MY LEARNING COMPANION

CLASS- IX (STEM + NON-STEM)

BIOLOGY
Dear Children,
Do you know that you all are scientists?
Children like you are explorers and curious by nature. You keep on exploring the world around
you, you ask questions and keep on trying to understand how the world works. You all
formulate hypotheses, enjoy testing them through experimentations, make observations and
form your own opinions based on your observations like a scientist does. A scientist is always
keen to understand the cause of any problem so that a solution to that problem can be found.
So, to facilitate you in refining your scientific knowledge, understanding & skills we have
designed this inquiry-based curriculum for you.
Let us all begin our journey of science but before that it would be great if you write your
thoughts on the questions below-
1. Who according to you is a scientist? Based on your idea, draw the picture of a scientist
in the given box.

2. What will happen if we do not learn science?

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3. Do you agree that science is everywhere? Why do you think so?

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 4. What is interesting about science?

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Thanks for sharing your thoughts!

Now, we would like to share about this new science curriculum. The approach that has been
adopted in developing this curriculum is inquiry based. This means that you will get ample
opportunities to discover new ideas and relationships between objects and phenomena around
you while learning science through this approach.
During this process, you would get a chance to formulate hypotheses and test them by
conducting experiments or making observations to draw inferences and solve problems.
Inquiry based learning emphasises your active participation for your own learning and to take
the responsibility of constructing knowledge that is new to you. You would get opportunities
to lead, share and grow during the teaching learning process.
You will be delighted to know that this joyful curriculum has been developed by your own
teachers who collaborated to brainstorm on inquiry-based activities that can be done during
science classes for constructing knowledge. The selected science-based topics have been
considered important for the learners of class X by NCERT, other state curriculum boards of
India and the curriculum development team. Many of the suggested activities have been tried
out by the teachers themselves, some of which you may find in the student manual in the form
of video links or QR codes.
All these activities have been revised twice before presenting before you. Firstly, by the
curriculum developers of other subjects and second time by the practitioner teachers of School
of Specialised Excellence. Following is the content that is being suggested for the inquiry-
based learning experiences which you are expected to go through during class X science
discourse.
We hope that you all will enjoy each and every component of the curriculum and lead yourself
to newer heights of exploration and knowledge creation.
Happy learning!!!
STUDENT COMPANION- UNIT PLAN 1
STRUCTURAL ORGANISATION IN LIVING ORGANISMS & THEIR WELLNESS

Life indeed is very intriguing for all of us. Do you ever think that how is it that some things are
living whereas some are non-living? Well! That's a mystery for you to solve as a scientist.
Let’s dig deep into the amazing idea of what is the smallest unit of life and what goes inside it!
Also, don't you think it would be wonderful to know what a marvellous machine human body is and
what is required to keep it fit?

ACTIVITY 1- Hone your observational skills

Your class is divided into groups and given to observe the materials. Now let's ponder on the
following thoughts.
1. What is the basic unit of each structure made by different groups?
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2. Is the basic unit the same across all groups?
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3. What is the imaginary function assigned to the structure and why?
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4. Can you relate the task you did with your own body structure?
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After doing activity building a structure, write down your observations as per your
understanding. Were you able to understand the importance of each unit?
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Movie time …..Yay!!!
https://youtu.be/D7ysfKwmuK8

Movie screening showing the story of discovery of the cell and how it got the name.
Contributions of Robert Hooke, Leeuwenhoek, Robert Brown, Schielden, Schwann and de
Vries. After watching the video, give answers to the following questions:
1. From where did the word cell originate?
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2. What significant discovery was made by Robert Brown?
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3. Mention the postulates of the cell theory as proposed by Schleiden and Schwann.
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4. How did de Vries contributed to the cell theory?
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An Acquaintance with the tiny world…
Let us understand how a compound microscope works:
Extended learning task of finding out what are the other type of microscopes that have
developed over time like Transmission Electron Microscope (TEM), Scanning Electron
Microscope (SEM), Foldscope.

ACTIVITY 2. How good are your observation skills?

Observe the slides carefully & write your observations -

ONION PEEL CHEEK CELLS
ACTIVITY 3 Show and Tell!!!!!
Put your creative hats on and show to the class which organelle you are and what is your
function?
You can jot down your ideas here:

Now, think collectively along with your friends and find why is it that each organelle has a
different function?
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ACTIVITY 4. List out differences between eukaryotic and prokaryotic cell .

EUKARYOTIC CELL PROKARYOTIC CELL

ACTIVITY 5 List out differences between unicellular & multicellular organisms

Unicellular organisms Multicellular organisms

Let’s watch this video and discuss our findings.
https://youtu.be/0Z3Pg8GRzr4?t=11

Let us see what we have understood:

1. Which cell organelle is referred to as ‘powerhouse of the cell’ and why?
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2. What is the function of endoplasmic reticulum? Differentiate between RER and SER?
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3. Where does protein synthesis take place inside a cell?
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4. Which cell organelle is termed as ‘suicidal bag’ and why?
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5. What is the significance of the nucleus?
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ACTIVITY 6 - OSMOSIS
After doing the activity, write down your observations in the box given below-
ACTIVITY 7- On the basis of your observations differentiate between osmosis & diffusion-
OSMOSIS DIFFUSION

Let’s play a game

https://biomanbio.com/HTML5GamesandLabs/Genegames/mitosismoverpage.html

Well!!!! Now that you have the insight over what goes inside a cell when it divides, would
you like to ponder on some questions?
1. Find out what a clone is?
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2. Out of Mitosis and Meiosis, which one is likely to form a clone?
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3. Does any of the division processes that you learnt about actually lead to the formation
of a clone?
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4. Find out where in your body does mitosis and meiosis happen?
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The Next Step of the Ladder of Life
1. Now that you know that Mitosis leads to formation of similar
kinds of cells, would you like to know what this group of cells
is known as?

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2. Did you observe rapid apical growth in the shoots? If yes, explore the reason/ask your
facilitator and write down the reason behind this growth.
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Observe the picture and share your understanding

Investigate the applications of stem cells. Are they helpful in curing some serious diseases?
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Where else can you find the role of stem cells?
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Write down your findings.
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 ACTIVITY 8 Growth in a plant…
On the basis of task 2.1, share whether the growth happens in a plant
vertically only. If not what do you think where else does that happen? take
time to reflect and share.

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Time to ponder STEM students!

Is meristematic tissue present in animals too?
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Are your observational skills great?

Observe the following materials and write your observations regarding the texture of the
materials

Leaf
Leaf Stalk
Coconut husk

Now, do you see how and why these tissue structures have different features?
Would you like to identify more Parenchyma, Collenchyma and Sclerenchyma tissues from
your surroundings?
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Also, tell your friends how this permanent tissue is different from the meristematic tissue
that you learnt about in the previous activity.
ACTIVITY 9 Cellular Talk Time!!!! (Not Literally)
Think and tell……
1. How are cells and tissues adapted to transport water through themselves in plants?
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 2. How are they adapted to transport food?
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3. Are these transporting tissues different for food and water?
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4. How are these tissues different from meristematic and permanent tissues?
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Lets see their permanent slides to find the differences…

This is how xylem and phloem look. Woah!!!!!

Weekend reflections- FEEL FREE TO NOTE as per your experience

What was interesting?
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What difficulties did you face while learning?
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Where do you need help?
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ACTIVITY 10. ANIMAL TISSUES

Let us sit together and talk to each other about our observations upon observing permanent
slides of animal tissues/Identifying animal tissues in specific organs in model of human torso.
Discuss with each other their location, structure and function. Let us try to draw the labelled
sketches of all the tissues that we observed.
ACTIVITY 11 : Introduction to good health (physical, mental and social)
Survey Questionnaire-
1. How many members of your family have fallen ill in the past? Fill in the table given
below-

S.N Name of the Illness suffered Visited the Took any Duration of
o. member doctor (Yes/No) medicine recovery

2. Fill the data in the space given below according to your surroundings (A)
SITUATIONS IN YOUR SURROUNDINGS ( YES/NO)
Are there potholes in localities
Garbage collector comes regularly in your area.
Continuous supply of clean water
Covered drain near your house
Garbage is thrown in community bins in your locality
Covered dustbins in your locality

(B)

SITUATIONS AT YOUR HOME Choose the most appropriate response & put a
tick mark against it in the space provided
My family drinks boiled/filtered Always ( )

Sometimes ( )
 Never ( )
People in my home wash their Always ( )
hands before and after having meal
Sometimes ( )

Never ( )
We often eat cooked food from Always ( )
hawkers
Sometimes ( )

Never ( )
We wash fruits and vegetables Always ( )
before consuming them
Sometimes ( )

Never ( )
We practise yoga/exercise Always ( )

Sometimes ( )

Never ( )
We all take care of our personal Always ( )
hygiene
Sometimes ( )

Never ( )

Can’t say ( )
We take bath daily with soap Always ( )

Sometimes ( )

Never ( )
We wear fresh clean clothes daily Always ( )

Sometimes ( )

Never ( )
We eat freshly prepared food Always ( )
 Sometimes ( )

Never ( )
We clean our house daily Always ( )

Sometimes ( )

Never ( )
We dispose off garbage regularly Always ( )

Sometimes ( )

Never ( )
We consume nutritious and healthy Always ( )
food
Sometimes ( )

Never ( )
We wash towels bedsheets regularly Always ( )

Sometimes ( )

Never ( )

Questions for analysis-

1. Mention the diseases that lasted for more than three months.
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2. Is this disease transferable from one generation to another.
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3. Is this disease transferable from one person to another.
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4. Was there a time when all the family members were suffering from the same disease at the
same time. If so, mention the disease name and try to explain the reason behind this situation.
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5.What correlation do you find between the above three tables?

ACTIVITY 12 - PROJECT TIME

You can utilize the following questions and illustration as pivotal thoughts to shape
your project.

1. Collect information on other modes of transmission of diseases and expand the

illustration.
2. Identify various methods for the prevention of communicable diseases, prepare a similar
illustration and exhibit it in the classroom.
3. Identify various methods of treatment of different diseases.
FOOD FOR THOUGHT: Can we completely save ourselves from diseases by taking
prevention? (Hint. Also think about congenital and genetic Disorders)

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ACTIVITY 13. SURVEY
The facilitator will explain how to carry out this interesting survey to reinforce the idea
of health and diseases.
After survey, write your findings on diseases & recommendations for leading a healthy life-
ACTIVITY 14 (a): LIFESTYLE DISEASES:
Create a collage on lifestyle diseases and put in on display board.
ACTIVITY 14 (b): Case Study
Create a case study on acute and chronic diseases.
ACTIVITY 15: STORY TIME!!!!
Listen to the story narrated by your teacher and write your reflections on it. Now
ponder on the following questions:
● Have you heard of medicine Amoxicillin, Streptomycin and Azithromycin? What are
they?
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● How many of you had antibiotics in the past year? Do you know how antibiotics were
discovered?
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● Antibiotics have been around since 1933. How do you think people fight infections prior
to the discovery of antibiotics?
● Do you think people always need antibiotics when they are sick?
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● How do antibiotics work? (analogy can be drawn by asking whose help would
you take to catch a thief- another thief or a policeman?)
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● Would antibiotics cure a cold? What do you think is the problem here?
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 ● What do you understand from the term antibiotic resistance?
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● Why would some bacteria become resistant to antibiotics?
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ACTIVITY 16. ROLE PLAY

- Enact the story of the discovery of vaccine by Edward Jenner.
- Study the immunization card of an infant shown to you and find answers to the
following questions:
1. What all diseases are infants being immunised against?
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2. What is the purpose of doing this?
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3. Study whether infants are immunised against same diseases world over or not? ( Give
the learners 4 days to present their findings, students can divide continents amongst
themselves for an effective in-depth study