9th Bio Science EM With Coverpage

BIOLOGICAL SCIENCE WORKSHEETS
CLASS - IX
LEVEL-1
1) Readiness Programme
AND
LEVEL-2
2) Academic Year 2020-21
CHAPTER – I : CELL - STRUCTURE AND
FUNCTIONS
CHAPTER – II : PLANT TISSUES
STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,
TELANGANA, HYDERABAD.

Acknowledgement

The State Council of Educational Research and Training,
Telangana extends its gratitude to Smt. P. Sabitha Indrareddy, Hon’ble
Minister of Education, Smt. Chitra Ramachandran, Spl. Chief Secretary
to Education, Ms. A. Sridevasena, Director of School Education for
their inspiration and guidance in the development of Worksheets for
all subjects for Classes II to X to reach out to the children during the
lockdown.
Further, SCERT, Telangana expresses heartfelt thanks to Subject
Experts, Editorial Team and DTP operators for their commendable
work in designing the worksheets using online platforms and social
media groups for discussions while developing the material.
August, 2020 B. Seshu Kumari
Hyderabad. Director, SCERT

DEVELOPMENT TEAM
Chairperson
Smt. B. Seshu Kumari, Director, SCERT, Telangana, Hyderabad.
Subject In-charge
Sri ED Madhusudhan Reddy, SA, ZPHS, Baharpet, Kosgi, Naraynapet.
Members
Sri P. Prabhakar Reddy, ZPHS MJ Pally, Khammam.

Sri G. Shyamsunder, ZPHS Chetlapotharam, Sanga Reddy.
Smt. M. Pavithra, ZPHS Gaddipally, Suryapet.
Smt. Govardhanamani, GGHS Nallagutta, Secunderabad, Hyderabad.
Editors
Sri Raghav Rao, Retd. PGT, TREIS
Smt. Srivni, PGT, TSMS Palamakula.
Sri Jagadeeshwar Reddy, SGT, MPPS Veerashettipally, Nawabpet (M), Mahabubnagar
(Language Editor)
Coordinators
Prof. Tahseen Sultana, Head, Dr. P. Revathi Reddy, Deputy Director,
C&T Dept., SCERT, Telangana, TET & HOD, Planning Department,
Hyderabad. SCERT, Telangana, Hyderabad.
Assistant Coordinator
Smt. I. Karuna Sree, SCERT, Telangana, Hyderabad.
Technical Support
Sri D. Nagaraju, SA (Bio-Science), Sri Wasim Akram,
GHS, Gajwel, Siddipet. SCERT, Telangana, Hyderabad.
Smt P. Prathima,
SCERT, Telangana, Hyderabad.
9th Class Biological Science (EM)
Level - 1
(Class VIII Basics)
INDEX
Sl.No. Name of the chapter Name of the topic / concept Page number

I WHAT IS SCIENCE? WHAT IS SCIENCE? 1‐3
2 CELL THE BASIC UNIT OF STRUCTURE OF CELLS 4‐7
LIFE
3 THE WORLD OF MICRO MICROORGANISMS AND THEIR 8‐10
ORGANISMS USE
4 THE WORLD OF MICRO HARMFUL MICROORGANISMS 11‐13
ORGANISMS
5 REPRODUCTION ASEXUAL REPRODUCTION 14‐15
6 REPRODUCTION SEXUAL REPRODUCTION 16‐18
7 THE AGE OF ADOLESCENCE REACHING THE AGE OF 19‐22
ADOLESCENCE
8 BIODIVERSITY AND ITS BIODIVERSITY AND ITS 23‐26
CONSERVATION CONSERVATION
9 DIFFERENT ECOSYSTEMS DIFFERENT ECOSYSTEMS 27‐30
10 PRODUCTION OF FOOD PRODUCTION OF FOOD FROM 31‐34
FROM PLANTS PLANTS
11 PRODUCTION OF FOOD ANIMAL HUSBANDRY AND 35‐37
FROM ANIMALS POULTRY
12 PRODUCTION OF FOOD AQUACULTURE AND APICULTURE 38‐40
FROM ANIMALS
13 NOT FOR BREATHING – AIR AND WATER POLLUTION 41‐43
NOT FOR DRINKING
14 WHY DO WE FALL ILL? WHY DO WE FALL ILL? 44‐46

Academic Year 2020-21 (Level – 2)
INDEX

1. PLANT AND ANIMAL CELL 1‐2
2. PLASMA MEMBRANE, CELL 3‐4
WALL
3. NUCLEUS 5‐6
4. PROKARYOTIC CELL, 7‐8
CYTOPLASM
CELL ‐ STRUCTURE AND 5. ENDOPLASMIC RETICULUM 9‐10
I
FUNCTIONS
6. GOLGI COMPLEX, LYSOSOMES 11‐12
7. MITOCHONDRIA, RIBOSOMES 13‐14
8. PLASTIDS 15‐16
9. VACUOLES, SHAPE OF CELLS 17‐18
10. CELL THEORY 19‐20
11. PARTS OF THE PLANTS AND 21‐22
THEIR FUNCTIONS
12. CELLS IN ONION PEEL, LEAF 23‐24
PEEL
II PLANT TISSUES
13. CELLS IN ROOT TIPS 25‐26
14. TYPES OF PLANT TISSUES 27‐28
15. MERISTEMATIC TISSUES 29‐30

LEVEL-1
Readiness Programme
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
READINESS PROGRAMME LEVEL - I
Class : IX Medium : English Subject : Biological Science
Name of the chapter : WHAT IS SCIENCE? Worksheet No : 1
Name of the topic / concept : WHAT IS SCIENCE?
CONCEPTS:
1. Scientific Method
2. Science - Process skills
LEARNING OUT COMES:
The Learner...................
1. Draws flow chart of scientific method.
2. Conducts experiments to observe the germination of seeds in different types of

soils.
3. Explains the importance of process skills in scientific method.
BRIEF SUMMARY:
Science is a process of thinking. Science is an organized study of knowledge which

is based on experimentation. Science is tool for searching truths of nature. Science
is the way of exploring the world.
The discoveries produced by the science make constant changes in the life of human
beings as well as in the society.
The way followed by the scientists to observe nature and to discover the secrets of
nature is called scientific method and they use process skills. Students use different
process skills in different situations in learning science.
ACTIVITY 1:
How do seeds germinate? Take handfull of moong / pea seeds and place them in
different pots/disposable glasses with different soils. Pour water equally. Observe
1
the changes daily and record the data in your own prepared table. Mention the steps
of Scientific method in this process and fill the flow chart.
Observe and ask Plan for experiment

questions
Draw conclusions
(Inference)
ACTIVITY 2:
Can all the pieces of the clothes absorb same amount of water? Take 4 cloth
pieces of different material like cotton, silk, polyester, nylon. Take 4 beakers with
equal amount to water. Dip the cloth piece in one beaker and observe the quantity of
water absorbed and how much time it takes to dry completely. Do the same activity
for all the cloth pieces and record your observations in your own prepared table.
Mention the skill involved in this process.
ACTIVITY 3:
Take a metal glass put some small rocks of different size and shape in to it. Keep
shaking the glass for some time. Remove the rocks from the ‘glass’ and observe the
changes like size and shape of the rocks. Record your observations in your own
prepared table. Mention the scientific method & steps you followed in this process.
ASSESSMENT:
1. Match the following and choose the correct one. ( )
i. scientific method ( ) a) a tool for searching truths of nature
ii. scientist ( ) b) a process to followed to draw
inference
iii. science ( ) c) a process to discover new things
iv. experiment ( ) d) who think differently and discover
new things
A) i-a, ii-b, iii-c, iv-d. B) i-c, ii-d, iii-a, iv-b.
C) i-b, ii-a, iii-c, iv-d. D) i-b, ii-c, iii-d, iv-a.
2
2. Choose the Incorrect pair. ( )
A) Classification- based on any character
B) Experiment – process followed to draw inference
C) Hypothesis- to guess without logical reasoning.
D) Generalization- drawing conclusions after the result analysis of some

experiments.
3. Scientists are appreciable – Comment.
Ans: …………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………...
……………………………………………………………………………………………
4. Write the steps of scientific method in sequential order?
Ans: …………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………...
……………………………………………………………………………………………
References
టల ఇతరవన - : https://youtu.be/rmW1g7-fz08 - న ంఅం ఏ ?
టల న - : వ ం-8 వ తరగ
https://diksha.gov.in/resources/play/collection/do_31273615665588633613682?contentType=TextBook-
3
READINESS PROGRAMME LEVEL ‐ I
Name of the chapter : CELL THE BASIC UNIT OF LIFE Worksheet No : 2
Name of the topic / concept : STRUCTURE OF CELLS
CONCEPTS:
1. Plant and animal cells
2. Nucleus
3. Diversity in cells.
LEARNING OUTCOMES:
The learner …...
1. Differentiates the characteristics of plant and Animal cells, Unicellular and Multi
cellular organisms.
2. Draws the diagrams of onion peel cells, cheek cells and T.S. of Dicot stem.
3. Identifies the diversity in cells.
4. Appreciates the effort of scientists for finding the cell, cell organells and
microorganisms.
BRIEF SUMMARY:
All living organisms are made of cells. The cell has 3 main parts- The cell membrane,
Cytoplasm and Nucleus. Cells exhibit a variety of shapes and sizes and number. Single
celled organisms are called unicellular organisms and those with more than one cell are
called Multicellular organisms.
ACTIVITY 1:
List out the differences between a plant cell and an animal cell based on the
images given below.
Components of a cell Animal cell Plant cell

Cell wall
Vacuole
4
ACTIVITY 2 :
List out the materials required for observing nucleus in onion peel cells and cheek
cells and write your observations.
Type of experiment Materials used Observations
Nucleus in Onion cells
Nucleus in Cheek cells
ACTIVITY 3:
Write the differences observed by you in the identified cells of T.S. of stem
Components A B C D
Shape
Thickness
Arrangement
ACTIVITY 4:
Observe the pictures given below, names them, divide them as Unicellular and
Multi cellular organisms. Write the information in a tabular form
1. 2. 3. 4.
5. 6. 7.
ACTIVITY 5:
Observe the given human cells, identify their names and what is the important
part of the cell.
A ………………………………
B. ………………………………
C. ………………………………
D. ………………………………
E. ………………………………
F. ………………………………
5
ASSESSMENT:
1. Match the scientists with their work. ( )
Scientists Their work
a. Robert hooke ( ) i. Microbial World
b. Robert Brown ( ) ii. Discovery of cell
c. Athanasius Kircher ( ) iii. Discovery of Nucleus
d. Leeuwenhoek ( ) iv. First observed bacteria
A) a-i, b-ii, c-iii, d-iv B)a -ii, b-iii, c-i, d -iv
C) a -iii, b-ii, c-i, d -iv D) a -iv, b-iii, c-ii, d -i
2. Cytoplasm is a …….. ( )
A) Homogenous material B) Heterogenous material
C) simple material D) Dead Material
3. Assertion: Only plant cells have Cell wall.

Reasoning: Outermost membrane which cover the cell membrane in plant cells is
called a cell wall. Animal cells do not have the cell wall. ( )
A) Assertion and Reasoning both are incorrect
B) Assertion and Reasoning both are correct
C) Assertion is correct but Reasoning is incorrect
D) Assertion incorrect but Reasoning is correct
4. Membrane bound organelles present in cytoplasm are called ( )
A) Nucleoplasm B) Membranous cells C) Protoplasm D) Cell organelles
5. Find the odd one based on the number of cells present in it. ( )
A) Chlamydomonas B) Paramecium C) amoeba D) Spirogyra
6. Identify the part in the Picture ( )
A) Cilia B) Pseudopodia C) Podia D) Contractile vacuole
7. Identify the correct sentence about the cells ( )

a. All living organisms are made up of cells
b. Size of the organism depends on the size of cells present in it.
c. Cells are of different shapes, sizes and numbers.
d. Few cells are visible through naked eye
A) Option a only B) a and b C) a, c, d D) a, b, c, d
6
8. W
What are th
he factors affect the sh
hape of the cell.
…
………………
………………
………………
………………
………………………………………
………...
…
………………
………………
……………… ………………………………………
……………… ………...
9. W
Write the im
mportant paarts of a ceell.
…
………………
………………
……………… ………………………………………
……………… ………...
…
………………
………………
……………… ………………………………………
……………… ………...
10. W
Write any tw
wo uses of pseudopod
p dia in amoeb
ba
…
………………
………………
……………… ………………………………………
……………… ………...
…
………………
………………
……………… ………………………………………
……………… ………...
11. D
Draw the diagrams of Chlamydomonas and
d T.S. of Diccot stem
12. Solve the croossword pu

uzzle based
d on the clu
ues given beelow
Down
1. ncave shapeed cells in blood
Bicon b
2. Gaseoous exchange takes Pllace
throu
ugh them in
n leaves
3. Memb brane foun
nd around the
t
nucleu
us
Across
4. Structures preseent in a celll
5. Stickyy substancee present in
n a cell
6. Primaary unit of life
7. Invisiible living oorganisms
8. livingg organismss which hav
ve more
than one
o cell.
7
Name of the chapter : THE WORLD OF MICRO ORGANISMS Worksheet No : 3
Name of the topic / concept : MICROORGANISMS AND THEIR USE
CONCEPTS:
1. Different groups of micro organisms
2. Useful micro organisms
LEARNING OUT COMES:

The learner……….
1. Classifies the microorganisms into Bacteria, Algae, Fungi, Protozoa and micro
Arthropods
2. Conducts simple activities to observe micro organisms
3. Draws the diagrams of micro organisms
BRIEF SUMMARY:
Microorganisms are very minute living things. We can see microorganisms with the
help of microscope. Microbes are present in water, air, soil and even in ice cold climate
to hot springs. Bacteria, Fungi, Protozoa, Algae and microorthopods are major groups
of microorganisms. Some microorganisms are useful. They used in the preparation of
Idli and Cake, antibiotics and to improve the soil fertility.
ACTIVITY 1:
Identify the following microorganisms and fill the below table
1. 2. 3. 4. 5. 6.
S.No. Group of the microorganism Name of the micro organisms
8
ACTIV
VITY 2:
Take two cuups, one cuup containinng maida dough

d and another
a cupp containing
g maida
doough with yeast.
y Keep above cupss in a warm place; obseerve the douugh after 3-4
4 hours.
Cup contaaining maidda dough Cup co

ontaining maida
m doughh added with
h yeast.
1.. What changes

c do you
y observee in the dou
ugh?
2.. What might

m be thee reason?
ACTIV
VITY 3:
dentify thee leguminous plants from

Id f follow
wing figurees. How doo legumino
ous
plants help the farmerrs
1 2 3 4 5 6
…
…………… ……………
…………………………
…………………………
…………………...
…
…………… ……………
…………………………
…………………………
…………………...
…
…………… ……………
…………………………
…………………………
…………………...
…
…………… ……………
…………………………
…………………………
…………………...
ASSESSMENT
T:
1. M
Match the following
f
i. Algae ( ) A. Amoebba
ii. Protozzoa ( ) B.. Spirogyyra
iii. Fungi ( ) C.. Scabiess
ivv. Bacterria ( ) D. Asperggillus
v. Microo Arthropodds ( ) E.
E Lactobacillus
9
2. Draw a diagram of pond water’s Algae which you have observed under
microscope.
3. Where do microbes live? ( )

i) On plant and animals body ii) Cold climate, hot springs
iii) Desert, marshy lands iv) Air, water
A) i, iii B) i, ii, iii C) ii, iii, iv D) i, ii, iii, iv
4. “Penicillin, Tetracycline, Erythromycin” belongs to ( )

A) Drugs B) Vaccines C) Antibiotics D) Diseases
5. How can you say that symbiosis of leguminous plants with Rhizobium is
appreciable?
…………………………………………………………………………………………...
6. List out any three Nitrogen fixing microorganisms.
…………………………………………………………………………………………...
7. Write the benefits of useful microorganisms.
…………………………………………………………………………………………...
8. Draw the diagram of Rhyzopus.
10
Name of the chapter : THE WORLD OF MICRO ORGANISMS Worksheet No : 4
Name of the topic / concept : HARMFUL MICROORGANISMS
CONCEPTS:
1. Harmful micro organisms

2. Preservation of food
LEARNING OUT COMES:
The learner ……….
1. Appreciates the inventors of microscope and microorganisms and their efforts.

2. Applies and be cautious about harmful microorganisms in daily life
3. Explains the food preservation methods.
BRIEF SUMMARY:
Some micro organisms are useful and some of them are harmful. Vaccines give
protection from some harmful diseases. Some microbes spoil the improperly preserved
food.
ACTIVITY 1:
Collect the information about the vaccines from nearby anganwadi centers and
fill the table
Name of the Vaccine Disease to be prevented
11
ACTIVITY 2:
pit of biological wastes pit of plastic wastes
Cover the pits with loose soil and sprinkle some water on pits. After 3-4 weeks
observe the both pits.
1. What changes occurred in both pits?
2. How microorganisms helps in cleaning the environment?
ACTIVITY 3:
Observe and fill the following table by discussing with farmers.
Name of the plant disease Causative Microorganism Mode of Transmission

Citrus canker Bacteria
Red rot sugarcane Air, seedlings
Tikka disease of groundnut Fungi
Tobacco mosaic Insects
ASSESSMENT:
1. Choose the Incorrect one from the following ( )

A) Citrus canker is a bacterial disease B) Tobacco mosaic disease spreads by air
C) Rice smut is a bacterial disease D) Tikka disease spreads by insects
2. Match the following
i) Alexander Fleming ( ) A. Sterilization

ii) Jonas Salk ( ) B. Small Pox
iii) Edward Jenner ( ) C. Penicillin
iv) Louis Pasteur ( ) D. Polio Vaccine
v) Lazzaro Spallanzani ( ) E. Rabbis Vaccine
12
3. Identify the right sequence of Pasteurization ( )
A) Milk → 62°C → 15 minutes heated up to 20 minutes → Chilled → Stored
B) Milk → 72°C → 15 minutes heated up to 30 minutes → Chilled → Stored
C) Milk → 100°C → 5 minutes heated up to 10 minutes → Chilled → Stored
D) Milk → 90°C → 10 minutes heated up to 15 minutes → Chilled → Stored
4. Identity the benefits of storage and packing ( )
A) This prevents spoilage of food
B) Food can be preserved for longer period
C) Quality of food is ensured for a long time
D) All of the above
5. “Vaccines are not medicines, they are protective shields of our body”.
Comment on it.
6. Mention the diseases caused by harmful microorganism in human beings.
13
READINESS PROGRAMME LEVEL ‐ I
Name of the chapter : REPRODUCTION Worksheet No : 5
Name of the topic / concept : ASEXUAL REPRODUCTION
CONCEPTS:
1. Viviparous and oviparous animals
2. Asexual reproduction
LEARNING OUTCOMES:
The learner …...
1. Classifies the Viviparous and Oviparous animals
2. Identifies the reproduction is an important metabolic activity.
3. Explains the asexual reproduction in Hydra and Amoeba
4. Draws and labels the budding in the Hydra and binary fission in Amoeba
BRIEF SUMMARY:
Viviparous (Ex: Cow, dog, human being) and Oviparous (Ex: frog, butterfly, hen)
animals are easily identifiable with their external features. There are two modes by
which animals reproduce. They are i) Sexual reproduction and ii) Asexual reproduction.
Asexual reproduction is common in microorganisms.
ACTIVITY 1:
Names of some animals are listed below. Observe carefully and fill the table:
Cow, Rat, Crow, Pig, Fox, Hen, Camel, Duck, Frog, Elephant, Buffalo, Pigeon, Cat,
Peacock, Lizard
Sl.No Name of the Presence of external Presence of epidermal

animal ears Yes / No hairs on the skin /
feathers on their wings
With the help of above table write the characteristics of oviparous and viviparous
animals.
14
ACTIV
VITY 2:
O
Observe thee given diaggram carefu
ully and filll the follow
wing table.
ASSESSMENT
T:
1. Fill the tablee:
C
Characteris
stics of ovip
parous anim
mals Characteristiccs of vivipaarous anim
mals
2. E
Explain the process shown in the diagrams.
H
Hydra: -------------------------- Amoeb
ba: -------------------------
3. W
What would
d happen iff all the orgganisms stop the proceess of reprooduction?
…
………………
………………
………………
………………
………………………………………
………...
…
………………
………………
……………… ………………………………………
……………… ………...
15
STAT
TE COUN
NCIL OF
F EDUCA
ATIONAL
L RESEA
ARCH AN
ND TRAINING
TE
ELANGA ANA, HYDDERABA AD.
REA
ADINESS P
PROGRAM
MME LEVEL ‐ I
Class : IX Medium
m : English S
Subject :B
Biological Science
S
Name of
o the chap
pter : REP
PRODUCT
TION W
Worksheet
t No : 6
Name of
o the topicc / conceptt : SEXUA
AL REPRO
ODUCTION
N
CONC
CEPTS:
1.. Sexuall reproductioon
2.. Metam
morphosis
LEAR
RNING OUTCOM
O MES:
The leaarner …...
1.. Explainns about huuman male and

a female reproductiv
r ve systems
2.. Explainns the fertilization withh the help off flow chartt
3.. Draws and explainns the metam

morphosis in
i frog.
BRIEF
F SUMM
MARY:
There are tw
wo modes byy which anim
mals reprod
duce. They are i) Sexuaal reproduction and
ii)) Asexual reeproductionn. Sexual repproduction present in human
h beings
Fuusion of male
m and feemale gameetes in resu
ulting zygotte formatioon is called
d Sexual
reeproductionn. There are
a many stages in the life cycle
c of a frog, kn
nown as
m
metamorpho sis.
ACTIV
VITY 1:
O
Observe the following diagrams
d annd fill the giv
ven table
16
Parts of the malle Reprodu
uction Parts of the Femalee Reproducction
ACTIV
VITY 2:
Fill the folloowing flow chart.
Male Fem
male
Testess
Ovum
Child
ACTIV
VITY 3:
Explain the process
p of metamorpho
m osis with thee help of folllowing diaggrams.
1.. Frog ……………

… ……………
…………………………
…………………………
….
2.. Butterffly …………

……………
………………
……………
………………
……………
…….
17
ASSESSMENT
T:
1. Id
dentify the right sequence. ( )
A
A) Seminaal duct → Sperms → Testes
T → Peenis
B
B) Spermss → Testes → Seminall duct → Peenis
C
C) Testes → Sperms → Seminaal duct → Peenis
D
D) Spermss → Seminaal duct → Testes → Pen
nis
2. Id
dentify the following diagram,
d laabel the parts and wriite its functtions.
3. M
Match the foollowing:-
1.. Tadpolle ( ) A. Developedd Embryo
2.. Fertilizzation ( ) B. Larva
3.. Mamm
mals ( ) C. Zygote
4.. Foetus ( ) D. Internal Feertilization
4. E
Explain the metamorp
phosis in a frog.
f
18
Name of the chapter : THE AGE OF ADOLESCENCE Worksheet No : 7
Name of the topic / concept : REACHING THE AGE OF ADOLESCENCE
CONCEPTS:
1. Changes in the Adolescence
2. Hormones and Adolescence
3. Adolescence and Health (Diet, Cleanliness and physical exercise)
LEARNING OUT COMES:
The Learner........
1. Explains the Physical changes in Adolescent age.
2. Relates the hormones with Secondary sexual characters.
3. Draws conclusion to disapprove the myths regarding menstruation-woman

untouchability.
4. Applies the concepts in daily life like balanced diet, cleanliness and physical
exercise.
BRIEF SUMMARY:
The period following the onset of puberty during which a young person develops from
a child into an adult. Generally 13-19 years is called adolescent age. Rapid changes
occurs during this age in boys and girls. Increase in height, change invoice, pimples,
growth of hair in the arm pits and at the genital region are common at this age.
Endocrine glands release hormones directly in to blood and influence all the changes in
the Adolescent age including the secondary sexual characters.
Secondary sexual characters (Boys: facial hair, hair grows on the chest, sperm
production etc. Girls: Menstruation-egg/ovum release, breast development etc.)
develops during this age.
Adolescents need to maintain health and hygiene. For this they should take proper
balanced diet, maintain cleanliness, and keep body fit and healthy by regular exercises.
19
ACTIV
VITY 1:
Fill the folllowing tablle by obserrving the given diagraam.
Sl. Glan
nds Hormonees E
Effect
No
1 T
Testis Releasee of sperm- S
Secondary sexual
s
characteers
2 E
Estrogen
3 P
Pitutary Generall growth andd master glaand
4 A
Adrenalin
ACTIV
VITY 2:
Complete the
t flow ch
hart.
OVU
UM
If not ffused
FEMALE OV
VUM with spperm
FERT
TILI-
T
TESTIS ZATIION
VITY 3:
ACTIV
Write the physical
p ch
hanges of Adolescence
A e by discusssing genderr wise separately
with peers..
Sl.No BOYS GIRLS

1 rapid incrrease in heigght rapid incrrease in height
2
3
4
5
20
ACTIVITY 4:
Put a tick mark which reflect your behaviour.
ASSESSMENT:
1. Write down the precautions to be taken in the adolescence age to prevent pimples.
…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………
2. What are the measures do you take for to be healthy (balanced diet, cleanliness
and physical exercise) in your daily life.
…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………
21
3. dentify and
Id d write the names of th
he endocrin
ne glands.
4. Match the following.

1. Adrennalin ( ) A)) Testis.
2. Voicee change ( ) B)) Ovary.
3. Testoosterone ( ) C)) Adrenaal Gland
4. Estrogen ( ) D)) Adams apple
5. Draw the picture

p of Adam’s ap
pple
RESO
OURCES:
a) Vid
deo links froom youtubee.
i. https://ww
ww.youtubee.com/watch
h?v=aAJuT TX7txEs- Biiology - Wh
hat
happens during
d adolescence and
d puberty?
ii. https://ww
ww.youtubee.com/watch h?v=TlfsGK KDoVIQ - R
Reaching
Adolesceence - Changges during Puberty
P Parrt 1
iii. https://ww
ww.youtubee.com/watch h?v=PMHU
ULm8FJ5o – Problems of
Adolesceence in teenaage life.
b) DIK
KSHA:
i. https://dikksha.gov.inn/explore- Diksha
D homee page
22
Name of the chapter : BIODIVERSITY AND ITS CONSERVATION Worksheet No : 8
Name of the topic / concept : BIODIVERSITY AND ITS CONSERVATION
CONCEPTS:
1. Biodiversity (Variation in Plants, Animals and Humanbeings)
2. Endangered species, Endemic Species, Extinct species
3. Coservation of Biodiverstiy (National parks and Sanctuaries)
LEARNING OUT COMES:

The Learner........
1. Explains about the Biodiversity.
2. Identifies variations in Plants, Animals and Humanbeings.
3. Relates cause and effect between Deforestation – Biodiversity.
4. Appreciates the Biodiversity conservation activities like harita haram etc, and
participates in them.
5. Applies the concepts in daily life and creates awareness among the people about
harmful effects of indiscriminate use of insecticides and pesticides.
BRIEF SUMMARY:
The variety and variability seen in plants and animals is called Biodiversity. Plant anad
animal species that are on the verge of becoming extinct are called Endangered
species.The book published by IUWC that contais the details of Endangered and
Extinct species is called Red List Book.
The plant species found in a particular place and time are called Flora and the animal
species found in a particular place and time are called Fauna.The plant or animal
species of a particular area/zone/ region / country is called Endemic spesies.
Conservation of wild life along with environment without human activity is seen in
National parks and conservation of wild life allowing less human activity seen in
Sanctuaries. Movement of birds for food and shelter from one region to another is
called Migration.
23
ACTIV
VITY 1:
Observe 2--3 types of plants in yoour locality
y enlist diffferences an
nd fill the data in
your own prepared
p taable.
ACTIV
VITY 2:
nd fill the data in
Observe soome animaals in yourr locality enlist 5 diffferences an
your own prepared
p taable.
ACTIV
VITY 3:
Fill the blaanks in the table by ob
bserving th
he pictures.
Endem
mic speciess Areaa/zone/coun
ntry
Kiwi
Austrralia
Peacock
N
Name somee other Endeemic speciees of India and
a write inn your own pprepared tab
ble.
ACTIV
VITY 4:
Fil the suittable picturres/ letter in
n the box
A B C D E F
1 E
Endangered Bird A
2 E
Endemic Birrd
3 Innvasive Aliien Species
4 T
Telangana sttate Bird
5 B
Birds migrattion
6 E
Extinct anim
mal
24
ACTIVITY 5:
Write the names of the plants and animals of your locality which are plenty/more
in previous years and reduced/vanished now.
Sl.No Plants/Animals Reasons for reduction/vanish
1 Teak Earlier more plants are there. People

used them for making their furniture
purpose. Now they are vanished from
my village.
ASSESSMENT:
1. Match the following. ( )
i. Biodiversity ( ) a) Flora and Fauna found/restricted in a
particular area
ii. Endemic species ( ) b) The variety of all living organisms
iii. Flora ( ) c) The animals of a particular region,
habitat
iv. Fauna ( ) d) The plants of a particular region, habitat
A) i-a, ii-b, iii-c, iv-d. B) i-b, ii-a, iii-d, iv-c.
C) i-b, ii-a, iii-c, iv-d. D) i-c, ii-b, iii-a, iv-d.
2. Choose the correct one. ( )

Statement 1. Human activity is allowed in sanctuary.
Statement 2. Human activity is not allowed in National park.
A) Statement 1 is correct and Statement 2 is incorrect.
B) Statement 1 is incorrect and Statement 2 is correct.
C) Both the statements are correct.
D) Both the statements are wrong.
3. Write the strategies for Biodiversity conservation.
…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………
25
4. T followin
The ng animal is
i not found
d in Red Liist Book. ( )
A Lion
A) B) Red
R fox C)
C Spotted Deer
D D) Monk
key.
5. C
Choose the Wrong
W pair. ( )
A Hyderabbad pigeon – Nonnativee species.

A)
B) White Tiger – Endeemic speciess.
C Neem – Endangeredd plant.
C)
D Vulture – Endangerred animal.
D)
6. C
Choose the odd
o one baased on end
dangered sp
pecies. ( )
A
A) B
B) C)) D))
7. R
Reason(s) foor bird miggration---- ( )
A Food
A) B) shhelter C)
C Reproduuction D) All
8. Draw a bloock diagraam of yourr locality use differeent colourr code for plants,
D
an
nimals, insects and an
ny natural resources.
…
…………… ……………
………………………… …………………...
…………………………
…
…………… ……………
………………………… …………………...
…………………………
…
…………… ……………
………………………… …………………...
…………………………
9. O
Observe thee sign board
d displayed
d at a Zoo.
Predict thatt cruel creaature.

Write the reeasons for that.
W t
…
…………… ……………
………………………… …………………...
…………………………
…
…………… ……………
…………………………
…………………………
…………………...
…
…………… ……………
………………………… …………………...
…………………………
…
…………… ……………
………………………… …………………
…………………………
26
Name of the chapter : DIFFERENT ECOSYSTEMS Worksheet No : 9
Name of the topic / concept : DIFFERENT ECOSYSTEMS
CONCEPTS:
1. Ecosystem (Producers, Consumers, Decomposers)
2. Food chain
3. Food web.
4. Energy flow in the Ecosystem.
LEARNING OUT COMES:

The Learner........
1. Gives example to producers, consumers, decomposers of different Ecosystems
2. Draws and analyses the flow charts of food chains and food web
3. Identifies the relation between Biotic and Abiotic factors.
BRIEF SUMMARY:
Interrelationship between biotic and abiotic factors are part of an Ecosystem. Living
things like plants, animals and microorganisms are the biotic components of the
ecosystem. Abiotic components of an ecosystem constitute soil, water, sunlight etc.
Food chains/food web explain interdependence between biotic and Abiotic components
in the form of nutrient and energy.
Food chains have three level- Producers, Consumers, Decomposers. The producers trap
the sunlight to produce food. Consumers get energy by eating either producers or other
plant eaters. Decomposers feed on the wastes of plants and animals or remains of plants
and animals after they die.
ACTIVITY 1:
Observe 1sq.mts. area of soil in your garden and write your observations below
Plants : -------------------,------------------------,---------------------,------------------------
Animals : ----------------,-------------,---------------,---------------------, ---------------------
Abiotic Factors : -----------------,------------,----------,-------------,--------------------------
27
ACTIVITY 2:
Observe the diagram and answer the following questions.
1. What are the factors essential for plants to prepare food?
2. Where do plants get energy from?
3. Where do animals get energy from?
ACTIVITY 3:
Observe the mangrove Ecosystem and fill the table given below.
Producers Consumers Decomposers
ACTIVITY 4:
Make any TWO food chains and a food web by observing the living organisms in
your surroundings.
ACTIVITY 5:
Observe the images of forest ecosystem. Write their names and devide them as
producers, consumers and decomposers.
28
ACTIV
VITY 6:
A
Arrange th
he Correct order of en
nergy flow.
1. 2. 3. 44.
ASSESSMENT
T:
1. Match the following living
l thinggs with theiir habitat. ( )
a. Cactuus ( ) i. Forest Ecoosystem
b. Manggrove ( ) ii. Desert Ecoosystem
c. Algaee ( ) iii. Freshwater Ecosystem
m
d. Red wood
w ( ) iv. Estuaries
A) a-ii, b-ivv, c-iii, d-i B a-i, b-iv, c-iii, d-ii

B)
C) a-ii, b-i, c-iii, d-iv D a-ii, b-iii,, c-iv, d-i
D)
2. Statement 1: Sun is th
he source of
o energy in
n the ecosysstem ( )
nergy fixed by plants, later transsfers to animals throu
Statement 2: Solar en ugh
tropic levels.
A) Both thhe statementts are incorrrect B) Both
B the stattements are correct
C) statemeent 1 is incorrect D) sttatement 2 iis incorrect
3. he odd one based on being

Find out th b activee during night time. ( )
A) Bats B)) owls C)) Cat D) G
Goat
4. Identify th
he correct foood chain from
f the fo
ollowing ( )
A
A) Grasss → Frog → Snake → Eagle
B) Grasss → Frog → Grasshoppper → Snak
ke → Eagle
C) Grasss → Grasshoopper →Froog → Snakee → Eagle
D) Grasss → Frog → Grasshoppper → Eagle → Snake
5. out adaptations of cam

Which onee of the folloowing is incorrect abo mel ( )
A. Long Eye lashes protect eyees from sand
d
B. Long legs keeps the body aw
way from th
he hot grounnd
C. Humpp stores watter for later use.
D. Cameels can live for days wiithout drinking water.
29
6. Identify th
he incorrectt statementt about energy. ( )
A) Plantts absorb soolar energy and
a convertt it into chem
mical energgy.
B) Produucers pass chemical
c eneergy to consumers.
C) Orgaanisms use food
f energyy to fulfill th
heir metabolic activities.
D) Enerrgy is not waasted while it is movin
ng through different
d troppic levels.
7. On what basis the folllowing animals are grrouped herre. ( )
Group 1 Group 2
Ellephant Tiger
Goat Eag
gle
A) Food Haabits B)) Habitat C)) Excretion D) R

Respiration
8. Write the differences

d s between habitat
h and an Ecosysttem.
……………
…………………………
…………………………
……………
………………
…...
……………
…………………………
…………………………
……………
…………….…...
……………
…………………………
…………………………
……………
………………
…...
9. uzzle given below

Do the croossword pu
Across Down
3 Shhip of the deesert 1 S
Succulent pllants live in
n desert
5 Fuungi lives inn hot conditiions 2 P
Plants of parrticular regiion
7 Seearches for food
f at nighht time 4 A
Algae and fuungi lives to ogether
8 Abbiotic factorr c
called as...
6 A
Animals of pparticular reegion
30
Name of the chapter : PRODUCTION OF FOOD FROM PLANTS Worksheet No : 10
Name of the topic / concept : PRODUCTION OF FOOD FROM PLANTS
CONCEPTS:
1. Short Term crops – Long Term crops
2. Kharif – Rabi
3. Agricultural practices
LEARNING OUT COMES:

The Learner........
1. Explains the stages of cultivation of paddy
2. Identifies the diseases based on the symptoms observed in the plants
3. Applies knowledge in usage of fertilisers and in irrigation methods in daily life.
4. Differentiates between Kharif- Rabi, Short Term – Long Term crops
BRIEF SUMMARY:
Crops that take 180 days and above for harvesting are called long term crops. Crops
that take 100 days and below for harvesting are called short term crops. The crops
grown in the rainy season are termed as Kharif crops. The crops grown in winter season
are called Rabi crops.In some plants flowering depends on the duration of night hours.
Some plants flower throughout the year.
There are different stages in agriculture practice from preparation of soil to storage of
grains. Manure is of 2 types. 1. Natural manure 2. Artificial Manure. Sprinklers and
Drip irrigation techniques are used in drought prone areas.
31
ACTIVITY 1:
Arrange the following images according to the stages of paddy cultivation.
1. 2. 3. 4. 5. 6.
ACTIVITY 2:
Collect the information about crops growing in your village and fill the following
table.
S.No Short term crops Long term crops Kharif crops Rabi crops
ACTIVITY 3:
Collect the information about pesticides and manure used by farmers for
different crops in your locality. Write the information in a tabular form.
ACTIVITY 4:
Write the irrigation methods observed by you in your locality and fill the table
S.No. Modern Methods Traditional methods
ACTIVITY 5:
Collect the information from agriculture extension officer farmers about the
crop diseases and fill the table given below.
Crop Bacterial diseases Fungal diseases Viral diseases Diseases caused by

insects
32
ASSESSMENT:
1. Which of the following is incorrect about natural manure ( )
A) These are made by the decomposition of plants and animal wastes
B) Less amount of nutrients get deposited in soil
C) Humus is not added to the soil
D) Increase Soil health
2. Identify the advantages of ploughing ( )

a. Water can be stored deeply in soil
b. Roots penetrate into deeper layers of the soil
c. Eggs of harmful insects will be killed
d. Hardens the soil
A) a, b B) a, b, d C) a, d D) a, b, c
3. Find the odd one based on the type of manure ( )

A) Nitrobacter B) Super phosphate
C) Urea D) potash
4. A crumbled and twisted leaf might show that it is effected by ( )

A) Bacteria B) Protozoa C) Fungus D) Insects
5. The Method of dispersing seeds by scattering is called ( )
A) Broad distributing B) Scattering C) Broad Casting D) Dispersal
6. Assertion: Farmers dry the grains for two to three days in sun light after
harvesting. ( )
Reasoning: If moisture remains in the grains, it aids the growth of fungi.
So farmer dry the grains.
A) Assertion and Reasoning both are correct
B) Assertion and Reasoning both are incorrect
C) Assertion is correct but Reasoning is incorrect
D) Assertion is incorrect and Reasoning is correct
7. Which of the following should not be followed by us to get high yielding. ( )

A) Selection of Quality seeds B) Over usage of manures
C) Removing weeds from the crops D) Adequacy in supply of water
8. On what basis the below given crops are grouped ( )

Group 1 Group 2
Red Gram Green Gram
Sugar Cane Black Gram
A) Type of soil they grow B) Duration of cultivation
C) Proteins D) Carbohydrates
33
9. Match the following ( )
a. NSDC ( ) i. Method of cultivating rice crop
b. BHC ( ) ii. Weedicide
c. 2- 4, D ( ) iii. Seed development center
d. SRI ( ) iv. Insecticide
A) a-ii, b-iv, c-iii, d-i B) a-i, b-iv, c-ii, d-iii
C) a-iii, b-i, c-ii, d-iv D) a-iii, b-iv, c-ii, d-i
10. What are the precautions to be taken while selecting Seeds?
…………………………………………………………………………………………...
…………………………………………..………………………………………….…...
……………………………..…………………………………………………………...
11. Which irrigation methods will you suggest to drought prone area.
…………………………………………………………………………………………...
…………………………….…………….………………………………………….…...
…………………………………………………………………………………………...
12. Write the methods of grain storage in your area
…………………………………………………………………………………………...
…………………………………..………………………………………………….…...
…………………………………………………………………………………………...
13. Illustrate the stages in paddy cultivation, with the help of a flow chart.
34
Name of the chapter : PRODUCTION OF FOOD FROM ANIMALS Worksheet No : 11
Name of the topic / concept : ANIMAL HUSBANDRY AND POULTRY
CONCEPTS:
1. Animal husbandry
2. Poultry
LEARNING OUT COMES:
The Learner........
1. Explains the rearing of cattle, poultry.
2. Applies the knowledge of rearing of animals in their daily life.
3. Gives reason for only few animals are reared by humans
4. Classifies animals as wild varieties and hybrid varieties based on their features.
BRIEF SUMMARY:
Providing food, shelter and protection to cattle to get milk, meat and other purposes
collectively called animal husbandry. Broilers are meat yielding varieties whereas
Layers are egg yielding varieties.
ACTIVITY 1:
Observe the given images, which of the following are the uses of cattle rearing.
…………………………………………………………………………………….…...
…………………………………………………………………………………….…...
35
ACTIVITY 2:
Collect the information about the rearing of hens in your locality.
S.No. local Layers variety Hybrid layers Traditional broilers Hybrid broilers
variety variety variety
ACTIVITY 3:
Meet a nearby veterinary doctor or animal husbandry assistant / farmer collect
information about common diseases in cattle and prepare a note on them.
ASSESSMENT:
a. Pork ( ) i. Hen
b. Beef ( ) ii. Sheep
c. Mutton ( ) iii. Bull
d. Chicken ( ) iv. Pig
A) a-ii, b-iv, c-iii, d-i B) a-i, b-iv, c-iii, d-ii
C) a-ii, b-i, c-iii, d-iv D) a-iv, b-iii, c-ii, d-i
2. Identify the incorrect statement about the information given in graph. ( )
A) India stands last in milk production.
B) Highest milk producing country is Israel.
C) USA is the second largest milk producing

country.
D) Newzeland is producing more milk than japan.
36
3. Why humans rear only few animals ( )
a. Some of the carnivores are very dangerous.

b. Animals give us milk, meat and other products
c. Few animals are poisonous
d. Feeding large sized animals is a big task
A) a, b, c B) a and b C) a, c, d D) a and d
4. Which one of the following is a best method of milk preservation. ( )
A) Sterilisation B) pasteurization C) Fermentation D) Freezing
5. Identify the hormonal injection used by the farmers to get high milk production
( )
A) Testosteron B) Estrogen C) prolactin D) Thyroxin
6. Which of the following is not depend on cattle rearing ( )
A) Biogas B) Fertiliser industry C) Leather Industry D) Cement Industry
7. Identify the foreign variety of broiler ( )
A) Longshan B) Bursa C) Chittagang D) Anoka
8. List out the uses of animals to us.
37
STAT
TE COUN
NCIL OF
F EDUCA ATIONAL
L RESEA
ARCH AN ND TRAINING
TE
ELANGA ANA, HYD
DERABAAD.
READDINESS PROGRAM
P MME LEV
VEL - I
Class : IX Medium
m : English S
Subject :B
Biological Science
S
Name of
o the chap
pter : PRO
ODUCTION OF FOOD FROM
F ANIM
MALS W
Worksheet No
N : 12
Name of
o the topicc / conceptt : AQUAC
CULTURE
E AND AP
PICULTUR
RE
CONC
CEPTS:
1.. Apiculture
2.. Aquacuulture
LEAR
RNING OUT
O COM
MES:
The Leearner........
1.. Explainns the rearinng of honeyy bees, fisheeries.
2.. Applies the knowlledge of reaaring of anim

mals in theirr daily life.
3.. Identitiies the types of bees.
BRIEF
F SUMM
MARY:
Prroduction of
o honey iss otherwise called apicculture. A honey
h bee colony con
nsists of
thhree types of
o bees. They are queenn, Drone, wo
orkers. Bee venom is uused for preparation
off apis tinctuure which is
i used in Homeopathi
H ic medicinee. Cultivatinng fish in frresh and
saalt water is called
c aquaa culture.
ACTIV
VITY 1:
Find out th
he uses of honey
h bees and bee liv
ve in your area
a
A
Apis tincturre
Uses of honey
h hive
38
ACTIVITY 2:
Identify the animals and write their names. Make out the animals which are
reared under aquaculture.
…………………………………………………………………………………….…...
…………………………………………………………………………………….…...
…………………………………………………………………………………….…...
…………………………………………………………………………………….…...
…………………………………………………………………………………….…...
…………………………………………………………………………………….…...
ACTIVITY 3:
Identify the names of honey bees based on their body structure. Which type of
honey bees have you seen in your locality.
1. ……………………………
2. ……………………………
3. ……………………………
ASSESSMENT:
1. Which of the following is not a traditional method of curing fish. ( )
A) Sun drying B) Salting and Drying
C) Pickling D) Canning
2. What are the major food practices ( )

a. Animal Husbandry b. Poultry c. fish farming d. Bee culture
A) a and d B) a, b, c C) a, b, d D) a, b, c, d
39
3. On What basis
b fishes are grouped here. ( )
Group 1 Grroup 2
Mackerels Muurrel
Sardines Kaatrana
Tuna Kaatla
A) Food Haabits B Habitat

B) C)) Proteins D)) Cost
4. Which of the
t followin
ng bee has 5-6
5 weeks life
l span. ( )
A)Drone B Queen
B) C)) Worker D)) Brood
5. Cross word
d puzzle
Across
3. Eggs hatch artificially in it
4. Locall breed of buullock
8. Produuction of foood grains im
mproved beccause of ..
9. produuction and rearing
r of heens on largee scale is caalled
10. Wherre river meeets sea
Down
1. Reariing of aquattic animals
2. Produuction of miilk improveed under thiss scheme.
5. Reariing of Honeey bees
6. Sea weed
w
7. Tradiitional varieety of cock used
u for cocck fight
6. Write the different

d tyypes of hon
ney bees and
d their funcctions.
40
Name of the chapter : NOT FOR BREATHING – NOT FOR DRINKING Worksheet No : 13
Name of the topic / concept : AIR AND WATER POLLUTION
CONCEPTS:
1. Air pollution
2. Water pollution
LEARNING OUT COMES:

The Learner........
1. Draws graph showing the percentage of gases in the air
2. Appreciates the managements of factories those who treat the effluents before
they released into soil, water and air.
3. Applies in daily life usage of bio pesticides instead of chemical pesticides
4. Explains about 4Rs
BRIEF SUMMARY:
Pollution is any undesirable change in physical, chemical and biological characteristics
of air, water and soil. Air Pollution is the contamination of environment by impurities
which may have harmful impact on the living organism and the non-living components
of the environment.
The contamination of water with unwanted and harmful substances such as sewage,
toxic chemicals and industrial waste is known as ‘Water Pollution’.Environmental
pollution can be controlled by taking preventive measures using 4R’s.
41
ACTIV
VITY 1:
1.. Write the answerrs to the folllowing queestions with
h the help oof pie chartt.
A. What are the major

m gases in
i the air?
B. Listt out the gasses present in

i the air with their perrcentage.
ACTIV
VITY 2:
Collect info
formation from
f differeent sourcess like schoool library, IInternet and your
surroundin
ngs and filll the table
Natural caalamities wh
hich causes pollution
p Hum
man actions w
which causes pollution
ACTIV
VITY 3:
Identify th
he factors off pollution in your areea and sugggest some ccontrolling
measures for
f Air and
d Water Polllution.
Air// water P
Pollutants Controllling Measu
ures
ACTIV
VITY 4:
Observe th
he 4 R’s image and suggest somee remedies to
t prevent pollution.
42
ASSESSMENT:
1. Following diagram shows the atmosphere of two different places. Analyze the
environments of both places
Fig 1: _____________________________________________
Fig 2: _____________________________________________
2. What steps have to be taken to save the Taj Mahal? ( )

A) Switch over to cleaner fuel like CNG and LPG.
B) Use unleaded petrol in vehicles.
C) Shifting of pollution causing industries from Agra.
D) All of the above.
3. Negative effect of Particulate Matter on Plants? ( )

i) Decrease of Photosynthesis ii) Decrease of Growth
iii) Decrease of Transpiration iv) Decrease of Reproduction
A) i, iv B) ii, iii C) i, iii D) iii, iv
4. What is ‘Eutrophication’? ( )
A) Excessive Plants growth in water and depletion of oxygen.
B) Adding plastic wastages into water.
C) Method of water purifying.
D) Increase of fish in water
5. How does 4Rplan reduce pollution? Explain with an example.
…………………………………………………………………………………….…...
…………………………………………………………………………………….…...
6. What measures we need to take in our daily life to prevent air and water
pollution.
43
Name of the chapter : WHY DO WE FALL ILL? Worksheet No : 14
Name of the topic / concept : WHY DO WE FALL ILL?
CONCEPTS:
1. Health
2. Disease-types and factors
3. Disease- modes of transmission
4. Disease-prevention
LEARNING OUT COMES:

The Learner........
1. Explains the concept of Health.
2. Differentiates infectious -non infectious diseases.
3. Classifies the diseases into acute and chronic diseases depending on their duration.
4. Draws flow chart showing spreading of diseases.
5. Applies the concepts in daily life and follow the preventive measures
BRIEF SUMMARY:
Health is a state of physical, mental and social well-being. The health of an individual
is mostly depends on their physical surrounds, food and water. Diseases are classified
as acute and chronic depending on their duration. Diseases may be infectious and non -
infectious causes. Infectious agents belongs to different categories of organisms and
may be unicellular and microscopic and mulicellular.
Infectious agents spread through air, water, vectors and with physical contact.
Prevention of disease is more desirable than its successful treatment. Infectious diseases
can be prevented by public health hygiene measures, that reduce exposure to infectious
agents and also using immunization. Effective pevention of infectious diseases in the
community requires that everyone should have access to public hygiene and
immunization.Maintaing social distance, frequent hand wash may reduce the chance of
infection.
44
ACTIVITY 1:
Fill the table by observing the surroundings of your locality.
Infectious diseases Non-infectious diseases
Covid-19 Diabetes
ACTIVITY 2:
Find out what provisions are made by your local authority for the following
facilities and write your suggestions.
Item/Problem Provisions are made by Your suggestions
your local authority to improve better
Supply of clean drinking water
Solid waste management
Haritha haram
Clean and bleached drainages
Health checkups
ACTIVITY 3:
Fill the table by collecting the information from your locality by following social
distance.
Name Suffered with --- disease Symptoms Treatment/
action done
Acute Chronic
Pavani Headache ----- Nausia, dizziness Rest
ACTIVITY 4:
Put yes / no which reflects your behaviour. More number of ‘Yes’ shows your
caring towards health
Item/ Behaviour Yes/No
Drinking boiled water
Using mosquito nets
Keeping surroundings clean
Do not allowing the water to stagnate
Eating food when it is heat
Washing hands before and after eating.
Using toilets only and not defecating open.
Keeping lids on food vessels
Washing vegetables before cooking
45
ASSESSMENT
T:
1. Identify th
he non-chroonic diseasee ( )
A) Cancer B) Soriiyasis C) T.B D) Cold
d.

i. healthh ( ) a) diseaase lasts for long time dduration
ii. vacciination ( ) b) a statte of physical, mental aand social well
w
beingg
iii. acute disease ( ) c) a pro
ocess to impprove the im
mmunity
iv. chronnic disease ( ) d) diseaase lasts for a very shorrt time durattion
A) i-a, ii-b, iii-c, iv-d. B)) i-b, ii-a, iii-d, iv-c.
C) i-b, ii-a, iii-c, iv-d. D)) i-b, ii-c, iiii-d, iv-a.
3. Choose thee Wrong paair. ( )

A) Choelera-Infectiouss disease B)) Covid-19-- Non infecttious disease
C) Malaria -spreads byy Mosquitoss D)) Vaccinatioon - immunnization.
4. wing diagram
The follow m indicatess - - - - - - - ( )
A)) Vaccinaation
B)) modes of
o disease trransmission
n
C)) Safety measures

m
D)) Treatment.
5. Prevention
n is better than
t cure: comment-
c --
……………
…………………………
…………………………
……………
………………
….…...
……………
…………………………
…………………………
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6. ble by explaining aboout any onee disease which spread recently in your
Fill the tab
locality.
Name of thhe disease Causative agent

a Disease spread mechanism
m Precaution
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7. Write detaails about th

he vacciness which werre administtered to you.
8. Draw a flow chart showing the spread

s of disease.
d
46

LEVEL-2
Academic Year 2020-21

CHAPTER–I : CELL - STRUCTURE AND
FUNCTIONS
CHAPTER–II : PLANT TISSUES

Academic Year 2020-21 (Level – 2)
INDEX

1. PLANT AND ANIMAL CELL 1‐2
2. PLASMA MEMBRANE, CELL 3‐4
WALL
3. NUCLEUS 5‐6
4. PROKARYOTIC CELL, 7‐8
CYTOPLASM
CELL ‐ STRUCTURE AND 5. ENDOPLASMIC RETICULUM 9‐10
I
FUNCTIONS
6. GOLGI COMPLEX, LYSOSOMES 11‐12
7. MITOCHONDRIA, RIBOSOMES 13‐14
8. PLASTIDS 15‐16
9. VACUOLES, SHAPE OF CELLS 17‐18
10. CELL THEORY 19‐20
11. PARTS OF THE PLANTS AND 21‐22
THEIR FUNCTIONS
12. CELLS IN ONION PEEL, LEAF 23‐24
PEEL
II PLANT TISSUES
13. CELLS IN ROOT TIPS 25‐26
14. TYPES OF PLANT TISSUES 27‐28
15. MERISTEMATIC TISSUES 29‐30

ACADEMIC YEAR 2020-21
LEVEL - 2
Name of the chapter : CELL - STRUCTURE AND FUNCTIONS Worksheet No : 1
Name of the topic / concept : PLANT AND ANIMAL CELL
Concepts :
1. Plant Cell
2. Animal cell
Learning outcomes:
The Learner…..
1. Identifies the differences between plant cell and animal cell.
2. Draws the diagram of plant and animal cell.
3. Prepares models of plant and animal cell.
Concept Presentation :
All living organisms are made up of cells and the products of cells. Plants and animals
are also made up of cells.
• Are there any distinct differences between plant and animal cells? If yes, what are
they?
Observe the diagrams given below of typical plant and animal cells.
• Identify the common features in both the cells?
• Which cell organelles are exclusively found in plant cells?
• Compare the parts of plant cell with animal cell.
• Tabulate the differences observed by you in between plant and animal cells.
1
Contents Plant cell Animal cell
Cell wall Present
Chloroplasts Absent
Vacuoles
Centrioles
Special organelles present in plant cells are Chloroplasts, Cell wall, Large sized vacuole
where as animal cells do not have them but they have centrioles and smaller sized
vacuoles. Rest of the organelles are similar in both the cells.
Prepare the models of plant and animal cells by using locally available material.
Self Evaluation
1. Identify the incorrect one about plant cell.

A) Presence of cell wall B) presence of cell membrane
C) Presence of chloroplasts D) Presence of Centrioles
2 .Identify the correct alternative based on the information given in the table.
Group 1 Group 2
Absence of cell wall Presence of cell wall
Presence of smaller multiple vacuoles Presence of large

vacuole
A. Group 1 plant cell, Group 2 Animal cell
B. Group 1 Animal cell, Group 2 plant cell
C. Group 1and 2 are Animal cells
D. Group 1 and 2 are plant cells
3. Which among the following Organelle is absent in Animal cell.
A) Vacuole B) Mitochondria C) Chloroplast D) Endoplasmic Reticulum
4. Name the organelle which is present only in animal cell?
5. Write the similarities between plant and animal cells.
6. Draw the neat labelled diagrams of plant and animal cells.
7. Do all plant cells have similar organelles shown in typical plant cell?
Resources : https://youtu.be/xcXGkLgpG-Y ,
2
LEVEL - 2
Name of the topic / concept : PLASMA MEMBRANE, CELL WALL
Concepts :
1. Plasma membrane
2. Cell wall
Learning outcomes:
The Learner……
1.Conducts activity to observe the plasma membrane of Rheo leaf cells.
2. Explains the structure and functions of plasma membrane and cell wall.
3. Gives reason for plasma membrane is also called as selectively permeable.
membrane.
Concepts Presentation:
There are mainly three parts present in a cell 1.Cell wall 2.Cytoplasm 3.Nucleus.
• Name the membrane which is present around the cell?
• How do you observe the cell membrane?
Observing plasma membrane in Rheo leaf cells .
Take Rheo leaf, tear the leaf in a single stroke. Observe it against the light. Take a small
piece of leaf peel with light coloured transparent portion. Put it on slide and put a drop of
water on it. Cover it with cover slip and observe the Lighter portion of leaf under the
microscope. Cells observed as follows under the microscope.
A.
Now put 1-2 drops of dilute salt solution on the membrane and leave it for 5 to 10 minutes.
Observe it under microscope, cells appeared like this
B.
• Compare the cells present in A and B pictures.

• Is there any difference between two cells? If yes, write the reason.
3
When we put salt solution over the peel of Rheo leaf, water present inside the Rheo leaf cells
come out. It results in the shrinking of the cytoplasm along with cell membrane. The outer
boundary of coloured area is actually the Cell membrane or plasma membrane. Which
became separated from cell wall.
• How do we observe plasma membrane?
• What are the components of a plasma membrane?
• What is the use of plasma membrane?
Complete structure of cell membrane is visible only through electron microscope. It is made
up of proteins and lipids .The cell membrane defines shape and size of the cell, encloses
cytoplasm and protect it from external environment. Any substance can enter or leave the cell
through the cell membrane only. Exchange of the substances through the cell membrane
happens very selectively. Hence it is known as selectively permeable membrane.
• Is there any other membrane that cover over plasma membrane?
Plant cells have cell wall over the cell membrane, where as in animal cells
only cell membrane present. Cell wall is made up of cellulose. It is a tough but flexible
porous layer that gives a definite shape and protection to the cell. It exerts an inward wall
pressure to resist the outward pressure exerted by the cell sap. Hence the plant cells can
withstand much greater changes of surrounding medium than the animal cells.
Self Evaluation
1 .Which one of the following is not a function of plasma membrane. ( )

A. Defining shape and size of the cell.
B. Separating the cytoplasm from the external environment .
C. Playing a crucial role in maintaining the balance of substances present in cytoplasm
D. Not controlling the exchange of substances between a cell and its external environment.
2. Flexible porous layer that gives definite shape and protects the cell. ( )
A) Cell Membrane B) plasma membrane C) Cell wall D) Semipermeable membrane.
3. What are the materials required to observe the plasma membrane under the micro
scope?
4. How can you say that plant cells are stronger than animal cells?
5. Why do we call plasma membrane as a selectively permeable membrane?
Resources : https://youtu.be/O3bUjxABZkU
4
LEVEL - 2
Name of the topic / concept : NUCLEUS
Concept :
1. Nucleus
Learning Outcomes :
The Learner ………
1. Explains the importance of nucleus in a cell.
2. Conducts the activity to observe the nucleus of a cell.
3. Appreciates the work of Robert brown and schleiden on nucleus.
4. Draws the diagram of Nucleus.
• What is the important organelle of a cell?
• How do we observe that organelle?
Important organelle in a cell is Nucleus .To observe nucleus materials required are wooden
spoon, glass slide, cover slip, watch glass, blotting paper, 1% methylene blue, glycerine,
microscope, Cheek cells etc.
Procedure: 1. Wash your mouth and scrape a little of the internal lining of your cheek inside
your mouth with a clean tooth pick or ice-cream spoon. 2. Place the scraped material in a
watch glass containing a very small quantity of normal saline. 3. Then place the material on a
glass slide. 4. Put a drop of methylene blue and wait for a couple of minutes. 5. Put a drop of
glycerine over it. 6. Place a coverslip. Tap the cover slip with the blunt end of needle so as to
spread the cells. 7. Wipe off the extra stain with a fine cloth or blotting paper.
Precautions: 1. Do not scrape the cheek too hard as it may injure your buccal mucosa.
2. Scraped material should be spread uniformly on the slide. 3. Excess stains should be
drained off. 4. There should be no air-bubbles under the cover slip.
Observe the temporary mount under microscope. Cells observed as follows.
5
What do you observe in the middle of the cell?
Dark coloured dot present in cell is called Nucleus. It was named by Robert Brown in the
year 1831. This is also known as the cell’s control room. The nucleus is the largest and the
most distinct of all cell organelles. Schleiden, who was one of the proponents of cell theory,
thought that new cells were created from the nucleus and he called it as cytoblast.
• Do all cells have Nucleus?
• What is the function of Nucleus?
Barring a few exceptions, almost all eukaryotic cells have a nucleus. Red blood cells in
mammals and phloem sieve tube in plants are examples of cells that do not have a nucleus.
Even these cells do have nuclei in the beginning, but it is later removed from the cells by a
type of cell division. The nucleus regulates and controls all the functions of a cell and
determines the characteristics of the organism. It consists of all genetic information. The
nucleus is also closely involved in the process of cell Division.
Observe given below picture.
• Identify the organelle and write the parts present in it.
It is Nucleus. Parts present in nucleus are Nucleoplasm, Genetic material, Nuclear

Membrane, Nucleolus, Nuclear pore.
Self Evaluation
1. Identify the INCORRECT statement about Nucleus. ( )
A) Nucleus Regulates and controls all functions of a cell
B) Nucleus is absent in the mature RBC of all the mammals except camel and llama.
C) Nucleus do not play a role in cell division
D) Robert brown first identified the Nucleus.
2. Which of the following cell do not have nucleus in it. ( )
A) Mature sieve tube cells B) WBC of human C) RBC of Rabbit D) Leaf cells of Jasmine
3. Write the precautions to be taken while observing the nucleus of cheek cells under
microscope.
4. Draw a neat labelled diagram of Nucleus.
5. What happens if nucleus is removed from a cell.
Resources : : https://youtu.be/Hvah4JcbpVU , https://youtu.be/VJhYCYxBbys -
6
LEVEL - 2
Name of the topic / concept : PROKARYOTIC CELL, CYTOPLASM
Concepts:
1. Prokaryotic cell
2. Cytoplasm
Learning Outcomes :
The Learner ……..
1. Differentiates between prokaryotic - Eukaryotic cells and Protoplasm – Cytoplasm.
2. Explains about the concept cytoplasm.
3. Identifies the organelles present in a cell.
• Name the membrane that encloses the nucleus?
• How many types of cells are there based on the nuclear membrane? What are they?
The membrane that encloses the nucleus and separates it from contents of cytoplasm is
known as the nuclear membrane. This is very similar to the cell membrane. Almost the entire
genetic material of the cells is found in the nucleus. On the basis of the presence or absence
of the organised nucleus, cells are categorized into two types, i.e. Prokaryotic cell (without
organised nucleus) and Eukaryotic cell (with organised nucleus).
Identify the arrangement of genetic material in the below given cells. Write their names based
on the nucleus .
A. B. A ------------------- , B -------------------
Cells that do not have a membrane bound nuclear material are called prokaryotic cells. We
have mentioned earlier that the bacterium is a prokaryotic cell. Cyanobacteria (bluegreen
algae) also belong to this category.
7
Observe the below given plant cell and fill the table
Fluid part of the cell Membrane bound organelles

present in it
Cytoplasm is a fluid content surrounded by plasma membrane. Membrane bound organelles

present in a cell are Cell organelles. Important cell organelles are Mitochondria, Plastids,
Ribosomes, Endoplasmic reticulum, Golgi apparatus, Lysosomes, Vacuoles. They are
important because they carry out very crucial functions in the cells.
• What is the difference between protoplasm and cytoplasm?
For a long time it was believed that the essence of life was stored in the fluid found inside the
cell. Hence this was named protoplasm which means life fluid. But when it became clear that
the fluid is basically a medium in which various particles and membranes float around and
that the functions of the cell actually take place in these organelles, it began to be understood
that life resided in this organization. In particular, the material inside and outside the nuclear
membrane was differentiated after the discovery of nucleus. Hence, protoplasm was renamed
as cytoplasm, that is, cell fluid. The fluid inside the nucleus came to be known as the nuclear
fluid or Nucleoplasm.
Self Evaluation
1. On what basis below organisms are grouped below. ( )
Group A Group B
Bacteria Plant cell
Blue Green Algae Animal cell
A ) Genetic material B) Nuclear membrane C) Nucleolus D) Cytoplasm
2. Which of the following is INCORRECT about prokaryotic cell? ( )

A) Membrane bound cell organelles are absent.
B) Nuclear membrane present around the genetic material .
C) Cyanobacteria is a prokaryotic cell.
D) Membrane less Ribosomes are present .
3. What are the organelles present in a cell?

4. What is the difference between protoplasm and cytoplasm.
5. Write the differences between prokaryotic and Eukaryotic cells.
Image Resource : https://images.app.goo.gl/SYkdsxgmyyDUxb35A
8
LEVEL - 2
Name of the topic / concept : ENDOPLASMIC RETICULUM
Concept :
1. Endoplasmic Reticulum
Learning Outcomes:
The Learner….
1. Explains the functions of Endoplasmic Reticulum.
2. Differentiates between Rough Endoplasmic Reticulum and Smooth Endoplasmic
Reticulum.
3. Draws the diagram of Endoplasmic Reticulum.
Cell has different types of organelles in it. Every organelle performs a particular function.
Observe the given below picture.
 Name the organelle in the picture.
 Is it similar throughout its structure? Did you find any differences? What are they?
This is a endoplasmic reticulum. A network of membranes was observed throughout the

cytoplasm. This network creates passages within the cytoplasm for the transport of substances
from one part of the cell to another. This network of membranes is known as the endoplasmic
reticulum. (ER) In some areas it resembles like plasma membrane.
 How many types of endoplasmic reticulum are present? What are they?
 What is the function of endoplasmic reticulum?
9
Endoplasmic reticulum may have some granule like structure on its surface called
Ribosomes, Such ER is called Rough endoplasmic reticulum (RER). Areas/sections of ER
that do not have Ribosome on them are called Smooth endoplasmic reticulum (SER). Rough
endoplasmic reticulum is site of protein manufacture. The SER helps in the manufacture of
fat molecules or lipids, Some of the proteins and lipids help in building the cell membrane. In
vertebrate liver cells SER plays a crucial role in detoxifying many poisons and drugs.
Self Evaluation
1. Which one of the organelle is involved in repair and regeneration of cell membrane? ( )
A) Lysosomes B) Ribosomes C) Golgi body D) Endoplasmic Reticulum
2. Identify the INCORRECT statement about Endoplasmic Reticulum. ( )

A) It is a network of membranes was observed throughout the cytoplasm.
B) Endoplasmic reticulum have Ribososomes on It called as RER
C) Endoplasmic materials are not involved in building of plasma membrane
D) In vertebrate liver cells SER plays a crucial role in detoxifying many poisons and drugs.
3. Cell membrane is made up of … ( )

A) Proteins and cellulose B) Proteins and Maltose
C) Cellulose and Maltose D) Proteins and lipids
4. Draw a neat labelled diagram of Endoplasmic reticulum.
5. Write the differences between SER and RER.
6. Write the function of Endoplasmic Reticulum.
Resources : https://youtu.be/zgrEOjZPIFc, https://youtu.be/ady9okEbweg
Image source : https://images.app.goo.gl/FDhFUAKEEvYCdNJ68
10
LEVEL - 2
Name of the topic / concept : GOLGI COMPLEX, LYSOSOMES
Concepts :
1. Golgi complex
2. Lysosomes
Learning Outcomes :
The learner …..
1. Explains the functions of Golgi complex and Lysosomes.
2. Gives reason why Lysosomes are called as suicidal bags .
3. Draws the diagram of Golgi complex.
Observe the given below diagram.
 Identify its name and describe its structure.
Name of the organelle is golgi complex. It is a membrane bound sac like structures around
fluid filled vesicles. Camillo Golgi had observed this organelle in the year 1898 using a
compound microscope. The function of the golgi bodies is to pack various substances before
they are transported to other parts of the cell. After reaching the cell membrane these
substances are secreted from the cell, and sometimes even used to regenerate or repair the
membrane. The number of golgi bodies vary from cell to cell. Their number is particularly
large in those cells that secrete hormones and enzymes.
 Where do unwanted material of a cell get disposed?
 Which organelle is involved in this disposing process?
11
Lysosomes are tiny particles visible in cytoplasm .They have destructive enzymes. The
materials that need to be destroyed are transported to the lysosomes.. Then the lysosomes get
them digested, at times, the lysosomes burst and the enzymes are released to digest the cell.
Hence, lysosomes are also known as the suicidal bags of the cell.
Self Evaluation
1. Assertion : Lysosomes are known as suicidal bags of a cell. ( )
Reasoning : In a damaged cell the lysosomes burst open and release enzymes, which
digests their own cell.
A) Both Assertion and Reasoning are correct
B) Assertion is correct but Reasoning is incorrect
C) Assertion is incorrect but Reasoning is correct
D) Both Assertion and Reasoning are incorrect
2. Who discovered golgi complex? ( )

A) Robert hooke B) Robert Brown C) Camillo golgi D) Schleiden
3. What happens if golgi bodies are absent in a cell?
4. Describe the structure of golgi complex with the help of a diagram.
5. Why lysosomes are called as suicidal bags of a cell?
6. Write the functions of Golgi complex.
Resources :
https://youtu.be/ady9okEbweg , https://youtu.be/cA-Ou_t2sag
12
LEVEL - 2
Name of the topic / concept : MITOCHONDRIA, RIBOSOMES
Concepts :
1. Mitochondria
2. Ribosomes
Learning Outcomes :
The learner…….
1. Explains about mitochondria and ribosomes.
2. Conducts the activity to observe mitochondria under microscope.
3. Draws the diagram of mitochondria.
4. Gives reason why mitochondria are also known as power houses of cells.
Concept Presentation:
Cell has different types of organelles in it. Every organelle performs a particular function.
• Where do cells get energy from?
• What are the organelles involved in energy releasing process?
Mitochondria are the respiratory organelles .They involves in energy releasing process.
Mitochondria releases energy by oxidising food materials.
• How do you observe mitochondria?
Now we will observe mitochondria in onion peel cells. Make a fresh solution of Janus
Green-B in a Beaker. Mix 200mg Janus Green-B in 100ml of water. Take a watch glass pour
some solution. Put the onion peel in this solution and keep it for about half an hour. Keep a
piece of onion peel on the slide and wash thoroughly with water. Cover the slide with a cover
slip and observe it under micro-scope at high magnification.
13
You may have observed green oval (or) cylindrical grains scattered in the cytoplasm. These
are the mitochondria.
• What could be the structure of mitochondria?
Mitochondria are small, spherical or cylindrical organelles. Generally a mitochondrion is 2-8
micron long and about 0.5 micron wide. It is about 150 times smaller than the nucleus. There
are about 100-150 mitochondria in each cell. Electron microscope tells us that the
mitochondria are made up of a double-membrane wall. The inner membrane of the wall
protrudes into the interior in folds and forms structures called cristae; the space between
cristae is known as the matrix.
• Why mitochondria are also known as the power houses of the cell?
Mitochondria are responsible for cellular respiration, a process through which the cell derives
its energy to do work. Because of this, mitochondria are also known as the powerhouses of
the cell.
• Which cell organelles are called as the sites of protein synthesis?
• What is the structure of ribosomes?
There are small granule like structures in the cytoplasm of the cell. They are called
ribosomes. They are formed of RNA protiens. They are two types. Free ribosomes are
scattered in cytoplasm. Attached ribosomes are on the surface of rough endoplasmic
reticulum. Ribosomes are the sites for protein synthesis.
Self Evaluation
1. Identify the correct pairs based on cell organelles and their functions. ( )
i. Mitochondria – Energy releasing organelle ii. Ribososomes – lipid synthesis
iii. Endoplasmic Reticulum – Photosynthesis iv. Nucleus – cell’s control room
A) i, ii B) i, iv C) i, iii, iv D) i, ii ,iii ,iv
2. Find the odd one based on the structure of Mitochondria. ( )
A ) Cristae B) Matrix C) Outer membrane D) Nuclear membrane
3. Why mitochondria are also called as power houses of the cell?
4. Describe the structure of mitochondria with the help of diagram.
5. Where are ribosomes found in a cell? Write their functions.
Resources : https://youtu.be/mxbodI60OT4
14
LEVEL - 2
Name of the topic / concept : PLASTIDS
Concept :
1. Plastids
Learning Outcomes :
The Learner…..
1. Conducts the activity to observe chloroplasts under microscope.
2. Explains the functions of plastids.
3. Draws the diagram of Chloroplasts.
• Which organelle helps plant in preparation of food?
Plants are in green colour due to the presence of chlorophyll. Chlorophyll is in the organelles
called chloroplasts. photosynthesis is carried by chloroplasts and they produces food and
oxygen.
• How do you observe chloroplasts?
Take the peel of Rheo leaf and mount it in the water drop on a slide. Observe it under
compound microscope. You will observe small green granules called chloroplast. They
mainly contain green substance called chlorophyll. Collect some algae from pond and
separate out thin filaments of them. Place a few filaments on a slide. Observe it under the
microscope. Following images shows chloroplast that you have observed under the
microscope.
Chloroplasts in rheo leaf peel cells Chloroplasts in Algae
15
• How many types of plastids present? What are they?
Chloroplast is a type of plastid green in colour. Plastids are present only in plant cells.
Plastids are mainly of three types: (i) chromoplasts (coloured) (ii) leucoplasts (colourless) and
chloroplasts (Green coloured).
• What is the structure of Chloroplast?
Chloroplasts are of different shapes i.e. disc, oval etc. In algae, these can be found as ladders
or star or spirally coiled or reticulate structures. The diameter of chloroplasts in higher plants
can vary between 4 to 10 micron.
• What is the function of chloroplasts?

The primary function of chloroplasts is to trap the energy from sunlight and transform it to
chemical energy, thus helping to carry out photosynthesis.
Self Evaluation
1. Identify INCORRECT statement about plastids. ( )
A) Chromoplasts are in different colour B) chloroplasts are green in colour
C) Leucoplasts are in orange colour D) Leucoplasts are colourless
2. Find the odd one based on structure of chloroplast. ( )

A) Stroma B) Thylakoid C) Cristae D) Grana
3. Draw the diagram of the organelle which involves in photosynthesis.
4. Write the procedure involved in observation of chloroplasts in plants.
5. What happens if chloroplasts are absent in plants.
6. How many plastids are there in plants? What are they?
Resources : https://youtu.be/c8wA_0pfBu8
16
LEVEL - 2
Name of the topic / concept : VACUOLES, SHAPE OF CELLS
Concepts :
1. Vacuoles
2. Shape of cells
Learning Outcomes :
The Learner…..
1. Conducts the activity to observe vacuoles in cells.
2. Explains about the structure of the cell.
3. Identifies the diversity of vacuoles in plant and animal cells.
Observe the given diagram.
• Name the organelle and write the functions of it.

Name of the organelle is a vacuole. These are the large empty spaces present in a cell. These
are fluid-filled saclike structures. Vacuoles maintain turgur pressure within the cell. They
export unwanted substances from the cell.
• What is the difference in vacuoles of plant and animal cells.

In animal cells vacuoles are small in size while in plant cells they are large. In mature plant
cells they might occupy almost the entire cell space.
• How do you observe the vacuoles?

Take the leaf or stem of any succulent plant (like the torch cactus). Take thin cross section of
stem of cactus in a watch glass containing water. Stain it with dilute safranine solution.
Observe the section under low and high power microscope. You will observe the large empty
spaces in cell are vacuoles.
17
• What is the shape of cells?
Usually when cells are seen under the microscope, the image appears as flat and two -
dimensional. In reality, cells have length, breadth and thickness. We can easily see the length
and breadth. Since we cannot see the thickness of the cells under the microscope, we tend to
think that these are flat objects. However, there are a few easy ways to observe the thickness
of the cells. The easiest method is to slightly change the focus while viewing plant cells on
the slide and look at the cell wall. You will find that you are able to see the thickness of the
wall. This three dimensional image becomes clear if you reduce the intensity of light as well.
Three dimensional pictures of cells

Self Evaluation
1. Identify the correct sequential order to observe vacuole under microscope . ( )
A) Succulent leaf Æ remove the leaf peel Æ place it on slide Æadd safranin Æ observe
under microscope.
B) Succulent leaf Æ remove the leaf peel Æ add safranin Æ place it on slide Æ observe
under microscope.
C) Succulent leaf Æ place it on slide Æ remove the leaf peel Æ add safranin Æ observe
under microscope.
D) Succulent leaf Æ remove the leaf peel Æ add safranin Æ place it on slide Æ observe
under microscope.
2. Which of the following is incorrect about vacuoles? ( )

A) They are fluid filled sac like structures.
B) In animal cells vacuoles are larger in size
C) Maintain turgur pressure within the cell
D) In mature plant cells they might occupy almost the entire cell space
3. What are the functions of vacuoles?
4. List out the materials required to observe vacuoles under microscope.
5. How do you observe the three dimensional image of a cell?
Resources : https://images.app.goo.gl/Ttcx4NVm3WBD3iL49
18
LEVEL - 2
Name of the topic / concept : CELL THEORY
Concept :
1. Cell Theory
Learning Outcomes :
The Learner…..
1. Appreciates the contribution of Schleiden and Schwann on cell theory.
2. Explains about the cell theory.
• Who proposed the cell theory?
Schleiden and Schwann together formulated the cell theory .The observations so far made it
clear that all living beings are made up of cells and that each cell has a nucleus. Schleiden
was a Botanist while Schwann was a zoologist. They took the first bold step of generalizing
from observations and coming up with a theory which was applicable to all living organisms.
And because of this, the credit for propounding the cell theory goes to them.
Schleiden Schwann
• Which aspects were not explained by schleiden and Schwann in cell theory?
• How the new cells are formed?
Cell theory however did not explain as to how the new cells were formed. Rudolf Carl
Virchow (1855) first explained that the new cells could be formed only by the division of the
pre-existing cells. He modified the hypothesis of Schleiden and Schwann to give the cell
theory a final shape.
19
Rudolf Carl Virchow
• What are the principles of a cell theory?
Cardinal principles of cell theory are
(i) All living organisms are composed of cells and products of cells.
(ii) All cells arise from pre-existing cells.
Self Evaluation
1. Who stated that “new cells formed from pre-existing cells”. ( )

A Robert Hooke B) Schleiden C) Rudolf Virchow D)Theodor Schwann
2. Who proposed the cell theory?
3. In which organisms schleiden and Schwann studied about the cells?
4. What are the salient features of cell theory?
Resources :
https://images.app.goo.gl/NZotWkdyZWnVWYaL9
https://images.app.goo.gl/V49zz7C2L1C26iFt9
https://images.app.goo.gl/YojSXUzTa6hewfEVA
Digital Reference : https://youtu.be/zk3vlhz1b6k
20
LEVEL - 2
Name of the chapter : PLANT TISSUES Worksheet No : 11
Name of the topic / concept : PARTS OF THE PLANTS AND THEIR FUNCTIONS
CONCEPTS:
1. Parts of the plants and their functions
LEARNING OUT COMES:

The Learner..................................
1. Explains different parts of the plant and their functions.
2. Appreciates the role of green plants in providing food for all living organisms.
CONCEPT PRESENTATION:
Cell is the structural and functional unit of life. In unicellular organisms, a single cell
performs all the functions.
• Who performs the different functions in multi - cellular organisms?
In multi-cellular organisms there are numerous cells, performing various functions. Plants
that we observe around us are usually multi-cellular. They perform several life processes like
growth, respiration and excretion. They also provide food, necessary for all living organisms.
• What are the life processes performed by the plants? Observe some plants in
your surroundings and complete the table.
Sl. No Function Name of the Parts.

1 Absorption of water from soil
2 Transpiration
3 Photosynthesis
4 Exchange of Gasses.
5 Reproduction.
In plants different parts perform different functions, like Roots absorb water from the soil,
exchange of gasses takes place through stomata, and photosynthesis performed by the leaves
and sexual reproduction is performed by flowers.
21
SELF EVALUATION:
1. Complete the table.

Plant part Function
2. How do you differentiate a unicellular organism with the cells of multi cellular based
on their function?
3. Explain about the different life processes performed by the plants.
4. Choose the Wrong one. ( )
A) Photosynthes is performed by the leaves.

B) Flowers are meant for decoration in plants.
C) Roots absorb water in plants.
D) Transpiration takes place by stomata.
5. Choose the correct answer. ( )

Statement 1: Group of cells with similar structure and function is called tissue.
Statement 2: All tissues perform same function.
A) Statement 1 is right and statement 2 is wrong.
B) Statement 1 is wrong and statement 2 is right.
C) Both the statements are right.
D) Both the statements are wrong.
6. Green plants are appreciable. Comment.
References:
1. https://www.youtube.com/watch?v=XOGJDpf0VKw
2. https://www.youtube.com/watch?v=i4Nd4LPFxBU
22
STAT
TE COUN
NCIL OF
F EDUCA
ATIONALL RESEA
ARCH AN
ND TRAINING
TE
ELANGAANA, HYD
DERABAAD.
ACADEM
A MIC YEA
AR 2020-21
L
LEVEL -2
Class : IX Medium : English Subject : Biiological Sccience
Name of
o the chap
pter : PLA
ANT TISSU
UES W
Worksheet No : 12
Name of
o the topicc / conceptt : CELLS IN ONION
N PEEL, LEAF
L PEE
EL
CONCEPT: 1. Cells
C in Onioon peel
2. Cells
C in leaff peel
LEARN NING OUT T COMES::

The Leearner..................................
1. Explains abbout the struucture of thee cells in on nion peel.
2. Draws the labelled
l diaagram of thee cells in thee onion peell.
3. Compare thhe cells in onion o peel with
w the cells of a leaf.
CONCEPT PRES SENTATIO ON:
We havve studied abbout the diffferent life processes
p off the plant.
• How can th he plants perform
p all the life proocesses?
To perfform all the life processses, specifiic arrangem

ments are theere in plantss. Let us try
y to find
out morre about thhe arrangem
ment of cellss in the plaants and theeir functionns by the fo
ollowing
activitiees.
• How the ceells are arrranged in an
n onion peeel?
To knoww the arranngement of the

t cells in onion peel, let us do one
o activity. Take a pieece of an
onion peel.
p Now place
p it on the
t slide. Puut a drop off water and then a dropp of glycerin
ne on it.
Gently cover it with
w a cover slip. Obsserve it undder the miccroscope. D Draw and laabel the
diagram
m that you have
h observeed under thee microscoppe. Comparre
your drawing with the followiing picture.
Take a betel leaf oro Tradescaantia or Rhheo leaf. Teear it with a single
stroke. So that a thin
t edge bee seen at thhe torn end
d. Observe the
t thin
edge whhere the leaaf has been torn,
t to obsserve under the micro scope
s as
you obsserved the onion
o s the diffeerent types cells in
peel. You will see
leaf peeel when commpared withh onion peeel. Draw thee diagram that
t you
have obbserved undder the micrroscope. Coompare you ur drawing with
w the
given picture.
23
• Do all the cells
c presen
nt in plantss are simila
ar like the above
a cells?? Write briiefly.
• Write aboout the stru

ucture and
d arrangem
ment of thee cells in a leaf? Are
A they
similar to the
t onion peel?
p
Cells arre present inn groups with

w certain arrangemennt. These arrrangementss have special roles
to play in the plannt body. Whhen comparre with Oniion peel ceells, leaf peeel cells sho
ow some
variabillity.
SELF EVALUAT
E TION:
1. Writte the differrences betw
ween the ceells in onion
n peel and cells
c in a leaf?
2. Draw
w a labelled
d diagram of
o the cells in onion peel.
3. Draw
w a labelled o the cells in leaf peeel.
d diagram of
4. Nam
me the labellled parts in
n the diagraam.
A) ---------------------------------
B) ---------------------------------
C) ---------------------------------
5. Writte the proceedure you followed

f in
n observing the leaf peeel.
6. List out the apparatus (m

materials an
nd chemica
als) you useed in the ob
bservationss of leaf
peel experimennt?

f in
n observing the onion peel.
8. List out the app

paratus (materials and chemicalls) you used
d in the obsservations of
o
onion peel expeeriment?
Resourrces:
1. https://www.youutube.com/w
watch?v=2ggkPaeRdZIo
o&t=30s
2. https://www.youutube.com/w
watch?v=FOOLDv1JLzeeE
24
STAT
TE COUN
NCIL OF
F EDUCA
ATIONALL RESEA
ARCH AN
ND TRAINING
TE
ELANGAANA, HYD
DERABAAD.
ACADEM
A MIC YEA
AR 2020-21
L
LEVEL -2
Name of
o the chap
pter : PLA
ANT TISSU
UES W
Worksheet No : 13
Name of
o the topicc / conceptt : CELLS IN ROOT
T TIPS
CONCEPT:
1. Cellss in Root tipp

The Leearner..................................
1. Expplains differrent parts inn root tip.
2. Idenntifies the growingg regiion in the ro
oot tip.
3. Draaws the labeelled diagram ms of cells in
i root tip.

We havve studied abbout the diffferent cells structure an
nd arrangem
ment in onioon peel and leaf.
• Write abou ut the cells in root tip.
Let us do
d this activvity to obserrve the root growth in inions.
i Takee
a transpparent glass filled withh water. Takke an onion bulb slightly
larger thhan the mouuth of the bottle.
Put the oniion bulb onn the mouthh of the botttle as shown.
Observee the grow wth of rootss for a few w days till they
t grow tot
nearly an
a inch.
To know w the arranngement of cells

c in the root, we neeed to do thiis activity. Take the on
nion out
and cutt the root tipp. Place it on
o the slidee. Put a drop
p of water and
a then a ddrop
of glyceerine on it. Cover it with
w a coverr-slip. Remove excess water withh the
help of blotting papper.
Tap the covver-slip genntly and preess with the blunt end of
o the needlle or
brush to spread thhe material.. Observe the t structurre and arranngement off the
cells.
• What havee you obserrved?
• Draw the diagram

d off that your observation
n under the microscope
and compaare your drrawing withh the given diagram.
25
• Are all cellls similar in
n root tip? How are th
hey arrangged.
When we observe thhe root tipp under th he microscoope, cell ddifferentiation, cell
elongation, cell division zones and
a Root caap is clearlyy visible annd all cells are not
similar. If the
t root tip is
i removed the root sto
ops growingg.
SELF EVALUAT
E TION:
1. Draw
w the labellled diagram
m of cells in
n an onion root tip?
2. Whaat will happ

pen if root tip
t is cut acccidentally in the plan
nts?
3. Chooose the corrrect one. ( )

Statement 1:
1 In root tipp, zone of cell
c divisionn is present.
Statement 2:
2 zone of cell
c divisionn is coveredd with root cap.
c
A) Stateement 1 is r correct annd 2 is wronng. B) Stateement 1 is wrong
w and 2 is correctt.
C) Bothh the statem
ments are corrrect. D) Both
h the statem
ments are wrrong.
4. Writte the nam

me of the lab
belled partss.
A)) ----------------------------
B)) ----------------------------
C)) ----------------------------
D)) --------------------------
5. Put the
t onion bulb
b on the mouth of the
t bottle too continue the experim
ment. Obseerve the
grow
wth of the cut
c root witth that of other roots and write down
d your findings.

f n observing the root tip.
in
7. List out the app

paratus (materials and chemicalls) you used
d in the obsservations of
o root
tip experiment
e ? Explain briefly.
b
Resourrces: 1. httpps://www.yooutube.com//watch?v=5
5-ur7bWqlD
DQ&t=2s
2. httpss://www.youtube.com//watch?v=m mgS7U0YRIIOw
26
LEVEL - 2
Name of the chapter : PLANT TISSUES Worksheet No : 14
Name of the topic / concept : TYPES OF PLANT TISSUES
CONCEPT:
1. Types of plant tissues.
LEARNING OUT COMES:

The Learner..................................
1. Explains about different plant tissues.
2. Classifies plant tissues on the basis of their function.
CONCEPT PRESENTATION:
Generally in plants, cells are present in groups. They perform different functions.
• What is meant by tissue?
Cells in groups which are nearly similar in structure perform similar functions are called
tissues.
• How many types of tissues present in plants?
There are 4 basic types of Plant tissues. They are

1. Meristematic Tissue
2. Dermal Tissue
3. Ground Tissue
4. Vascular Tissue
• Which tissue is responsible for growth and repair in plants?
• Write the functions of Dermal tissue.
• Which tissue occupies major part in the plant body? Write about its functions.
27
• Which tissue is responsible for transportation in the plants?
The dividing tissue, present in the growing regions is called Meristematic Tissue. The tissue
covers the plant body and gives protection is called Dermal Tissue. The tissue is abundance
in all the parts occupies major part of plant body and gives support and stores food is called
Ground Tissue. The tissue helps in transportation of water, minerals and food materials in the
plants is called Vascular Tissue.
SELF EVALUATION:
1. Match the following.
I. Meristematic Tissue ( ) a. tissue covers the plant body and gives protection
II. Dermal Tissue ( ) b. tissue helps in transportation
III. Ground Tissue ( ) c. The dividing tissue
IV. Vascular Tissue ( ) d. Occupies major part of plant body and gives
support and stores food
2. A gardener watering the stump, and said that it will soon bear leaves. Which tissue
responsible for that? ( )
A) Dermal Tissue B) Meristematic Tissue C) Vascular Tissue D) Ground Tissue
3. What happens if the meristematic tissue does not fulfill its function?
4. If you observe a dissected part of a plant body, which tissue do you find more?
5. Write about the different plant tissues and their functions briefly.
Resources: 1https://www.youtube.com/watch?v=-rGetleD-DI
2. https://www.youtube.com/watch?v=0V8TtxZtSbk
28
STAT
TE COUN
NCIL OF
F EDUCA
ATIONALL RESEA
ARCH AN
ND TRAINING
TE
ELANGAANA, HYD
DERABAAD.
ACADEM
A MIC YEA
AR 2020-21
L
LEVEL -2
Name of
o the chap
pter : PLA
ANT TISSU
UES W
Worksheet No : 15
Name of
o the topicc / conceptt : MERIST
TEMATIC
C TISSUES
S
CONCEPT: 1.Meeristematic tissues.

The Leearner..................................
1. Expplains aboutt Meristemaatic tissues.
2. Classifies Meriistematic tisssues on thee basis of thheir locationn.
3. Draaws the diaggrams of shooot tip.
4. Apppreciates thee Meristemaatic Tissue for their groowth and reepair functio
on.

Why arre you waterring the stum
mp? Harithha asked thee gardener, who
w is wateering a stum
mp. “The
stump will
w soon beear leaves” he h replied. Haritha
H had
d a question in her mindd,
• How will th he leaves come? Writte your answ wer.
Tissuess that bring about

a overaall growth annd repair arre called Meeristematic tissues.
• What are the t charactters of the cells
c of Merristematic Tissue?
Cells inn the Meristematic tissuue are

1. Small annd have thinn cell wall.
2. Living with
w prominnent nucleuss and Abund dant cytoplaasm
3. Compacttly arrangedd without Innter cellular spaces. 4. Continuouusly dividing
g cells
Observ
ve the given diagram.
• Name the
t tissue prresent in thee diagram?
• In whicch part it is present
p in pplants?
The tisssue present in the diagrram is merisstematic tisssue. Meristeematic tissuues are preseent on
the tip, sides and inn between laayers of othher tissues.
29
• Explain ab
bout the typ
pes of meriistematic tisssue and th
heir location in plantss?
The dividinng tissues att the growinng tip that bring about growth
g in leength are caalled as
apical Meristemati
M ic tissues. Tissues
T preseent around the
t edges inn a lateral mmanner and giving
g
rise to growth
g in thhe girth of stem are callled lateral Meristemati
M c tissues.
Areas fromm which brannching takes place or a leaf or a floower stalk ggrows, we find f a
kind off Meristemattic tissue caalled intercaalary Meristtematic (alsoo called Cam mbium) tisssue.
• Observe th
he given diaagrams and
d fill the table by discussing in p
peers.
Arrangemen
A nt of the Shoot Tip
p Root Tip
T
cells (Tissues)
At the Tip
At the lateral sides
At the point of branching
b
SELF EVALUAT
E TION:
1. This is NOT
T the characcter of a Meeristematic Tissue.
T ( )
A) Small and
a have thiin cell wall. B) Cell wiithout Nucleeus
C) Abundaant cytoplassm. D) Continuuously dividding cells.
2. Match the following

I. Apical Meristem
M ( ) a. growth in
i the girth of stem
II. Lateral Meristem ( ) b. Responssible for braanching
III. Intercallary Meristeem ( ) c. Growth of
o root and shoot
3. Identify th
he given diaagram and write the la
abelled parrts.
Namee of the diag

gram: -------------------------
A: -----------------------------
B: -----------------------------
C: -----------------------------
4. Writte about thee meristem
matic tissue and their location
l in plants.
5. Draw
w the labellled diagram
m of shoot tip.
t
Resourcess: 1. https://www
w.youtube.com
m/watch?v=lLnjo4Pf2JM2. http
ps://www.youtuube.com/watch??v=YBaI1pM2T
T-A
30

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BIOLOGICAL SCIENCE WORKSHEETS

CHAPTER – II : PLANT TISSUES

STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,

Sri ED Madhusudhan Reddy, SA, ZPHS, Baharpet, Kosgi, Naraynapet.

Sri P. Prabhakar Reddy, ZPHS MJ Pally, Khammam.

Sl.No. Name of the chapter Name of the topic / concept Page number

9th Class Biological Science (EM)

Academic Year 2020-21 (Level – 2)

Sl.No. Name of the chapter Name of the topic / concept Page number

2. Science - Process skills

LEARNING OUT COMES:

1. Draws flow chart of scientific method.

2. Conducts experiments to observe the germination of seeds in different types of

3. Explains the importance of process skills in scientific method.

Science is a process of thinking. Science is an organized study of knowledge which

Observe and ask Plan for experiment

A) Classification- based on any character

B) Experiment – process followed to draw inference

C) Hypothesis- to guess without logical reasoning.

D) Generalization- drawing conclusions after the result analysis of some

3. Scientists are appreciable – Comment.

4. Write the steps of scientific method in sequential order?

Components of a cell Animal cell Plant cell

Nucleus in Onion cells

Nucleus in Cheek cells

3. Assertion: Only plant cells have Cell wall.

4. Membrane bound organelles present in cytoplasm are called ( )

A) Nucleoplasm B) Membranous cells C) Protoplasm D) Cell organelles

A) Chlamydomonas B) Paramecium C) amoeba D) Spirogyra

6. Identify the part in the Picture ( )

A) Cilia B) Pseudopodia C) Podia D) Contractile vacuole

7. Identify the correct sentence about the cells ( )

12. Solve the croossword pu

LEARNING OUT COMES:

S.No. Group of the microorganism Name of the micro organisms

Take two cuups, one cuup containinng maida dough

Cup contaaining maidda dough Cup co

1.. What changes

2.. What might

dentify thee leguminous plants from

3. Where do microbes live? ( )

4. “Penicillin, Tetracycline, Erythromycin” belongs to ( )

6. List out any three Nitrogen fixing microorganisms.

7. Write the benefits of useful microorganisms.

8. Draw the diagram of Rhyzopus.

1. Harmful micro organisms

LEARNING OUT COMES:

The learner ……….

1. Appreciates the inventors of microscope and microorganisms and their efforts.

Name of the Vaccine Disease to be prevented

pit of biological wastes pit of plastic wastes

Observe and fill the following table by discussing with farmers.

Name of the plant disease Causative Microorganism Mode of Transmission

Tikka disease of groundnut Fungi

Tobacco mosaic Insects

1. Choose the Incorrect one from the following ( )

2. Match the following

i) Alexander Fleming ( ) A. Sterilization

A) Milk → 62°C → 15 minutes heated up to 20 minutes → Chilled → Stored

B) Milk → 72°C → 15 minutes heated up to 30 minutes → Chilled → Stored

C) Milk → 100°C → 5 minutes heated up to 10 minutes → Chilled → Stored

D) Milk → 90°C → 10 minutes heated up to 15 minutes → Chilled → Stored