‫محافظة القاهرة‬

‫مديرية التربية والتعليم بالقاهرة‬

‫ التعليمية‬.............. ‫إدارة‬

‫ الرسمية للغات‬............ ‫مدرسة‬

Distribution of the biology first term curriculum

The unit The subject The time Periods Number of Number of
periods weeks

Chemical bonds Week (1-2) 4 8 2

From 21/9/2019
Chemical reaction

To 3/10/2019
Unit 1

Chemical compounds Week (3-4) 4 8 2

From 5/10/2019
To 17/10/2019

Chemical equation and Week (5.6) 4 8 2

From 19/10/2019
Chemical reaction
To 31/10/2019

Energy . its forms its sours Week (7.8) From 2/11/2019 4 8 2

Force and motion

To 14/10/2019
Unit 2

Energy changes Week (9) From 16/11/2019 2 4 1

To 21/11/2019

Heat energy Week (10-11) From 23/11/2019 2 4 1

To 5/12/2019
Diversity of living organisms and Week (12-13.5) 3 6 1.5
their classification principles From 7/12/2019
To 16/12/2019
Diversity and
Unit 3

Adaptation and Week (13.5-14) 3 6 1.5

adaptation

From 17/12/2019
diversity of organisms To 26/12/2019

Final revisions and practical exams Week (15-16) From 28/12/2019

To 9/1/2020

Final exams From 11/1/2020

To 23/1/2020

mid-year vacation From 25/1/2020

To 6/2/2020

‫ِذيش اٌّذسسخ‬ ٍَٛ‫ِششف اٌع‬

/‫أ‬ /‫أ‬
 ‫مديرية الرتيبةة االعلية يبللالرر‬

‫إدار ‪ ................‬العليةمةة‬

‫مدرسة ‪ ..............‬الرمسةة ليغلت‬

‫رؤية المدرسة‬

‫هذرصح ‪ ................‬الزصويح للغاخ أى تٌتج جيال هثذعا هثتكزا له‬ ‫تلتزم هذرصح‬
‫اًتواء وطٌي يتوتع تصحح جيذج يضتخذم التكٌىلىجيا الحذيثح لتٌويح ههاراته واكتضاب‬
‫قذراخ لوىاجهح تحذياخ العىلوح توضاعذج هعلن يحافظ علً التٌويح الوهٌيح الوضتذاهح فً‬
‫ظل شزاكح هجتوعيح خالقح هحققا أعلً هقاييش الجىدج هع تىفيز هٌاخ اهي ورعايح صحيح‬

‫رسالة المدرسة‬

‫‪- 1‬تىفيز قيادج تزتىيح هتطىرج حكيوح‬

‫‪- 2‬تىفيز هعلويي هذرتيي أكفاء‬
‫‪- 3‬االصتخذام األهثل للتكٌىلىجيا الحذيثح‬
‫‪- 4‬تفعيل دور األًشطح الصفيح والالصفيح‬
‫‪- 5‬تفعيل دور الوشاركح الوجتوعيح‬
‫‪- 6‬اصتخذام طزق تذريش حذيثح فً التعلين‬
‫‪- 7‬تىفيز هٌاخ تزتىي يشجع التعلين‬
‫‪- 8‬هزاعاج الفزوق الفزديح وتٌويح وتشجيع الوىهىتيي‬
‫‪- 9‬غزس القين والوثادئ الضاهيح فً التالهيذ‬
‫‪- 11‬تذرية التالهيذ علً إصتخذام التكٌىلىجيا الحذيثح‬
 ‫وزارة التربية والتعليم‬

‫مديرية التربية والتعليم بالقاهرة‬

‫إدارة ‪ ................‬التعليمية‬

‫مدرسة ‪ ..................‬الرسمية للغات‬

‫أخالقًات جيب أن يتحلى بها املعلم‪-:‬‬

‫اٌتعٍيُ ِ‪ٕٙ‬خ سبِيخ راد د‪ٚ‬س سئيس‪ ٝ‬ف‪ ّٛٔ ٝ‬اٌّجتّع ‪ٚ‬تمذِٗ ‪ٚ ،‬اٌّعٍُ سوٓ أسبس‪ ٝ‬ف‪ِٕ ٝ‬ظ‪ِٛ‬خ‬
‫اٌتعٍيُ ‪ٚ ،‬صبحت سسبٌخ ِمذسخ ف‪ ٝ‬تشثيخ األجيبي‪٘ ِٓ ٛ٘ٚ .‬زا إٌّظ‪ٛ‬س ِسئ‪ٛ‬ي عٓ االٌتضاَ‬
‫األخالل‪ ٝ‬ف‪ ٝ‬أدائٗ ٌعٍّٗ ‪ٚ‬ف‪ ٝ‬عاللبتٗ ِع اآلخشيٓ‪.‬‬
‫‪ٕ٘ٚ‬ب األخالليبد اٌت‪ ٝ‬يجت أْ يتحٍ‪ ٝ‬ث‪ٙ‬ب اٌّعٍُ‪.‬‬
‫أوالً ‪ :‬أخالقًات املعلم جتاه مهنته ‪:‬‬
‫‪ -1‬يزوش اٌّعٍُ ِؤ٘التٗ ‪ٚ‬خجشاتٗ ثصذق ٌّٓ ي‪ ّٗٙ‬األِش ‪.‬‬
‫‪ -2‬يعتض ثّ‪ٕٙ‬تٗ ‪ٚ‬يحبفظ عٍ‪ ٝ‬وشاِتٗ ‪ٚ‬وشاِخ ِ‪ٕٙ‬تٗ ‪.‬‬
‫‪ -3‬يمذَ إٌّ‪ٛ‬رج اٌطيت ‪ٚ‬اٌمذ‪ٚ‬ح اٌحسٕخ ‪.‬‬
‫‪ -4‬يٍتضَ األِبٔخ ف‪ ٝ‬أدائٗ ٌعٍّٗ ‪.‬‬
‫‪ -5‬يّتٕع عٓ لج‪ٛ‬ي اٌ‪ٙ‬ذايب ِٓ اٌطالة ‪ٚ‬أ‪ٌٚ‬يبء أِ‪ٛ‬سُ٘ ‪.‬‬
‫‪ -6‬يّتٕع عٓ تحميك ِضايب غيش ِستحمخ ثسجت ِشوضٖ اٌّ‪ ٕٝٙ‬أ‪ ٚ‬اٌ‪ٛ‬ظيف‪. ٝ‬‬
‫‪ -7‬يسع‪ ٝ‬إٌ‪ ٝ‬تّٕيخ ٔفسٗ ‪ٚ‬تذعيُ ِ‪ٕٙ‬تٗ ‪.‬‬

‫ثانً ُا ‪ :‬أخالقًات املعلم جتاه الطالب ‪:‬‬

‫‪ -8‬يجزي وً ج‪ٙ‬ذٖ ٔح‪ ٛ‬تحميك ّٔ‪ ٛ‬اٌطبٌت ثألص‪ِ ٝ‬ب تسّح ثٗ لذساتٗ ‪.‬‬
‫‪ -9‬ي‪ٙ‬يئ ثيئخ اٌتعٍُ اٌت‪ ٝ‬تسبعذ اٌطبٌت عٍ‪ ٝ‬اوتسبة اٌميُ اٌسبِيخ ‪.‬‬
‫‪ -01‬يذعُ اٌميُ اٌسبِيخ اٌت‪ ٝ‬تٕشش٘ب ‪ٚ‬تغشس‪ٙ‬ب األسشح ‪ٚ‬اٌّؤسسبد‬

‫اٌذيٕيخ ‪ٚ‬االجتّبعيخ ف‪ ٝ‬اٌطبٌت ‪.‬‬

‫‪ -00‬يحتشَ اٌطبٌت ‪ٚ‬يتعبًِ ِعٗ ثعذاٌخ ‪ِٛٚ‬ض‪ٛ‬عيخ ‪ٚ‬إٔسبٔيخ ‪ٚ‬يحبفظ عٍ‪ ٝ‬خص‪ٛ‬صيبتٗ ‪.‬‬
‫‪ -02‬يشجع اٌطبٌت عٍ‪ ٝ‬اٌتعٍُ اٌّستّش ِذ‪ ٜ‬اٌحيبح ‪.‬‬
‫‪ -03‬يعٍُ اٌطبٌت اٌّحبفظخ عٍ‪ ٝ‬اٌٍّىيخ اٌعبِخ ‪ٚ‬احتشاَ اٌٍّىيخ اٌخبصخ ‪.‬‬
‫‪ -04‬يٕجز اٌعٕف ‪ٚ‬اٌم‪ٙ‬ش ‪ٚ‬االثتضاص ف‪ ٝ‬تعبٍِٗ ِع اٌطبٌت ‪.‬‬
‫ثالجًا ‪ :‬أخالقًات املعلم جتاه اإلدارة والزمالء ‪:‬‬
‫‪ -05‬يحتشَ صِالءٖ ‪ٚ‬يحبفظ عٍ‪ ٝ‬اٌعاللبد اٌطيجخ ِع‪. ُٙ‬‬
‫‪ -06‬يذعُ صِالءٖ ِ‪ٕٙ‬يبً ‪ٚ‬عٍّيبً ‪.‬‬
‫‪ -07‬يحتشَ اختصبصٗ ‪ٚ‬اختصبصبد اآلخشيٓ ‪.‬‬
‫‪ -08‬يؤد‪ٚ ٜ‬اججبتٗ ثئخالص ٌذعُ ٔ‪ٛٙ‬ض اٌّؤسسخ اٌتعٍيّيخ ثشسبٌت‪ٙ‬ب ‪.‬‬
‫‪ -09‬يٍتضَ ثبٌعذي ‪ٚ‬اٌّ‪ٛ‬ض‪ٛ‬عيخ ف‪ ٝ‬اٌتعبًِ ِع اإلداسح ‪ٚ‬اٌضِالء ‪.‬‬
‫‪ -21‬يحتشَ خص‪ٛ‬صيبد اٌضِالء ‪ٚ‬يحبفظ عٍ‪ ٝ‬أسشاس اٌّؤسسخ اٌتعٍيّيخ ‪.‬‬
‫‪ -20‬يذافع عٓ اٌحم‪ٛ‬ق اٌّشش‪ٚ‬عخ ٌٍّعٍُ ‪.‬‬

‫رابعاً ‪ :‬أخالقًات املعلم جتاه أولًاء األمىر ‪:‬‬

‫‪ -22‬يتعب‪ِ ْٚ‬ع ‪ ٌٝٚ‬األِش ٌتحميك أفضً تعٍُ ٌٍطبٌت ‪.‬‬
‫‪ -23‬يٍتضَ األِبٔخ ‪ٚ‬اٌصذق ‪ٚ‬اٌشفبفيخ ‪ٚ‬االحتشاَ ف‪ ٝ‬تعبٍِٗ ِع ‪ ٌٝٚ‬األِش ‪.‬‬
‫‪ – 24‬يمذس خص‪ٛ‬صيبد ‪ ٌٝٚ‬األِش ‪ٚ‬يحبفظ عٍ‪ ٝ‬أسشاسٖ ‪.‬‬
‫‪ – 25‬يششن ‪ ٌٝٚ‬األِش ف‪ ٝ‬اتخبر اٌمشاساد اٌسٍيّخ اٌّتصٍخ ثبٌطبٌت ‪.‬‬
‫‪ – 26‬ي‪ٛ‬فش ٌ‪ٌٛ‬ي األِش اٌّعٍ‪ِٛ‬بد اٌضش‪ٚ‬سيخ عٓ اٌطبٌت ‪ٚ‬عٓ تمذِٗ اٌذساس‪. ٝ‬‬

‫خامساً ‪ :‬أخالقًات املعلم جتاه اجملتمع ‪:‬‬

‫‪ -27‬يسع‪ ِٓ ٝ‬خالي عٍّٗ إٌ‪ ٝ‬اٌّسبّ٘خ ف‪ ٝ‬تّٕيخ اٌّجتّع ‪ٚ‬تمذِٗ ‪.‬‬
‫‪ -28‬يشثط ِب يعٍّٗ ثثمبفخ اٌّجتّع ‪ٚ‬تطٍعبتٗ ‪.‬‬
‫‪ -29‬يتفبعً ِع اٌّتغيشاد اٌّجتّعيخ ثّب يفيذ اٌتعٍيُ ‪ٚ‬يفيذ اٌّجتّع ‪.‬‬
‫‪ -31‬يعط‪ ٝ‬ا٘تّبِبً وبفي ًب ٌخذِخ اٌجيئخ ‪ٚ‬ي‪ٛ‬جٗ طالثٗ ٌزٌه ‪.‬‬

‫ِذيش اٌّذسسخ‬ ‫ِششف اٌعٍ‪َٛ‬‬

‫أ‪/‬‬ ‫أ‪/‬‬
Date Subject Class Time Date Subject Class Time
period period
Science Science

The lesson title: Unit one

Chemical reaction measurement
Lesson one Chemical combination
Aims: By the end of this lesson the student should be able to:
1-Identify the chemical bonds.
2- Compare between metals and nonmetals.
3-Identify the properties of noble elements.
Source of learning: Cords Student book  Board 
Others things: model of bonds , a pieces of Mg , Na, Al , S, C
Strategy of Active Learning: Brain storm  Discussion 
Solving problem Co- operation learning Brain maps 
Warming up:
Compare between metals and nonmetals?
Presentation
- Number of known elements till now is 118.
- Classifying the elements according to their properties and
electronic structure into: 1-Metals 2-Non metals 3-Noble gases.
1-Metals
The properties of metals:
1-They have luster (shining). 2-They are malleable and ductile.
3-They are good conductors of heat and electricity.
4-They contain 1, 2 or 3 electrons in their outer electron shells.
5-They are solids state except mercury is liquid.
6-Atoms of metals give their outer electrons so it changed to positive ion.
7- The number of positive charges equal to number of lost electrons.
Examples:
23 24
Sodium 11 Na , Magnesium 12 Mg , Aluminum 1327Al
k L M k L
23 + +
11 Na + 11 losing one electron Na 11
Sodium ± 12 ±12 Positive ion
Neutral Atom 2 8 1 2 8
(11) Electrons (10) Electrons
A positive ion:
It is an atom lost an electron or more during the chemical reaction.
 2- Non-Metals
The properties of non-metals.
1-They have not luster 2-They are not malleable or ductile.
3-They are bad conductors of heat .
4-They contain 5, 6 or 7 electrons in their outer electron shells.
5-They are bad conductors of electricity except carbon (graphite)
which is good conductor to electricity.
6-They are solid or liquid (bromine only) and others are gases.
7-Atoms of non-metals gain electrons from other atoms to fill their
outer electron shells, so they changed to negative ions.
8-The number of negative charges equal to number of electrons gained.
Examples: Chlorine 1735Cl , Oxygen 816O , Nitrogen 714N
k L M k L M
35 - +
17 Cl + 17 gain an electron Cl 17
Chlorine ± 18 ± 18
2 8 7 2 8 8
(17) Electrons Neutral Atom Negative ion (18) Electrons
Negative ion:
It is an atom gained an electron or more during the chemical reaction.

3- Noble (inert) elements

They are elements in which the outer electrons shells are completely filled
with electrons.
The properties of noble elements:
1-They don’t form positive or negative ions in the ordinary conditions.
2-Each molecule consists of one single atom (monoatomic).
3 -They don’t participate (share) in any chemical interaction.
Examples: Helium 24H , Neon 1020Ne , Argon 1836Ar
K L
20
10 Ne .
Neon 2 8
G. R. Noble elements don’t need a chemical combination with any atoms.
 Due to the completeness of their outer electron shells.

Evaluation:
-Write the electronic configuration to: 1327Al , 714N , 1836Ar , 11H , 1632 S ,
40
20 Ca
then indicate: 1-Type of each atom (metal – nonmetal – noble)
2-The type of each ion (positive – negative – has no ion)
Date Subject Class Time Date Subject Class Time
period period
Science Science

The lesson title:

Chemical combination (2)
Aims: By the end of this lesson the student should be able to:
1-Identify the chemical bonds.
2- Compare between ionic bond and covalent bond.
3-Explain the types of covalent bonds.
Source of learning: Cords Student book  Board 
Others things: model of bonds , a pieces of Mg , Na, Al , S, C
Strategy of Active Learning: Brain storm  Discussion 
Solving problem Co- operation learning Brain maps 
Warming up:
Compare between positive ion and negative ion?
Presentation
Ionic bond
Ionic bond is a bond resulting from the electric attraction between a positive
ion and a negative ion.
How does the ionic bond occur?
1-It takes place between metal molecule and non-metal molecule.
2-A strong electrical attraction is taking place among positive ion
and negative ion forming an ionic compound molecules .

Ex. (1)
k L M k L
12Mg + 12 +
12 Mg+2
Magnesium ±12 ±12
2 8 2 2 8
k L k L
+ +
8O 8 8
Oxygen ±8 ±8 O-2
2 6 2 8

Mg+2 + O-2 Mg+2 O-2

Magnesium oxide molecule Mg O
 Covalent bond
It is a bond resulting between two non-metallic atoms through the share
of each atom with the same number of electrons.
Types of covalent bonds
1-Single covalent bond:
It is the bond where each atom shares the other atom with one electron (-).
Ex. (1) Hydrogen molecule (H2).
°
+ + + +
+ °
° °
1 1
1 H 1 H (H – H) or H2
Ex. (2) Water molecule (H2O):
2-Double covalent bond:
It is the bond where each atom shares the other atom with two electrons (=).
Ex. Oxygen molecule (O2).
16 16
8 O 8 O O2
° ° ° °
° 8 ° ° ° ° ° °
°° ° + °° °° ° ° ° ° O=O
° ° ° ° °
° °

3-Triple covalent bond:

It is the bond where each atom shares the other atom with three electrons (≡)
Ex. Nitrogen molecule (N2).
14 14
7 N 7 N N2
° ° ° °
°° ° °° ° ° ° ° N≡N
° ° ° °° ° °° °°° Nitrogen molecule
° °
Note:
Covalent bonds produce element or compound molecules.
Evaluation:
1-Two elements (8A) & (12B):
1- Which one is a metal and which one is a nonmetal?
2- What is the kind of bond between the two atoms of (A) show by drawing?
3- Show by drawing the bond formed between (A) and (B) elements.
G.R.
1 - The bond in a water molecule is a single covalent bond.
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title:
Lesson two Chemical compounds
Aims: By the end of this lesson the student should be able to:
1-Identify the valency.
2- Explain the atomic group.
3- Write the chemical formula.
Source of learning: Cords Student book  Board 
Others things: table salt, a pieces of carbon , water
Strategy of Active Learning: Brain storm  Discussion 
Solving problem Co- operation learning Brain maps 
Warming up:
* Why dose sodium (11Na) is monovalent, while oxygen ( 8O) is divalent?
Presentation
-The atoms gain or lose or share electrons to complete their outer electron
shells to reach the number 8 of electrons.
The valency:
-It is the number of electrons lost, gained or shared by atom during chemical
reaction.
Exercise:
-Write the electronic configuration of the following elements , then conclude its valence:
3Li 19K 15P 11Na 18Ar 12Mg 17Cl 8O 2He

The valency of some elements:

The element Symbol Valency The element Symbol Valency
Potassium K 1 Monovalent Chlorine Cl 1 Monovalent
Sodium Na 1 Monovalent Hydrogen H 1 Monovalent
Copper Cu 1 or 2 Bromine Br 1 Monovalent
Calcium Ca 2 Divalent * Nitrogen N 3 or 5
Magnesium Mg 2 Divalent Oxygen O 2 Divalent
Iron Fe 2 or 3 Carbon C 4 Tetravalent
Aluminum Al 3 Trivalent * Sulphur S 2 or 4 or 6
The Atomic Group(Radical):
*It is a set of atoms joined together behave like one atom only in chemical
reaction, having a special valence and can’t be existed solely.
Some examples of atomic groups and their valencies:
Atomic group Symbol Valency Atomic group Symbol Valency
Hydroxide OH- 1 Sulphate SO4-2 2
Nitrate NO3- 1 Carbonate CO3-2 2
Bicarbonate HCO3- 1
Ammonium NH4+ 1
2-
Nitrite NO 1 Phosphate PO4-3 3

Chemical formula:
It is a formula represents the number and types of atoms in a molecule.

Examples:
1- Chemical formula for water is H2O
which composed of 3 atoms of two elements,
(one atom of oxygen and two atoms of hydrogen).
2- Chemical formula for sodium chloride (table salt) is NaCl
which composed of 2 atoms of two elements sodium and chlorine.
The chemical formulae of some compounds:
Compound Chemical No. of atoms No. of forming
formula in molecules elements
Sodium nitrate Na NO3 5 3
Sodium Hydroxide NaOH 3 3
Magnesium Hydroxide Mg(OH)2 5 3
Aluminum Sulphate Al2(SO4) 3 17 3

Examples: Write the chemical formulae for the following?

1-Magnesium Carbonate 2-Potassium Phosphate 3-Aluminum
Sulphate
Mg CO3 K PO4 Al SO4
1 1

2 2 3 1 2 3
MgCO3 K3PO4 Al2(SO4)3
Evaluation:
-Write the chemical formulae for each of the following:
1- Iron III Oxide 2- Ammonium Nitrite
3- Silver Nitrate 4- Lead bicarbonate
5- Iron II Phosphate 6- Hydrogen Chloride
7- Calcium hydroxide 8- Sulphuric acid
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title:
Types of compounds
Aims: By the end of this lesson the student should be able to:
1-Identify the types of compounds.
2- Explain the properties of acids and bases.
3- Compare between the oxides and salts.
Source of learning: Cords Student book  Board 
Others things: sulphuric acid, sodium hydroxide, calcium oxide , table salt
Strategy of Active Learning: Brain storm  Discussion 
Solving problem Co- operation learning Brain maps 
Warming up:
* What is the number of compounds in nature?
Presentation
Compounds can be classified according to their properties into
1- Acids 2- Bases 3- Oxides 4- Salts
1-Acids
Acids are materials that dissolved in water producing positive ions of
hydrogen
Some properties of acids: -
1-They have the sour taste.
2-They change the colour of litmus paper to red due to the presence of the
hydrogen ion (H+).
Types of acids are:
a- Mineral acids begin with hydrogen joined with negative atomic groups
-
(except hydroxide OH ) such as Sulphuric acid H2SO4 , Nitric acid HNO3 .
b- Nonmetal acids in which hydrogen joined with nonmetals like chlorine
or bromine, such as Hydrochloric acid HCl , Hydrobromic acid HBr.
2- Bases
They are substances that dissolved in water producing negative ions of
hydroxide (OH-).
Some properties of bases: -
1-Aqueous solutions of bases taste bitter and feel slippery (soft).
2- Bases change the colour of litmus to blue due to the presence of the
hydroxide ion (OH-).
Examples:
Sodium hydroxide NaOH , Calcium hydroxide Ca(OH)2
Potassium hydroxide KOH.

3- Oxides
They are produced as a result of the combination between oxygen and an
element even though it is metal or non-metal.
Examples of metal oxides:
Sodium Oxide Na2O , Aluminum Oxide Al2O3 , Calcium Oxide CaO
Examples of nonmetal oxides:
Carbon dioxide CO2 , Sulphur trioxide SO3 , Carbon monoxide CO

4- Salts
They are produced as a result of the combination of a positive metal ion
(or positive atomic group) with a negative atomic group or a negative
nonmetal ion (except oxygen).
Some properties of salts: -
1-They are existed in the Earth crust or dissolved in water.
2-They are variant in taste, colour , smell, solubility and so …
Examples of salts:
Sodium chloride NaCl , Sodium nitrate Na NO3 ,
Ammonium chloride NH4 Cl
Note
-Salts dissolved in water (soluble) Sodium chloride NaCl
-Salts undissolved in water (insoluble) Silver chloride AgCl

Evaluation:
1-Give reason:
1- All acids turn the colour of litmus paper to be red.
2- Identify which type of compounds are the following.
1- KOH 2– NaCl 3- MgO 4- H2SO4
3- Compare between acids and bases with given examples.
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title:
Lesson 3 Chemical equation and chemical reaction
Aims: By the end of this lesson the student should be able to:
1-Identify the chemical reaction.
2- Give examples of types of the chemical reaction.
3- Explain why the chemical equation should be balanced.
Source of learning: Cords Student book  Board 
Others things: a pieces of Mg , C , Ammonia , Hydrochloric acid
Strategy of Active Learning: Brain storm  Discussion 
Solving problem Co- operation learning Brain maps 
Warming up:
* What is meant by chemical reaction?
Presentation
* Chemical reactions are used as electrical and heat energy resources.
* Most of the modern industries such as fertilizers, batteries, fuel, plastic,…
are depend on the chemical reactions.
Chemical reaction:
It is breaking the existing bonds in the reactants molecules and forming new
bonds in the products.
Activity 1:
-Burn a ribbon of magnesium in air.
Obs.
The magnesium ribbon turned from bright solid shape into white powder of
new substance, magnesium + oxygen magnesium oxide
Con:
- Each oxygen atom joints with magnesium atom to form a molecule of
magnesium oxide 2 Mg + O2 2 MgO
Chemical Equation:
It is set of symbols and chemical formulae representing the reactants and the
products molecules in the chemical reaction.
Note:
1-Chemical equation explains the conditions of reaction.
2- Chemical equation should be balanced that means:
(Number of reactant atoms = Number of product atoms from the reaction
Activity 2
(If mass of Mg = 24 , O = 16 calculate the masses of reactant and product)
 2Mg + O2 2 MgO
(2 ×24) + (16 ×2) 2 ×(16+24)
80 80
Obs.
-Each 48 g from magnesium joins with 32 g of oxygen to form 80 g from
magnesium oxide.
Con.
*The total amount of reactants masses is equal to the total amount of products
masses
Law of constant ratios:
The chemical compound is produced from a combination between atoms
of two elements or more by constant weight proportions.
Type of chemical reactions
Direct Combination Reactions
A) Combination of an element with another element:
Ex.(1) Carbon + Oxygen heat Carbon dioxide
C + O2 CO2
Ex.(2) Magnesium + Oxygen Magnesium oxide
2 Mg + O2 2 MgO
B) Combination of an element with a compound:
Ex. Oxygen reacts with carbon monoxide producing carbon dioxide.
2CO + O2 2 CO2
Carbon monoxide Oxygen Carbon dioxide
C) Combination of a compound with another compound:
Activity
- Expose a glass rod wetted with ammonia solution to hydrochloric
acid(conc.)
Obs. A white clouds of ammonium chloride (NH4Cl) is formed.
Con. Ammonia react with hydrochloric acid and produced ammonium
chloride.
Ammonia + Hydrochloric acid conc. Ammonium chloride
NH3 + HCl conc. NH4Cl (white fumes)
(Compound) (Compound) (Compound)

Evaluation:
1-What the meant by ?
1- Chemical reaction
2-Write the chemical equation representing the following reaction
1- Carbon burning in the presence of oxygen.
2- Hydrochloric acid is combined with ammonia gas.
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title:
Lesson 3 Chemical reaction in our life
Aims: By the end of this lesson the student should be able to:
1-Identify the useful and negative effects of chemical reactions.
2- Give examples of sources of chemical pollution.
3- Compare between the useful and negative effects of chemical reactions.
Source of learning: Cords Student book  Board 
Others things: a pieces of coal , paper-cigarettes, fuel , pollution picture
Strategy of Active Learning: Brain storm  Discussion 
Solving problem Co- operation learning Brain maps 
Warming up:
-Chemical reactions are used in many industries such as…….,…….
Presentation
A- Useful application of chemical reactions:
-Chemical reactions are used in many industries such as medicine,
fertilizers, fuel, plastics and so on…

B-Negative effects of chemical reactions on human beings and

environment
Chemical reactions have negative effects on human due to the emissions that
pollute the environment.

Sources of environmental pollution

1-Burning fuels:
It produces carbon monoxide CO and CO2 gas which increases the
temperature.

*Carbon dioxide (CO2)

It acts as a greenhouse effect as it permits the penetration of thermal rays from
the sun to the earth and never let them return back.

*Carbon monoxide (CO):

It has a dangerous effect on the human, where it causes headache, fainting and
severe stomach aches and may lead to death.
2-Sulphur oxides: as
(Sulphur dioxides SO2 & Sulphur trioxide SO3)
They are acidic gases have bad effect on respiratory systems and
building corrosion.
3-Nitrogen oxides as
(Nitric oxide NO & Nitrogen dioxide NO2)
-They are poisonous, acidic gases resulted during the lightning.
-They affect the nervous system and the eye.
4-Burning of coal and cellulose fibers such as (paper-cigarettes):
It causes air pollution and lung cancer.

Evaluation:
1-Give reasons
1- Chemical reactions have useful and harmful effects.

2-What are the bad effect of the following?

1-Burning fuels
2-Nitrogen oxides
3-Carbon monoxide (CO)
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title: Unit two
Lesson 1 force and motion
Universal forces in natural
Aims: By the end of this lesson the student should be able to:
1-Identify the types of force around us.
2- Give examples of application on electromagnetic forces.
3- Compare between the weak nuclear forces strong nuclear forces.
Source of learning: Cords Student book  Board 
Others things: Iron filings , iron bar , battery, dynamo
Strategy of Active Learning: Brain storm  Discussion 
Solving problem Co- operation learning  Brain maps 
Warming up:
-What is meant by an object weight?
Presentation
Force:
It is an effect attempts to change the object phase from static to motion or vice
versa, or attempts to change the motion direction.
Types of force around us: -
1- Attraction forces. 2- Electromagnetic forces. 3- Nuclear forces.
1- Attraction forces.
Earth attracts objects:
What happens when you lift different masses on a table?
Obs.
The exerted work to lift an object increases when the object masses becomes
larger.
Con.
Earth attracts object to its center by a force is called (object weight)
this force increases by increasing object’s mass.

An object weight:
It is the earth’s ability to attract that object.
* Object’s weight (W) = Object’s mass (m) × Earth’s gravity acceleration(g)
W = m ×g
Ex: Calculate the weight of a body its mass is 100 kg if g = 9.8 m/s2
The solve W = m ×g = 100 × 9.8 = 980 Newton.
Object’s center of gravity:
It is the point at the center of the object at which the force of gravity
affects the object.

Note:
1-When we approach to the Earth’s center, the value of the Earth’s gravity
acceleration increases.
2-An object weight changes from a place to another on the earth’s surface
whereas its mass remains fixed.

Evaluation:

1-If the earth’s gravity acceleration in a place is 9.8 m/s2 , find the weight of
the following. 1- A 0.3 Kg mass ball 2- A50 Kg mass boy

2-Give reasons:
1-Gravity acceleration is changed from a place to another.
2- Object’s weight changes from a place to another on the Earth’s surface.

3-What happens when?

1-The object’s mass increases (relative to the Object’s weight)
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title:
Lesson 1
Universal forces in natural (2)
Aims: By the end of this lesson the student should be able to:
1-Identify the types of force around us.
2- Give examples of application on electromagnetic forces.
3- Compare between the weak nuclear forces strong nuclear forces.
4- Carry out some activates.
Source of learning: Cords Student book  Board 
Others things: Iron filings , iron bar , battery, dynamo
Strategy of Active Learning: Brain storm  Discussion 
Solving problem Co- operation learning Brain maps 
Warming up:
- What is the idea of the electromagnet?
Presentation
2- Electromagnetic forces.
2- Electromagnetic forces: +
Activity to explain the magnetic forces of electric current.
1- Coil an isolated copper wire on a soft iron bar and
soft
connect the two wire ends with a battery . Battery
iron
2- Approach the iron bar to the iron filings.
Obs.
-Iron filings are attracted to the iron bar. iron filings
Con.
-Electric current has a magnetic effect.
Application on electromagnetic forces

1 - Electromagnet:
Its structure:
It is made of an isolated copper wire coiling around bar of soft iron.

The idea of how it works:

* When an electric current passes through the wire, it works as a magnet.
* It changes the electric energy into magnetic energy.
Its uses:
-It is used in the electric winches to lift cars in ports.
-It is used in making the electric bells.

2- Electric generator (The dynamo):

It is used in converting the mechanical energy into electric energy.
3- Electric motor:
It is used in converting the electric energy into mechanical energy.
Examples:
-The motor of the fan, blinder and washing machine.

3- Nuclear forces.

Types of the nuclear forces:

1-Weak nuclear forces:
They are used to obtain radiations and radioactive elements which used in
Medicine, Scientific researches and the Industry.
2-Strong nuclear forces:
They are used in producing the electric energy and the military purposes.

Evaluation:

Complete the following:

1- Electric motor works on changing ...................energy
into....................energy.
2-Weak nuclear forces are used in....................., scientific ....................and
the industry.
3- Electric generator works on changing .................... energy
into......................energy.
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title:
Lesson 1 Accompanied forces with motion
Aims: By the end of this lesson the student should be able to:
1-Identify the force inside living systems.
2- Explain why buses passengers are rushed forward when the buses stop.
3- Compare between the benefits of friction and harms of friction.
4-Carry out some activates.
Source of learning: Cords Student book  Board 
Others things: plastic cubes, paper, coin , lubricating and oiling
Strategy of Active Learning: Brain storm Discussion 
Solving problem  Co- operation learning Brain maps 
Warming up:
- Why does use the safety belts in the cars?
Presentation
1- Inertia
It is a property of an object to resist the change of its phase from rest to
motion unless an external force acted on it.
- Forces of inertia affect on objects in motion and at rest.
Examples:
1- Buses passengers are rushed forward when the buses stop.
2- Buses passengers are rushed back when the buses starts move.
3-The player is rushed forward and falls if he is tripped during running.
 Due to force of inertia.
Activities:
1-Steps -put a plastic cube on your hand and walk fast then stop at once.
Obs. The plastic cube falls
Con. The force of inertia resists the change of its motion.

2-Steps - put a coin on a paper and put them on a glass cup
then hit the paper by your finger.
Obs. The coin will fall in the cup
Con. The force of inertia resists the change of its rest.
Technological application on inertia:
Safety belts.
Using the safety belts in cars that work on stopping the forces of inertia and
protect the passengers from injure.
2-Friction forces:-
They are resistant forces originate between the object in motion and the
medium touching it.
Examples:
Friction brakes of the bike.
Benefits of friction:
1-It prevents feet from slipping during motion.
2-It helps to stop and start cars’ motion.
Harms of friction:
1-It causes a great loss of mechanical energy.
2- Generating heat from a friction causes expansion of machines parts and
get hot so it affects their performance.
3-It causes erode and damage of machines parts.
Ways to decrease friction force.
- Lubricating and oiling mechanical machines.
3-Forces inside living systems
They are forces inside living systems help a living organism to do their
biological operations.
Examples:
1- Heart muscle contraction and relaxation.
2- Pulse inside blood vessels.
3-Liquids transport through pores and the walls of cells .
4-The contraction and relaxation of muscles.
Evaluation:
1-Give reasons:
1- Car tyres are covered with a very coarse substance.
2- The car passengers are rushed forward when the car stops suddenly.
3- Policemen advise drivers using safety belts in cars and planes.
2-What is meant by:
a- Inertia. b- Friction.
3-Name three benefits and three harms of friction forces.
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title:
Lesson 1 Wave motion
Aims: By the end of this lesson the student should be able to:
1-Identify the type of motion.
2- Give some technological applications for electromagnetic waves.
3- Compare between the magnetic waves and electromagnetic waves.
Source of learning: Cords Student book  Board 
Others things: pendulum, fan arm
Strategy of Active Learning: Brain storm Discussion 
Solving problem  Co- operation learning Brain maps 
Warming up:
-From vibrating motion………..and……………….
Presentation
1-Relative motion
It is a change in an object position or direction with the time in proportion
to another object or a fixed-point.
Motion:
It is the change in position in space as time passes.
- When two cars move in the same direction with the same speed, drivers
imagine that the two cars stop moving and no motion will be observed.
Types of motion
A-Transitional motion. B- Periodic motion.
Transitional motion:
It is a motion, which the object position is changed from time to time and
from an initial position to final one.
Examples:
The train and bike motion.
Periodic motion.
It is a motion, which is regularly repeated, in equal periods of time.
Examples:
1- Vibrating motion: such as pendulum.
2- Circular motion: such as move of fan arm.
3- Wave motion: such as water waves.
Waves are divided into two types
1-Mechanical waves
2-Electromagnetic waves
1-Mechanical waves are characterized by:
1-They are produced due to the vibration of the medium particles.
2-They need a medium to transfer through, and don’t travel
through space or vacuum.
3-Their speed is relatively low.
Examples of mechanical waves:
* Sound waves *Water waves
Some technological applications for mechanical waves:
1- Examining and curing the human body by using sound waves.
(Ultrasonic waves or sonar)
2- Musical instruments:
a- Stringed instruments such as violin, lute and guitar.
b- Pneumatic instruments such as flute or reed pipe.
3-Amplifiers and controlling of the sound.
Evaluation:
1-Compare between:
1-Periodic motion, Transitional motion.
2-Electromagnetic waves , Mechanical waves
2-Mention one applications for
a- Ultrasonic waves or sonar.
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title:
Lesson 1 Wave motion (2)
Aims: By the end of this lesson the student should be able to:
1-Identify the type of motion.
2- Give some technological applications for electromagnetic waves.
3- Compare between the magnetic waves and electromagnetic waves.
Source of learning: Cords Student book  Board 
Others things: pendulum, fan arm, remote control
Strategy of Active Learning: Brain storm Discussion 
Solving problem  Co- operation learning Brain maps 
Warming up:
- From examples of electromagnetic waves……, …..
Presentation
2-Electromagnetic waves characterized by:
1- They are accompanied with electromagnetic forces.
2- They spread out in all media and space.
3- Their speed very great, (300 million m/s).

Examples of electromagnetic waves:-

 Light waves. * Radio and T.V. waves * X-rays. * Gamma rays.
 Wireless waves: (used in communications).
 Ultra violet and infrared rays.
Some technological applications for electromagnetic waves:

1- Applications on infra red rays:

a- Night vision apparatus is used by military forces.
b- Remote sensing instrument to photo Earth by satellites.
c- Cooking food because it has a heat effect.
d- Making remote set to control and operate the electric sets.
2- Applications on ultraviolet rays:
-Sterilizing the sets of surgical operations rooms.
3- X- rays applications:
a- Photographing bones for detecting the fractures.
b-Examining mineral in industry for detecting the errors, pores & cracks
 4- Gamma rays applications:
-Used in medical purposes as treatment and discovering some swellings.
5- Visible light (seen):
-Used in Photographic cameras, T.V. and data show.

Lightning and thunder

*Lightning flash transfers in a form of electromagnetic waves.
*Thunder sound transfers in a form of mechanical waves.
-We see lightning before hearing the thunder although they occur at the same time.
Thunder sound transfers in a form of mechanical waves that have low speed
but Lightning transfers in a form of electromagnetic waves that have high
speed.

Evaluation:

1-Give reasons:
1-We receive the sunlight at the same time we don’t hear the sound of solar
explosions.
2- Astronauts can’t hear each other voices directly in space.

2- Mention the name of rays or waves which are used in each of the following:
1- Medical examining.
2- Communications.
3- Photographing.
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title: Unit three
Earth and universe
Lesson 1 The celestial bodies
Aims: By the end of this lesson the student should be able to:
1-Identify the celestial bodies as stars, planets, moons.
2- Calculate the distance in light year between two stars.
3- Compare between the inner planets the outer planets.
Source of learning: Cords Student book  Board 
Others things: model of solar system
Strategy of Active Learning: Brain storm  Discussion 
Solving problem  Co- operation learning Brain maps 
Warming up:
- What is meant by the solar system ?
Presentation
*Celestial bodies as stars, planets, moons and rocky rotate in the space
in a permanent motion.
*Stars are big-sized bodies emit large amount of heat and light.
1- Stars seem small although they are big sized.
2- Astronomers don’t measure the distance between stars in kilometers.
* Astronomers use “the light year” to measure the distance between stars.
The light year:
-It is the distance covered by light in a year, and it equals 9.467 × 1012 km.
* Celestial bodies (stars) are found in groups known as “galaxies”
Galaxies:
-They are biggest units forming the universe.
- The solar system belongs to galaxy is known as “The way of chopped hay”
or “The Milky way”
-The Milky Way galaxy takes an oval shape with coiled spiral arms extend
from it, the sun lies on one of these spiral arms.
Solar system
-The solar system consists of one star “The sun” and 8 planets.
-The sun is the biggest body in the solar system and the other bodies of the
solar system revolve around it.
-The sun lies in the center of the solar system.
Planets
- They are eight spherical opaque bodies revolve around the sun in
one direction in a semi-circular or elliptical (oval) paths.
- Their rotations are anti-clockwise.
Note
☻Planets are arranged from the nearest to the farthest to the sun as the following:
(Mercury – Venus - Earth – Mars – Jupiter – Saturn - Uranus - Neptune)
* The closest (nearest) planet to the sun is mercury.
* The farthest planet from the sun is Neptune.
* The biggest planet is Jupiter.
* Earth is the highest density in the solar system.

Dividing the solar system planets according to their distance from the sun
into two groups: -
(The inner planets ) (The outer planets )
The nearest planets to the sun The farthest planets from the sun
1-Mercury-Venus-Earth- Mars. 1-Jupiter- Saturn – Uranus-Neptune.
2-They are small solid bodies. 2-They are giant planets.
3-They have high densities 3-They have low densities about
about (3.3 to 5.5 gm/cm3 ) (0.7 to 1.3 gm/cm3 ).
4-They have a solid surface 4-They have Hydrogen gas
5-They have a few no of moons 5-They have by a large no of moons
The difference of gravity force on the planets surfaces: -
-Isaac Newton had discovered the Earth gravity when he noticed an apple
falling towards the ground.
- Isaac Newton had discovered a force of gravity between any two objects.
-The force of gravity depends on: a- The mass of the two objects
b- The distance between them.
-All planets in the solar system revolve around the sun by action of the suns
gravity on them.
Note
The acceleration is the largest on Jupiter planet due to gravity, while it is the least
on Mars planet. and the Earth occupies six position.
Moons
-Are small planets that are affected by gravity of planets and rotate around
them.
The moon is the satellite of the Earth.
Asteroids
- Are thousands of different sized rocky masses.
- Most of them rotate between the two orbits of Mars and Jupiter in
a region known as “wanderer ‫ هائم‬asteroid belt”.
- Asteroids belt separates between the inner planets and the outer planets.

Meteors
-They are small rocky masses are burnt due to the heat which
produced from their friction with atmospheric air.
-They are in the form of luminous arrows that can be seen with naked eye.

Meteorites
- They are huge solid rocky masses that fall and didn’t burn completely.
- Some parts of meteorites reach to the Earth’s surface.
- The biggest meteorites its mass of 80 tons exists at the southern west of Africa.
Comets
-They are masses composed of rocks, ice and solidified gases.
-They are rotate around the sun in more elongated elliptical
orbits intersecting with the orbits of the planets.
-The comet consists of two parts are head and tail.
a)-The head contains:
(ice, rocks, dust water and solidified gases as CO2, N2 & methane CH4).
b)-The tail consists of cloud gaseous.
-The most famous comet is “Halley” which seen in 1986 , and it
completes its rotation around the sun every 76 years.
Telescope
- It is an important instrument uses in identifying the celestial bodies.
-The important kinds of the telescopes are the reflecting telescope and the
refracting telescope.
Evaluation:
1-Give reasons
1-The density of outer planets is low.
3-Astronomers don’t measure the distance between stars or planets by km.
2-Compare between each of the following
1-Meteors and comets
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title:
The Earth
Aims:
By the end of this lesson the student should be able to:
1- Identify the shape, volume, mass, atmosphere and inner structure of Earth.
2- Explain the characteristics of earth for continuity of life.
3- Compare between the earth atmosphere and the earth hydrosphere.
Source of learning: Cords Student book  Board 
Others things: model of solar system, model of earth.
Strategy of Active Learning: Brain storm  Discussion 
Solving problem  Co- operation learning Brain maps 
Warming up:
- What is the importance of carbon dioxide gas (CO2)?
Presentation
Earth location in the solar system.
Earth is one of eight planets that we live on it.
-The earth completes its revolution around the sun in 365.25 days.
-The Earth is the third planet away from the sun.
-The Earth is located between Venus and Mars.
-The distance between the earth and sun is about 150 million km.
Earth shape
- Earth is a spherical object with a slight flattening at the 2 poles and
indented at the equator where the tropical radius increases 22 km
approximately than the polar radius.
Earth volume
- The Earth occupies the medium position in the solar system.
- The Earth is the fourth order according to the volume in the solar system.
where it is bigger than the small planets Mercury, Venus and Mars.
- Its average radius is about 6368 kilometers.
Earth mass
-Earth is the biggest mass in the inner planets of the solar system,( 5.9 x 1024
kg)
Characteristics of earth for continuity of life.
First: The Earth’s atmosphere Components of Percentage
* The earth is surrounded by an Atmosphere
atmosphere; it appears like a white Oxygen 21 %
colour around the Earth. Nitrogen 78 %
Carbon dioxide 0.03 %
* The Earth’s atmosphere consists of Water vapour variable percent
a group of gases are shown in this table: Other gases Very little (about 0.97 %)

Importance of the Earth's atmosphere

1- It consists of very important gases are:
a- The importance of oxygen
-Necessary for the respiration of living organisms.
-Help in burning fuels.
b-The importance of nitrogen:
-Decrease the effect of oxygen in burning process.
-Plants use nitrogen gas to form the proteins.
c- The importance of carbon dioxide gas:
-Green plants use this gas in photosynthesis process
2- Atmosphere helps in
- burning more of meteors completely.
- reduces the speed of meteoroids and burn a part of them.
- keeping the temperature suitable to Earth.
- contains the “ozone” which protects the living organisms from ultraviolet
ryes.
-The weather and climate phenomena take place in the atmosphere such as:
Second Earth's hydrosphere
-The blue colour on earth’s surface represents the water bodies
that include oceans, seas , lakes , and rivers.
-Water represents about 71% of the Earth’s surface area.
The water is divided into:
1- Salt water: (97%) exists in oceans and seas.
2- Fresh water :(3%) exists in rivers, lakes and the snow.
3- Ground water: which exists in the pores, cracks of rocks .
Importance of water for living organisms
1- Plants use it in photosynthesis process to form food.
2- Man uses water in food digestion and absorption, in blood formation,
and in keeping the body temperature constant.
3- Hydrosphere helps in keeping the temperature on land suitable.
4- Hydrosphere is the environment for more than 50% of aquatic organisms.
3- A suitable temperature
The temperature of Earth is suitable for the life of L.O. (G.R.)
 Due to presence the Earth in third order.
4- The gravity
The gravity makes the life continues through: -
1-Constancy and steadfastness of objects, living organisms and hydrosphere
on its surface.
2- Keeping the earth surrounded with the atmosphere.
5- The suitable atmospheric pressure
The Earth is characterized by a suitable atmospheric pressure for the life
(about 76 Cm Hg.).
The inner structure of Earth

The Earth's layers are formed as the following:

*The inner part of the earth was a molten form due to the high temp.
*The heaviest metals (iron & nickel) descended to the Earth's center.
*The lightest components ascended up upwards.
Earth consists of layers from the surface into the center, as: -
1-The crust: is a light outer layer with a thickness is (from 8-60 km).
2-The mantle: is a rocky layer with a thickness of about 2885 km.
3-The core is divided into: -
a- Outer core is a layer of molten metals with a thickness of about 2100 km.
b- Inner core is a solid layer rich with iron and nickel its diameter is about 1350
km.

Evaluation:
1-Give reasons:
1- Steadfastness of the hydrosphere on Earth’s surface.
2- Nitrogen gas has an importance for atmosphere.
3- Some rocky masses that fall from the space and don’t reach the Earth’s surface.
2-Explain briefly the importance of:
1- Oxygen gas
2- Carbon dioxide gas.
3- Ozone layer.
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title:
Rocks and minerals

Aims: By the end of this lesson the student should be able to:
1- Identify the types of rocks.
2- Explain the characteristics of the igneous rock.
3- Compare between the granite and basalt.
Source of learning: Cords Student book  Board 
Others things: granite , basalt.
Strategy of Active Learning: Brain storm Discussion 
Solving problem  Co- operation learning  Brain maps 
Warming up:
- What is the meant by rocks?
Presentation
The Earth’s crust consists of two layers are:
1- The superficial layer (the soil). 2- The lower layer (solid
basis).
1-Soil:
It is a thin loosened (non-compacted) layer covers the Earth’s crust
The soil consists of:
*Water, air, decayed organic materials, plant roots and mineral substances.

2- The solid basis

It consists of different types of rocks:
Rocks :
It is each natural solid material in Earth’s crust and formed of one or more of
minerals.
Types of rocks:
Rocks are classified according to the way of formation into three groups:
1-Igneous rocks
2-Sedimentary rocks
3- Metamorphic rocks
1-Igneous rocks
They are formed from the molten material (Magma) that exists underneath the
earth’s crust.
Magma:
It is a very hot thick liquid of molten material under the earth’s crust.
Lava:
It is the magma that extruded (reaches) to the earth’s surface in the form of
volcanic flows.
Igneous rock can be divided according to the place of their formation into:
A- Plutonic rocks B- Surface or volcanic rocks
Plutonic rocks Surface or volcanic rocks
-They are in the form of huge -They are formed when the magma
masses that formed inside the reaches the earth’s surface through
earth’s crust volcanoes.
-It has large sized crystals. -It has small sized crystals.
Bec. the magma gets cool slowly. Bec. the lava cools quickly on the surface.
Ex . Granite Ex . Basalt
Examples of igneous rocks (granite – basalt)
Granite rock Basalt rock
-It is a plutonic rock -It is a volcanic rock.
-Its colour is pink or gray. -Its colour is dark.
-Its minerals are seen by naked eye. - Its minerals can't be seen by naked eye.
-This rock is heavy, rough, solid, -It is formed of the lava flow as
cohesive and hard broken. they cool on Earth’s surface.
-It exists in the eastern desert and - It exists in Abu-Zaabal and close
Sinai. to Abu-Rawash , El- Fayoum.
-It consists of three minerals are : -It consists of three minerals:
1-Quartz 2-Feldspar 3-Mica 1-Olivine 2- Pyroxene 3-Feldspar

Evaluation:
1- Compare between:
1- Granite and Basalt.
2-Complete:
1- Rocks are classified according to the way of formation into three groups
which are .....................rocks ........................rocks and
...........................rocks.
Date Subject Class Time Date Subject Class Time
period period
Science Science
The lesson title:
Rocks and minerals (2)

Aims: By the end of this lesson the student should be able to:
1- Identify how the sedimentary rocks are formed.
2- Distinguish by experiment between sand stone and lime stone.
3- Compare between the sandstone and limestone.
Source of learning: Cords Student book  Board 
Others things: sandstone , limestone, marble. dil HCl
Strategy of Active Learning: Brain storm Discussion 
Solving problem  Co- operation learning  Brain maps 
Warming up:
- What is the meant erosion of rocks?
Presentation
2-Sedimentary rocks
They form a thin layer that cover a bout 75% of the surface of the earth solid
mass but it represents about 5% only of the total volume of the Earth’s crust
rocks.
How are the sedimentary rocks formed ?
1-Erosion:
It is fragmentation and disintegration of the igneous, sedimentary or
metamorphic rocks.
2- Transportation:
The detritus (fragmented particles of rocks) by water currents or by air
3- Sedimentation:
It is deposition of rock particles and adhere together forming the sedimentary
rocks.
Lithification
The deposits (sediments) of the bottom are exposed to high pressure so the
ratio of water between them decreases and more layers of grains are deposited,
by the time these layers become solid.

Sedimentary rocks:
-They are rocks formed from the fragments and decomposed products of other
rocks.
Examples of sedimentary rocks:
1-Sandstone 2-Limestone.

1-Sandstone:
- Its colour is yellow. - Its texture is coarse - Its shape is thin layers.
- It consists of sand grains
- It consists main mineral is quartz.

2-Limestone:
- Its colour is white. - Its texture is smooth.
- It consists of mineral calcite due to the precipitation of calcium carbonate
in lime solutions.
- It reacts with hydrochloric acid forming effervescence due to the evolving
CO2 gas.

3- Metamorphic rocks
They are rocks are originated as a result of exposing the igneous rocks or
sedimentary rocks to pressure and high temperature.
Conversion:
It takes place in the rocks that the magma interferes within them and this
conversion depends on:
1-The mass of the magma. 2-The temperature. 3-The type of rock.

Examples of metamorphic rocks:

Marble
Marble:
-It is produced from the conversion of limestone.
- Its texture is coarse (rough touch).
- It has a white colour if it is pure and other colour if it is impure.
- It has more solidity than the limestone.
Evaluation:
1-How can you distinguish by experiment between sand stone and lime stone?
2-Mention the main minerals that share in the structure of the following rocks:
1-Granite 2-Limestone 3-Basalt 4-
Sandstone