hot water evaporates to form fog in the CYY ® ~ xzgB !*gzZì ©
8 g( Z^ Å] Z
gg ã0
*
bath room)
(ì
 At which times, there is maximum
possibility of the formation of dew or fog. ] *k Z{ c*i Ð & ÆW ® c*k zZ~ ] zZÐ y Ã X
(Students' response: Early in the morning zg »c Ã] Z
gc*} k,Î ð :Ç [ Z »¥ ) ? D
or during night, the temperature of the
atmosphere falls down. The water ! W ñ~ ZÐ zzÅu Q k ZXì @
* Y Á { ] gZ
w
vapours present in air get together and fe g( Z^ Å® gzZ D Y ¤ N Z] Z
gg
may suspend in the atmosphere as fog.
Alternatively heavy droplets of water fall ~ Vz¢ L g L g ] Z
gg t ~ ] gß ~u z X
down in the form of dew)
( W¯
) !*»ä 7
, k zZ s p
 What is the name of the process in which
water vapours are converted into liquid ?ì Hc* x*HÃ¿ Æä s p ~ ã0 gg ! W X
*{g!*z »] Z
water? (Expected answer: condensation)
(0 ÿL) : [ Z µ á (
99
UNIT LESSON 1
TOPIC
6
Force and Machines
Friction
<+
120 Minutes /
gzZ] ¸ 3 Periods
 Describe friction and its causes. y Ò] ; zÅk Z

gzZ(Friction) ¥
/g 0
 Explain the advantages and disadvantages #
s zÅ] *v gzZ} Z
+ÃÆ¥
/g 0
of friction.
, ? j §Æä ÁÃ¥
m /g 0
 Suggest methods to reduce friction.
 Identify what cyclists, swimmers and - ê B Æ^ ØZ
8 c gzZu Z
¾ÔgZÎ ¡ yY 0
parachutists do to reduce friction. X D Ha Æä Á¥
/ gá Zzä Î
 The force which opposes the motion of one ] ¸ àZzä Z

aØ Z
'× Âì Ã 6
, q ~u z Ë q q
- ZZ
# 0
object over another is called friction.
Xì CB ¥
/g
 It is caused by the roughness of the two
surfaces. X CZ
a Ð zzÅ6 } g7 ÆV¥ Vâzt 0
 Friction can be a help or a hindrance for
motion. It prevents objects from starting to ðÃZ
# XÌ ^ z»gq
- ZgzZì $
Ë Ì æq
- Za Æ' w¥
/g 0
move. Xì ÇzgÐ Z¥
/ gÂì @ä q zÑ' wq
 It can be reduced by making the surfaces
smooth e.g. by making the surface wet or by % c*ñ Y1 5 ÃR 6 ì $
Ë YÅÁ¥
/ g ¯gZ
û ÃV¥ 0
oily. Xñ Yc
*Î
 The friction of rolling objects is less than the ( 0
/;X
sliding objects. Xì C ÁÐ Yâ ZàZzf ¥
/ gÅYâ ZàZz½ 6
, õG F
 To minimize air or water friction, the gzZVzi ~d Ô

Vzg»Ô
i ðZ a Æä ÁÃ¥
/ gÅ ã0
*c
*Z 0
aeroplanes, cars, ships, boats etc. are shaped
pointed or wedge like from the front. Å *Ãc*gZu âÐ Ð W
{z ì CYð¯+ Z^ Å{) zV¯
XV b§
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 The cyclists, swimmers and parachutists wear Á¥
/ gá Zzä Î 8
- ê B Æ^ ØZ
c gzZu Z
¾ÔgZÎ ¡ 0
tight dresses and cover their heads with tight
caps to reduce the friction. Ð Vk I ß ÃVzu L Z
gzZ Û k ] ú
D a Æä
X ]W J e
A book, a ball, wooden block, glass sheet, oil, ,- À Ô%Ô

L Åj
Å Ôu »~Ç Ôt q
- ZÔ
[ Âq
- Z
textbook
Introduction
 Ask a student to push a book lying on the X Ã[ Âð ~7

,6
, ö {z } Ð D¨( ¤q
- Z0
table.
, ö [ Â :Ç [ Z »¥ ) ?Z HÃ[ Â â 7Ð ¥ Q 0
6
 Then ask the students what happened to
book? (Students' response: The book moved ( u gð C × W
y%W
Ñ!*gzZÐä ' w
on the table. Eventually it slowed down and
stopped.) Åq ð C ' w:Ç [ Z »¥ ) ? CYu gVY , q 0
 Why do bodies stop? (Students' response: X(ì C ¿ ] ¸ ðÃ i Ñ~ ³ #
There must be a force acting opposite to the
motion of objects) :Ç [ Z »¥ ) ?ì Çzg' wÅVzq ì ] ¸ Ï y Ã{z 0
 What is that force which stops the movement / gÐ k Zì C ' wt 6
¥ , RT Âì C ' wq ðÃZ
#
of objects? Students’ response: When an
object moves, it rubs against the surface on
/ g] ¸t Xì C Za ] ¸ Å Ø Z
¥ '× Ð ¥
/ gXì C3
which it moves. Rubbing provides an X( ì CB
opposing force. This force is called friction.
?ì @
* Ha Æ1 zgÃ¡ gZÎ ¡ - Z â 7Ð ¥
q 0
 Ask the students what does a cyclist do to stop
a bicycle? (Students' response: He applies X(ì @
* Î ¹ ', {z:Ç [ Z »¥ )
brakes).
- ', :[ Z »¥ ) ?ì î u zgVYÃ` !*ñ º q
q - ', 0
 Why does brake stop a moving bicycle? J
(Students' response: The brake rubs against Z
aØ Z '×~ ½ Æÿ ¹i G4&
!*gzZì C3 ¥
/ gB ÆxgÆ õG (
/J4<X
F
the rim of the wheel and hence opposes the
motion of a bicycle). (ì C
 Draw out the conclusion that the force which {zì C Z
aØ Z
'×~ ' wÅVzq ] ¸ , . Z
~ ³ 0
opposes the motion of the objects is called
friction
Xì CB ¥
/g
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Development
Activity 1 1
 Place a wooden block on the table and {z } Ð D¨( ¤q

- ZgzZO g6
,öu q
- Z»~Ç 0
tell a student to push it to slide over the
surface of the table. Xñ YZ ï 6
, RÅö t @
* ÐZ
 Ask the students what opposes the
motion of the wooden block on the q H~ ' wÅu Æ ~Ç6
, ö â 7Ð ¥ 0
table? (Students' response: The
roughness of surfaces) (6 Z
g7 »V¥ :[ Z »¥ ) ?ì C Z
aØ Z
'×
 Then place a glass sheet on the table
~Ç } Ð D¨( ¤Ï ZgzZO g6
,öÅ
L Åj [ Z 0
and ask the same student to push the
wooden block over the surface of the
X 6
, RÅj Ãu Æ
glass sheet.
 Ask the students what difference do ' wÅu 6
, V¥ Z Vâz ä \ W
â 7Ð ¥ 0
they notice when the block moves over
two different surfaces (Students' {c
*i 6
, RÅj u :[ Z »¥ ) ?¬ t ÛH~
response: The block comes to rest after
covering greater distance on the glass Xì ÂgÆ ð , Ã
sheet)?
 Inform them that the surface of table Ø Z
'× { c
*i ~ ' wÚ Åj RÅö N CÃy Z 0
opposes the motion more than the glass
sheet. Xì C Z
a
 Ask the students why is sliding of the , RÅj Ú Åö »u Æ~Ç â 7Ð ¥
6 0
wooden block over the glass sheet
easier than over the table? (Students' R Å j Ç [ Z »¥ ) ?ì y WVY ð
response: The surface of the glass sheet
is smooth whereas the surface of the X(ì ~g7 RÅö ² ì gZ
û
table is rough)
 Inform them that the roughness of Xì :L »ä Z
a¥/ g6 Z
g7 N C7 Z 0
surfaces causes friction.
Glass Wood
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Activity 2 2
 Take a glass sheet. XB Å
L q
- ZÅj 0
 Ask the student to rub the palm of
X, ¥
/ g6 LÅ
, k ZÒ ÅB ;L Z{z } Ð DïE¤q
- Z0
her/his hand on it.
 Now pour a little oil on the sheet. XB Ze% Zhð6
,Å
L [ Z0
 Ask the student to rub the hand again on X, ¥
/ gB ;6
,Å LÅ
L Ð%{g!*z {z } Ð DïE¤ 0
oily sheet.
 Then ask what difference do you feel on ä¥
/ gB ; 6
,Å
L Ð%gzZÅ
L È Åj â 7A
$ 0
rubbing the dry glass sheet and the oily óó¥
/ gLLÅ RÐ% Ç [ Z »¥ ) ?Z k C t ÛH~
sheet? (Students' response: The oily
surface has less friction). (ì Á
 Ask them how can we decrease the :[ Z »¥ ) ? M
h Áù ¥
/ gë â 7Ð y Z 0
friction? (Students' response: By
applying oil or grease between the Îö¤
/c*%y x gÆy Z Ã 6
, } u zq
- Z+
surfaces which slide over each other).
X(
Activity 3 3
 Take a trolley school bag with wheels XV Ñ õG (n ÆT B á wj àZ
/;X
F ,q
R- Z0
attached to its bottom.
 Ask a student to drag the bag on a h b§ k Z6
, l ÛgZ
û Ãá {z } Ð D¨( ¤q
- Z0
smooth floor over the side without (
X' : 6 /J4<X
, l ÛõG F
wheels.
 Then ask him/her to drag it over the XQ Ð ZÄg6
, VÃ Ð Q
[ Z{z } Ð Z
Q 0
wheels.
 Ask the students, is it easier to move the y W
× b ' w6
, VÃ Ãá H â 7Ð ¥ 0
bag on wheels? (Students' response: (!V;[ Z »¥ ) ?ì
/;X
Yes, the wheels reduce friction) ( ï ÁÃ¥
/ gõG F
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 Inform the students that friction can Å¥
/ gÌ Ð ä Î õG (n ÆYâ Z~g¸ N CÃ¥ 0
/;X
F
also be reduced by using wheels
attached to the heavy objects to make y W× b ' wÃy ZÐ T ì $ Ë YÅÁ] ¸
the movement easier. Xì @
*Y
Activity 4 4
Ask the students various questions to XZ
a/ _
. »I ~ y Z @
*â 7] ÑZÎ Z Ð ¥
motivate their learning:
(¥
/ g:Ç [ Z »¥ ) ?ì C zzHÅí ÆVz], N
* 0
 What is the cause of wear-out of tyres?
(Students' response: Friction). :Ç [ Z »¥ ) ?ì y v ðÃ»ä ñÆ¥
/ gH 0
 Is there any disadvantage of friction?
(Students' response: Yes there are some X( D ] *v ¼Ð zzÅ¥
/ gV;
disadvantages of friction).
4 :Ç [ Z »¥ ) ? D YÒ VY6
, l Û4 ë 0
 Why do we slip over a wet floor?
(Students' response: Wet floor has less X(ì C Á¥
/ gÅl Û
friction).
? C x»ù n Æ1 zgÃ' wÅ` *! ¹ ,' 0
 How do the brakes act to stop a moving
bicycle? (Students' response: A brake gzZq
- ', ì C!* ÃõG (Æ` *! q
/;X
F - ', :Ç [ Z »¥ )
presses the rim of the bicycle. The (
friction between the brake and the rim X(ì C ¿ #Å' wÅk Z¥ / g ñy x gÆõG /;X
F
opposes the motion).
/ g:Ç [ Z »¥ ) ? M
¥ h ^ VYè %6
, } ië 0
 Why do we walk over the surface of
Earth without slipping? (Students' X(Ð zzÅ
response: due to friction)
(V;Ç [ Z »¥ ) ?ì {Z
+Ã»ä ñÆ¥
/ gt H 0
 Is this an advantage of friction?
(Students' response: Yes) ^ ØZ
c gzZu Z
¾ÔgZÎ ¡ , #
s zc ¥ 0
 Explain to the students that cyclists, k]ú
D c ä Á¥
/ gá Zzä Î 8
- êB Æ
swimmers and parachutists wear tight
dresses and cover their heads with tight X ]W J eÃVzuÐ Vk I ß gzZ Û
caps to reduce friction.
Sum up / Conclusion
The teacher should ask the students: what have Ü/ ³ QXì 5 ¼ Hä ë ` Wâ 7Ð ¥ xZ {E

+ Z
you learnt today and then write the conclusions
on the board: XK 6
, eg1
 The force which opposes the motion of the / gì C Ø Z
¥ '×~ ä ' w6
, q ~u zÃq q
- Z ] ¸ {z 0
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objects over another is called friction. Xì CB
 Friction is sometime desirable and some
other times a hindrance.
X^ z»gÜ zËgzZ
ì {h
+I Ü zË ¥
/g 0
 The roughness of surfaces causes friction. Xì :L »ä Z
a¥/ g6 Z
g7 »V¥ 0
 Friction can be reduced by making surfaces (c* Î %Ô ¯gZ
smooth, by oiling the surfaces or by using Xì $
Ë YÅÁ¥ /;X
/ gÆ wE ZõG F û ÃV¥ 0
wheels.
Assessment
 Make a table on the board and ask the X} »ä Ü6

, Vk »K Z
ÐZÃ¥ gzZN ¯× q
- Z
, eg1 0
6
 Ask them to make a list of object from their
gzZì C { c*i ¥
/ g~ X Yâ Z+ ZÐ ¤
/ gZL Z{z } 7 Z 0
surroundings, offering more friction and less XN ¯& z ÅÔ
ì C Á¥
/ g~ X Yâ Z+ Z
friction.
Follow up
 Ask the students to analyze how friction can b§ ¾ ¥

/ g~ Ï 0
+i {%i zg~gø , t {z â 7Ð ¥ 0
be desirable and undesirable in our everyday
lives. Use examples to support your ~e
$ ×Å] *ÒL ZXì {h
+I *Ð b§ ¾gzZ{h
+I Ð
statements. X, B V
 Ask them to hypothesize what your life would Åy ZÂC : ¥
/ g¤
/ Z } n Æä y Òt Ã CZÐ y Z 0
be like if there were no friction. Which actions × x»Ð y ÃgzZD Y Â { c
*i x»Ð y Ã?C t Ï 0
+i
would be more difficult? Which would be
easier? ?D Y y W
Æ RÅ (y y eàZzô )à s gzZa H â 7Ð y Z 0
 Ask them, is the friction between a child and
the surface of a 'slide' more or less? How does ë ÑÆx»Ð b§ ¾Ãà s t ?Ác
*ì C { c
*i ¥
/ gy x g
this make the slide work? How could you
* M
@ h Áù ¥
/ gy x gÆà s gzZL Z\ W
?ì C¯
reduce the friction between yourself and the
slide to make you go faster? ?Ã Ò ! × \ W
G
&
 Ask them to draw and give description of the ÅVzðÒ
ÆVÂ Æn Z ñ~ y L Z{z } Ð ¥ 0
soles of different shoes in your house which
have more grip and which are more likely to
ÆÁgzZ
ì { c*i Ä ¤
/ ÅVÂ Á , y ÒgzZN ¯Ó Z
ge
slip? ?ì y k Z»ô
105
UNIT LESSON 2
TOPIC
6
Force and Machines
Gravitational force
ØÏ $ Ò
80 Minutes /
gzZ] ¸ 2 Periods
 Explain the gravitational force using #

s zÅ ] ¸Ð æÅVßVZ 0
different examples.
ã Zzt Û~ y i zgzZS 0
 Distinguish between mass and weight.
I I±
 Gravitational force of earth is that force which Ù ì ] ¸{z øLmÅ} i 0
Xì ¤ s § Å} in Ãq C
pulls everything down towards the Earth.
 It is the force of gravity which is responsible Xì B
b gñ Z
I 6
, RÅ} i ÃYâ ZxÓ ì ¸t 0
for holding objects onto the surface of Earth.
 Gravitational force always acts towards the E°ç'Æ} iå
Xì C ¿ s § Åæ ¸ 0
centre of earth.
 The quantity of matter in an object is called its Xì CB S Åk Z
gZ
l Å} â~ Ú Ë 0
mass.
I I±
 The gravitational force acting on an object is Xì CB y i z»k Zl Å øLmàZzä ¿ 6
gZ ,Ú Ë 0
called its weight.
 Mass is measured by using a beam balance, : i Zñ »S x¥ ì CYÅÐ zi ZF
, á ZzÓö e ÅS 0
comparing a known amount of matter with an
zi ZF
, gZ8
- 4 ö e Åy i zXì @
* Ð } âá ZzS x¥ )
unknown amount of matter. Weight is
measured by a spring balance. Xì CYÅÐ
A book, eraser, pencil, two wooden blocks of Ô

u z Æ~Çá ZzS Z Ô
R èÔ
(, gàZzä SÔ
[ Â
different masses, tennis ball, polystyrene cup,
physical balance, spring balance, textbook ,- À Ô
zi ZF
, gZ8
- 4Ô
zi ZF
, x¬Ô
' »x¯Ô
w!*9
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Introduction
 Ask three students to come in front of the [ Âk 0

*Æq - ZXN W
ÐWÐ ~ k ¯ {z } Ð ¥ & 0
class, one with a book, the other with an E
4L
eraser and the third one with a pencil. X ÿ hF&
k0*Æ} gzZ(, gàZzä Sk 0
*Æ} u zÔ
 Ask them to drop these objects or throw them X s § Å6
, zZc*N Z
/ ÃVzq {z } Ð y Z 0
¤
upward.
Xâ 7] ÑZÎ s fzgq A
$ 0
 Then ask the following questions:
(s § Å} i :[ Z »¥ ) ? C¤
/~ ¾, q t 0
 In which direction to these things fall?
(Students' response: Towards Earth) Ë Ãq C
Ù} i :[ Z »¥ ) ? C¤
/ VYs § Ån , q t 0
 Why do these things fall down? (Students' (Xì ¤ s § K Z
B Æ] ¸
response: The Earth pulls everything towards
it with some force. Xì CB ¸Å} i ] ¸t ÆN CÃ¥ 0
 Inform the students that this force is called } (, Ð gâXN 3 Ã¥ u »~ÇN
*g q
- ZgzZZ(, q
- Z[ Z 0
the Gravitational force of Earth:
, É ([ )6
, u L g gzZ(Z) 6
,u
 Now show a big and small wooden blocks to
the students. Mark 'A' on the big block and 'B' Xâ 7] ÑZÎ s izgq Ð ¥ 0
on the small block.
?ì { c*i gZ
l Å} â~ u Ð y Ã -
 Ask the students, the following questions:
?~ ([ ) c*~ (Z)
 Which of the two blocks has more
quantity of matter in it; A or B? :Ç [ Z »¥ ) ?([ ) c* (Z) ?ì ~g¸ u yÃ -
 Which of the two blocks is heavier; A or B? u (Z) u gzZ
ì { c*i gZ
l Å} â~ (Z) u
(Students' response: The quantity of
matter block in “A” is more than in block B. Xì ~g¸ Ð ([ )
 Inform them that the quantity of matter in Xì CB S Åk Z
gZ
l Å} â~ q Ë N C7 Z 0
any object is called its mass.
A
B
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Development
Activity 1 1
 Give a tennis ball to a student and ask X9 6

, zZ
Ãw!* } Ð Z
gzZ, w!*9 ÃD¨( ¤q
- Z0
him/her to throw it upwards.
 What will happen when the ball is w!*:Ç [ Z »¥ ) ?Ç HÂÇñ Y² Ã6
, zZw!*Z
# 0
thrown upward? (Students' response:
The ball will come down). X(Çñ M
n
 Why the ball comes back to the ground?
æ Å} i :Ç [ Z »¥ ) ?ì @
*W
VYn : Zzw!* 0
(Students' response: The force of
attraction of the earth acts on t Xì ¤ s § Åk ZÃYâ Z ì C ¿ 6
, qC
Ù
everything which pulls objects towards
it. This is called the gravitational force of (Xì CB æ Å} i
Earth).
, w!* ] ¸Ü zÏ Q
6 s Ü Âì @
* ;gW
n w!*Z
# H 0
 Does the gravitational force act on the
ball only when it is falling down? ( 7 :Ç [ Z »¥ ) ?ì C ¿
(Students' response: No).
 D raw o u t t h e co n c l u s i o n t h at ¤ s § Ån ÃVzq ¸| g , . Z
~ ³ 0
gravitational force of Earth pulls the
objects downwards it. It acts on the ball C gW # C 7 ¿ Ü Î Zs Üt Xì
n qZ
not only when it is falling down but also
when it is going up. Xì C gY6
, zQ
qZ# ì C ¿ Ì Ü zk Q
Éì
Activity 2 2
 Tell the students that the weight of an
object can be measured by a spring Y Y0
*âÐ zi ZF
, gZ8
- 4 y i z»q Ë N CÃ¥ 0
balance.
Xì
 Ask one student to hang the wooden
block from the hook of the spring ~åH
E
5±N
Åzi ZF
, gZ8
- 4 u »~Ç{z } ÃD¨( ¤q
- Z0
balance and read the scale at the Ð Q (Pointer) ðÎ V 6
,Ï gzZñ \d Ð
pointer.
 Ask the other students what does scale
Xñ 7
,
show? (Scale shows the reading of ?ì gC
Ùª q H6
,Ï â 7Ð ¥ } u z 0
weight in newton?)
(Xì C C
Ùª ~ HEgZ
l Åy i zÏ )
 Then ask the students: If you take the
block away from the surface of Earth á gz Ð RÅ} i Ãu \ W
/ Z:â 7Ð ¥ A
¤ $ 0
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and measure the weight, what will ?Ç HÃy i zÂ8 ây i z»k Z
gzZN Y
happen to the weight?
Áy i z»q , #
s zÃy Q Æ[ Z Æ¥ 0
 After students response, explain to
them that: The weight of an object will y i z»k Z ¸ àZzä ¿ 6
, q è Y XÇñ Y
decrease because the gravitational
¸ àZzä ¿ 6
, q Ë6
, x£ ËgzÐ } i RXì
force acting on an object is called
weight. There is less gravitational force XÐ Ú Åq Ë6
, } i RXì CY Á
on the object at a place away from the
surface of earth as compared to that on
the surface of the earth.
Hanger
Z,
Pointer
ðÎ
- 4 Z ° n Ð zzÅq
8
Spring pulled down by object
Object q
Sum up / Conclusion
 Gravitational force of Earth is the force with Xì ¤ s § K Z

Ãq Ë } i Ð T ì ] ¸{z ¸ 0
which the Earth pulls the object towards it.
 Mass is a measure of how much matter an Xì X gZ
l Å} â~ q Ë ì ö e Åq k ZS 0
object has.
 Weight is a measure of the gravitational force K ZÃq Ë } i B Æ] ¸T ì ö e Å ¸k Q
yiz 0
with which the Earth pulls the object towards
Xì ¤ s §
it.
Tomorrow we will study about balanced and »] ZW
, ZÆy Z6
, ' wÅVzq gzZ' ¸y i Zá) gzZy i Zá ë À
unbalanced forces and their effects on the
XÐ , · _
motion of the objects.
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Assessment
Ask the following questions to the students: :â 7] ÑZÎ s fzgq Ð ¥ 0

 Why do things fall down? ? C¤
/ VYn , q 0
 What is the gravitational force of Earth? ?ì C H ¸ 0
 In which direction the gravitational force of
?ì C ¿ ~ ¾ ¸ Å} i 6
, Vzq 0
Earth act on the things?
 What is the difference between mass and ?ì t ÛH~ y i zgzZS 0
weight? HÃy i zÆq Â D Yá gz Ð RÅ} i Ãq Ë ë Z
# 0
 What happens to the weight of a body when ?ì @
*
we take it away from the surface of Earth?
* HÃS Åk ZÂ D Yá ( ~u z Ë Ãq q
@ - Zë Z
# 0
 What happens with the mass of the body
when we take it to another place? ?ì
Follow up
Write these questions on the board and ask the XB Ü6

, Vk »K Z7 Z{z } Ð ¥ gzZK 6
, eg1] ÑZÎ t
1) What would happen if there is no ?ì Y ¼ HÂ : ¸Å} i ¤
/ Z(1
gravitational force of the Earth?
2) What does prevent food from coming up off ?Ð X zgù \ W
ÐäW
, zQ
6 Ãä 3Ð V. ÅÏ (2
the kitchen plates?
3) Why do you stay in bed while sleeping? ? T g} I VY 6
,sÂ D ñ Î\ W
# (3
Z
110
UNIT LESSON 3
TOPIC
6
Force and Machines
Balanced and unbalanced forces
6ni çÎ á ]çj Ú nÆ æ
] á ]çj Ú
80 Minutes /
gzZ] ¸ 2 Periods
 Differentiate between balanced and

ã Zzt Û~ VÂ¸y i Zá) gzZy i Zá 0
unbalanced forces.
 Describe the effects of balanced and y Ò] ZW
, ZÆVÂ¸y i Zá) gzZy i Zá 6
, ' wÅq Ë 0
unbalanced forces on the motion of an
object.
 Forces occur in pairs and can be either Ë y i Zá) c*y i Zát gzZ C ~ ] gß ÅVzh ' ¸ 0
$
balanced or unbalanced.
X
 Balanced forces do not cause a change in
motion. They are equal in magnitude and
', Z
', ~ gZ
l t XC 7 ~ p ~ ' wÐ zzÅVÂ¸y i Zá 0
opposite in direction. X C ¿ ~ V4 ³ #gzZ C
 Unbalanced forces always cause a change in ³ #gzZ', Z
', t C Z
a ~ p ~ ' wå ' ¸y i Zá) 0
motion. They are not equal and opposite.
X' 7 ~ V4

Toy car, wooden block, string, scissors, textbook ,- À Ô8 gzZ~gzeÔ

u »~ÇÔ
g»*[
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Introduction
 Ask the students: What will happen when you :Ç [ Z »¥ ) ?Ç HÂ{Æ Ãq Ë \ W

/ Z:â 7Ð ¥
¤ 0
pull an object? (Students' response: It will
moves towards us). (XÏ } ' ws § ~gøt
 What will happen when you push an object? s § ~gø:Ç [ Z »¥ ) ?XÇ H Â³ Ãq Ë \ W
/Z0
¤
(Students' response: It moves away)
(XÏ } ' w} 6
,tÐ
 What will happen when you push or pull an
object at rest on its opposite sides with equal c*³ B ÆVÂ¸', Z
', Ð s § VâzÃq Á Ë \ W
/ Z0
¤
forces? (Students' response: It does not
move) (X¯ 7 ' wt :[ Z »¥ ) ?XÇ HÂ{Æ
 Show the students a toy car placed on a table. XN 3 g»*[ q
- Zð ~7
,6
, ö Ã¥ 0
 Ask a student: Push the car towards right with g»X} n Æª s § N ZÃg»Ð B ; q LÅ
- ZÃDïE¤q
- Z0
your one hand. In which direction does the
car move? (Students' response: Car moves ChzÃs § N Zg»:Ç [ Z »¥ ) ?ì Chz ~ ¾
towards right).
(Xì
 Ask the same student: Now push the car
towards left with your other hand. In which X s § N !*Ãg»Ð B ; } u z } Ð D¨( ¤ Ï Q 0
direction does the car move now? (Students'
Ãs § N !*g»:Ç [ Z »¥ ) ?ì Chz ~ ¾g»[ Z
response: Car moves towards left).
 Now ask to push the car towards right with
(Xì Chz
one hand and at the same time push it
Ãg»Ð B ; q
- ZÆ wE Z] ¸ Î - Z{z } Ð Z[ Z 0
q
towards left with the other hand. What will be
the motion of car? (Students' response: Car [ ZX s § N !*Ð ZÐ B ; } u z gzZ s § N Z
does not move).
X(Ï } 7 ' wg»:Ç [ Z »¥ ) ?Ï H' wÅg»
 Draw out the result that if two forces acting
on a body produce no motion in it, the forces ' ¸y i Zá 7 ZÂ, : Z
a ' wÆ ¿ 6
, Ë ' ¸z¤
/Z 0
are said to be balanced. If the two forces
y i Zá) 7 ZÂ, Z
a ' w~ ' ¸z¤
/ ZXì @
* Y¹
produce motion in the body, the forces are
said to be unbalanced. If two forces balance gzZ', Z
', 6
, gî òi Ñt ÂV y i Zá & ¸z ¤
/ ZXì @
* Y¹ ' ¸
each other, they must be equal and opposite
in directions.
XÏ V ~ V4 ³ #
Force by left hand Force by right hand

] ¸ ðÎ Ð B ;N !* ] ¸ ðÎ Ð B ;N Z
The toy car does not move when the applied forces are equal and opposite
C 7 ' wg»*[ ÂV ~ ³ #gzZ
', Z
', ' ¸ ðÎ Z
#
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Development
Activity 1 1
Hang a wooden block with the help of Ð ¥ gzZN \d ) gf ÆÐ J u q
- Z»~Ç 0
thread and ask the students:
:â 7
 How many forces are acting on the
block? (Students' response: two forces). z :Ç [ Z »¥ ) ? g ¿ ' ¸X 6
,u 0
 What force is acting downwards on a X( ' ¸
block? (Students' response: Weight of
the block).
[ Z »¥ ) ? g ¿ ] ¸Ï y Ãs § Ån 6
,u 0
 What force is acting upwards on the X(y i z»u :Ç
block? (Students' response: Force [ Z ) ?ì g ¿ ] ¸ ´ Ãs § Å6
, zQ
,u
6 0
applied by hand through the thread
pulling the block upwards) Å6
, zZ6
,u ] ¸ ðÎ Ð B ; ) gfÆÐ J :Ç
 Draw a diagram of the block, the thread X( ì g¿s§
and hand on the board showing the two
Ùª ÃVÂ¸z XN ¯^ ÅB ; gzZÐ J Ôu 6
C , eg1 0
arrows representing the two forces and
ask: :â
þ 7gzZN ¯y ¶
KÆ¾n Æä
 Why is the block at rest? (Students' y i Zá ' ¸z :Ç [ Z »¥ ) ?ì VYÁ u 0
response: The two forces are balanced).
X(
 Ask a student to cut the thread and ask
what happens to the block now? [ Z â 7gzZ} ^ »§ J } Ð D¨( ¤q
- Z0
(Students' response: The block will fall
down). X(ì H¤
/ n u :Ç [ Z »¥ ) ?ì Z HÃu
 Draw a diagram of the block and the T N ¯^ {g!*z ÅÐ J gzZu ÆÉ § J 0
thread on the board after the thread has
been cut, showing an arrow that :â 7QX, C
Ùª ¯¾] ¸q
- Zs Ü6
,u ~
represents one force and ask:
] ¸s § Å6
, zZ
Upward force
] ¸s § Ån ] ¸s § Ån
Downward force Downward force
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 How many forces are acting on the block »¥ ) ? g ¿ ' ¸X 6
,u ÆÉ § J 0
after the thread has been cut?
(Students' response: One force acting (Xì g ¿ s § Ån ] ¸q
- Z:Ç [ Z
downward). ) :Ç [ Z »¥ ) ?y i Zá) c
*ì y i Zá ] ¸ H 0
 Is the force balanced or unbalanced?
(y i Zá
(Students' response: Unbalanced).
 Inform the students that unbalanced CYW
~ ' wq Ð zzÅ] ¸y i Zá) N CÃ¥ 0
force causes the object to move. Xì
Sum up / Conclusion
Ask the students: what have you learned today XK 6

, eg1 Ü / ³ ?ì 5 H` W
ä Vr Z â 7Ð ¥
and write the conclusions on the board:
y ZÂ, : Z
a ' wðÃ~ k Z
Æ ¿6
, Ë ' ¸z Z
# 0
 When two forces acting on a body produce no
motion in it, the forces are said to be X ë ' ¸y i ZáÃVÂ¸
balanced.
ÃVÂ¸y ZÂ, Z
a ' w~ k Z
Æ ¿6
, Ë ' ¸z Z
# 0
 When two forces acting on a body produce
motion in it, the forces are said to be
X ë ' ¸y i Zá)
unbalanced. ~ V4 ³ #gzZ', Z
', {z ì ~gz¢ ÂV y i Zá ' ¸z ¤
/Z0
 If two forces balance each other, they must be XÏ V
equal and opposite in directions.
, 0 ÆÔ§ b
Ô
Tomorrow we will study about the term ‘inertia’. XÐ ³ 7 Zë À
Assessment
 Tell the students that suppose 'there is a book Ð y ZXì ð ~7

, [ Âq
- Z6
,ö, nÛ } Ð ¥ 0
on a table. Ask them:
:â 7
 What forces are acting on the book?
? g ¿ ' ¸Ï y Ãy Ã6
,[ Â X
 To draw the diagram on their notebooks,
ÆVz¾gzZN ¯^ Åk Z
, Vk »K Z{z } Ð y Z X
6
and show the forces acting on the book
with the help of arrows. X, C
Ùª ' ¸àZzä ¿ 6
,kZ
) gf
 Ask them to draw the arrows in the same way Vz¾ } B VZ Ð Ï 0
+i {%i zgb§ Ï Z } Ð y Z 0
by giving various examples from daily life e.g.
× Ồ !*} X, C
Ùª ' ¸ àZzä ¿ 6, y Z) gf Æ
a bicycle, a table lamp, a computer and a chair
when you are sitting in it. XV Æ 6, k Z\ W
# Ïæ
Z °gNzZ
,Û Ô
R
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Follow up
1. Give some examples of balanced and X, B V¼ ÅVÂ¸y i Zá) gzZy i ZáÐ Ï 0

+i {%i zg -1
unbalanced forces from daily life.
2. Explain the effects of balanced and Å ] ZW
, ZÆ VÂ¸ y i Zá ) gzZy i Zá 6
, ' wÅq Ë -2
unbalanced forces on the motion of an
object.
X, s
# z
3. Suppose there is a ceiling fan hung from the Ï y Ãy Ã6

, k ZXì Z \d 6 »¿ ) gfÆeZ
g, n Û -3
rod. What forces are acting on it? Draw the
¿6
, D gzZN ¯^ Åk Z6
, Vk »K Z? g ¿' ¸
diagram on your notebooks and show the
forces acting on the fan with the help of X, C
Ùª ) gfÆVz¾ÃVÂ¸àZzä
arrows.
115
UNIT LESSON 4
TOPIC
6
Force and Machines
Inertia
çÛq
40 Minutes /
gzZ] ¸ 1 Periods
 Describe the term inertia. y ÒÃ§ b Z0
 The property of an object due to which it ª( qÅ' wc*y j K Z{zÐ zzÅT ¤ S {zÅq Ë 0
resists against any change in its state of rest or
of motion is called inertia. Xì CB § Ôì C Ø Z
'×s ÜÆ~ p Ì Ë ~
 The mass of an object is a measure of its
Xì ö e Å § Æk ZS Åq Ë 0
inertia.
 The larger the mass of an object the greater is »k ZXÇ § »k Z{ c*i ÚZÏ S { c*i Î Åq Ë 0
its inertia, that is, the more difficult it is to
g ' w¤
/ Zc**Ñ~ ' wÐ ª( qÅy j Ð Zì È
move it when at rest and to stop it when in
motion. XÇ Â { c*i ÚZ) zgÐ ZÂì

Cupboard, book, card, 5 rupee coin, jar or glass îÂ]L»[ zg5 Ô

¼Æ½»gzZk c*gYÔ Z »eg»Ô
[ ÂÔ
~gÓZ
and paper sheets, textbook
,- À tZ
Ô gzZ
Introduction
 Ask a student to move a heavy cupboard or

any other heavy object placed in the ~g¸ gzZË ñ~ } # c*~gÓZq LÅ
- Z{z } Ð DïE¤q
- Z0
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classroom, and then ask, can it be moved ?ì y Wb ' wÃq k ZH â 7Q X} ' wÃÚ
easily? (Students' response: No, it is very
difficult to move a cupboard). (Xì Â ¹ b ' wÃ~gÓZq
- Z!7 :Ç [ Z »¥ )
 Ask the same student, to move the book lying HX} ' wÃ[ Â ð ~7
,6 LÅ
, ö {z } Ð DïE¤Ï Q 0
on the table. Is it easy to move it? (Students' Ðã W
Ð Z!V; :Ç [ Z »¥ ) ?ì y W
b ' wÐ Z
response: Yes it can be moved very easily)
(ì $
Ë Y~ ' w
 Ask the students, why is it difficult to move a
cupboard as compared to move a book? VY b ' wÃ~gÓZq
- ZÚ Å[ Âq
- Z â 7Ð ¥ 0
(Students' response: Cupboard has more Ð Zn k Z
ì { c*i S Å~gÓZ:Ç [ Z »¥ ) ?Xì Â
mass, so it needs more force to move it.)
X(ì g»g] ¸{ c*i n Æ¶ ' w
 Explain to the students that the cupboard is
more 'reluctant' to be moved than the book. Æä Yñ ' wÚ Å[ ÂÔ
~gÓZ , s# zÃ¥ 0
We call this reluctance as 'inertia'. X ë ó§ L
ÃØ Z
'×k Zë Xì 3Z
'×{ c*i s Ü
 Ask the students: Is it easy to stop a heavy Ð B ;Ãg» Ú ~g¸ ðÃð C ' wH â 7Ð ¥ 0
moving object like a car by hand? (Students'
response: No, it is very difficult). (Xì Â ¹ t !7 :Ç [ Z »¥ ) ?ì y W
) zg
 Ask them why is it difficult? (Because more Æ1 zgÃq ÅS { c*iè Y ?ì Â VYt â 7Ð y Z 0
mass needs more force to stop it, that is more
Æ1 zg' wÔ
S { c*i ª Xì ] gz¢ Å] ¸ { c
*i n
mass offers more resistance against its
motion. (Xì C 7 Ø Z
'×{ c*i s Ü
 Then inform them that the property of an ]N
c*y ð½K Z{z6
, Y¯ÅT ¤ S {zÅq Ë N CÃy ZA
$ 0
object due to which it resists against any
§Ô
ì C Ø Z
'× s ÜÆ ~ p Ë ~ ª( q Å' w
change in its state of rest or of motion is called
inertia. Xì CB
 The mass of an object is a measure of its Xì ö e Å ó§ Æ
L k ZS Åq Ì Ë 0
inertia.
Development
Activity 1 1
 Place a piece of cardboard on an empty - Z»eg1eg»6

XO gZ q , zZ
Æk c
*gYà{ q
- Z0
jar or a glass. Put a 5 rupee coin on the
card. X, Ägö »9 zg56
, zQ
Æeg»
 Instruct a student to flick the card Ð i ZÃeg»B Æ~! , e
$ Z
@ÃDè
¨( ¤Ë 0
sharply with his/her finger.
XN Î ^
 For conceptual understanding ask the
following question: :â 7] ÑZÎ s fzgq c ä ã Zzb§ h Z
Ãg¦ 0
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 Does the card fly off? (Students' X(V;Y :Ç [ Z ) ?ì @
* Y` } 6
, ò eg»H 0
response: Yes).
 Does the coin also fly off with the card? :Ç [ Z »¥ ) ?ì @
* Y` } 6
, Ì ö B Æeg»H 0
(Students' response: Card flies off but
the coin does not). X( 7 ö p ì @
* Y` } 6
, eg»
 What happens to the coin? (Students' Z 3gV ö :Ç [ Z »¥ ) ?ì *@HÃn :â 7 0
response: It falls down into the jar
vertically below the point where it was X( ì @ / ~ gYn ùM
* Y¤ ÀÐ ( k Zå
placed).
 What does it show? (Students' * C
@ Ùª Ð k Z:[ Z »¥ ) ?Xì @
* C
Ùª HÐ k Z 0
response: It shows that coin resists to } 6
, B Æeg»ö 6
, ] ¸ Ð zzÅ § ì
move away along with the card under
the action of a force). X( ì @
* Ø Z
'×s ÜÆä Y
Activity 2 2
 Show students several sheets of paper XN 3 [ Â~g¸ q
- ZgzZt Z
gzZÆ½»Ð ¹ Ã¥ 0
and a heavy book. Place one of the
sheets on the edge of the table, and put X, Äg[ Â6
,kZ
gzZO g6
, } g) Æö t gzq
- Z»½»
the book on it.
 Ask a student to pull the paper quickly
QÐ6
, ö Ð ~! ñ Ã½»{z } Ð D¨( ¤q
- Z0
from the table and ask what happens to :Ç [ Z »¥ ) ?VYgzZ?Z HÃ[ Â â 7Q
the book and why? (Students' response:
The book does not move from its (Xì C 7 ' wÐ ( K Z
Ð zzÅ § [ Â
position due to inertia)
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Sum up / Conclusion
Ask the students, what have you learnt from eg1 Ü/³ gzZì 5 Hä \ W
~ $ Æ` Wâ 7Ð ¥
today's lesson and write the conclusions on the
board: XK 6
,
 The larger the mass of an object the greater is Ð Zª XÇ § »k Z{ c*i ÚZÏ S { c*i Î Åq Ë 0
its inertia. That is, the more difficult it is to ÚZ) zgÐ ZÂì g ' w¤
/ Zc**Ñ~ ' wÐ ª( qÅy j
move it when at rest and to stop it when in
motion. XÇ Â { c
*i
 The property of an object due to which it ª( qÅ' wc*y j K Z{zÐ zzÅT ¤ S {zÅq Ë 0
resists against any change in its state of rest or
of motion is called inertia. Xì CB § Ô
ì CØ Z
'×s ÜÆ~ p Ì Ë ~
Assessment
Ask the students the following assessment Xâ 7] ÑZÎ s fzgq Ð ¥ n Æh

e {^, Y
questions.
 Why is it difficult to move heavy objects? ?ì Â VY *Ñ~ ' wÃYâ Z~g¸ 0
 Why do light objects move easily?
? CYW
~ ' wÐ ã W
VYYâ ZÑ 0
 Explain why is it not easy to stop a moving car
by hand? ?@
* 7y W
VY ) zgÐ B ;Ãg» , s
# z 0
 Why the coin does not fly off along with the ?@
* Y7 VY} 6
, B Æeg»ö 0
card?
Follow up
 Survey your classroom to find things which ~ ' wÎ , l , q + Z Q x ~ xzgk ¯ L Z 0

offer less resistance when set into motion.
X CØ Z
'× Á{zÂñ Y
 Discuss where more force is required to stop ' wc*1 zgÎ , q Ï y Ã~ Ï 0
+i {%i zg , c 0
or move the things in everyday life. Make a list
of them. & zq
- ZÅy ZXì C ] gz¢ Å] ¸ { c*i n Æ ¶
XN ¯
119
UNIT LESSON 5
TOPIC
6
Force and Machines
Simple Machines
6nßn Úå ^
160 Minutes /
gzZ] ¸ 4 Periods
 Demonstrate how wedge and inclined

plane are used to move the objects.
 Compare the three kinds of levers using
examples.
 Describe how lever makes work easier by
giving examples of its uses from daily life.
 A machine is a device which makes work

easier.
 An inclined plane is a slope or a ramp along
which a load can be lifted up easily. Its
examples are gate entrance ramp, car ramps,
ladder and parking ramp etc.
Inclined plane
Wedge
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 Two inclined planes joined together form a
wedge. It can be used to cut an object into
two portions and lift an object e.g. knife, axe,
nail, pin, sledge hammer and knitting needles
etc.
 Levers are simple machines used to lift heavy
objects with less effort around a pivot
(fulcrum).
 The lever turns about a fixed point called
fulcrum (F) when a force called Effort (E) is
applied to overcome a resisting force known
as Load (L).
 The lever can be classified into the first kind of
lever, the second kind of lever and the third
kind of lever based on the relative positions of
the fulcrum, the effort and the load.
 In the first kind of levers, the fulcrum is
between the effort and the load e.g. a pair of
scissors, pliers, a lid opener and claw hammer
etc.
 In the second kind of Levers, the load is
between the fulcrum and effort e.g. Nut
cracker, bottle opener, wheelbarrow and
paper cutter etc.
 In the third kind of Levers, the effort is
between the fulcrum and load e.g. a pair of
tongs, a stapler, broom and human arm etc.

E 9
Books, wooden plate, spring balance, thread, ÔïH¢N ~ç¡N
»ì ßÔ FÔ
§JÔ
zi ZF
, gZ8
- 4Ô
VGé5H
F58
4 FÅ~ÇÔ
ÁÂ
knife, steel ruler, apple, meter rod, weights,
wedge, textbook ,- À Ô*ÃÔ
^ !*Ô
eZ
g¢
aÔL
Â
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Introduction
 Ask the students, what is a simple machine? T!W

- Z:Ç [ Z »¥ ) ?ì C Há { â 7Ð ¥
q 0
(Students' response: A device which makes
work easier to do) (ñ Y y W
* x»Ð
 Ask the students to name some simple ~ Ï0
+i {%i zg{ N Cx*ÆV0 { ¼ } Ð ¥ 0
machines you often use in daily life. X D wE Z
 Make a list of these on the board. (Students' 9N
Ô
ôÔ ~ç¡F:Ç [ Z »¥ )XN ¯& z q
8Ô - ZÅy Z6
, eg1 0
response: Knife, pair of scissors, tongs, screw
driver, pliers and hammer etc.) (X{) zZh gzZ¾ `@
Development
Activity 1 1
 Ask a student to lift a bundle of books - ZJÈ Ð zi ZF

q , gZ8
- 4 } Ð D¨( ¤ q
- Z0
tied with the spring balance vertically
upward. Xñ VZ
, zQ
6 UÀw³ »V1Â
 Ask him/her to measure the weight of Xñ 7
, y i z»w³ Ð Ï Åzi ZF
, gZ8
- 4 } ÐZ0
bundle by noting the reading of spring
balance.
 Then ask him/her to make an inclined

plane by using a stack of books and
Äg Å~Ç6
, zZÆV1Â ~u z¼ } Ð ZQ 0
wooden plate. Tie a bundle of books - ZÆ ~gzeÃw³ Æ V1ÂXñ ¯ Ry Zz eq
q - Z
with one end of the thread. Attach the
other end of the thread with a spring - 4 Ã} u } u z Æ~gzeXñ 0
8 +!*B Æ} u
balance and pull the bundle along the
inclined plane. XQ 6
, zZ
, Ry Zz eÐ Z
6 gzZ} h Ð zi ZF
, gZ
 Ask the student to note the reading of ^ ây i z{g!*z 6
, zi ZF
, gZ8
- 4 } Ð D¨( ¤ 0
the spring balance.
X}
 Ask, which reading is smaller?
(Students' response: The reading when gZ8
- 4 Á ÂZ
# :Ç [ Z ) ?ì Áy i z y Ãâ 7 0
books tied with the spring balance are
pulled along the inclined plane) (XI s 6
, zZ
) gfÆRy Zz e | 0
+!*Ð zi ZF
,
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 Why the reading is less in the second Ry Zz e:Ç [ Z ) ?Z VY Áy i z~ ] gß ~u z 0
case? (Students' response: Less force is
required to pull the same load along an (Xì C g»g] ¸Án Ær Ãú 1Ï Z
,
6
inclined plane.)
wE ZRy Zz e?ì y W
i § y Ã â 7Ð ¥ 0
 Ask, which will be easier; moving the
books using the inclined plane or , zZùM
?VYgzZ?*VZs § Å6 Àc**VZ6
, zQ
ÃV1ÂÆ
moving them by lifting straight up and
why? (Students' response: Moving the , zZÃV1ÂÆ wE ZRy Zz e :Ç [ Z »¥ )
6
books along inclined plane is easier.
Inclined plane is a simple machine
ÆT ì á { q
- ZRy Zz eXì y W
× *VZ
which makes it easier to lift the things to (Xì @
*Y y W
*Yá 6
,~ VZ
ÃVzq ) gf
a height.)
 Ask students to give different examples »¥ ) X, B VZ Å Ry Zz e{z } Ð ¥ 0
of inclined plane? (Students' response: n Æ g»Ô
S¨ Ô
R y Zz eÅ ¼ Z:Ç [ Z
Gate entrance ramp, car ramps and
parking ramp etc.) (X{) zRy Zz en Æå g0
*gzZRy Zz e
Activity 2 2
 Ask a student to cut an apple with the L q
Â - ZÐ æÅ ä e {z } Ð D¨( ¤ Ë 0
help of a ruler.
XL »
 Ask, does ruler cut the apple easily?
(Students' response: No) [ Z »¥ ) ?ì ê ^ »Ð ã W
ÃÂ
L : eH â 7 0
 Now ask the student to cut the apple (7 :Ç
with the help of a knife.
XL »Â
L Ð æÅ~q {z } Ð D¨( ¤[ Z 0
 Ask the students, is it cut easily with
knife? (Students' response: Yes, * Y' Ð ã W
@ t B Æ~q H â 7Ð ¥ 0
because things can be cut easily with ã W
, q B Æ*Ãè Y !V;:Ç [ Z »¥ ) ?ì
the help of a wedge.
(X CY' Ð
 Inform them that knife is also a simple
machine called wedge. Y Y¹ *Ã& ì á { q
- ZÌ ~q N CÃy Z 0
Xì
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 Ask them, what is the difference in the H~ ~q gzZä e Ð pÒÆ|# â 7Ð y Z 0
construction of a ruler and a knife?
(Students' response: One edge of knife gzZ! ¹ Z
g) q
- Z»~q :Ç [ Z »¥ ) ?ì t Û
is very sharp and thin which gradually Xì @
* Y` @
* N
*ñ óg J
- } g) } u z ì @
*
goes on becoming thicker. Since it is
formed by joining two inclined planes, Xì *Ãt Z
®ì ¯Ð Y ÆV¥ y Zz ezt è a
so it is called a wedge. Ruler has both
edges equally thick) X( D L ñ} g) VâzÆä e
 Ask students to give some other
examples of wedges? (Students'
[ Z »¥ ) ?, B VgzZ¼ Å *Ã{z } Ð ¥ 0
Ñ5_
G
response: Axe, nail, pin, sledge hammer X({) zV×s Åð¯gzZZh ÷EÔ 6ÔVÔ ~hâ :Ç
and knitting needles etc)
Activity 3 3
 Prepare a lever by balancing a meter rod Äg*Ã»~Çn ÆC / %Æk ZÃeZ
g¢
aq- Z0
at its centre of gravity C on a wooden
wedge. Hang a weight of 100g at one Æ / %XÇñ Y0 gCq
- Zb§ k ZX, y i Zá
side of the ruler.
XN \d ^ !*»xZ
/ 100s § q
¤ - Z
Load
Fulcrum Effort
Load arm Effort arm
A 20cm C 40cm B
50g
100g
 Ask a student what happened?

a ^ !*:Ç [ Z ) ?Z H â 7Ð D¨( ¤q
¢ - Z0
(Students' response: The weight tends (Xì ;gé s § Ån Ð s § k Z
ÃeZ
g
to pull the rod downward on that side.)
a N \d 6
¢ , x£ , Z^ !*»xZ
/ 50 s § ~u z [ Z 0
¤
 Now hang a load of 50g on the other
side of C at a point where the rod is again Xñ Y y i Zá {g!*z eZ
g
balanced.
y i Zá eZ
g¢
a Ç [ Z ) ?ì Z H[ Z â 7 0
 Ask what happened now? (Students'
response: The rod is balanced.) X( ì
 Ask a student to measure the distances 50 gzZ
xZ/ 100 Ð C
¤ / %{z } Ð D¨( ¤q
- Z0
of 100g weight and 50g weight from the 20 K
M n !*6
, gî ÆwV) X9 âA ÃÆVI !*xZ
/
¤
centre C. (For examples 20cm and 40cm
respectively.) X( ¢
a v 40gzZ
av
¢
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 Explain to the students that 100g is load
(L), 50g is the effort (E) and point C is the
fulcrum (F). Distance between load and
C is load arm and the distance between
effort and C is effort arm.
 Now ask, what does it show? (Students'
response: If the effort arm is greater
than the load arm, a lesser force can lift
a heavier load. In this way a lever makes
the work easier.)
 Ask students to find the examples of this
kind of lever from their daily life.
(Students' response: Seesaw, pair of
scissors, hand pump etc.)
 Draw the diagrams of seesaw, scissor
and hand pump on the board and ask:
What is the position of fulcrum in these
levers? (Students' response: The
fulcrum is between load and effort)
L F
F F
L
L
E Pair of E
Pliers Seesaw E Scissors
Activity 4 4
 Repeat the above activity by changing Ç Åú 1gzZ] ¸Ô
g" ì H c
*3 ~ wDZ
n 6 0
the position of the fulcrum, effort and
load as shown in figure. XN Z
Ù ò¤
C / u àZz6
, zZw$
+
F E L
E
L Car
door Wheel-
Nut-cracker L barrow
E F F

B VÅgCÆn k Z~ Ï 0 +i {%i zg{z } Ð ¥ 0
kind of lever from their daily life. xZ!*Ô
~hÇàZzõG (q
/;X
F- ZÔ
{i Zzg :Ç [ Z )X, l
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(Students' response: Door, wheel-
barrow, nut cracker and bottle opener
etc.)
 Draw the diagrams of door, wheel
barrow and nutcracker on the board and
ask: What is the position of load in these
levers? (Students' response: the load is
between fulcrum and effort.)
Activity 5 4
 Repeat the above activity by changing w$
+Ç Åú 1gzZ] ¸ Ô
g" . _ Æ^ ~n 0
the position of the fulcrum, effort and
XN Z
Ù Qò¤
C / u àZz6
, zZ
load as shown in figure.
E
L L F F
E E
Tweezer F Shovel Kitchen tongs
L

kind of lever from their daily life. (A pair
of tongs, forceps and knife etc)
 Draw the diagrams of a pair of tongs and
a knife on the board and ask: What is the
position of fulcrum, load and effort in
these levers? (The effort is between
load and fulcrum)
Sum up / Conclusion
Asks the students what have they learnt today

and write the correct answers on the board.
 An inclined plane is a slope or a ramp along
which a load can be lifted up easily.
 Gate entrance ramp, car ramps and parking
ramp etc are some examples of inclined
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planes.
 Knife is also a simple machine called wedge.
 Some examples of wedges are knife, axe, nail,
pin, wedge, sledge hammer and knitting
needles etc.
 Levers are used to lift heavy weights with less
effort around a pivot (fulcrum).
 The lever can be classified into the First kind
of Lever, the Second kind of Lever and the
Third kind of Lever based on the relative
positions of the fulcrum, the effort and the
load.
 In the first kind of Lever, the fulcrum is
between the effort and the load. e.g. a pair of
scissors, pliers, a lid opener and claw hammer
etc.
 In the second kind of Lever, the load is
between the fulcrum and effort. e.g. Nut
cracker, bottle opener, wheelbarrow and
paper cutter etc.
 In the third kind of Lever, the effort is between
the fulcrum and load. e.g. a pair of tongs, a
stapler, broom and arm etc.
Assessment
 Make the following table on the board and ask

the students to copy it on their notebooks.
 Ask them to fill the table by giving common
examples based on their knowledge and
learning about lever.
 Then ask the following assessment questions
from the students
 How does an inclined plane make our
work easier?
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 What is the first kind of lever?
 What is the second kind of lever?
 What is the third kind of lever?
 How does a lever make our work easier?

First kind of Lever Second kind of Lever Third kind of Lever
Follow up
 Give an example of inclined plane, wedge and

each kind of lever from your daily life other
than those discussed in the class and draw
the diagram of each?
128
UNIT LESSON 1
TOPIC
7
Properties and Behaviour
of Light
Luminous and
Non-Luminous Objects
80 Minutes /
2 Periods
 Differentiate between “Luminous and

Non- Luminous” objects.
 Identify and differentiate between
transparent, opaque and translucent
objects in their surroundings.
 Light is a form of energy which enables us to

see the things around.
 The objects which emit light of their own are
called luminous objects.
The Sun Lighted bulb Glowing worm
 The Sun, a glowing bulb, a lighted candle and

a glow warm are luminous objects.
 The things which do not emit light of their
own are called non-luminous objects.
 Non-luminous objects can only be seen when
light falling on them reflects back and enters
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into our eyes.
 A book, a chair and human body are examples
of non-luminous objects.
 Some objects like Moon look luminous but
actually they are not. They look bright
because they reflect light falling on them.
 The things through which you can see across
are called transparent, i.e, window glass, thin
plastic sheet etc. Light can pass completely
through transparent objects.
Thin Plastic Jar Transparent Glass Transparent Pet Bottle
 The non-transparent objects are called

opaque. Light cannot pass through them, i.e;
wood, a wall, clayware, metals etc. are
opaque objects.
 The materials through which light can pass
partially are called translucent. Examples of
translucent objects are given below.
Frosted Glass Floor Lights Lamp Shades Tissue Paper

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Candle, match box, book, wooden piece, shoe

box, torch, tissue papers, piece of hard card
board, a clear wrapping paper, mirror, white ball,
textbook
Introduction
 Do the following warm up activity to involve

the students.
1. Ask students: Can you read a book in a dark
room?
2. If their answer is 'no' then, ask them again:
How can you read the book?
3. Write their responses on the board: by
opening a window in daytime, by switching
on a bulb or, by lighting a candle in night etc.
 Draw conclusion: (a) Without light we cannot
see the things around. (b) Objects that give off
light of their own are known as luminous
objects.
Development
Activity 1 1
 Ask a student to light up a torch and

throw its light on the mirror. Ask the
students:
 Does the mirror glow with its own
light? (Expected response: It does
not glow, it reflects the light of the
torch.)
 Now ask the student to throw the light
of torch on the white ball. It becomes
bright. Ask the students:
 Is the ball bright due to its own light?
(Expected response: No.)
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 Now light up the candle and ask the
students:
 Is the light of candle of its own?
(Expected response: Yes.)
 Tell the students that some objects have
their own light e.g. candle torch, stars
and the Sun. Some objects have no light
and they simply reflect the light of other
objects e.g mirror, ball, Moon and the
Earth. The objects which have their own
light are called luminous objects and the
objects which have no light of their own
are called non-luminous objects.
Activity 2 2
 Ask a student to light up a torch and hold
it. Instruct the others to see into the
torch. Ask them: What is observed?
(Expected response: A glowing bulb)
 Inform them that as the bulb is emitting
light, so the bulb is a luminous object.
 Guide them that as the light is passing
through glass cover of torch, so glass is
transparent.
 Direct them to cover the glass with a
tissue paper and ask: Is there any
change in the torch light? (Expected
response: It becomes less bright.)
 Tell them that as light passes partially
through the tissue paper, so tissue
paper is translucent.
 Now ask them to cover the torch glass
with a cardboard and ask: Is any light
seen through the cardboard? (Expected
response: No light is seen.)
 Tell them that light is totally blocked, so
the cardboard is an opaque object.
 Ask the students to identify few more
examples of opaque objects.
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Sum up / Conclusion
 Objects that emit light of their own are known

as luminous objects.
 Non-luminous objects can be seen only when
they are shone by the light.
 Moon is non-luminous and shines to give
moonlight only when sunlight falls on it.
 The objects can be seen through transparent

window glass.
 Objects on the other side of the translucent

objects cannot be seen clearly.
 All opaque objects block light and cause
shadows.
Assessment
 Draw the following table on the board and ask

the students to copy it in their notebooks and
write their observations.
Does the material allow all of light /

some light / or no light to pass through?
Material Type of the material
Aluminum Foil
Clear Plastic
Frosted Plastic
Tracing Paper
Card Board

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Follow up
 Divide the class into three groups. Name

them as A, B and C.
 Provide a piece of window glass covered with
plastic tape on all its edges to group A.
 Provide a wax paper to group B and a hard
card board or wooden piece to group C.
 Place a lighted candle on the table top.
 Ask the groups to hold their objects in front of
candle flame turn by turn and see the candle
flame through the objects.
 Sum up their observations to reach the
following conclusions.
 Group A: As light passes through glass, so
glass is transparent.
 Group B: Candle behind the wax paper is
not so clear as some light passes through
it. Therefore materials like wax paper are
translucent.
 Group C: The light is totally blocked by the
hard card board so it is opaque.
 Ask the class to prepare a list of luminous,
non-luminous, transparent, translucent and
opaque objects which are being used by
his/her family. Ask them to record their
names in the notebook in the form of the
given table.
Non-luminous Object
Luminous Object Transparent Object Translucent Object Opaque Object
134
UNIT LESSON 2
TOPIC
7
Properties and Behaviour
of Light
Shadows and Eclipses
120 Minutes /
3 Periods

 Investigate that light travels in a straight
line.
 Explain the formation of shadows and
eclipses.
 Predict the location, size and shape of a
shadow from a light source relative to
the position of objects.
 Explain the scientific principle that works
in a pinhole camera.
 Light is emitted from luminous sources and

spreads all around.
 Light from its source travels in straight lines.
 When light is obstructed by an opaque object,

it is blocked.
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 As no light passes through the opaque object,
so it casts shadow of that object.
 An eclipse is the shadow of either the Earth on

the Moon or of the Moon on the Earth
 There are two types of eclipses, lunar eclipse
and solar eclipse.
 Lunar eclipse occurs when Earth obstructs the
sunlight reaching the Moon.
 Solar eclipse occurs when the Moon obstructs
the sunlight reaching the Earth.
Sun Sunlight Earth
Moon
Shadow of Moon
How solar eclipse is formed? on Earth Full Solar eclipse
Moon
Sun Sunlight Earth
Shadow of Earth
Full Lunar eclipse
How lunar eclipse is formed? on Moon
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 Size of shadows is changed as the distance
between light and the object changes.
 The size of shadow increases as the distance

of light source from the object decreases and
vice versa. Due to this fact the shadow of
objects changes dramatically throughout the
day.
 Shadow has the same shape as that of object.
 A pinhole camera does not have any lens but

there is a very small hole (slit) in it. It is a dark
box, which has a small hole on one side. Light
from an object passes from this small hole
and form its inverted image on the opposite
side of the hole. Smaller the hole, sharper the
image will be.
Light after bouncing

from object
Screen
Object Hole
Box
Pinhole camera
 Pinhole camera works on the principle that
light travels in a straight line.

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Candle, three small wooden pieces, book, shoe

box, torch, pieces of hard cardboard, scotch tape,
textbook
Introduction
 Do the following warm up activities to involve

the students.
- Ask the students; Have you ever seen a
shadow? Most of them will say 'yes'.
- Select three students. Ask one of them to

paste a white paper on the wall with
scotch tape.
- Ask the second student to throw torch
light on that white paper.
- Instruct the third student to place his
hand in the path of torch light. Now ask
the students: What do you see on the
white paper? (Expected response:
Shadow of hand)
- Ask the third student to change the shape
of his hand and ask other students to
observe.
 Conclude the activity and tell the students
that the shadows of the objects have the
same shape as those of the objects.
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Development
Activity 1 1
 Bring three cards A, B and C, three
wooden blocks, a nail, scotch tape and a
torch in the class.
 Make a small hole with the nail at the
center of each card.
 Attach the cards on one side of each
wooden block with scotch tape to keep
the cards in vertical position.
 Ask a student to light a candle and place
it in front of the hole of card A.
 Ask another student to adjust card C so
that the flame can be seen through its
hole.
 Instruct him/her to place card B in
between cards A and C.
 Guide the students to adjust the cards
so that flame can be seen through all the
holes.
 Ask the students: If card B is slightly
disturbed, what happens? (Expected
response: No light is seen)
 Ask the students: Why flame is not seen
from card C: (Expected response:
because light travels in a straight line,
the three holes A, B, C are not in a
straight line.
 Now tell the students that when holes
are not in a straight line light cannot
pass through the holes. Thus we
conclude that light travels in a straight
line.
A B C
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Activity 2 2
 Bring a big ball (like a football), a small
ball, a table lamp / torch and a marker.
 Select a place in the center of class and

direct the students to sit around it.
 Ask a student to hold the torch at a

suitable position and turn it on.
 Instruct a student to make a mark with

marker on the big ball and show it to the
whole class.
 Ask him to hold the big ball in his hands
such that the mark faces the torch.
 Direct another student to hold small ball

in a position between light and the big
ball. Help him to adjust the small ball
such that its shadow falls on the mark.
 Inquire the students: Can you see the

mark on the big ball clearly? (Expected
response: No)
 Ask them: Why the mark is not clearly

seen now? (Expected response:
Because small ball has blocked the light
of torch to reach at the mark on big ball.)
 Ask them to consider the torch as the

Sun, small ball as Moon and big ball as
the Earth. As sunlight is blocked by the
Moon to reach the Earth so it is solar
eclipse.
 Ask them: Can you see the torch (Sun) if
you are living in the marking (city) on
the football (Earth).
 Explain them that as small ball (Moon)
obstructs the light (sunlight) so city
becomes dark and you cannot see the
bulb (Sun) directly.
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 Ask the students: How can a lunar
eclipse be produced from this
arrangement? (After their response tell
them that in lunar eclipse, shadow of
Earth falls upon Moon.)
 Conclude the activity by explaining the
positions of the Sun, the Earth and the
Moon during solar and lunar eclipses.
Solar eclipse Lunar eclipse
Torch Small ball Football Torch Football Small ball

(Sun) (Moon) (Earth) (Sun) (Earth) (Moon)
Activity 3 3
 Fix a stick vertically on a table with the
help of plasticine. Shine a torch at the
stick from position A as shown in the
figure below.
 Ask the students to observe the position
and length of the shadow of stick.
 Ask them to shine the torch at the stick
from positions B, C, D and E. Ask them to
observe the size of the shadows formed
at different positions.
B D
A E
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 Ask the students to draw the stick and
its shadow formed at different positions
of the torch.
Position of torch Diagram of the Position and Length of the Shadow of Stick
 A s k t h e m to i nfe r f ro m t h e i r
observations, the reason for different
positions and lengths of the shadows.
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Activity 4 4
 Show a pinhole camera to the students.
Tell them that it is a box, which has a
small hole (slit) on one side. Inside the
box, in front of the slit there is a
translucent screen. On the other side of
the box there is the peeping hole.
 Direct the pin-hole toward an object
and call the students one by one to look
at the translucent screen from the
peeping hole. Ask questions:
- Is the image inverted or upright?
- Is the image coloured?

- What happens to the size of image
when the pinhole is larger in size?
 Explain the principle of pinhole camera.
Sum up / Conclusion
 Light travels in straight lines.

 All opaque objects are light blocking and
cause shadows.
 When Moon lies between Sun and Earth then
solar eclipse occurs.
 When Earth lies between Moon and Sun then
lunar eclipse occurs.
 Location and size of shadow could be changed
but its shape is retained.
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Assessment
Ask the following questions:

 If light could turn around the objects, what
type of shadow will be obtain?
 Have you ever raced with your own shadow?
Who is the winner?
 How can you change the size the shadow?

 On what side of the object, its shadow is
formed?
 What is the name of eclipse which can be
observed at daytime only?
Follow up
 Ask the students: In what ways did early

people measure and tell time before the
clocks were invented?
 After the students’ response tell them that
early people used directions and lengths of
shadows to tell the time.
 To elaborate this give them an example of the
shadow of a tree which changes its position
all the day.
 Ask the students to draw its figure in
notebook.
144
UNIT LESSON 1
TOPIC
8
Electricity and Magnetism
Static Electricity
120 Minutes /
3 Periods
 Explain the production of static electrical

charges in some common materials.
 Explain the phenomenon of lightening.
 All materials are made of atoms which

contain protons, electrons and neutrons.
 Protons have positive charges, electrons have
negative charges and neutrons have no
charge.
 The protons and electrons are equal in
numbers in an atom. Therefore net charge on
an atom is zero.
 The electrons are loosely attached to the
atom.
 When two objects are rubbed together, some
electrons from one object move onto the
other.
 Thus, the number of electrons on one object
becomes greater than the number of protons
in it, so negative charge appears on it.
 The number of electrons left on the other
object becomes less than the number of
protons on it, so positive charge appears on it.
 There is attraction between two oppositely
charged objects.
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 There is repulsion between two similarly
charged objects.
 When oppositely charged clouds come close
to each other, they collide with each other
due to great attraction and thus a big spark is
produced. It is called as lightning.

Balloons, thread, stand, woolen cloth, plastic

comb, metallic key, textbook
Introduction
 Ask the students; have they ever observed

that when a plastic comb is rubbed through
hair and brought near small paper bits, it
begins attracting these paper bits. (Expected
response: Yes)
 Ask: Have they observed that a woolen
trouser often sticks to the hair on their legs?
(Expected response: Yes)
 Now tell the students that when a plastic
comb is rubbed through hair, it becomes
charged and this starts attracting hair and
paper bits. Similarly, the trouser on rubbing
with body hair also becomes charged and
starts attracting body (hair) and sticks to legs.
Tell the students that many such objects
acquire charge when rubbed with each other.
For example:
 When glass rod is rubbed with silk cloth, it

becomes charged.
 When an ebonite rod is rubbed with
woolen cloth, it also gets charged.
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Development
Activity 1 1
 Divide the class into suitable groups.

 Ask a student from each group to
suspend an inflated balloon with the
stand by means of a thread.
 Direct him to bring a piece of woolen
cloth near it. Ask: Does it attract the
balloon towards it? (Expected response:
No)
 Ask the student to rub the balloon
vigorously with a woolen cloth and then
remove it away.
 Direct him to bring the cloth close to the
balloon slowly. Ask the student: Does
the cloth attract the balloon this time?
 Ask the students: Why does the cloth
attract balloon after rubbing? (Expected
response: because the cloth and
balloon have acquired opposite
charges).
Activity 2 2
 Make groups and give two balloons, two
stands, woolen cloth, a plastic comb and
thread to each group.
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 Ask the students to suspend two
inflated balloons with the stands with
the help of thread and place them at
some distance from each other.
 Ask them to bring the balloons closer by
moving the stands.
 Ask them: Do the balloons attract or
repel each other or nothing happens?
(Expected response: Nothing happen)
 Ask them to rub each balloon with
woolen cloth and bring them closer
again and observe their movements.
 Ask them: Do they attract or repel each
other? (Expected response: They repel
each other because the two balloons
have the same charges).
 Now ask them to rub one balloon with a

woolen cloth and the other with a
plastic comb.
 Ask them to bring the balloons closer
and observe their movement.
 Ask them: Do they attract or repel each

other? (Expected response: They attract
each other because they have opposite
charges.)
 After these activities explain the cause

of attraction or repulsion of balloons.
Tell them that when certain objects are
rubbed with each other, they become
charged. When two objects are rubbed,
some electrons from one object move
onto the other. In this way the number
of electrons on one object becomes
greater than protons in it and thus it
becomes negatively charged. On the
other hand, the number of electrons on
the other object becomes less than
protons in it and thus it becomes
positively charged.
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Nothing happens Repulsion Attraction
Activity 3 3
(This activity should be performed in a dark
room.)
 Give each group a plastic comb, a
woolen cloth, an iron nail or key.
 Ask the students to charge the comb by
rubbing it with the woolen cloth.
 Ask them to touch the charged comb
gently with a metallic key and observe.
 Ask the students: What do they see?

(Expected response: A spark)
 Explain that when charged comb is
brought closer to the key, opposite
charge appears on the near part of the
key. Spark is produced when oppositely
charged objects touch each other.
 Explain that similarly when oppositely

charged clouds come close to each
other, they collide due to great
attraction between them and thus a big
spark is produced. It is called lightning.
Lightning
Charged comb
Key
Spark
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Sum up / Conclusion
 The charge is the basic property of matter.
 The charges are of two types. One type is

called positive and the other negative.
 On rubbing two objects, positive charge

appears on one object and negative charge on
other object.
 Opposite charges attract each other and

similar charges repel each other.
 Spark is produced when two oppositely

charged objects touch each other.
Assessment
 To assess the understanding of the students

ask the following questions:
- How can an inflated balloon be charged?
- Why do positive or negative charges
appear on the objects on rubbing?
- How does lightning occur?
Follow up
 Ask the students to identify some objects that

can be charged other than the ones used in
the class activities.
 Ask them to write down an activity to charge
one of the objects that they have identified.
150
UNIT LESSON 2
TOPIC
8
Electric Circuit
80 Minutes /
2 Periods
 Describe the flow of electric current in an

electrical circuit.
 Describe fuse and its importance in any
electric circuit.
 A battery cell is used in different devices such

as torch, toys, watches and many appliances.
 One end of the battery cell is positive and
other is negative. There is deficiency of
electrons at the positive end and abundance
of electrons at the negative end. When two
ends of a battery cell are connected through
wire, electrons start flowing from the end
where they are in abundance towards the end
where they are less in number.
 This flow of electrons is called as electric
current.
 Since electrons carry charge so we can say
that an electric current is the flow of charges.
 A fuse is inserted in the circuit to protect the
appliance from burning.
 Each fuse is rated for maximum value of
current.
 If more current passes through it, the fuse
blows out i.e. flow of charges stops. In this
way, the electric appliance remains safe.
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Torch bulbs, battery cells, switches, glass plates, a

thin metallic wire of low melting point,
connecting wires of different lengths, textbook
Introduction
 Ask some questions to recall the previous

knowledge of the students about electrical
circuits.
- What is an electric circuit?
- Do you think that straight wire is a circuit?
- What do you need to make a circuit?
- What are the sources of electricity?
- Have you heard about fatal accidents and
fires caused by electricity, and people
getting electric shocks?
- Is it due to unsafe use of electricity?
 Let the students discuss the questions. Write
the key points of their discussion on the board
and announce the topic i.e. safe use of
electricity.
Development
Activity 1 1
 Divide the students into groups.

 Provide each group with a battery cell, a
torch bulb with holder, a switch and
three pieces of connecting wires.
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 Draw a circuit diagram on the board.
Wire
Device Battery
cell
Switch
Circuit diagram
 Ask the students to construct an electric

circuit according to the diagram. Direct
them to keep the switch open.
 Ask them why the bulb is not glowing.
Ask what do they think would happen if
the switch is closed. Will the bulb glow?
What causes the bulb to glow? After
students’ response, inform them that
the bulb does not glow if the switch is
open. Such a circuit is called incomplete
or open circuit.
 Ask them to close the switch and tell
them that the bulb glows when the
circuit is complete. The electric circuit
becomes complete or closed circuit
when the switch is closed.
Switch is open Switch is closed
Battery Battery
cell cell
Bulb does not glow Bulb glows
Open Circuit Closed Circuit
 After this activity, tell the students that

electric current can only flow through a
closed circuit. No electric current flows
when the circuit in open.
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Activity 2 2
Divide the students into groups.
Give them a battery consisting of 2 – 3
cells, a piece of thin wire with low
melting point, bulb holder, switch, and
connecting wires.
Ask them to complete the circuit as in
activity 1.
Now ask them to connect the thin wire
with low melting points in the circuit.
Ask the students: Did the thin wire
burn? What is the reason? (Expected
response: Because the current that
passes through wire is more than its
limit.)
Ask: How the electric appliances are
saved by using fuse? (Expected
response: Fuse does not allow excess
amount of current to flow through the
appliance.)
After getting the students' response, tell
them that if the current more than the
rated value of fuse passes through the
fuse, it blows out and electric circuit
breaks. In this way the electric appliance
is saved from burning.
Electric appliance Electric appliance
Electric current
Wire with low
stops flowing Wire
melting point
melts
Electric current
is flowing
Battery Battery
Fuse Fuse
Normal power of Electric current more than

electric current the rated value of fuse
Working of fuse
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Sum up / Conclusion
 The current flows in a circuit when the switch

is closed. It is called complete circuit.
 The current does not flow in a circuit when the
switch is open. It is called incomplete circuit.
 The battery is a source of electricity.
 A fuse is used in the circuit of electric
appliance to save it from burning.
Assessment
Ask the following questions:

What causes the bulb to glow when the circuit
is complete?
Why does the bulb not glow if there is no
electric cell in the electric circuit?
What is the source of electric current in the
circuit?
Does the bulb glow if the electric cell in the
circuit is reversed?
What happens if the fuse is not used in the
appliance?
What is the role of connecting wires in the
circuit?
Follow up
Make a list of electric appliances at your home in

which you think the fuses have been used?
155
UNIT LESSON 3
TOPIC
8
Magnetic Field of a Bar Magnet
160 Minutes /
4 Periods
 Conduct an experiment to show the

magnetic field of a bar magnet.
 Every magnet has two poles.
 The force of the magnet has an effect in the

space around it. This space is called a
magnetic field.
 The magnetic force is greater near the poles
of magnet.
 The magnetic field is invisible but this can be
shown using iron filings.

Magnet, iron nail, common pins, iron filings,

textbook
Introduction
 Ask the students:

- What are different properties of magnet?
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- Why the magnet attracts the things made
of iron?
- Can a magnet attract iron things placed
anywhere around it?
- On which factors does the attraction of a

magnet depend upon?
- Is the attraction same at all places around
the magnet?
- Is magnetic field same at all places around
the magnet?
- Where is the field of a magnet strong and
where is it weak?
 Announce that in this lesson, they will verify
these predictions one by one.
Development
Activity 1 1
 Divide the students into groups of 4-5.

 Give each group a bar magnet and an
iron nail.
 Ask them to fix a paper sheet on the
table with a cello tape and place a bar
magnet on it.
 Ask them to put an iron nail near one
pole of the magnet.
 Ask them: Has the nail stuck to the
magnet? (Expected response: Yes)
 Ask them to increase the distance of the

nail from the magnet.
 Ask them what do they observe?
(Expected response: The magnet pulls
the nail towards it from some distance
around it. At a certain distance, it cannot
attract the nail).
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 Now ask the students to place the nail at
a different location keeping the distance
from the magnet same. Ask them to
continuously change the location of the
nail around the magnet keeping the
distance from the magnet same.
 Now ask what do they observe.
(Expected response: When the nail is
placed near poles, it is attracted by the
magnet and stuck to it but when it is
placed at the centre of the magnet,
without changing distance from the
magnet, it does not stick to the magnet.
 After this activity tell the students that

the space around the magnet where it
exerts force of attraction is called its
magnetic field. As the distance of the
nail from the magnet increases the force
of attraction of the magnet goes on
decreasing and at last after a certain
distance it vanishes. Similarly when the
nail is placed around the magnet at
different points at the same distance, it
is attracted with greater force at the
poles, and will less force in the middle.
Activity 2 2
 Give each group a bar magnet, a glass
plate and iron filings.
 Ask them to put the bar magnet
preferably in north-south direction
under the glass plate.
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 Ask them to pour small amounts of iron
filings step by step on the glass plate.
 Ask them: What happens to the iron
filings? (Expected response: The iron
fillings spread in a particular pattern.)
 Ask them to tap the plate gently. Then
ask them: What happens to the iron
fillings? (Expected response: The
pattern of iron filings has improved and
looks as if the filings have arranged in
particular lines).
Magnetic field of a bar magnet

More iron filings
attract to poles
Activity 3 3
 Give each group a bar magnet, white
paper, drawing board and a compass.
 Ask them to fix the white paper on the

drawing board .
 Ask them to place the bar magnet at the
centre of the paper such that its north
pole points towards the north and the
south pole points towards the south.
 Instruct them to mark the outer
boundary of the magnet with a pencil.
 Ask them to put a compass near the
north pole of the magnet.
 Ask them to observe that the south end
of the compass needle moves towards
the north pole of magnet and the north
end of the compass needle moves away
from the north pole of magnet.
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 Instruct them to mark two points on the
paper at both ends of the compass
needle.
 Now ask them to move the compass
away to place the south end of its
needle near the second point.
 Ask them to mark a third point against
the north end of the compass needle.
 Ask them to go on marking points one
by one with the pencil in the same way,
until the compass reaches the south
pole of the magnet.
 Instruct them to join all the points by
line.
 Ask them to draw many such lines
around the magnet by repeating this
action.
 Now ask them: Are the line patterns
similar in both of the above activities?
 After students’ response tell them that

the lines drawn around the magnet in
this way are called the magnetic lines of
force.
6
5 7
4 8
N S
Compass needle
3 Compass 9
Point 2
N S 10
Point 1
Bar magnet
Marking the points of magnetic force Magnetic lines of force
with the help of compass needle around a bar magnet
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Sum up / Conclusion
 The space around the magnet where it has

the magnetic effect is called as magnetic field.
 The magnetic field is strong near the poles of

the magnet.
 The magnetic lines of force start from North
Pole and end at South Pole of the magnet.
 The direction of magnetic lines of force shows

the pattern of magnetic field.
Assessment
Ask the students the following questions:

- What do you mean by magnetic field?
- What are magnetic lines of force?
- On which factors does the magnetic force

depend?
- If a compass is placed on the middle of a
bar magnet, in which direction will the
compass needle move?
Follow up
 Do an experiment with a common pin and bar

magnet to show that force of attraction
decreases as the distance from the magnet
increases.
161
UNIT LESSON 4
TOPIC
8
Electromagnetism
120 Minutes /
3 Periods
 Make an electromagnet with the help of a

cell, an iron nail and wire, and show its
working.
 Explore the different electromagnetic
devices used in their daily life.
 Describe the relationship between

electricity and magnetism in an
electromagnetic device.
 A piece of iron rod can be converted into a

magnet by placing it in a current carrying coil.
This type of a magnet is called an
electromagnet.
 The electromagnets are used in different
devices like fan, telephone, microphone,
loud speaker, computer, fax machine, electric
generator and electric motors.
 When an electric current is passed through a
coil placed between the poles of a magnet, it
starts rotating. This is the relationship
between electricity and magnetism in an
electric motor and electric fan.
 When a coil is rotated in a magnetic field or a
magnet is moved around a coil, electric
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current starts flowing. Thus the relationship
in current and magnetism is very important
and plays an important role in many electrical
devices.
Battery cells, connecting wires, iron nails, pencils,

pieces of sand paper, paper clips, insulated
copper wire, textbook
Introduction
 Show the students a bar magnet.

 Ask them: Have you heard about any magnet
which has been formed by using electricity?
After students’ response inform them; Yes an
iron rod can be made magnet by using
electricity. This type of magnet is called
electromagnet.
 Announce that they will study how electricity
can be used to make an electromagnet.
Development
Activity 1 1

 Give them a battery cell, an iron nail (5
cm long), a steel nail, a switch, steel pins
connecting wires, and insulated copper
wire.
 Draw a circuit diagram on the board.
 Ask them to wind an insulated copper
wire very closely over the iron nail. Tell
them that it makes a coil.
 Ask them to attach the connecting wires
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to the two ends of the coil and connect
them to battery cell through a switch.
 Ask the students to keep the switch OFF
and bring some steel pins near one end
of the nail. Ask: Does the nail attract
them? (Expected response: No)
 Ask them to turn the switch ON and see
if the nail attracts the pins now.
 Ask them to predict what will happen if

the current is switched OFF.
 Now ask them to turn the switch OFF to

verify their prediction.
 Now ask them to repeat the same

procedure with a steel nail and find out
the difference.
 Ask them: What do you conclude from
this activity?
 After their response tell them that nails
can be made electromagnets by passing
current through a coil. Iron nail is
magnetized temporarily but steel nail is
magnetized permanently when placed
in a current carrying coil.
Iron nail
Coil
Connecting Steel
wire pins
Battery Battery
cell cell
Switch is OFF Switch is ON
A nail is changed into electromagnet
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Activity 2 2
 Before the activity tell the students that:
- Electromagnets are used in different
devices like telephone, microphone,
loud speaker, computer, fax machine,
dynamo etc.
- Dynamo is a mini generator in which a
magnet is used to produce electricity.
An electrical motor converts electric
energy into mechanical energy with
the use of a magnet.
- When current passes through a coil
placed in a magnetic field, the coil
starts rotating. It is an electric motor.
 Give each group a battery cell, a disc
shaped magnet, two safety pins and
pieces of wire.
 Ask them to wind the insulated wire to
form a coil.
 Ask them to take two safety pins and
bend them with the help of pliers.
 Ask them to mount the bent safety pins
on a wood block and place the coil
between safety pins as shown in figure.
 Ask them to attach the wires from
battery holder to the bent safety pins
and place battery cell into the holder.
 Ask them to place a magnet on top of
the wood block just underneath the coil.
 Ask them to give a spin to the coil gently
to get the motor started. By this, it will
start rotating.
 Tell the students that when a current
carrying coil is place in magnetic field, a
force acts on it which moves it in and out
and the coil rotates. Electric generators
and motors work on this relationship
between current and magnetic force.
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Coil
Disc magnet Safety pin
Battery cell
Making an electric motor
Activity 3 3
 Ask the students to identify the devices
which use electromagnets.
 Ask them to present their findings in

class discussion.
 Write the names of electromagnetic

devices on the board and discuss about
each.
Computer Telephone Fax Machine Speaker Microphone
Sum up / Conclusion
 Magnetic effects are produced in a coil

through which electric current is flowing.
 The iron nail becomes a temporary magnet
when electric current passes through a coil
around it. It is called as electromagnet.
 When a steel nail is placed inside the current
carrying coil, it becomes permanent magnet.
 Electromagnets are used in different
electrical devices.
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Assessment
 To assess students understanding, ask the

- When an ordinary iron nail is placed inside
a current carrying coil, will it become a
temporary magnet or a permanent
magnet ?
- Which material can be magnetized
permanently with the help of electric
current?
- Can we say that magnetic compass is an
electromagnetic device?
- How can an iron nail be made a magnet by

electric current?
- Where are electromagnets used?
Follow up
Ask the students to list at least seven devices

present at their homes in which electromagnets
are used.
167
UNIT LESSON 5
TOPIC
8
Magnetic Compass
120 Minutes /
3 Periods
 Explain the Earth's magnetic field and

relate it with the use of a magnetic
compass.
 Make a magnetic compass and show its
working.
 Earth behaves like a very large bar magnet

with a north pole and a south pole.
 The Earth has its own magnetic field. The
Earth’s magnetic field is strongest at the
poles.
 If a bar magnet is suspended freely, it always
stays in N-S direction.
 Magnetic compass contains a magnetic
needle that can spin freely, but always rests in
north-south direction.
 As the needle of the compass points towards
north of the Earth, we can find the other
directions too.
Bar magnets, iron needles, iron filings, small

pieces of aluminum foils, plastic bowl, markers,
water, laboratory compass, textbook
168
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Introduction
 Show a magnetic compass to the students

and ask the following questions:
- What is in my hand?
- What are its uses?
 Tell the students that it is magnetic compass.
 Give the compass to the students and ask
them to pass it on. Ask every one to observe it
carefully.
 Ask them: In which direction are the ends of
the compass needle?
 Say them to change the direction of the ends
of compass needle and see where they stay
again.
 Ask the students: Why the compass needle
always stays in north-south direction. What
do you think may be uses of this compass?
 Announce today’s topic and tell them that
they will make a magnetic compass using the
easily available materials.
Development
Activity 1 1
 Call two students and give them a

thread and two bar magnets.
 Ask them to put one bar magnet on the
table.
 Then direct them to suspend the other
bar magnet from a stand or any support
with the help of thread over the magnet
placed on the table.
 Say them to disturb the suspended
magnet and observe its directions when
it comes to rest.
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N
S N
S
S N
 Ask them: What is the direction of the

s u s p e n d e d m a g n e t ? ( E x p e c te d
response: Its north pole is towards the
south pole of the magnet on the table
and south pole is towards the north pole
of the magnet below it.)
 Ask them: Why is it so? (Expected
response: Because opposite poles
attract each other.)
 Ask them to disturb the suspended
magnet again and observe its directions
when it comes to rest.
 Ask them: Does the position of the
suspended magnet change? (Expected
response: No, the direction of freely
suspended magnet depends upon the
direction of the magnet over which it is
suspended.)
 Ask them what other inference they can
draw from it. (Expected response: The
suspended magnet stays in particular
direction because of some other
magnet.)
 Now aks them to remove the magnet
from below and disturb the directions of
the suspended magnet.
 Ask them: Where does it come to rest?
(Expected response: In N-S direction)
 Ask them: Why is it so?

 After their response, inform them that it
seems that a huge magnet is lying inside
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the Earth along N-S direction. This Earth
magnet forces the suspended magnet
to stop along its direction. So we can say
that the Earth behaves like a magnet
and it has two poles.
N-Pole
Strong
magnetic
field at poles
S-Pole
Earth’s magnetic field
Activity 2 2
 Divide the students into groups and give
each group a sewing needle and a bar
magnet.
 Ask them to place the sewing needle on
the table and rub it with north or south
pole of the bar magnet for 15 - 20 times.
 Direct them to bring the needle near the
steel pins and check whether it has been
magnetized. (Expected response: Yes, it
has become a magnet.)
 Ask them to identify the north and

south poles of the needle by brining the
north pole of a magnet near the ends of
the needle.
 Tell the students that if it is repelled
then this end of needle is north pole and
the other end is south pole.
 Ask them to paint the north pole red and
south pole blue.
 Ask them to place the needle on a slice

of a cork or on a piece of thermo pore.
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 Ask them to fill water in a small bowl and
place the cork with needle in it.
 Ask them to observe in which direction

does the needle stay. Tell that it always
stays along N-S direction.
Needle
Magnetic
needle
M
ag
ne
t
Cork
 Now guide them that compass needle is

also a needle-like magnet that is pivoted
at its centre so that it can rotate freely. A
circular scale is provided around the
needle on which north, south, east and
west are indicated as four directions.
Compass needle always stays along N-S
direction.
Magnetic compass Qibla compass
Sum up / Conclusion
 The Earth behaves like a magnet. It has its

own magnetic field.
 The magnetic compass is a tiny magnet. Its
needle is pivoted at centre to rotate freely.
 The compass needle always stays in N-S
direction. It can be used to locate the
direction at any place. It is also used to locate
the direction of Qibla.
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Assessment

 Provide a sewing needle to each student and a
bar magnet to each group.
 Ask them to follow all the steps in the above

activity.
 Appreciate the students who finish the task
successfully.
 After the activity, ask the following questions:
- Does the Earth has poles?
- How many poles does the Earth have?
- Why does compass needle always stay in a
particular direction?
- What is the pole of the Earth under the
compass needle if it is pointing towards
north?
- What are the uses of magnetic compass?
- How can the direction of Qibla be known
by a compass? (Qibla is in the direction of
West of Pakistan.)
Follow up
 Give the following tasks to students:

- Draw the diagram of magnetic compass
and explain its working.
- Locate the magnetic field of a magnet by
using a compass.
- Locate the direction of Qibla by using
compass and draw it in notebooks.
173
UNIT LESSON 1
TOPIC
9 Soils
Types of Soil
Ý^ Î ] oÒo9Úov _
40 Minutes /
èÒ 1 Period
 Describe the characteristics of soil

Ã y Ò] : S Åè Ò 0
 Identify similarities and differences among
the different types of soil XÃ t ÛgzZt y x gÆxl ZZ Åè Ò 0
 Upper must layer of Earth is called soil. At k Z~ V¸ ´ ¼ X ë è ÃÒÃµ àZz6

, zZÐ & Å} i 0
some places it goes down to the depth of
several feet while at other places it remains P s Üt ~ V¸ ´ Ë J- Å F ðZ Åè Ò
² ì $
just a few inches thick. Xì C Kñõ Z
 Soils have many different properties, »] Z
gf ~ y ZXì B
b gmZ
pÆn Z è ñ6
, RÅ} i 0
including particle size. texture, structure,
water holding capacity, colour, acidity and
Ô
- gÔ
8 A & Åä [ _
¢ . ã0
*Ô^ z¯Å RÔ
Î âÅ RÔ
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alkalinity X ï á8
L Z
gzZM Z!
 Soils may be similar or different depending gzZì $
Ë Ì Üq
- Zè Ò ÅV¸ ´ Z 6
, ã
CÅ] : S 0
upon the properties they possess Xì $
Ë Ì Z
 Soil may contain sand, silt and clay Xì C ñè )X gzZïHÒ
]Ô$ g~ è Ò
e 0

Different type of soils, plastic trays, magnifying &Ô

C
Ô ° [ åO (trays) m
,R
, FÅ8 öÔ
è V Åxl ZZ
glass, textbook
,- À
174
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Introduction
 Soil like air and water, is one of the most , { c*i ~gøXì a zCg ë ZW
F $ . Ì è b§ Å ã0
*gzZZ 0
important natural resource. Most of our food
grows in soil. It is the home for billions of # »] Z Æn V17 è Xì 6
, è Ò Ï Zg® Z»u Z
gp
organisms. We build homes and buildings on X D y Ì ' gqgzZy a L Zë6
, } i Ï ZXì Ì
it.
ÃR¢
a v 5 Åk ZXì CW
~ z× W
× W
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 Soils are formed very slowly, may be as little
as 1 cm of thickness in 500 years, so we ë a k ZXì g»g ² »w 500â½a Æä W
~ z
cannot just replace them in our own life time. %ZXM
h 7 s p Ãµ k ZÅè y Z
gzÆ] § ² L Z
However, in some areas, the floods can
replace the top soil almost every year. Xì CY s p ¢ µ t Åè Ð zzÅä W
[ c ~ V¸ ´
 Many of our soil types are being damaged and ì ;gV y v g@
* Î Ãè Åxl ZÏ ¹ àZzä Yð0
*~ * k Z 0
are at risk of change. It is important that we ¹ a } gø] !*t Xì wÈZ»ä s p c*»Æk ZgzZ
understand importance of soil and make sure
that it remains intact for use of future Æ VY {Ò W
gzZ ÃÌ ZÅè Ò k Zë ì ~gz¢
generations. XN ¯D « Åk Z
a ÆwE Z
 After this introduction announce the topic of s f ` ggzZN C~ } g!*Æy ZÄÆ` W Æs g¬ k Z 0
today and start by asking the following
questions. Xâ 7] ÑZÎ
 What is soil? ? ë Ã¾è Ò X
 Do you know how soil is formed? ?ì CW
~ zb§ ¾è Ò X
 What is the texture of soil? ? YH\ W
~ } g!*ÆÎ âÅè Ò X
 After these questions introduce them that k CÐ ä ¢ B ; Z
%Ð Î âÒ N C Æ] ÑZÎ y Z 0
the way a soil feels in called the soil texture, it
Ë )X gzZì 5Ô
$ ~g7 Î âÒ Å} i Xì ª àZzä
may be gritty, floury or sticky
Xì
 Inform students that soils differ in their
particle size, colour, texture and humus ÒÔ
- gÔ^, Æ] Z
8 gf ~ è ÅV¸ ´ Z N CÃ¥ 0
content. Xì Y 7
, t Û»gZ
l Åk å gzZÎ â
Development
Activity 1 1
 Take five samples of soil from different gzZD,C,B,Aä %õ 0

*Æè RÈ Ð V» Z 0
places on the separate plastic trays and
label them A, B, C, D and E. XB Ze~ m
,R
, {e {e E
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 Divide students in small groups (4-5 (V : ¥ { c
*i Ð 5~ \ z¤
/ )N ¯: z¤
/ Æ¥ 0
members in each group)
 Ask students to pick some quantity of á ~ B ; L Zè Ð ~ } R
,q
- Z
Ù } Ð¥
C 0
soil from all the trays one by one and
note down their following ~ × Ø n ] : S s f ` g gzZ
characteristics in the table given below. X(, wE Z ° [ ö 6
,ä 7
, ] gz¢ )XK
(You may use magnifying glass if
needed)
»] Z
gf Ô
Î âÒ Ô
- g~ ] : S àZzä ^ â 0
8
 Characteristics that should be observed
are colour, texture, size and weight of Xì ï á * F
,c
*È »] Z
gfÔ
yiz
the particles, dampness.
Property Sample A Sample B Sample C Sample D Sample E

¤ S
Colour
(Grey, Dark Grey, Bluish Grey)
- g
8
(#u Z Ô
#u 8 Ô
#u )
Size of Particles
(small, larger, largest)
,^ »] Z gf
(Z(, Ð & ÔZ(, Ô
*g )
N
Weight of particles
(heavy/light, heaviest
y i z»] Z
gf
(~g¸ Ð & Ô Ô ~g¸ )
Dampness or dryness . &&
 Inform the students if the soil particles ì # çaN

Z -8 g»] Z
gfÆè Ò ¤
/ Z, {ÇW
Ã 0
are greyish in colour, light in weight and Ãè Ån k ZÂ } (, ~ ^, gzZ̄ ~ y i z{zgzZ
larger in size, then the soil is called G"
sandy soil. X ë è öÐ 5G
g
 If the soil particles are bluish grey or gzZì 5{zgzZì ! 8 c
*#u 8 8
- g»] Z
gfÆè ¤
/ Z0
bluish green, smooth and silky, heavier
in weight and smaller in size, then this ^, »y ZgzZ ~g¸ ~ y i zX D k C § g
HÍ]
soil is called silty soil or loam. X ë xßc*è ö- Ãè Ån Ï ZÂì N
*g
 If the particles of the soil are bluish k CÙ gZ
ûì ! 8c
*#u 8 8
- g»] Z
gfÆè ¤
/ Z0
green or bluish grey, smooth and soapy,
smallest in size and are heaviest in ~g¸ Ð & y i zgzZN
*g ^, »y Z
gzZ D
weight then soil is called clay soil.
X ¾µ c
*Ä Ãè k ZÂ
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Sum up / Conclusion
G"
 In sandy soil, particles are light in weight. It y ZYZb
%ZðZ½} u zgzZã0 gfÆè öÐ
*X D ¯ ] Z 5G
g 0
cannot hold water and nutrients. They can
easily be drained. X D Yò Ð ã W gzZM
h 7 ò Ð] Zgf
H
 In silty soil, particles hold water; can be hard t gzZÀ
_7Ðã WXì @
* YsB ã0 gfÆè ö-Í] 0
*Ð ] Z
to drain, and hold limited nutrients. X n
p g¢
A & Åp gB L ZÌ Zb
%ZðZ½] Z
gf
 Clay particles hold water well, can become
gzZ fe B L ZÐ ï ¢ Ãã0
*] Z
gf Æè )X 0
heavy and water logged and can hold onto
nutrients. X T gí B Æy ZÌ YZb
%ZðZ½X D Y ~g¸
Assessment
Ask students the following questions: â 7] ÑZÎ s f ` gÐ ¥

G"g) ?ì Y g¦/ Ð ã W
 In which type of soil water flows very easily? (è öÐ
5G ã*0~ è Ån Ë 0
(sandy soil)
 How do plant roots and insects present in the ÷ b§ ¾ ] Z ñÔ
~ è gzZ, a
%ÅVz7g0
+ZÆè 0
soil breath? (Expected Answwer: Air fills the
gaps present in soil and allow the plant roots 4 ZZ ~ V» y xgÆ] Z
gfÆè :[ Z µ á )? fe
and insects to breath) (ì k = gf »h
e ÷ Æ] Z gzZVza %ÅVz7 ì CY
 What characteristics should be present in soil J/43eã ] : S H~ è c ä ÇQ
for plant growth? (Students’ response: small [ Z »¥ ) ?õX G } 7 0
size of soil particles, humus soil and its ability [ _. ã0
*gzZ ñé ~ k ZÔN *g ,^ »] Z
gfÆè :Ç
to hold water into it are favourable for plants
to grow. X( M
h v Q
Ðã W
} 7~ k ZÂ B
b gÜ ¤ä
Follow up
 Go to nearby nursery; get hold of the } 7V;z~ è T gzZN Y~ ~u3

, ñq
- 4
, Æy L Z 0
sample of soil in which plants grow and note
down its characteristics. X, · _ »mZ
pÆk Q D Yñ Î
 What type of soil is good for growing Ån ¾a Æä ÇQ Vc*! ~ y N C b 7Ð àâL Z 0
H
vegetables in home garden? Ask your (è ö-Í] c*Ä :Ç [ Z µ á »¥ ) ?Ï Vzi ñè
gardener clay or (Students’ response: Silty
soil)
177
UNIT LESSON 2
TOPIC
9 Soils
Components of Soils
ð] q ] 1 Òo9Úov _
40 Minutes /
èÒ 1 Period
 Investigate and describe soil components XÃ s# zgzZ|# ÙÅ0

Ì F
, ñ Zb
%ZÆè Ò 0
 Describe the effect of moisture on soil ¾Ãè &} y ÒÃ] ZW
,Z
Æ&6
, ] : S Åè Ò 0
characteristics, e.g. how it holds together,
soil and effects its texture and colour. ?ì C i Z
+ZW
0 ,Z
ù6,8
- ggzZÎ âÅRgzZ
ì B
b g| 0
+!*b§
 Soil is a mixture of organic and inorganic Xì {ö Z»ZgzZã0

*ÔVz âCx *) Ô
Cx *è Ò 0
materials together with water and air.
 The organic part includes the living things and } g¦/ ¬ gzZ] º Åy Q
gzZVzgZ
+Y{ âCx * »è Ò
0 0
the dead remains of the things that lived X ë é ÐZ gzZ
ì @
* ,6] ª !*ÅVzgZ
+Yñ
0
once. The wastes of living things together
with dead animals is called humus. gzZïHÒ
]Ô$ gÔ
e ] *n Ôß ~ Vz âCx *) Æè Ò 0
 The inorganic part is made up of particles of X D ï áÄ
rocks and minerals like sand, silt and clay.
 The properties of soil undergo drastic change CYW
V´ p { c*i ¹ ~ mZ
pÆ è Ò ~ Ï ñ Å& 0
in the presence of water. X

Different types of soil, water, plastic trays and &

C
Ô ° [ åOÔ
(Trays ) m
,R
, FÆ8 öÔ
ã0*Ô
è Ò Ån Z
magnifying glass, textbook
,- À
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Introduction
 Call a group of students (2-3 volunteers) and è } Ð yZgzZ(\ z¤

/ ¥ 3c*2)N ÙC!*Ã\ z¤/q
- Z
Æ¥ 0
ask them to spread wet ground soil in the tray
X, {@
x »k Z
Ð ° [ åO &
C
gzZN ; ~ } R , Ãä %ËÆ
and observe it through a magnifying glass.
 Ask them to look whether some living [ Z »¥ ) ?ðW
ÃÚ gZ
+YðÃ7 Z~ è Hâ 7Ð ¥
0 0
organisms are present in the soil. (Students’
response: Yes) (V;:Ç
 Tell the students that moisture plays a major gzZC»§ Ôð6 ~ k Zª( z$
+Å& ñ~ è N CÃ¥ 0
role in the chemical, biological and physical
gzZ, 3Ð æÅ&X Sg~gYÜ zC
ÙVx ¤
/ u Ï ¹ ~u z
activities that take place in the soil.
Chemically the moisture transport fertilizers D v ( } uz Ð ( q
- Z~ } i } âð6 } u z
and other chemical substances through the
soil. Moisture also affects soil properties } Æ&6 Î âÒ Åk ZÔ8
, ~&gi gzZpHÔ - gÆ} i X
much as colour, texture, pH and fertility. Cx *a Æä ~g7] gz¢ ÅVz7X D A
$ %] ZW
,Z
Organic material stores much of the water
and nutrients the plants need. X D ñ~ gZ
l ÛZzYZb
%Z} u zgzZã0
*~ Vz â
Development
Activity 1 1
 Ask some students to take a sample of Åè Ò gzZN Y~ &

+î Z
/ Åwj {z } Ð ¥ P 0
¤
top soil from the school garden and put
in a glass jar. Dig further and take Z{c
*i gzZÃè Æk ZXB Ze~ gYÆj q
- Z
another sample of soil at a depth of
almost two feet. Mix the two samples Æk ZXB Ze~ gYÌ Ãk ZgzZB : %q
- ZÅ
and add small pieces of gravel. ß t XN W
ò ß L g L g ©, Åh
+'×Ãè
 Fill glass jar with water. XB Ze~ gYÏ ZÌ
 Cap the jar and move it upside down to
mix the contents with water.
X, ½Ð ã0 *ÃgYÆj 0
 Keep the jar at a safe place in the class ñ~ k Z @ , zZÐ Z Î èE½eÃgY 0
*N hÆ n 6
room for one day. XN Y d b§ ~g7Yâ Z~ â
 Next day observe the different layers of
X, Äg6
, ( pô ~ ®
) ) {# a Æy q
- Z
ÃgY 0
the soil which have been visible in the
jar. X, {@x »Vq àZEMÃ Z Åè ~ gYy õÑ̄Z 0
 Ask students the following questions. â 7] ÑZÎ ` g~ s fÐ ¥ 0
 How many layers can you see in the G
(
4<X
, [ Z ¥ ) ? gWÃ èG X Ã\ W
~ gY X
jar? (Student's response: three
layers) (& :Ð
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 What is the name of the top layer? :Ð , [ Z¥ ) ?ì Hx*»µ àZz6
, zZÐ & X
(Student's response: top soil)
(è Ò àZz6
, zZ
Ð&
 What is present in the bottom layer?
(Student's response: small stones or :Ð , [ Z¥ ) ?ì ñ H~ µ ÅgY X
gravel) (ß L g L g
 What is the name of the layer ?ì µ Ï y Ãn Æµ Åè àZz6
, zZ
Ð& X
present next to the top soil?
(Student's response: sub-soil) (µ , k
,i :[ Z µ á )
 Inform the students that the top soil Ô
é ¹ ~ µ Åè àZz6
, zZÐ & N CÃ¥ 0
contains a lot of humus, minerals, water
and air. This is the best part of the soil for ~ µ Ï Z} 7X D ñ Z gzZã0
*Ô] *n
the growth of plants. The roots of plants Åy ZXì @
* Vzi ñu " a Æ y Zt gzZ M Z
mostly grow here.
X C ~ µ Ï ZÌ , a
%
“Different layers of soil”

G
(
4<X
óóèG Z Åè LL
Activity 2 2
 Take a group of students under your á ~ &
+î Z
/C
¤ Ù!* ~ ãZ
ô KZ
Ã\ z¤
/ q
- ZÆ ¥ 0
supervision to the school ground and
ask them to dig the ground. Very soon X} Å&
+î Z
/ Ð ?7 } Ð D¨( ¤q
¤ - ZXN W
the students will find an astonishing {@
x »Ú gZ
+Y0 Z] ª q
0 - Z ñ~ è ¥ ¢
creature in the soil, the earthworm. It is
called farmer's friend because it helps Z ~ è t è aX ë Z
¡ ÃÚ gZ
+Yk ZXÐ ,
0
to aerate the soil. a kZ
ì @
* &gfÃk Z
gzZ
ì á
CZ# ñ »ä Yä W
Æ
X ë Ì & zy j Z
 I n fo r m t h e s t u d e n t s t h a t t h e
microscopic living things in the soil like L g L gÐ ¹ ñ ~ è Ò N CÃ¥ 0
bacteria help to break down the waste
ï hÂÃVz âå Ã ñ~ è c
*Ù } ] Z
matter and thus help to increase the
fertility of the soil. X WZ
# ñ »ä J (, ~&gi Å} i b§ k Z
gzZ
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“Living organisms in the soil”
Activity 3 3
 Ask a few students to go out of school ä %Æè Ð V» Z C
Ù!*Æwj {z } Ð ¥ P 0
and collect some soil samples from
different locations. XN Wá
 Place these soils in different plastic XO g~ ZgzZY,X m
, ¢ & ÃVâ%y Z
Æè 0
trays, labeled, X,Y and Z
Æè y ZÆ q
- Zq
- Z } Ð y ZgzZN Ã¥ P 0
 Call some student’s and ask them to
touch each soil XN g ÃVâ%
 Do you feel moisture (water) in the C k C &ðÃ~ Vâ%y ZÃ\ W
H â 7Ð ¥ 0
soils? (Student’s response: Yes)
 Inform the students that all types of soil (V;:Ç [ Z Ã¥ )Xì
contain moisture. Xì C ñ&~ è ÅnC
Ù , i Ã¥ 0
 With the help of this moisture various
chemical, biological and physical
8 gzZC»§ Ô
ð6 àZzä g0
+ZÆk S& ñ~ è 0
activities keep on going in the soil. Xì C ZZ
gZ ë Z~ Vñ ¤
/u
Activity 4 4
 Call a groups of students (not more than
{c
*i Ð õ 0
*Z® Å¥ )N {g!*zÃ\ z¤
/q
- Z
Æ¥ 0
five) and ask them to take handful of soil
from each tray A, B, C, D and E and try to } R
,& Æ q
- Zq
- Z} Ð q
- ZC
ÙgzZ( :
make balls with the help of water.
5 ã0
* ~ k ZgzZN VZè Ð ~ EgzZA,B,C,D
 Ask students the following questions
while they are making soil balls.. X, Ò ÃÅä ¯¢ e
 Is it possible to make balls with wet ? M
h Yñ ¯¢ eÐ k Z
Æ 5 Ãè H 0
soil provide in given tray?
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 Are these balls fluffy and break up h Yñ ¯¢ eÐ k ZÆ 5 Ãè ñ~ } R
M , ~H 0
easily?
X
 Ask students to identify given soil
s a m p l e s i n l i g h t o f fo l l o w i n g + T ~ ÝzgÅ] â¥ s f ` gÃVâ%Æè Ã¥ 0
information.
X} »
 The particles of sandy soil do not cling G"g 0
together in the presence of moisture. h a
M %7 ~ : W
~Ï gfÆè öÐ
ñ Å&] Z 5G
Therefore it is not possible to make
X7 e *¯¢ eÐ y Z a kZ
balls.
HÍ
 It is not easy to make balls with wet silty ~¢ gzZD ¯7 ¢ eÐ ã W gfÆè ö-] /3 0
] Z
H
soil and they break down easily. Silty soil Xì C {&gi ¹ c ~h!*k è ö-Í]X D Y^ I
is suitable for growing crops.
 The particles of clay soil cling together D ¯¢ eÐ ã W

~Ï ñÅ ã0
*] Z
gfÆè )X 0
easily and can form balls which do not R ZgzZ@', Ð è )X 7 Ì 3 I ~¢ ¢ et X
break. This soil is suitable to make bricks
and pots. X CYð¯
G"
 Sandy soil is used to make glass. Xì @ a Æä ¯h Ãè öÐ
* YHwE Z 5G
g 0
Sum up / Conclusion
 Soil is mixture of organic and inorganic Xì {ö M

»Vz âCx *) gzZCx *è Ò 0
materials.
 The organic material includes the living things C ] ª !*Å yZ
gzZn gÑZ] Z {0
+i xÓ~ Vz âCx * 0
and the dead remains of the things that lived
once. X¸ {0
+i L
 The moisture plays a major role in the gzZC»§ Ô
ð6 àZzä g0
+ZÆ k Z& ñ ~ è 0
chemical, biological and physical activities
that take place in the soil. Xì C ZZ
gZ ë Z~ Vñ ¤
/u
 The moisture in the soil also affects soil , ~&gi gzZÝZ8 Ô
6 Î âÒ Ô
- gÆk ZÏ ñÅ ã0
8 *~ è 0
properties such as colour, texture, pH and Xì C i Z
+ZW
0 , ZÌ
fertility.
G"
 In the presence of moisture the particles of è öÐ
5G
g² ì î h ~ : W
Ã] Z
gfÆè )X Ï ñÅ ã0 * 0
clay soil can cling together while the particles
H
of sandy soil and silty soil remain almost X$ gfÆè ö-Í]gzZ
Ë h 7 Ã] Z
unaffected.
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Assessment
Ask the students following questions: :â 7wZÎ s f ` gÐ ¥

 How many layers are present in the soil? G
(
4<X G
(
4<X
( èG & ) ? C èG X~ è 0
(three layers)
 Why do earth worms come out of the soil (c he ÷ )? D YW VYC
Ù!*Ð è } ¡ y Z
gzÆl g!* 0
during rain? (To breath air) (
E
ï Z½ç¡N
Ãè } ¡ )X D ¯ Ãè } ¡ 0
 How do earth worms increase the fertility of
soil? (They make the soil porous so that air Xì @
* Y e ) J- Vza
%ÅVz7»ZÐ zzÅX
can travel and reach the roots)
~ z{ â y ÃÐ ä v ( Æn gÑZ] Z gzZVê Ô
Vz7 0
 Name a material formed by the decay of
plants, leaves and insects? (Humus) X) é ) ?ì @
*W
 Which layer of soil is the best for growing ? MQ
} 7~ µ Ï y ÃÅè 0
plants? (Top layer)
Follow up
H G
 Collect the sandy soil, silty soil and clay soil in gzZè ö-Í]~ } u z è öÐ"g~ -q ZXB gYZ & Æj
5G 0
there different glass jars. Add sufficient water
and sow a few green peas in the soil. Keep the B Zeã0
* wZeä ZÆæ~ gYC
ÙXB Zeè )X ~ }
jars in sunlight. Observe the growth of plants
after a few days. X, {@
x »Vz7 Æä g¦/ y P O g~ \ ð Ãy Z
gzZ
 Answer the following questions.
XK ] !*ZÆ] ÑZÎ s f ` g 0
 Which jar has the maximum number of
plants?
? ÐQ
} 7{ c*i Ð & ~ gY¾ X
 Which jar has the minimum number of
plants? ? ÐQ
} 7ÁÐ & ~ gY¾ X
 Which jar has the maximum number of
healthy plants? ? ÐQ
} 7q ¡ { c*i Ð & ~ gY¾ X
183
UNIT LESSON 3
TOPIC
9 Soils
Effects of Moving Water on
Different Types of Soils
40 Minutes /
èÒ 1 Period
 Compare the absorption of water by »¢

A & Åä [ _
. ã0
*~ xl ZZ Åè Ò Å} i 0
different soils.
XÃ : i Z
ñ
 Observe the effects of moving water on
different soils. XÃ {@
x »] ZW
,Z
Æî · Æã0
*~ xl ZZ Åè Ò 0
 Investigate and describe how living things Æè Ò 6
, VzgZ
+YgzZ] ZW
0 ,Z
ÆVzgZ+YZ 6
0 , èÒ 0
affect and are affected by soils. XÃ s # zgzZÃ á {^, Y»] ZW
,Z
 Different type of soils absorb different ~ gZ

l Z è Ò Ån Z Ð zzÅt Û~ ^, Æ] Z
gf 0
amount of water on the basis of their particle
size.
Xì $
Ë [ _
. ã0
*
 Different soils flow with different speed with

Xì 6
, n Åk Q
Ì g® Z»î · Æè ÒB Æî · Æã0
* 0
flow of water. ÃVzgâYgzZVz7{ %Ô] Z á ZzhY hÂÆ n Z 0
 Decomposers convert dead plants and ï s p ~ X z> *gzZ0 g» } Ü Á ð6 hY hÂ
animals into chemical nutrients, such as
carbon dioxide and nitrogen, which are hÂX D Y ï á~ Z gzZã0
*Ô} i {g!*zQÜ Át X
released back into the soil, air and water.
ggzZc*Ù Ô
} QÆn Z Ô
} = ~ ] Z á ZzhY
Decomposer include earth worms, insects,
bacteria and rodents X ï ágâYá Zz
 Soil organisms break down nutrients in the ½ YZb
%ZðZ½ÃVz7} hc } QÆ n Z ñ~ è 0
soil making them available to plant life. They
also provide food to higher forms of life such gzZÔ
~* Ô +Y} (, t X W ¯
;a } VzgZ
0 ) !*»ä
as small animals like mouse, rat, squirrel and & } (, L g X D Ì n zÈ »u Z
gpÅ{) z} =
earth worms, which in turn, are beneficial for
the fertility of soil. X D Z~ ~&gi Å} i gZ
+Y
0
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HÍ] G"
Plastic tray, water, sandy soil, silty soil, and clay ' 8 ö Ôè )X Ôè ö- Ôè ÔöÐ
ð ÃÔ 5G
gÔã0
*Ô} R
,8 ö
soil, plastic cup, transparent common pins,
rubber, tissue paper, cotton cloth, silk cloth, ,- À ÔZÀ§ gÔ
ZÀ »° Ô
Ä AÔ
(, gÔ
6
textbook
Introduction
Ask students the following questions :â 7] ÑZÎ s f ` g Ð ¥

HÍ] G"
 Name different types of soils? (Students' ö- LÔè öÐ
5G
g:Ç [ Z »¥ ) ?B x*Æxl ZZ Åè Ò 0
response: sandy soil, silty soil, clay soil)
(è )X gzZè
 What are different components of soil?
(Students' response: Weathered rock ?N Cx*»YZb
%ZZ Æè Ò 0
fragments, plants and animals remains and
Ô , gÆy " á ZzW Ð ] ZW
} m , Z ñ :Ç [ Z »¥ (
animal waste)
 Spread a piece of cotton cloth, a piece of silk ( »VzgZ
+YgzZ] ª !*ÅVzgâYgzZVz7
0
cloth and a tissue paper on a table. Ask a Ð D¨( ¤q
- ZX, ; Ä AgzZZÀ§ gÔ
ZÀ »° 6
,öq
- Z0
student to sprinkle a few drops of water on all
the three pieces. X} î »r »Vz¢ P Æã0
*6
, VÐy Z }
 Ask students the following questions: Xâ 7] ÑZÎ s fzgq Ð ¥ 0
 Which piece has the maximum ability to { c*i Ð & ¢
A & Åä [ _
. ã0
*~ } À Ð y Ã X
absorb water? (Students' response:
Tissue paper has the maximum ability to
Ð & Åä [ _
. ã0
*~ Ä A :Ç [ Z »¥ ) ?ì
absorb water) (ì CYð0
*¢
A & { c*i
 Which piece has the minimum ability to & ¢
A & Åä [ _
. ã0
*~ } Æ} ÀÐ y Ã X
absorb water? (Students' response: The
piece of silk cloth has the minimum ability [ _
. ã0
*ÁÐ & ZÀ § g:Ç [ Z »¥ ) ?ì ÁÐ
to absorb water)
(ì r g¢
A & Åä
 Inform the students that just like these things
different soils have different ability to absorb
Åè Ò ñ6
, } i b§ ÅVz y Z
Æ} À , i Ã¥ 0
water. Xì C Z Ì ¢
A & Åä [ _
. ã0
*
Development
Activity 1 1
 Divide students in small groups. Give
X, ½â Z
g»g7 Q
gzZ, ~ : z¤
/ Ã¥ 0
them the required material:
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Development
Activity 1 1
 Call a group of students; Give them X, ½' 8 öÃy Z

gzZN Ã\ z¤
/q
- Z
Æ¥ 0
plastic cups.
æÅ6 ð »~ } © Æ' L ZL Z } Ð ¥ 0
 Make small holes in the base of the X, c Z gÎ } hg L g Ð
plastic cups with the help of common HÍ G"
pin. è ö-]L~ } u z Ôè öÐ5G
g~ ' q - Z} Ð ¥ 0
 Fill the cups separately with sand, silt Ù~ Åè Ò ì g c

C *XB Zeè )X ~ } gzZ
and clay up to the height of 2cm. and Å ã0
*~ ' C
Ù[ ZXc eã ¢
a v z ã½~ '
add equal amount of water in all the
cups. Collect the water coming out from Vp Z
gÎ ñ ~ } © Æ' XB ZegZ
l Üq
- Z
the holes in three separate containers. XB ¦ ~ ' Ãã0
*á Zzå
3 Ð
 Record your observations in a table. XK ~ × s f ` g] Z
@x L Z} Ð ¥ 0
Small cup with

holes in bottom
Large cup A B C
 Make a table on the board and ask ^ âÌ {z } Ð ¥ ¯× s fzgq 6

, eg1 0
student to copy.
XN ¯Ãk Z~
Soil Sandy Soil Silt Clay

G" HÍ]
è è öÐ
5G
g è ö- è )X
Amount of water
Collected Large Small Very Small
gZ
l Å ã0
* G¦ { c*i Á Á¹
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 Tell the students that water runs quickly
through sandy soil. Silt soil holds water,
so water does not run down as quickly
as in sand. Clay readily becomes water
logged, so it allows least amount of
water to drain.
Activity 2 2
 Divide students in small groups and ask & } Ð y ZgzZ, ~ : z¤
/ Ã¥ 0
them to put a handful of sandy soil, silty HÍ] Ð G"
soil and clay soil on three plastic trays. XB Zeè )X gzZè ö- Ôè ö5G
g½¯ ~ m
,R
,8 ö
 Ask them to hold the trays just like an X, ñ q s § q
- Z
Ãm
,R
, VÐ } Ð ¥ 0
inclined plane.
 Ask them to let water flow over all the ã0
*× M
× M
,è
6 ñ~ } R
,C
Ù } Ð¥ 0
soils slowly in each tray.
XN ·
 Inform the students that under the G" %
influence of flowing water, sandy soil Ð & è öÐ
5G
g,WZæ
G
Li Æî · Æã0
* , i Ã¥ 0
will travel the most distance while clay
soil will travel the least distance. The C ð , ÃÁÐ & è )X ² ì - A Ã{ c
J *i
H
distance travelled by silty soil is in , Ã{ ð »è ö-Í]L
Xì ~ y x gÆVâz y Z Xì
between the above two distances.
Water Water Water
Sandy soil Silty soil Clay soil
Distance travelled by different soils
 Ask the students to record their XK ~ × s f ` g] Z

@x L Z} Ð ¥ 0
Soils è Distance Travelled , Ã{ ð

G"
Sandy soil è öÐ
5G
g
Silty soil è öH
-Í]
Clay soil è )X
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Activity 3 3
Ask students following questions: :â 7] ÑZÎ s f ` gÐ ¥
 Have you ever seen any insect coming Ë ~ r !*Æy L Z Æl g!*L ä \ W
H 0
out of your garden in the rainy season?
(Students' response: Yes, we have seen V;:Ç [ Z »¥ )?ì ¬ ñ Â
u gC
Ù!*Ð } i Ã
insects moving slowly in water on the
floor).
(ì ¬ ñ Â
u g~ ã0
* ñ6
, l ÛÃVzQä ë
 How many students have seen earth X, } 9 B ;?ì ¬ Z
=ä ¥ Ä Ð ~ \ W0
worm? raise hands.
? D ZZ
gZ H~ è } hc} Q} u zgzZZ
= 0
 Do you know the role of earth worm and
many other insects in the soil? (x¥ 7 :Ç [ Z µ á »¥ )
(Students' response: No, we dont know)
 Take a plastic bottle and add soil into it.
~ kZQXB Zeè Ò ~ k Z
gzZB L
Þ1Å8 öq - Z0
Place three to four earth worms in it and *X, Î èE½e6
ì gc ,L
Þ1gzZB Ze} = geÐ &
cap the bottle after making few holes in
the cap. gÎ ¼~ èE½eÆL
XÂ eä c Z Þ1
 Ask them to observe the soil before
QgzZ ¬ Ð % Ze} = } Ð ¥ 0
adding earth worms and then observe it
again after two days. X, {@
x »è Ò y z
 After two days record the observations
in your note book.
K 6
, ^ âK Z] Z
@x L Z Æy z 0
 Conclude that due presences soil will ~½½s Ü: è Ò Ð gÆVî= , ~
. Z
³ t 0
not only become more airy but will be
able to hold more water. Xì CY| (, Ì ¢
A &n [ _
. ã0
*~ k Z
É ì CY
Sum up / Conclusion
 Different soils have different ability to absorb ã0

*Åè Ò ÅV© Z Ð zzÅä Z ^, Æ] Z
gf 0
water depending upon their particle size.
Xì C Z ¢
A & Åä [ _
.
 Under the influence of flowing water,
C ð , ÃZ è V ÅV© Z W , Zk,i Æî · Æã0 * 0
different soils have different ability to travel. G"gXì
Sandy soil travels the most distance while clay Ð & è )X ² ì C ð , Ã{ c*i Ð & è öÐ 5G
soil travels the least distance.
Xì C ð , ÃÁ
 Many organisms live in soil and are ~ ~&gi Åk Z D ñ] Z Ð ¹ ~ è Ò 0
responsible to make soil more fertile.
X WZ
# ñ »± Z
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Assessment
Ask students the following questions: Xâ 7] ÑZÎ ` g~ s fÐ ¥

G"g 0
 What effect rain will cause on sandy soil and Ç [ Z »¥ ) ?Ð V ] ZW , è )X gzZè öÐ
, ZHÆl g!*6 5G
G"
clay soil? (Students' response: Sandy soil will Åä [ _ . ã0*~ è )X ² Ï á [ _ . ã0 g¯è öÐ
*U 5Gg:þ
quickly absorb rain water while clay will not
absorb much rain water). X(Ï Á¹ ¢
A &
a Æ ä ÇZ} 7è Ò Ån ¾ . _ Æ wì Æ \ W 0
 Which soil, in your opinion, is the most fertile H
for growing plants? (Students' response: Silty & a Æä ÇZ} 7è ö-Í]:Ç [ Z »¥ ) ?ì &gi
soil is the most fertile to grow plants)
X(ì &gi { c
*i Ð
Follow up
 What is added in the soil to make it more a Æä ¯&gi Ãè

?ì CYÅï áÚ Ï y Ã~ k Z 0
fertile? (Manure is added in the soil to make
it more fertile) (ì CY &gi è Ð ä 5 3 )
 Prepare a sample of soil best suited to grow X, g»: %»è Ò Vzi ña Æä ÇQ
Vc*! ~ y 0
vegetables at home.
Sand Clay Silt
189
UNIT LESSON 1
TOPIC
10
Solar System
Stars and Planets
80 Minutes /
2 Periods
 Differentiate between a star and a planet.

 Explain that the Sun is a star.
 A star consists of very hot glowing gases.

 A star emits its own light. Therefore, Our Sun
is a star.
 There are a number of stars in the sky and are
seen at night time.
 The Sun is the nearest star to the Earth.
 All the stars are not of the same size, mass and
brightness.
 Some stars are closer and others are far away
from the Earth.
 Astronomical objects which do not have their
own light are called planets.
 A planet is nearly a spherical ball of rock
and/or gas that orbits a star.
 Planets look bright because they reflect light
of the Sun. Our Earth is a planet.

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A Star
A Planet
Stars on sky
A bulb, tennis balls etc., textbook
Introduction
 Switch the bulb ON and ask the students:

 Is the bulb luminous object? (Expected
response: Yes)
 Call three students and ask them to hold a
white ball each and stand around the bulb in
such a position that the light falls on the balls.
 Ask the students: Are the balls luminous
object? (Expected response: No, the balls are
not luminous. They are reflecting the light of
the bulb.)
 Now tell the students that the heavenly
bodies which emit their own light are the
stars and the heavenly bodies which reflect
the light of stars and do not have their own
light are the planets.
 Now ask the students: What do you see
during day and during clear night in the sky?
Write their responses on the board. After
students' responses, inform them that we can
see a very bright and hot Sun during day, and a
very cool and bright Moon during the night
time. Countless twinkling stars are seen in the
sky on a clear night.
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 Ask the students: What do you think; the
Earth, the Moon and stars are the only objects
in space? (Expected response: No)
 Inform them that the Sun and stars emit light
of their own while the Moon and the Earth do
not.
 Ask them: Is our Earth a star? (Expected
response: No) Then why?
 After their responses, inform them that our

Earth does not emit its own light. Hence, it is
not a star. It is a planet.
Star, Planet and its Moon
Development
Activity 1 1
 Ask the students: Do all the stars in the

sky look equally bright? (Expected
response: No)
 Inform them that the nearer stars look
bright and the far away stars look dim.
 Ask them: What do you know about the
very faint dots in the night sky?
(Expected response: These are stars
which are very far away.)
 Ask the following questions to

strengthen their concept.
- Have you noticed the street lights?
- How the nearest light looks?

(Expected response: It looks very
bright.)
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- How the farthest light look?
(Expected response: It appears very
dim.)
 After the discussion explain that stars
close to Earth look more bright as
compared to others.
Activity 2 2
 Light up two similar torches in a dark
room.
 Ask the students: Are they both equally
bright?
 Now place one near the students and
one far away and ask: Do these still
appear equally bright? (Expected
response: The nearest looks bright and
the farthest one looks dim.)
 Now ask: What about the stars? Do you
think they might be brighter than they
appear? How bright do you think they
are?
 Ask them: Which one emits its own
light, Moon or Sun? (Expected
response: the Sun)
 Make them understand that Sun emits
its own light. Hence, it is called a star and
the moon reflects the light of the Sun.
Sum up / Conclusion
 A star is made of very hot glowing gases. It

emits its own light.
 The Sun is a star. It is nearer than the other

stars.
 Our Earth is a planet. It does not emit its own
light.
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 Nearer stars look more bright while the stars,
very far away, look like dots.
 Stars have fixed positions in their patterns.
The planets change their positions.
Assessment
 Assess the understanding of the students by

- What makes stars to glow? (Students'
response: Very hot gases of the stars make
them to glow.)
- How many stars are there in the sky?
(Students' response: There are so many
stars in the sky. We cannot count all of
them.)
- What is the shape of the Sun, Earth and
Moon? (Students' response: almost
Spherical)
Follow up
 Ask the students to recall the rhyme,

“Twinkle Twinkle little star.”
 Inquire them: Why do stars twinkle?
 After the students' response, inform them

the air around our Earth is moving in different
directions in many ways. The light passing
through the different layers of air is bent
many times. This causes the twinkling of the
stars.
 Give the students a home assignment to
observe the night sky and observe the
patterns of the stars.
194
UNIT LESSON 2
TOPIC
10
Solar System
Solar System
120 Minutes /
3 Periods
 Describe the solar system and its planetary

arrangement showing position of the
Earth in our solar system.
 Explain the relative sizes of the planets and
their distances from the Sun using a
model.
 We live on the planet Earth.

 There are 8 planets including Earth revolving
around the Sun and they form our solar
system.
 The planets of our solar system are named as,
Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus and Neptune in order of the distances
from the Sun.

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An unlabelled and a labeled chart of solar system,

two sets of 8 pieces each of small cards bearing
names of planets, glue, a long string, paper clips,
textbook
Introduction
 Ask the students: What is the name of our

planet? (Expected response: Earth)
 Inform them that there are seven other
planets revolving around the Sun like Earth.
 Display the labeled chart of the solar system

and ask the students to observe it carefully.
 Ask the following questions:

- Where is the Sun located in the solar
system? (Expected response: In the
center of solar system)
- How many planets are there in our solar
system? (Expected response: Eight)
- Which is the largest planet? (Expected
response: Jupiter)
- Which planet is the nearest to the Sun?
(Expected response: Mercury)
- Which is the farthest planet of solar

system? (Expected response: Neptune)
- At what position from the Sun our Earth

lies? (Expected response: At the third
position)
- Which planet is nearest to the Earth?
(Expected response: Mars)
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Development
Activity 1 1
 Remove the labeled chart and display

an unlabelled chart of the solar system.
 Make small cards or stickers bearing the
names of the planets and distribute
them to 8 students.
 Call the students one by one and ask
them to identify relative planet on the
chart and paste the sticker near the
planet.
 Direct the other students to help in
locating the correct positions.
 Conclude at the end that the planets
remain in the same order with respect
to each other.
Activity 2 2
 Provide to the students 8 round shaped
objects of different sizes. For example, a
pea for Mercury, a small walnut for
Venus, a large walnut for Earth, a playing
marble for Mars, a basketball for Jupiter,
a football for Saturn, a grapefruit for
Uranus and a tennis ball for Neptune.
 Divide the class into 8 groups.

 Assign one of the round shaped objects
to each group.
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 Ask the groups to arrange their objects
on the table according to the size and
order of the planets of solar system.
Activity 3 3
 Write the names of the planets on the
board in order of their position.
 Ask every student to recall again and
again and learn the names of the
planets properly.
Activity 4 4
 Divide the class into groups of eight
students each.
 Ask two students to stretch a string
across the class room in front of the
board.
 Select one group of eight students and
ask them to clip the cards to the string
showing relative distances of the
planets from the Sun. (each student of
one group will pick the card and clip it)
 Now call the other groups one by one

and ask them to do the same.
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Sum up / Conclusion
 Planets are not stars.
 Like Earth, all the eight planets revolve around

the Sun to form the Solar system.
 All planets orbit the Sun in the definite orbits

(paths) at different distances from the Sun.
Assessment
Assess the understanding of the students by

What does a planet's orbit look like?
(Expected response: Oval)
In your opinion, which one could be the
warmest planet in our solar system?
(Expected response: Mercury)
As regards the sizes of planets, how large is
our Earth? (Expected response: Fourth largest
planet)
Tell the names of the stars.
Follow up
 Ask each student to prepare a big chart having

almost all the information about the solar
system with respect to sizes and relative
distances.
199
UNIT LESSON 3
TOPIC
10
Solar System
Natural Satellites in Solar System
80 Minutes /
2 Periods
 Compare the sizes of Earth, Sun and Moon.

 Investigate the moons of different planets
of the solar system.
 Identify different phases of moon.
Earth:
 Earth is our planet. It is the part of solar
system and is natural satellite of the Sun.
 Earth has one moon which is the only
heavenly body close to Earth.
 Earth completes one revolution around the
Sun in one year.
 Its spin rotation (about its own axis) is
completed in 24 hours which results in the
appearance of day and night.
 Diameter of the Earth is the about 12800 km.
Sun:
 Sun is the only star of our solar system. It lies
at the center of the solar system.
 Sun has eight natural satellites called planets.
 Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus and Neptune are planets of the Sun.
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 The Sun is 108 times bigger than the Earth.
Moon:
 Planets are the objects which revolve around
the sun. The objects which revolve around a
planet are called its moons. The Earth has one
moon only.
 The Moon is the nearest neighbour of Earth.
 Its diameter is 3500 km and is about four
times smaller than the Earth
 It completes its one revolution round the
Earth in 29½ days. The pattern of the Moon’s 29½
changes are called the phases of the Moon.
 Mercury and Venus have no moon whereas
other planets have their moons.
A big chart of solar system, chart of pictures of

Earth and Moon, textbook
Introduction
 Ask the students: What are the shapes of the

Earth, the Sun and the Moon? (Expected
response: Like spherical balls)
 Display the labeled chart of the solar system
and ask the students to observe it carefully.
 Then ask the students: Which object is the
biggest in our solar system? (Expected
response: The sun). Inform them that in the
night sky, Moon looks bigger than the stars.
Ask: Is it really so? (Expected response: No)
 Conclude that the Moon is much smaller than
the stars. It looks bigger because it is nearer to
the Earth.
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A picture of the Sun, the Earth A model of the Sun, the earth
and the Moon and the Moon
 Tell them that the Sun rises in the east and

sets in the west. Ask: Does the Sun revolve
around the Earth? (Expected response: No,
actually Earth revolves around the Sun).
 Inform them that Moon is also seen moving in
the night sky. Ask: Does it revolve around the
Earth? (Expected response: Yes)
 Explain that the Sun is bigger than the Earth
and the Earth is bigger than Moon. The Moon
revolves around the Earth and the Earth along
with its moon revolves around the Sun.
Development
Activity 1 1
 Display the chart of images of the Earth,

the Sun and the Moon in relative sizes.
 Divide the class into three groups i.e. A,
B and C.
 Provide each group a sheet of
cardboard and a pair of scissors.
 Direct the group A to cut a round piece
out of the sheet to represent the Earth.
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 Now ask group B and C to cut the round
pieces of card in relative sizes to
represent the Sun and the Moon.
 Now provide a roll of scotch tape and

ask the students to paste their cuttings
on the board.
 Ask them what have they observed
from this activity. (Expected response:
The Sun is much larger than the Earth
and the Earth is much larger than the
Moon).
Activity 2 2
 Make the following table on the board
or write all the information on the chart
paper and display it in the classroom.
Moons of Various planets

Planets No. of Moons Largest Moon
Mercury None -
Venus None -
Earth 1 Luna
Mars 2 Phobos
Jupiter 63 Ganymede
Saturn 62 Titan
Uranus 27 Titania
Neptune 13 Triton
 Ask various questions from the

students:
- Which planet has the largest
number of moons? (Expected
response: The planet Jupiter has the
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largest number of moons.)
- Which planet has only one moon?
(Expected response: The planet
Earth has only one moon.)
- What is the name of the moon of the
Earth? (If you get no answer then
inform them that it is called Luna.)
- Name the planets which have no
m o o n ? ( E x p e c te d re s p o n s e :
Mercury and Venus)
 Inform them that the outer planets are
bigger and have larger gravity. The Sun's
gravity has less influence in their
vicinity. It is the reason that outer
planets have larger number of moons.
Activity 3 3
 Give an introduction of the phases of
moon by questioning to the students.
 Make the following chart of the phases
of moon on board and explain the
shapes of moon that appear during the
revolution of moon around the Earth.
Sunlight shines one side
of the Moon
Dark side is towards Earth
A bright crescent visible 1 A bright crescent visible

on the left of the Moon on the right of the Moon
The rest of Moon is dark The rest of Moon is dark
8 2
Half Moon Phases of Half Moon

Sunlight shines the side of 7 3 Sunlight shines half of the
the Moon facing Sun
Moon Moon facing us
6 4
The right edge appears Most of the right side is
dark 5 bright
Full Moon
Sunlight shines the side of
the moon facing the Earth
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Phase 7
Phase 6 Phase 8
Phase 5 Phase 1
Earth
Sun
Phase 4 Phase 2
Phase 3
Sum up / Conclusion
 The Earth, the Sun and the Moon are not of

the same size.
 The Sun is bigger than all of its planets. It is
108 times bigger than the Earth.
 The Earth is 4 times bigger than the Moon.
 The Earth has 1 moon and the Jupiter has 63
moons. There are total 168 moons in our solar
system.
Assessment
 Ask the students: How far do you think your

home is from your school? (Probably,
students would try to make an estimate in
kilometers because they have covered this
concept in maths.)
 Ask various questions:
- How far do you think the Sun/moon is
from the Earth?
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- Which is near; the Sun or the stars?
- Which do you think is bigger; the Sun or
the stars?
 Write the various student responses on the
board.
 Now inform students that our Sun is also a
star. Stars are heavenly bodies that give out
their own light. They are made of burning
gases and give off heat and light.
 Then ask: If the Sun is a star then why do all
stars look so small and the Sun so big? Is it the
biggest star?
 Elicit from the students that the stars appear
small because they are far away from the
Earth and the Sun looks so big because it is the
nearest star to the Earth.
 Ask the students: What is the cause of the
different phases of moon?
Follow up
 Ask the students:

- How many times the Sun is bigger than
the Earth?
- How many times the Earth is bigger than
the Moon?
 Ask the students to make a chart showing the
different phases of the moon.
 Ask them to make a table for the number of

moons of each planet of solar system.
 Help the students to develop charts showing

the relationship among the sun, the Earth and
the moon.
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Teachers’ Guide
O
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Self Reflection
Introduction
The self reflection of teaching methods is a process in
which teachers observe their behavior, decisions and
performance. It brings positive change not only in
teaching techniques but also in the approach and
attitude of teachers.
 This is a self evaluation about attitude and
performance of the teacher.
 This is a method of conversation with one's own
self in which teacher asks him/her self about what
s/he achieved and what s/he couldn't. Teacher
can also figure out the best and worst moments in
the class.
 This method guides the teacher how s/he can
improve her / his performance.
 Self reflection leads towards instant steps for
input.
Components of the self reflection
1. Basic things of lesson plans
2. Teacher’s diary
3. Video of one's own teaching
Basic statements about lesson plan
1. Today the satisfactory thing is ……………………………
2. The thing to worry about is ……………………………….
3. It was the moment to think that ………………………..
4. I would bring this change next time ……………………
Teacher’s diary
1. In this, teacher expresses the wishes about
students, tomorrow's plan and future intentions.
2. Teachers can freely express in the diary: what type
of hindrance or hurdles faced regarding the
implementation of the lesson plans in terms of
resources or any other things.
3. Teacher also writes the evaluation of his/her own
professional behavior.
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Teachers’ Guide
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Further Readings / Learning and References
• Textbook of General Science prescribed by the Punjab Textbook board, Lahore

• National Curriculum 2006, for General Science for Grade IV – VIII
• Textbook of General Science by AFAQ; Iqbal Series for Primary Level
• Textbook of General Science by AFAQ Sun Series for Primary Level
• Applin K (1997); Key Science Biology; Cheltenham, Stanley Thrones Limited
• Mader. S. (1994); Principles of Physics
• John, M (2000); Coordinated Science – Physics
• Jones, M. Jones, G., & Marchington, P. (2000); Coordinated Science Physics, UK:
Cambridge University Press
• A vision J.H (1989); The world of Physics; Thoms Nelson and Sons Ltd, UK
• Breithaupt, J. (2000); New Understanding Physics; Nelson Thrones Ltd, UK
• Milner, B (1997); Physics, UK
• Gibbons, Gail, MA: Little Brown (1992); Recycle a Handbook for Kids; Boston
• BFM-II by Directorate of Staff Development, Punjab Lahore
• The Heinemann Science Scheme Series (2001); Heinemann Educational Publishers,
UK
• Science Directions Series (2008); Peak Publishing
• Teaching Plans for General Science (Grade IV & V); Ministry of Education & NISTE in
collaboration with JICA under the project for SCIB Science Education
Internet Resources
www.uan.utah.com
www.sciencemaster.com
www.scian.com
www.crocodile.clips.com
www.sitesforteachers.com
www.buzzle.com/articles/5-kingdoms.of.living.things.html.
www.glenbrook.k12.il.us/gbssci/phys/mmedia/optics/ifpm.html
www-cg-hci.informatik.uni-oldenburg.de/~da/sirohi/guidance.html
http://school.discoveryeduction.com/lessonplans/programs/animaladaptations/
http://sciencepppst.come/sorting.html
http://library.thinkguest.org/2647/geometry/intro/intor.html
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Teachers’ Guide
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List of Contributors
REVISED EDITION: 2012
Developers and Reviewers
1. Prof. (R) Dr. Abid Zia: Higher Education 5. Rashida Riaz: NEEC, Lahore
Department, GoP, Lahore 6. Abbas Ali Tahir: The Educators, Lahore
2. Muhammad Jameel Chaudhary: University of 7. Dr. Farkhanda Manzoor: Lahore College for
Education, Lahore Women University, Lahore
3. Qaiser Saleem: Punjab Textbook Board, Lahore 8. Prof. (R) Muhammad Nisar: Higher Education
4. Robeela Shabeer: Punjab Textbook Board, Lahore Department, GoP, Lahore
Quality Reviewers and Editors
1. Prof. (R) M. A. Shahid (Aizaz-e-Fazeelat): GIZ, Lahore 4. Iram Habib Malik: Beacon House School
2. Prof. (R) Naseem Ginai: Higher Education System, Lahore
Department, GoP, Lahore 5. Nadeem Asghar: SS MD Wing; DSD, Lahore
3. Dr. Zulfiqar Ali Saqib: Course Coordinator-I: DSD Lahore
FIRST EDITION: 2011

Developers and Reviewers
1. Malik Moazzam: International School of 8. Prof. (R) Dr Abid Zia: Higher Education
Choueifat, Lahore Department, GoP, Lahore
2. Muhammad Jameel Chaudhary: University of 9. Prof. (R) Muhammad Nisar: Higher Education
Education, Lahore Department, GoP, Lahore
3. Robeela Shabeer: Punjab Textbook Board, Lahore 10. Nadeem Asghar: Higher Education
4. Ismail Zareef: Crescent Model School, Lahore Department, GoP, Lahore
5. Ayesha Younas: GGHSS Mustafabad, Lahore 11. Iram Habib Malik: Beacon House School
6. Asma Manzoor: Freelance, Lahore System, Lahore
7. Prof. (R) M. A. Shahid (Aizaz-e-Fazeelat): GIZ, Lahore 12. Sadia Farooq: ILM College, Lahore
COORDINATION TEAM : First (2011) and Revised (2012) Editions

1. Yasmeen Wyne: SSS MD Wing; DSD, Lahore 5. Abdul Rasheed: SSS MD Wing; DSD,Lahore
2. Nadeem Asghar: SS MD Wing; DSD, Lahore 6. Sidra Nizam: Coordinator; GIZ, Lahore
3. Hadia Aslam: SS MD Wing; DSD, Lahore 7. Qamar Fatima: Coordinator; GIZ, Lahore
4. Humaira Siddiqui: CC-IV; DSD, Lahore
SUPERVISION AND QUALITY MANAGEMENT : First (2011) and Revised (2012) Editions
1. Nadeem Irshad Kayani: Programme Director; 4. Dr. Zulfiqar Ali Saqib: Course Coordinator-I
DSD, Lahore /Head of MD Wing; DSD, Lahore
2. Nasir Iqbal Awan: Add. Programme Dir., DSD, Lahore 5. Azhar Munir: DD (Quality Assurance); DSD
3. M. Nasrullah Virk: Ex-Add. Programme Dir., DSD, Lahore 6. Nighat Lone: Senior Program Officer; GIZ
COMPOSERS AND DESIGNERS: First (2011) and Revised (2012) Editions

1. Niaz Muhammad: Graphic Design Officer; GIZ, 6. M.Tahir Nadeem: Designer, Lahore
Islamabad 7. Omer Farooq: Designer, Lahore
2. Muhammad Naeem: Designer, Lahore 8. Nadeem Sarwar: Composer, Lahore
3. Nauman Saeed: Designer, Lahore 9. Asim Jacob: Composer, Lahore
4. Farmanullah: Designer, Peshawar 10. Aneeq-ur-Rehman: Composer, Lahore
5. Riaz Rajis: Designer, Peshawar
209
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Teachers’ Guide
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Household Water Use
Sources, Transport and Removal of Pollution
210

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Directorate of Staff Development, Wahdat Colony, Lahore.

UNIT 1: CLASSIFICATION OF LIVING THINGS

UNIT 3: SEEDS; STRUCTURE AND GERMINATION

UNIT 4: ENVIRONMENTAL POLLUTION

UNIT 5: MATTER AND CHANGES IN ITS STATES

UNIT 6: FORCES AND MACHINES

UNIT 7: PROPERTIES AND BEHAVIOUR OF LIGHT

UNIT 8: ELECTRICITY AND MAGNETISM

TOPIC 3: Magnetic Field of a Bar Magnet 156-161

4 Self Reflection 207

5 Further Readings / Learning and References 208

6 List of Contributors 209

L earning is a process and it takes time for

The Traditional Classroom

Most of the teaching in our classrooms is done in

In a traditional classroom, the learning

teachers do not vary teaching style to suit the

Going Beyond the Lecture

By using a variety of interactive activities in

Research shows that:

 Students learn and retain more when asked

 Students learn more by actively participating

 Learning is enhanced when a student applies

 Learning styles of different children vary and

 Knowing about learning styles can help

Effective teaching involves:

 The use of teaching tools, techniques, and

 An understanding of how students learn, how

 Creating effective learning environments

 The use of different instructional strategies

for the development of skills, values and

Teaching Strategies in the New Curriculum

 Making Lessons interactive

Ask questions, encourage students to

Discussion is an excellent way to engage

Developing an environment of fun and

Students learn by acting and observing. Some

Students work together in small groups.

It enables the students to frame questions,

Many teachers in Pakistan rely on textbooks for

Development of Lesson plans

The lesson plans can be developed concentrating

1. Where are your students going? (Aims,

2. How the students are going to get these aims?

3. How will you know when the students have

Important Components of a Lesson Plan in

1. Students' Learning Outcomes (SLOs)

The topics of different subjects have been given in

2. Time : Number of Periods

Each lesson plan mentions the time / number of

periods required to teach the lesson effectively. A

3. Information for Teachers

This section includes the important information,

It is an important part of lesson plan that the

Introductory activities are designed to introduce

This section is the most important part of a lesson

These activities have this sequence: data

7. Concluding Activities / Sum up

Such activities are used to enable students to

This section includes such questions or activities

This section includes enrichment activities,