Syllabus Planner

Term- II(October to February)

Session: 2022-23

Class: X
Subject: SCIENCE
 Syllabus For First Term (April to September 2022)
● Light: Reflection and Refraction
● Human Eye and Colorful World

● To find the focal length of concave mirror

● To find the focal length of convex lens
● Refraction through Glass slab
● Refraction through Glass prism
● Chemical reactions and equations
● Acids, Bases and Salts
●Metal &Non-Metals
● Life Processes
●Control&Coordination

Syllabus for Term II (October to February 2023)

● Electricity ● Magnetic Effect of Electric Current

● To Verify Ohm’s Law (Lab Activity) ● Light: Reflection and Refraction

● Human Eye and Colorful World ● Carbon and Its Compounds

● Chemical reactions and equations ● Acids, Bases and Salts

● Metals and Non metals ● How do organisms reproduce?

● Life Processes ● Heredity

● Control and Coordination ● Our environment

CHEMISTRY
Aids&
Month/No. Activities(Art
Main Topic/ Learning M.I’s , SDG’s & Learning
of Working Integration)/
Sub Topics Objective Thinking Hats Outcome
Days Trans
Disciplinary
OCTOBER Chapter- 3 Logical Intelligence Students will be
● Metals & Occurrence of metals Students will able to think able to:
Non-metals will be explained logically how tochange ▪ Analyze
(Contd) To familiarize through flow chart
properties of metals various
Students with separation
▪ Comparing
techniques
an ore with
● Occurrence from
of metals a mineral
extraction
▪ understand
▪ List various
how
steps
different
involved in
procedures
Art Integrated the
are Activity Logical Intelligence- extraction
followed Students will be asked of metals
to extract a to make a mind map Students will exercise logical
metal showing different
thought as they consider the
steps of extraction
Chapter-4 constitution of diverse
Carbon and its ▪ Knowing the substances.
arrange
compounds importance
Spatial Intelligence - the elements
of carbon
Students will be able to visualize in groups
Sub Topics Concept of carbon and depict the electron dot
▪ list the carbon
▪ Introduction compounds will be structures and linkages of many
atomic
number, introduced by taking elements and compounds.
examples from daily
symbol, and
electronic life
configuration
 ▪ define and Survey Based Body Kinesthetic ▪ Correlate
draw Activity Students will be able to show the bonds
covalent ▪ Compile a list Different forms of formed as
bond of various carbon in daily life single,
▪ differentiate substances double or
between made of triple to the
ionic and carbon used in number of
covalent daily life and pairs of
bond identify what electrons
are these shared
made up of, between
whether they Atoms
contain
▪ Covalent carbon.
▪ Bonding in carbon- Logical Intelligence
covalent bond bond of
different Students will think logically ▪ distinguish
compounds about the versatile nature of between an
carbon ionic and a
covalent
Language is bond
integrated with
science
▪ list three
types of
Covalent
Bond
Naturalist Intelligence
Students will understand the
existence of different forms of
▪ reason why
carbon in nature and its uses
covalent
bond is
To illustrate covalent formed
bonding in different
types of chemical
compounds
 Art Integrated ▪ connect
Activity the electron
▪ Versatile nature of dot
carbon ▪ learn the ▪ Draw the
structure of
▪ Saturated and nomenclature covalent bond
atoms for
Unsaturated Carbon of of carbon and SDG-Industries,Innovation
and Infrastructure the
Compounds compounds hydrogen
formation
of covalent
▪ draw the
bonds
structural
▪ apply
▪ Chains, Branches formula of
general
and Rings the
formula of
functional
▪ Draw the homologou
group
electron dot s series
▪ list the rules
structures of ▪ identify
of writing
various SDG -- Quality the name
IUPAC
elements and Education of
▪ Will you be my names of
compounds homologou
friend? various
like O2, N2, s series
▪ Homologous series carbon
compounds H2O,NH3
▪ Identify the
Performing
functional
Art Based
group
Activity Thinking Hats
associated
▪ Illustrate White Hat
with each of A test tube containing a brown
different
them liquid remains same in colour
homologus
when methane is passed but its
series by
colour disappears when ethene is
creating ball passed. Why? Also suggest the
and stick name of brown liquid. Give the
models using chemical equation involved
Blue and red
bindi’s
Month/
Aids &Activities(Art
No. of Main Topic/ Sub Learning M.I’s, SDG’s & Learning
Integration)/ Trans
Workin Topics Objective Thinking Hats Outcome
Disciplinary
g Days
BIOLOGY CH 8- Students can Chapter will be
 How do explain the introduced with
OCTOBER Organisms Reproduce? significance of brainstorming
DNA session on
(17 Days) Subtopics copying reproduction and Naturalistic:
Importance of mechanism its modes based
Variation in process of on previous
reproduction knowledge
Students will
Illustrate the Video link will understand
importance of be shared on DNA significance of
variations copying and DNA copying
variation Students will observe mechanism for
variations in plants in continuity of
their natural generation
surroundings

Thinking hats:

Black & Yellow hat

PBL:
Students will be “Fungus in the air”
 Modes of able to Draw & describe
reproduction used Students will be asked
differentiate to grow fungus on a different types of
by single between various asexual
organisms moist bread to observe spore
asexual modes formation reproduction
of reproduction
able to draw
 the diagrams Students will learn They will
showing various about the benefits & acknowledge the
modes of risks related to fungus formation of two
reproduction daughter cells
from one cell

- Realize that the

“Creating Balcony Garden” Green hat:
To grow a plant e.g process of
onion/potato/ reproduction must
mint/money plant continuously go
using vegetative parts on for any novel
creation/evolution

Naturalist:

Students will apply

Video link on asexual
Reproduction
https://youtu.be/6Ew6mqwgG
R0
https://youtu.be/SakyW8-iu_Y
their creativity & will
connect to nature for
growing plants
vegetatively

Visual Spatial Draw and

 Sexual Reproduction Will be able to Students will draw the diagrams describe labelled
draw and of male & female reproductive intelligence:
male and female
understand the systems reproductive
functions of system
different organs (Science+ Arts) Students are
of reproductive acquainted with
systems in male and female
humans parts of flowers
 Students will focus and their
while drawing the functions
diagrams

White hat:

Students will be Experiential Learning- Students will focus

able to identify the Students will and
parts of flowers & dissect a flower
and draw the Competency to
their importance
diagram to study different parts contrast
pollination and
concentrate while types of
dissecting the flower& fertilization
observing various
parts
(Science + Arts)
Visual Spatial
Students will be Video link on intelligence: Able to identify
aware how Pollination, the parts of dicot
pollination and fertilization and seed and their
fertilization zygote formation in plants functions
leads to the https://youtu.be/y-emlY6DBH8 They will
production of
fruit and a new visualize the video
Budding Scientists
plant Students will study White hat:
the structure of a
soaked gram seed
also draw diagram
to study various
parts
(Science + Arts)
 Students will observe
and study parts of
dicot seeds

Skit/Rap/Role Play
 Reproductive health
Students will Skit/poem/Role Play on Red hat: They are aware
know about Gender Inequality, Sex Ratio, about the STD’s &
various Female infanticide how they can be
contraceptive Discussion of various prevented and
measures to be contraceptive methods techniques
taken and in context with involved in birth
reproductive health, Student learning
control
social issues in our style:
country Sensitization on
Students will be gender equality
aware of sex ratio of after discussion on
India & Haryana
social issues
Musical

(Science + Performing Arts) Students will express

their feelings and
communicate about
various social issues
related to reproductive
health and dwindling
sex ratio in several
states
SDG-Gender
equality:

Students will become

sensitize about sex
ratio & gender
inequality
Month/
Aids &Activities(Art
No. of Main Topic/ Sub Learning M.I’s, SDG’s & Learning
Integration)/ Trans
Workin Topics Objective Thinking Hats Outcome
Disciplinary
g Days
SCHEDULE FOR
INTERDISCIPLINARY
WEEK

(SCIENCE INTEGRATED
WITH ICT) AWAKEN THE INNOVATOR
SDG-12:

MONDAY CHEMISTRY OF Preparation of a research paper RESPONSIBLE

CRACKERS on the chemical composition CONSUMPTION AND
and associated hazards of PRODUCTION
traditional crackers and
Benefits of green crackers

TUESDAY
(Be one with nature)
ASSEMBLY SDG 4: QUALITY
Presentation on Gandhian
EDUCATION
Way of life
 SDG target 3.9
WEDNESDAY
GREEN DIWALI
GREEN DIWALI CRACKERS ARE ‘BANE’
INTERHOUSE
ANTI CRACKER POSTER
COMPETITION

INTRACLASS SDG 3:GOOD

JOURNAL MAKING Science Journal Making – HEALTH AND
THURSDAY
WELL BEING

Importance of Salt
-Spices of India
-Staple Diets of Indian
States
-Corelate Food Chain with
human eating habits

SDG 11.4
FRIDAY CANDLE MAKING, DIYA
DECORATION,TORAN
MAKING
PHYSICS

Month/No. Learning Activities/Art M.I’s , Learning

Main Topic/Sub Objective Integration/Tr Outcome
of Working SDG’s & Thinking
Topics ans D
Days Hats
CH:12
NOVEMBER  Students
Visual Spatial
ELECTRICITY(C0 understand the
(22 Days) use of heat
nt)  Students will
 To enable energy in real
observe the
the students life in order to
various
 Heating to calculate the
appliances
effects of understand electricity bill.
which work
current the Joule’s
on heating
heating
effects of
effects of  Infer that
electric appliances
electric
current and of higher
current. power
appreciate the Linked to SDG 7
consume
heating effect
To find the alternate source more energy.
of current in
 To enable of energy So to save
daily life.(Art energy, use of
the
 Power students Integration ) high power
dissipation appliances
to Students will
due to should be
understan minimized.
current compare and
d the
analyze the power
concept
dissipation and
of power
consumption of
electric energy in
at least 5 home
appliances.
 Logical mathematics

Concept Closure To calculate electricity

bill of the student’s own  Recognize
Group discussion on house. application
Alternative sources
of
of energy.
commercial
Knowledge: To unit of
calculate energy in
electricity bill our daily
of the student’s life.
own house.

Concept
Initiation:
CH: 13 Observe Different types of
MAGNETIC Different types of
magnets will be magnets
EFFECTS
OF provided to
CURRENT students in groups
and they will
 Toenable the notice the
students draw difference in each
 Magnetic one of them.
field, magnetic
To draw magnetic field lines Students are
Magnetic field lines Students will be able to analyse
field lines given compass and
bar magnets. They the concept of
will draw the field magnetic field
surrounding the bar and draw the
magnet. magnetic field
 Students will observe the lines.
deflection of compass
needle
  To enable Visual Spatial
the
students to Experiment is
 Field due to learn that a demonstrated
a current current to show
carrying carrying magnetic field
wire. wire
due to a  They understand
produces a
magnetic current that a current
field carrying carrying
around it. conductor.(SN conductor
 Students will think behaves like a
OW)
 Field due to logically what happen magnet.
a current when direction of electric
carrying current is changed.
straight wire

 They will be
Right hand thumb able to
 Right hand To enable the
rule comprehend the
thumb rule students to learn
statement of
about right hand
ACTIVITY TO Right Hand
thumb rule. Body Kinesthetic
SHOW THE Thumb Rule.
 Field due DIRECTION OF
to current MAGNETIC They will be
carrying  To enable FIELD.
circular able to apply
the students
loop. the correct rule
to draw the Students will
to find the
magnetic consider
themselves driving  direction of
field lines
magnetic field
around the a corkscrew in the
around a
current direction of
current
carrying current, then the
carrying
circular loop direction of
conductor
corkscrew is the
direction of
Magnetic field.
  Field ART Students
due to  To enable INTEGRATION Students will use their understand
current the how to find the
creativity to make the
carrying Make a model direction of
solenoid students to model
draw the of magnetic field
solenoid/Electr in a current
magnetic
omagnet carrying
field lines circular loop.
around
solenoid.
Students
understand to
compare
solenoid and
Students will observe the electromag
activity net.

 Force on  To enable the DEMOSTRAT Students

students to ION OF understand
current
the factors
carrying understand that ACTIVITY : which affect
conductor. when a charged To observe the the force on
particle enters direction of a charged
into a magnetic displacement of particles.
Quality Education
field,it rod placed in a
experiences a magnetic field.
force.
Fleming's left Students
 To enable hand rule understand how to
 Fleming's the Students apply Fleming's
left hand rule to find the  (SCIENCE +IT) left hand rule
direction of https://youtu.be/qvB1
force by mmfo7MQ
using
Fleming's
left hand rule
 ThinkPair Students
Share To understand the
 Electric To enable the explain the concept of electric
Motor Students to motor and apply it
structure and
in use of few
understand the working of household
structure , principle electric motor appliances like:
and working of on board washing machine,
Electric Motor EMI [ Related to SDG mixer, grinder,
symbol-4 as it will enable water pump etc
• Experiment to
demonstrate the students to use art in and industrial use.
 Electroma  To enable concept of drawing field lines as a
result impart quality The students
gnetic the electromagnetic
education] understand to
induction Induction through
Students to explain and apply
O LAB by using the concept of
know that
the given link EMI.
magnetic (SCENCE+IT)
flux can http://www.olabs.e
generate du.in/index.php?su Body Kinesthetic
the electric b=74&brch=9&sim
• Fleming =242&cnt=4 The students will be
current.
’s right- Using their own able to critically
hand right hand in find direction of
 To enable
rule such a position to induced
the
Fleming’s right- explain
Students current/force and
hand rule (use the Fleming’s right-
to find the magnetic field
following link) hand rule
direction
of induced (SCENCE+IT) using Fleming’s
current by right hand rule.
using
Fleming's
right- hand rule. https://www.youtube.
com/watch?v=OdMU
PjDjkdY
• Electric To enable To apply the use of
Genera the ThinkPair  Students will
Students to
electric generator in day be able to
tor Share To
apply the to day life describe and
explain the apply the
principle of
Electric structure and principle of
Generator working of Electric
electric Generator
generator on
board

Students understand
why most power
• Direct current To enable the station constructed
Students to Class Discussion : these days produce
• Alternating • Students will be Class discussion on AC
current differentiate and DC AC.
discuss with
between Direct each other
current and about Students will be
induced current differences skilled and
between Direct competent to
current differentiate
Alternating Communication and between earthing,
current collaboration( To make short circuiting and
PP T),while doing so overloading.
To enable the
 Domestic they will use their
Electric Circuit Students to
Art creativity
gain practical  Students will be
INTEGRATION :
knowledge by able to apply
Make a PPT of
studying Domestic Electric and relate
Domestic Circuit in group of 2- learned
Electric Circuit 3 students.
concepts in
their daily lives.
CHEMISTRY

Month/No.
Main Topic/Sub Learning Activities/Art M.I’s , SDG’s & Learning
of Working
Topics Objective Integration Thinking Hats Outcome
Days
Chemistry ● CH- 4 : Carbon and ●Students have the ● Chapter will be Logical Intelligence:
its compounds previous knowledge introduced with Students will think logically Students will be able
November (contd) of different carbon why detergents are preferred to:
brainstorming
compounds over soap
session on
various
Sub Topics functional
groups SDG 4
responsible for Quality Education
different Students will be able to make ● Students will
chemical soaps understand
● Chemical
properties of ● Illustrate the properties importance of
Carbon importance of various chemical
Compounds various properties
chemical
properties
Lab Based ● Analyze different
Activity Thinking Hats chemical properties
White Hat of ethanol and
● Students will To study different How do soaps clean the cloth?
ethanoic acid
have properties of ethanoic
● Important knowledge of acid
carbon chemical
compounds- properties of
Ethanol and ethanol and
ethanoic acid ethanoic acid Why intake of methanol in
small quantities can be
harmful?
 ● Students will be ● Differentiate
able to Blue Hat between
differentiate How can ethanol and various
ethanoic acid be differentiated? chemical
between
combustion and properties
oxidation
● Analyze
Yellow Hat reasons for
Why alcohol is used as fuel? working of
● Able to Experimental
detergents
● Soaps and understand Learning
and soaps in
detergents working of To study the different
soaps and comparative cleaning types of
detergents capacity of a sample water
of soap in soft and
hard water
 Aids&
Month/No. Activities(Art
Main Topic/ Learning M.I’s , SDG’s & Learning
of Working Integration)/
Sub Topics Objective Thinking Hats Outcome
Days Trans
Disciplinary
NOVEMBER Ch- 9 Heredity Thinking Hats
(22 days)
Sub Topics Students will gather
▪ Accumulation of To make students Introduction of
information about
variation understand the chapter will be done ● Aware
genetic basis of with live examples accumulation of variation with about
variation which is Topic will be past examples
inherited
responsible for explained using White hat:
traits
observed variation in diagrammatic
the surroundings presentation

Blue hat:
▪ Heredity Students will PBL- ● They will
understand the Students in group of be able to
process by which five will study about explain
traits and various traits like
characteristics are Visual Spatial Intelligence: dominant
rolling of tongue, free
inherited or attached earlobe and
and prepare the recessive
record of same and characters
analyze. Pupils will gather information
about different inherited
characters and visualize them
▪ Rules of They will Learning by Doing- Green hat:
inheritance of traits understand the rules Numerical problems ● Students
of inheritance and and Punnet Squares will be able
phenotypic to made by students to make
expression of traits for laws of
Logical- mathematical proper
inheritance
intelligence: monohybri
d and
dihybrid
cross

(Science + Math)
They will know how It is evidence based learning
▪ Sex determination Flow Chart-
the sex of Students will prepare where they will see and ● Aware
offspring(humans) flow chart to show gather information & will about sex
is determined Sex determination in reach logical conclusions determinati
humans Visual Spatial intelligence: on in
animals
and sex
ratio
White hat:

(Science + Arts)

SDG-Gender Equality:

Understanding the concept

they will critically think about
the social issue like gender
equality
 Aids&
Month/No. Activities(Art
Main Topic/ Learning M.I’s , SDG’s & Learning
of Working Integration)/
Sub Topics Objective Thinking Hats Outcome
Days Trans
Disciplinary
Ch- 15 Our
environment

Sub Topics Students will be able PBL- Students will check ● Students
▪ Components of write about Students will develop will
biosphere, alternatively how the growth
ecosystem fresh water and salt understan
ecosystem its biotic water ecosystems of plant affected in at different
salinity level. d the
and abiotic
components Green hat: intimate
associatio
n of biotic
& abiotic
componen
They will observe and see the t of
growth taking place in ecosystem
naturalistic environment
Naturalist & Visual Spatial
intelligence:

▪ Food Chains and Students will be able Integrating Science ● Students

to interpret and with arts Visual Spatial intelligence:
webs will
describe 10% law To illustrate
with examples relationship between appreciate
various trophic levels the role of
students will draw a Students will observe and draw decompos
food chain showing the diagrams based on ers and
various trophic levels knowledge they will creatively will also
and flow of energy present the information in the be able to
form of diagrams
 Thinking hats: explain
10% law
White & Green hat: of energy
flow and
biological
magnificat
ion

They will differentiate ● Students

between food chain and food will be
web and learn which one is able to
more stable critically
Black hat: analyse
- Activities affecting They will learn PBL-
Students will perform and
our environment damage to ozone
layer its a short skit to compare
importance& sensitize about waste biodegrad
managing wastes management able and
(Science + PA) Based on available non
information they will interact biodegrad
amongst themselves and able
critically analyze how human wastes.
activity has impacted our
environment
Student learning style:

Interpersonal and Visual

spatial intelligence:
SDG-Climatic action:
Students will be aware of
importance to save
environment
 Aids&
Month/No. Activities(Art
Main Topic/ Learning M.I’s , SDG’s & Learning
of Working Integration)/
Sub Topics Objective Thinking Hats Outcome
Days Trans
Disciplinary
December (23 Revision of Term -II -Students will be
days) syllabus able to revise
-Electricity chapters and attempt
-QFT related
-Magnetic Effect of
exercises
Electric Current -Oral test
& -Light : Reflection
and Refraction -Written Test
-Human Eye and
January (17 Colorful world -Doubt Sessions
days) -Chemical reactions
-Diagram based
and equations
assessment
-Acid , Bases and
salts -Google form
-Metals and Non assessment
metals
-Carbon and Its -Sample papers
Compounds
-Practice of
-Life Processes
numerical and
-Control and chemical equations
Coordination
-How do organisms
reproduce?
-Heredity
-Our environment