Chapter 1 : CHEMICAL REACTION AND EQUATION

Total periods : Date from : To :

Objectives : Students will be able to
1. Give examples of chemical reaction and physical change
2. Represent chemical reaction in terms of chemical equation
3. Balance a Chemical equation
4. List the Factors which make a chemical reaction more informative
5. Interprets a balanced chemical equation
6. Describe the type of chemical reaction with their equations and examples
7. Explain about the redox reaction with examples
8.Give examples of oxidation in daily life
9. List the methods of prevention of corrosion and Rancidity

Sl No Evaluation Teacher’s
Learning competencies Learning assisted activities Learning Aids Technique self
introspection

Tool
1 ➢ Physical Change ◆ ENGAGE : ◆ Students Bl Chloride , Zn granules
and Chemical ◆ Begin the lesson by asking will be ac Sulphuric Acid
change the students to recall their asked to k ( Refer Activity 1.1 , 1.2 , 1.3)
➢ Chemical reaction prior knowledge about explain Bo
➢ Chemical equations chemical reaction the ar
➢ Balancing observatio d
◆ Asking students to state
chemical equations n that help Ch
difference between physical
➢ Making chemical to alk
change and chemical change
reaction determine Black board chalk
by giving different
more informative a chemical
examples
reaction
◆ EXPLORE :
has taken
◆ By performing simple
place
experiments such as burning
of Mg in air ,Reaction of
Potassium iodide and lead Mg ribbon
nitrate ,Reaction between Zn , calcium
and Dil sulphuric Acid , oxide ,
Students will be asked to list water,
common observations in Soium
these chemical reactions Sulphate ,
◆ EXPLAIN : Barium
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Questioning Questions

Activity Observation Check list

Observation

Check list

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2 ➢ Exothermic and
Endothermic reactions
➢ Types of chemical reactions
➢ Oxidation and reduction
reactions
➢ Effect of Oxidation reaction
➢ Corrosion ,Rancidity and
their preventive measures
◆ Student will be asked to
explain law of conservation of
mass and difference between
skeletal equation and balanced
equation and the need of
balancing a chemical equation
◆ EXPAND :
◆ Students need to write the Black board Observation Check list
balanced chemical equation chalk
of a given chemical reaction
◆ students will be asked to write
rules for writing a word
equation and to make
chemical reaction more
informative
◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked
◆ ENGAGE : For Chemical
◆ Students will be asked to give combination :
simple examples for Quick lime , water
endothermic and exothermic ( Refer activity 1.4 )
reactions such as respiration , For Chemical
photosynthesis , burning of decomposition :
coal , natural gas and Ferrous sulphate ,
digestion of food performing lime stone , lead
simple experiments to know nitrte , water, bunsen
types of reactions burner , silver
bromide , china dish
(Refer activity 1.5 , Experiments Check list
1.6 , 1.7, 1.8) observation
For Chemical
displacement :
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 Iron nails ,copper
sulphate soln , Zinc
and Hcl
( Refer activity 1.9)
For Chemical
double
displacement :
sodium sulphate ,
barium chloride ,lead
nitrate and
potassium iodide Experiments
reactions observation Check list
( Refer
activity 1.10)
For oxidation
reaction : copper
and oxygen reaction
( Refer activity
◆ EXPLORE : 1.11)
◆ Students need to discuss and
identify the given equation as
a combination Discussion Check list
,decomposition displace ment Black board and
or double displacement by chalk
writing chemical equation

◆ EXPLAIN :
◆ Students will explain
different types of reaction and discussion
identify the type of reaction Black board and Check list
and give reasons for the same chalk
◆ Explain corrosion and
rancidity and preventive
measures

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 ◆ EXPAND :
◆ Students will be asked to draw Charts showing Chart charts
image of experiment heating diagrams preparation
calcium carbonate and testing
gas evolved with burning
match stick
◆ Ask to draw image of the
experiment electrolysis of
water
◆ prepare a list of preservatives
available in the market to
protect food material from
rancidity
◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked
◆ Lab experiment recordings

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PREPARED BY : GULZAR . I. DAMBAL . Asst teacher (CBZ) Nelamangala Bangalore Rural

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 Chapter : 2 : ACID , BASE AND SALTS

Total periods : Date from : To :

Objectives : Students will be able to
1. Define acids an bases 6. Explain the acid rain
2. Classify subtance into acid and bases 7. Discuss the neutralization reaction
3. Define indicators 8.Identify the acid salts , basic salts and neutral salts
4. Describe effect of indicators on different substances 9.Mention the uses of Acid ,bases and salts
5. List out properties of acid and bases
Evaluation Teacher’s
Sl No Learning competencies Learning assisted activities Learning Aids self
Technique Tool introspection
1 ➢ Acids and bases ◆ ENGAGE : Black board Questioning Questions
✔ properties ◆ Begin the lesson by asking chalk
✔ natural acids students to recall the previous
✔ mineral acids knowledge on taste and nature
✔ Strong acids and base of acids and bases
✔ weak acids and base
◆ EXPLORE :
✔ Alkalies
◆ Students will be asked to find Indicators : turmeric, Activity Check list
out the acids present in orange rose petals, litmus
➢ Salts
tamarind, grapes, tomato ,curd paper,
etc phenolphthalein
◆ students will be asked to to methyle orange ,
perform activities using clove oil , vanilla
various acid base indicators to essence etc
classify given sample as acid / Acids and bases
base (Refer Activity 2.1)

◆ EXPLAIN :
◆ Student will explain the Black board and
indicators Discussion Check list
properties of acids and bases
◆ Discuss the types of indicators Different natural
around us Acids and bases ,
litmus paper

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 ◆ EXPAND :
◆ Students will be asked to Charts completing Table
prepare a table showing the given showing
difference between acid table difference
and bases between acid
◆ Asked to prepare a table of and bases
names of naturally occurring Table of
acids and their sources names of
◆ Performing activities to test naturally
the given solutions based on occurring
effect of litmus paper acids and
◆ EVALUATE : their sources
In text Questions and Extra
questions will be asked

2 ➢ Reaction of Acid and Base with ◆ ENGAGE : Zn granules , HCl Experiment Observation
■ Metal ◆ Students perform simple Acid , observation Check list
■ Metal carbonate experiments to know the Phenolphthaleon
■ Metal hydrogen carbonate reaction of Acid and Bases indicator ,NaOH
■ Metal oxide with metal ,metal carbonates , ( Refer Activity
■ Neutralization reaction matal oxides and reaction 2.3, 2.4, 2.5, 2.6)
between acid and base
■ Neutralization in everyday life
◆ EXPLORE :
➢ Conduction of electricity in acid
◆ Students will be asked to write Black board observation Check list
and base
balanced chemical equation
for above reaction

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 ◆ EXPLAIN : Black board Discussion Check list
◆ explain and discuss the chalk
neutralization reaction
in everyday life

◆ EXPAND :
◆ Students will be asked to
perform an activity to show Glucose ,alcohol Activity Check list
conduction of electricity in ,HCl ,,beaker ,nails
Acids and asking students battery
to give reason why aqueous (Refer Activity 2.8)
solution of acid conduct
electricity
◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked
◆ Lab experiment records

3 ➢ PH Scale ◆ ENGAGE :
➢ Importance of PH everyday life ◆ Students will be asked to Sample of different Activity Check list
➢ Classification of Salts identify given sample whether solutions , PH paper
■ Acidic salts is acid , base or neutral based Strip
■ basic salts on its PH value or PH paper
■ neutral salts Strip
➢ Chemicals from common salt
◆ EXPLORE :
➢ preparation and uses of ◆ Students will be asked to
-Sodium hydroxide identify and prepare a table of
-bleaching powder Acidic salts , basic salts and
-Baking Soda neutral salts
Table of Preparation Table of
- Washing Soda classification of salts of table classification
of Salts
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 -Plaster of Paris
➢ Water crystallization
◆ Preparation of -Sodium Sodium chloride , Activities Check list
hydroxide -bleaching powder water ,Sodium
-Baking Soda - Washing Soda hydrogen carbonate ,
-Plaster of Paris and listing sodium carbonate
their properties and uses

◆ EXPLAIN : Black board Discussion checklist

◆ explaining and discussing the chalk
importance of PH in our every
day life Copper sulphate
busen burner ,test Activities Checklist
◆ EXPAND : tube pair of tongs
◆ Students will be asked to (Refer Activity
explain the concept of water 2.15)
crystalization by
performing activity 2.15

◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked
◆ Lab experiment records

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 Chapter : 3 : METALS AND NON MATALS

Total periods : Date from : To :

Objectives : Students will be able to
1.Define metals and nonmetals . 6.Explain properties of ionic
bond 2.Locate the position of metals and non metals in periodic table 7.Define Activity series
3. Discuss the physical and chemical properties of metals and nonmetals 8.Arrange the metals in order of their reactivity
4. Compare and Explain the chemical properties of metals and non metals 9.Describe the steps involved in extraction of least, moderatly,
and 5.Define Ionic Bond highly reactive metals
10. Explain the term corrosion and different methods to prevent it

Evaluation Teacher’s
Sl No Learning competencies Learning assisted activities Learning Aids self
Technique Tool introspection
1 ➢ Metals and Non metals ◆ ENGAGE : Questioning Questions
➢ Locating metals and nonmetals ◆ Begin the lesson by recalling
in the periodic table the various elements and how
➢ Physical properties of metals they are classified as metals
and non metals: Malleability and non metals on the basis of
Ductility, conduction of heat their properties
conduction of electricity ◆ Ask the learner to list the Periodic table
Appearance of Surface , metals and non metals in Chalk
Hardness, Density , Melting and various objects located in Black board
Boiling point , State at room classroom or surrounding
temperature ◆ Ask the learners to locate
➢ Exception in physical properties metals and non metals in
periodic table

◆ EXPLORE : Activity
◆ Learner will be asked to
compare metals and non
metals using physical
properties such as luster,
conductivity , malleability etc Activity

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◆ Performing Activity 3.1 to Sample pf Iron , Checklist
check whether metal have copper, aluminum,
luster i.e shiny appearance sand paper .

◆ Performing the activity to Iron , zinc , lead , Activity checklist

test the hardness Sodium , Hammer

◆ Asking the student to list the

metals available in the form of
wire

◆ EXPLAIN :
◆ Student will explain Aluminium or Activity checklist
conductivity of metal and Copper wire ,
about high melting and boiling Stand , pin , wax ,
point by performing Activity Spirit lamp
3.5 (Refer text book )
◆ Students perform activity
3.6(Refer text book ) and Electric circuit , Activity checklist
explain metals are good crocodile clips ,
conductor of electricity . holder , metals bulb

◆ EXPAND :
◆ Students will be asked to
collect the samples of Carbon
( coal , graphite ) sulphur ,
Iodine and to carry out the Refer activity from Activity checklist
activity from 3.1 to 3.6 with 3.1 to 3.6
these non metals and record
their observation in table
◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked

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2 ➢ Chemical properties
➢ Reaction with Oxygen
➢ Reaction with water
➢ Reaction with dil Acids
➢ Aquaragia
➢ Reaction of metals with metal
salts
➢ Reactivity series
➢ Properties of ionic compounds
◆ ENGAGE :
◆ Ask the students to check the Potassium , Activity Checklist
rate of reaction of different Sodium , Copper ,
metals with oxygen by Aluminium , burner
performing activity 3.9 (Refer
text book ) and to write the
chemical equation of the
reactions
◆ Ask the students to write
the metals in the order of
their reactivity
◆ EXPLORE :
◆ Students are asked to show magnesium ribbon Activity checklist
that metal oxides are basic litmus paper,
while non metal oxides are sulphur, burner
acidic by performing
activity
3.8 ( Refer text book ) potassium , Sodium, Activity checklist
◆ Students will perform the Calcium,
activity 3.10 ( Refer text Magnesium ,
book ) to study the Aluminium, Iron ,
reactivity Zinc ,Cold water ,
of metals with water and asked burner
to write the order of reactivity
of given metal with water . Mg , Al , Zn , Fe Activity checklist
◆ Student will perform the Acids
activity 3.11 ( Refer text
book )to study the reactivity of
metals with acids .
◆ Ask to write the order of
reactivity of given metal with
water
◆ EXPLAIN :
◆ Students will compare the Discussion checklist
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chemical properties of metals

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3 ➢ Occurrence of metals : minerals
and Ores
➢ Obtaining Metal from Ore
- Enrichment of ore
- Extraction of low reactive ,
moderately reactive and high
reactive metal
➢ Electrolytic refining of copper
➢ Corrosion
➢ Prevention of corrosion
➢ Alloy and its components
and non metals
◆ Explain the reaction of Iron wire , Copper Activity checklist
metals with the solution of sulphate Solution
other metal salts by
performing activity 3.12 (
Refer text book )
◆ Explain about Aquaragia
◆ EXPAND :
◆ To study about the properties Sodium Chloride , Activity checklist
of ionic compound students Potassium Iodide
will be asked to perform Barium chloride ,
activity 3.13 and to list the Kerosene, Electric
properties of ionic compounds bulb,
◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked
◆ ENGAGE : Questioning Questions
◆ Learner will be asked to
arrange the metals in the order Chalk
of their reactivity
◆ Divide the class into three Black board Activity Checklist
groups A,B, C .
A – consists of of 10 students
where they are randomly
assigned the names of metal of
the activity series
◆ Ask the other groups B and C
to arrange the students in order
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 of decreasing or
increasing reactivity
◆ After arranging ask each group
to describe the steps involved
in the extraction of metals for
each category

◆ EXPLORE :
◆ Students will be asked to
gather information about Library books Project work Assignments
metallurgy and methods of
extraction of different metals
like Iron , Copper ,
Aluminium
◆ EXPLAIN :
◆ Explain the steps involved in
the extraction of least Black board Discussion Checklist
reactive , moderately Chalk
reactive and highly reactive
metals
◆ Explain the term corrosion and PPT or Video Observation Observation
different methods to prevent it list
◆ Explain about alloys with
examples and components of
alloys and their uses

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◆ EXPAND :
◆ Draw the diagram of Chart of electrolytic
electrolytic refining of copper refining of copper
◆ Performing the activity 3.14
(Refer Text Book ) to Iron nail , test tube , Activity Checklist
prove that air and moisture water
are essential for rusting of
iron

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 ◆ EVALUATE :
◆ n text Questions and Extra
questions will be asked

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 Chapter : 6 : LIFE PROCESSES ( NUTRITION)

Total periods : Date from : To :

Objectives : Students will be able to
1. Define the term life process 6.Explain heterotropihic nutrition
2. Define autotrophic nutrition 7.List the organs of digestion
3. Explain the process of photosynthesis 8.Describe process of digestion in human beings
4. Illustrate importance of chlorophyll ,Carbon di oxide and 9.Explain how saliva prevents tooth
decay sunlight through experiment
5. Define heterotrophic nutrition

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Sl No Learning competencies Principles and Learning Learning Aids self
assisted activities Technique Tool introspection

1 ➢ Life processes ◆ ENGAGE : Black board Questioning Questions

➢ Importance of nutrition
➢ Classification and modes of
nutrition
➢ Autotrophic nutrition
◆ Begin the lesson by asking chalk
students to recall
characteristics of living
and non living things
◆ Asking students about need of
energy for daily life situations
and develop keen interest to
know about various life
process

◆ EXPLORE :
◆ Students will be classify the Black board Discussion checklist
nutrients and to list and discuss chalk
about the importance of
nutrition

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 ◆ EXPLAIN : video / PPT observation Observation
◆ Explaining the mode of list
nutrition
◆ explaining autotrophic and
heterotrophic nutrition with
examples

◆ EXPAND :
◆ Learners will be asked to make PPT Observation Observation
a presentation on autotrophic list
and heterotrophic nutrition and
to talk about the process of
photosynthesis
APPLICATION: Students will be able ◆ EVALUATE :
apply the integrated knowledge to In text Questions and Extra
differentiate autotrophs and questions will be asked
heterotrophs. ➢
2 ➢ Process of photosynthesis ◆ ENGAGE :
➢ Conditions necessary for ◆ Teacher will review the Black board Questioning Questions
photosynthesis basic concept about the Chalk
➢ Importance of Chlorophyll, process of nutrition in plant
Carbon di oxide and Sunlight to make strong link between
through experiment previous knowledge and
➢ Activity to check the presence current topic
of starch in leaves ◆ Students will be asked to
➢ Activity to check neccessity of mention the materials that are
carbon di oxide for essential for process of
photosynthesis photosynthesis
➢ Activity to show sunlight is
essential for photosynthesis
Chart showing the Observation Observation
◆ EXPLORE : diagrammatic List
◆ Students asked to write representation steps
diagrammatic representation of photosynthesis
of steps of photosynthesis
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3 ➢ Heterotrophic nutrition
➢ Nutrition in Amoeba
,Paramicium and parasitic
nutrition in Cuscuta
➢ Nutrition in human beings
➢ Steps in passage of food
through Alimentary canal or
gut
➢ Peristaltic movements
➢ Dental Caries
◆ EXPLAIN : Experiment
◆ Explaining the conditions (Refer Activity 6.1 , Activities Check list
necessary for photosynthesis 6.2 ) Observation
◆ Demonstrating the necessary Virtual Lab
of chlorophyll , carbon di videos/PPT
oxide and sunlight through
experiments
◆ EXPAND :
◆ Students will draw the Chart Showing C.S Preparation Charts
structure of C.S of leaf , of leaf , Stomata of Charts /Diagrams
Stomata , Chloroplast Chloroplast
◆ Describe the working of
Stomata
◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked
◆ Lab experiment records
◆ ENGAGE :
◆ Asking students to recall about Black board Discussion Check list
process of obtaining food by Chalk
different animals .
◆ Citing the examples for
heterotrophic nutrition
◆ Recalling nutrition in
unicellular and Multicellular
organisms
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 ◆ EXPLORE : Chart showing Discussion Check list
◆ Discussing nutrition in nutrion in amoeba
Amoeba , Paramecium and
Cuscuta by drawing diagram Flow chart of human
of different stages of digestive system Observation observation
nutrition in amoeba list
◆ Preparing flow chart of human
digestive system

◆ EXPLAIN :
◆ Students will explain the
heterotrophic nutrition with
examples
◆ Explain steps of nutrition in
Chart of human Observation observation
human beings
digestive system list
◆ Explain enzymes , digestive
PPT
juice and and their functions
Video
◆ Explain the function of villi in
human digestive system
◆ Discuss about the precautions Discussion Checklist
to dental caries
◆ EXPAND :
◆ Draw the digram of human
digestive system Preapration Table
◆ Students will prepare the table of Table showing
showing enzymes , digestive showing enzymes ,
APPLICATION: student will be able to apply juices and their functions enzymes , digestive
the acquired knowledge and their skill to Table showing digestive juices and
practice the diagrams. enzymes , digestive juices and their
◆ EVALUATE : juices and their
◆ In text Questions and Extra their functions
functions functions
questions will be asked

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 Chapter : 6 : LIFE PROCESSES ( RESPIRATION )

Total periods : Date from : To :

Objectives : Students will be able to
1. Define Respiration 6. Explain the process of respiration in plants
2. differentiate between aerobic and anaerobic respiration 7.Explain how the respiration process in Aquatic animals is adapted to their
environment 3.Explain how glucose is broken down 8.Explain the process of respiration in human beings
4. Define ATP
5. Define Diffusion

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Sl No Learning competencies Principles and Learning Learning Aids self
assisted activities Technique Tool introspection

1 ➢ Respiration ◆ ENGAGE : Black board Questioning Questions

➢ Activity to know carbon di ◆ Raising questions and chalk
oxide is produced during encouraging students what
respiration they know about respiration
➢ Activity to know about the ◆ Asking students to tell what
product of fermentation respiration involves
➢ Breakdown of glucose by ◆ EXPLORE : Activities checklist
various pathway ◆ Demonstrate that exhaled air pichkari (Refer
➢ Aerobic and Anaerobic contain more carbon di oxide rubber tube , lime Activity 6.4 ,
respiration than atmospheric air by water 6.5 )
➢ ATP performing an activity 6.4
◆ performing the activity 6.5 to sugar solution ,
know about product of yeast test tube , bent
fermentation glass tube , lime
water
◆ EXPLAIN :
◆ Encouraging students to
explain their observation and checklist
PPT / Video obseravation
findings about fermentation
and its importance

Discussion checklist
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2 ➢ Respiration in plants
➢ Diffusion
➢ Respiration in aquatic animals
➢ Respiration in terrestrial
animals
➢ Respiration in human beings
◆ Discussion on Similarity and
Difference between aerobic
and anaerobic respiration
◆ Providing definition and
explanation about ATP
and explaining breakdown
of glucose by drawing a
ray diagram
◆ EXPAND :
◆ Preparation of chart about Preparation of Chart
aerobic and anaerobic chart chart
respiration and chart can be
displayed in classroom
◆ EVALUATE :
◆ Asking open ended question
◆ In text Questions
◆ ENGAGE : Discussion Checklist
◆ Start a lesson with a short Black board
whole class discussion about
how plants ,fishes and other
animals breath
◆ EXPLORE :
◆ students will be asked to state Model of respiratory Discussion checklist
and describe the respiratory system
structure in human and in
some animals .
◆ Asking students to write the
ray diagram to show the
passage air through the
respiratory system
◆ comparing and contrast the
human respiratory system with
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 other organisms
◆ EXPLAIN :
◆ Explain the process of PPT / VIDEO observation observation
respiration in plants animals list
and human beings by showing
PPT ? VIDEO
◆ Explain the exchange of gases
between alveoli , blood and
tissues
◆ EXPAND :
◆ Building the model of plastic bottle , model of
respiratory system and balloons , rubber Model respiratory
discussing processes of bands , modelling making system
respiration clay

◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked
◆ A quiz is given at the end of
the unit that covers these basic
ideas
◆ APPLICATION: Students will
be able to apply the knowledge
integrated by laboratory
method in their higher studies.
Creates interest about science
subject.

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 Chapter : 6 : LIFE PROCESSES ( TRANSPORTATION )

Total periods : Date from : To :

Objectives : Students will be able to
1. Explain transportation in animals
2. Describe the composition of blood and lymph
3. Compare the structure of heart in different animals
4. Explain the process of circulation of blood in heart
5.Define blood pressure
6.Describe process of transportation in plants
7.Describe the vascular tissues in plants
8.Explain how water and food are transported in plants

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Sl No Learning competencies Principles and Learning Learning Aids self
assisted activities Technique Tool introspection

1 ➢ Blood -components of blood ◆ ENGAGE : Black board Questioning Questions

➢ Unit of measurement of Hb ◆ Start the lesson with the chalk
➢ Blood vessels : Arteries short whole class discussion
and veins , capillaries and about how blood get around
their function body
➢ Stucture of heart ◆ Recalling blood components
➢ Circulation of Lymph and different blood groups and
asking students what they
know about the topic
◆ EXPLORE :
◆ Teacher will lead a discussion
on component of blood ,blood
vessels and their function Black board Activity Checklist
◆ Conducting hands on chalk
investigation about
hemoglobin level in different
age group
◆ Dissecting the specimen heart
of sheep / goat

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 ◆ EXPLAIN :
◆ Explain about human heart and video / PPT /chart observation Observation
use map of human heart to list
show the class working of
human heart
◆ Explaining about blood video / PPT /chart
pressure and circulation of Observation Observation
lymph list

◆ EXPAND :
◆ Creating color picture of blood
flow to ,through and from Chart of V.S of Chart Chart
heart preparation
◆ Measuring blood pressure
using Spygmomanometer heart

◆ EVALUATE :
◆ Conducting Quiz Spygmomanometer
◆ In text Questions and Extra
questions will be asked

2 ➢ Need of Transportation ◆ ENGAGE :

in plants ◆ Teacher makes a support Black board Questioning Questions
➢ Vascular tissues with students by asking chalk
➢ Transportation of water questions related to how
through xylem water and minerals and food
are transported and reach
other parts of plant body
◆ EXPLORE :
◆ Showing the chart/video /PPT chart/video /PPT Observation observation
of xylem and phloem tissues list
and asking students to identify
the structure and function of
xylem and phloem

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 ➢ Transportation of food through ◆ EXPLAIN :
phloem ◆ Explaining transportation
➢ Process of Translocation water and food in plants by chart/video /PPT Observation observation
showing Video / PPT list

◆ EXPAND :
◆ Drawing the structure of Chart of xylem and Chart Chart
xylem and phloem tissues phloem preparation

◆ EVALUATE :
In text Questions and Extra

◆ APPLICATION: Students will

be able to apply the knowledge
integrated by laboratory
method in their higher studies.
Creates interest about science
subject.

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Chapter : 6 : LIFE PROCESSES ( EXCRETION)

Total periods : Date from : To :

Objectives : Students will be able to
1. Describe importance of excretion process
2. Describe the structure and working of excretory system in human
body 3.List the important function of kidney
4.Describe the process of dialysis
5.Describe the process of excretion in
plants
Evaluation Teacher’s
Sl No Learning competencies Principles and Learning Learning Aids self
assisted activities Technique Tool introspection

1 ➢ Need of Excretion ◆ ENGAGE :

➢ Meaning of excretion ◆ Prompt the students to Black board and Questioning Questions
➢ Different strategies of share what they know about Chalk
excretion in amoeba , flat the human excretory system
worm ,plants and in human ◆ EXPLORE :
beings ◆ Discussing different
➢ Structure of human excretory strategies of excretion in Black board and Discussion Checklist
system amoeba , flatworm higher chalk
plants and human beings

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➢ Location and function of
◆ EXPLAIN :
Kidney
◆ Showing the video / PPT to
➢ Structure of Nephron and steps video / PPT Observation Observation
explain structure of excretory
urine formation list
system and process of urine
➢ Process of Dialysis
formation
◆ Explaining of process of
Dialysis

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 ◆ EXPAND :
◆ Building a model of Model of excretory Model Model
excretory system system making
◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked

2 ➢ Excretory process in plants ◆ ENGAGE : Black board and Questioning Questions

➢ Gaseous waste in plants
➢ Waste stored in vacuoles
➢ Waste products stored in leaves
➢ waste Products like resins
and gums in old xylem
➢ Excretion of waste products
through roots into soil
➢ Transpiration
◆ Asking students to tell the Chalk
waste products produced in
plants and making list of them
◆ EXPLORE :
◆ Discussing about the waste Black board and Discussion Checklist
products released during Chalk
photosynthesis and respiration
and how they are used as raw
material for each other

◆ EXPLAIN : Video/PPT Observation Observation

◆ Explaining the different list
ways of excretion carried out
in plants
◆ Discussing the role of Stomata
in getting rid of water ,carbon
di oxide

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 ◆ EXPAND : Discussion Discussion Checklist
◆ Discussing the advantages
of transpiration in plants

◆ EVALUATE :
In text Questions and Extra
questions will be asked

APPLICATION: Students
will be able to know and
appreciated the creation of
nature and also creates the
curiosity about science and
human body.

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 Chapter : 12 : Electricity

Total periods : Date from : To :

Objectives : Students will be able to
1.Identify the features of electric current 7.Define the types of electric circuits
2.Explain how potential difference generate electricity 8.Calculate the equivalent resistance
3.Define electric resistance 9.Describe heating effect of
electricity
4.Identify factors affecting resistance 10.State and derive joule's
law 5.State and apply Ohm’s law
6.Illustarte the working of electric circuit
Evaluation Teacher’s
Sl No Learning competencies Learning assisted activities Learning Aids self
Technique Tool introspection

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1 ➢ Feature of electric current ◆ ENGAGE :
➢ Measurement of electric current ◆ Students are introduced to the Black board and Questioning Questions
➢ Potential difference concept of electricity by Chalk
➢ Electric potential identifying it as unseen but
➢ Electric current in solid realizing its importance in
conductors our daily life
➢ Electric current in liquid
conductors ◆ EXPLORE : Model of atom observation observation
➢ Electric resistance ◆ Students review the structure list
➢ Factors affecting resistance of atom and learn that
electrons are the particles
➢ Ohm’s law
behind electric current
◆ Students correlate the flow of
water with flow of electricity
in a system

◆ EXPLAIN : observation observation

PPT / Video
◆ Explain electric potential list
potential difference and
resistance

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 ◆ Explain and discuss how Black board Discussion checklist
charges flow in solid
conductors and in liquid
conductor
◆ Determine the relation among
potential difference , current
and resistance

◆ EXPAND :
◆ Solving problems based on
formula to find out flow of text book problems problem text book
charges through a circuit solving problems

◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked

2 ➢ Working of electric circuit ◆ ENGAGE :

➢ Significance of circuit diagram
➢ Need for a closed circuit –
Switch , battery, Cell , lamp
voltmeter, ammeter, resistor
, motor etc
➢ Types of electric circuits :
Series circuit , Parallel circuit
➢ Equivalent resistance in series
circuit and parallel circuits
◆ Asking the students to Black board and Questioning Questions
identify the different symbols Chalk
of electric circuit
◆ EXPLORE :
◆ Students will work in Switch , battery, group activity checklist
cooperative groups to Cell
construct simple circuit lamp ,voltmeter,
◆ Draw and interpret the circuit ammeter, resistor ,
diagram using proper symbols motor etc

◆ EXPLAIN :
◆ Discussing and comparing the Discussion Checklist
series and parallel circuit Black board and
◆ explain how the circuits and Chalk

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 components affect current ,
voltage and resistance

◆ EXPAND :
◆ Draw series and parallel circuit Chart showing series Activities Checklist
diagrams and parallel circuits
◆ Construct series and parallel
circuits
◆ Calculate equivalent resistance
in series and parallel circuits

◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked
text book

3 ➢ Heating effect of electricity ◆ ENGAGE :

➢ causes of heating effect ◆ Asking the students to make a Black board Questioning Questions
of electricity list of home appliances in
➢ Applications of heating effect of which electricity is used and
electricity and which produce heat
➢ Good heating element
➢ State and derive joule’s law
◆ EXPLORE :
◆ Identify the cause of the Black board and Discussion Checklist
heating effect of Chalk
electricity

◆ EXPLAIN : PPT / Video Discussion checklist

◆ Discuss the practical
application of heating effect
of electricity
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 ◆ Explain the working of electric Black board and
fuse and explain electric power Chalk
◆ Define a good heating element

◆ EXPAND :
◆ Solve the problems based on Black board and Text book
Problem
electric power Chalk problems
solving

◆ EVALUATE :
◆ In text Questions and Extra
questions will be asked

Teachers signature HM’s Signature

PREPARED BY : GULZAR . I. DAMBAL . Asst teacher (CBZ) Nelamangala Bangalore Rural

dist

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