Science Complete LP

MAHARAJA SURAJMAL INSTITUTE
(Affiliated to GGSIPU)
B.Ed Batch 2020-22, Semester III

School Internship File
Subject- Science
Enrollment Number- 02114902120
Submitted by- Dipika
Submitted to- Dr. Promila Dabas
GENERAL OBJECTIVES OF TEACHING SCIENCE
● Develop inquiring minds and curiosity about science

and the natural world.
● Acquire knowledge, conceptual understanding and skills
to solve problems and make informed decisions in
scientific and other contexts.
● Develop skills of scientific inquiry to design and carry out
scientific investigations and evaluate scientific evidence to
draw conclusions.
● Communicate scientific ideas, arguments and
practical experiences accurately in a variety of ways.
● Think analytically, critically and creatively to solve
problems, judge arguments and make decisions in
scientific and other contexts.
● Appreciate the benefits and limitations of science and
its application in technological developments.
● Understand the international nature of science and
the interdependence of science, technology and
society, including the benefits, limitations and
implications imposed by social, economic, political,
environmental, cultural and ethical factors
● Demonstrate attitudes and develop values of honesty
and respect for themselves, others, and their shared
environment.
INDEX
S.No. LESSON PLAN DATE SUPEVISED PEER OBSERVATION
BY MA’AM
1 Lesson plan - 1 25.9.21 Yes -
2 Lesson plan – 2(Multimedia) 27.9.21 Yes -
4 Lesson plan - 4 29.9.21 - Yes
6 Lesson plan - 6 5.10.21 - -
7 Lesson plan - 7 6.10.21 - -
8 Lesson plan - 8 7.10.21 -
9 Lesson plan - 9 8.10.21 - -
10 Lesson plan -10 9.10.21 - -
11 Lesson plan - 11 10.10.21 - -
12 Lesson plan - 12 12.10.21 - -
13 Lesson plan - 13 13.10.21 Yes -
14 Lesson plan - 14 15.10.21 - Yes
15 Lesson plan - 15 18.10.21 - -
16 Lesson plan - 16 20.10.21 - -
17 Lesson plan - 17 23.10.21 - -
18 Lesson plan - 18 26.10.21 - -
19 Lesson plan – 19(Multimedia) 1.11.21 - -
20 Lesson plan - 20 6.8.21 - -
21 Lesson plan - 21 8.11.21 - -
22 Lesson plan - 22 10.11.21 - -
23 Lesson plan - 23 15.11.21 - -
24 Lesson plan - 24 17.11.21 - -
25 Lesson plan - 25 21.11.21 - -

General Information
Subject- Science Date- 25.9.2021

Chapter- Cell Structure and Function School- Modern Public
Topic- The Cell School
Period- 3rd
Class- 8th
Specific Objectives
After the lesson is over, students will be able to-
Knowledge
1. Describe why a cell is the structural unit of a living organism.
2. Describe how organisms show variety in number, shape and size
of cells.
.
Comprehension
1. Classify the organisms as unicellular and multicellular.
2. Identify different shapes of cells.
Application
1. Examine whether the number of cells in an organism affectsthe
functioning of the organism.
2.Use the knowledge gained to understand more about the
functioning of their body.
Teaching aids
General- Blackboard, chalk, duster

Specific- Images(ppt), video(https://youtu.be/wMgXsrpVrJg )
Method of teaching
Inquiry method, Demonstration method
Testing of previous knowledge
It is assumed that students have some knowledge about certain basic

functions that all living beings carry out.
Teacher’s Activity Students’ Activity

Do you know the difference between -Living things are alive,non living things
living and nonliving organisms? are not alive.
Give some examples of living and - Living - Animals, plants, human beings
nonliving things around you. Nonliving - Book, chair, tubelight,chalk
2.All living organisms carry out certain -Digestion, respiration, reproduction,

functions, can you list out these functions excretion
Introduction
1.Which organ helps us to respire? -Lungs

-Stomach, small intestine,
2. Which organs help us in digestion? large intestine, mouth
3. Do you know what these organs - Tissues

are made up of?
4. What tissues are made up of? -cells
5. Do you know different types of cells? -Students may not reply
Statement of the topic
Today we are going to study about cell, its discovery and how organisms
show variety in number, shape and sizes of cells.
Presentation
Teaching points Teacher’s Activity Students’ Activity
Discovery of -Do you know what cork is? Students may not reply
cell
-Have you seen a plant's trunk ? Yes ma,am
It is also called bark and inside
the bark we have cork.It is the
part of bark of a
tree. Now the pupil teacher
shows an image of bark on ppt.
Students are watching

carefully
Robert Hooke in 1665

observed slices of cork under
a simple magnifying Students are listening
device.He took thin slices of carefully.
cork and observed them
under a microscope. He
noticed partitioned boxes or
compartments in the cork
slice.He also noticed that one
box was separated from the
other by a wall or partition.
Hooke coined the term ‘cell’
for each box.
Cork cells as observed by
Robert Hooke.
The Cell -What is the most important -Bricks

material to make a house?
-What a human body is made up - Cells
of?
Yes.Both, bricks in a building

and cells in the living
organisms, are basic
structural units.
-Now tell me why a cell is known -The cell is known as the

as a structural unit of an structural and functional
organism? unit of life because all living
beings are formed of cells.
Right.
Organisms
show Variety in
Cell Number, -How do scientists observe and Through microscope
study living cells?
Shape and Size
They use microscopes which
magnify objects. Stains (dyes)
are used to colour parts of the
cell to study the detailed
structure.
(a)
Number of cells -Can you guess the number of
cells in a tall tree or in a huge No ma’am
animal like the elephant?
The number runs into billions

and trillions. Human body has
trillions of cells which vary in
shapes and sizes.
- Do you know how Unicellular and multicellular

organisms show variety in the
number of cells? Organisms which have
- What are unicellular single cell
organisms?
-Can you give an example of it? Amoeba
Yes, amoeba and paramecium

are examples of unicellular
organisms.
Now the pupil teacher shows the

images of unicellular organisms.
(a) Amoeba
(b) Paramecium
-What are multicellular

-Organisms having more
organisms?
than one cell are called
multicellular organisms.
-Give some examples of
multicellular organisms?
-Animals, plants, human
beings.
-Irregular shape
(b) -How do you define the shape of
Shape of Cells the amoeba in the figure?
Amoeba has no definite

shape, unlike other
organisms. It keeps on
changing its shape.
Observe the projections of

varying lengths protruding out of
its body.
-Pseudopodia
-What do we call these
projections?
Yes, these are called

pseudopodia (pseudo : false;
podia : feet), as you learnt in
Class VII. These projections
appear and disappear as
amoeba moves or feeds.
-Do you know about WBCs? Yes ma,am, they are white
blood cells
-Are they unicellular or -Unicellular

multicellular?
Right.
A white blood cell (WBC) in
human blood is another
example of a single cell which
can change its shape. But
while WBC is a cell, amoeba is
a full fledged organism
capable of independent
existence.
-What shape would you expect -Students may not answer

in organisms with millions of
cells?
Generally, cells are round,

spherical or elongated.
Now the pupil teacher shows

different shapes of cells to the
students.
Blackboard Summary
1. All organisms are made of smaller parts called organs.

2. Organs are still made of smaller parts. The smallest living part of
an organism is a ‘cell’.
3. Cells were first observed in cork by Robert Hooke in
1665. 4.Cells exhibit a variety of shapes and sizes.
5. Number of cells also varies from organism to organism.
Recapitulation / Evaluation
1. What are the organisms which are composed of many cells

packed together called?
2. Amoeba and Paramecium belong to which category of
organisms?
3.Which instrument is used to observe cells?
4.Name one cell in the human body which is spherical in shape?
Home Assignment
1.Make a sketch of the human nerve cell. What function do

nerve cells perform?.
2.What advantage does amoeba derive by changing shape?
Topic- The Cell School
Period- 3rd
Class- 8th
Specific Objectives
Knowledge
• Describe cell structure .
•Describe various cell organelles like cell membrane, cytoplasm,
cell wall,nucleus.
.
Comprehension
1. Distinguish between eukaryotes and prokaryotes.
2. Identify the various cell organelles present in a cell.
Application
1. Sketch a rough diagram of a cell along with its components.
2. Use the knowledge gained to understand more about their body
and its functioning.
Teaching aids

Specific- Images(ppt), video https://youtu.be/wMgXsrpVrJg,
https://youtu.be/3m8Ps-nZSwg?t=368
Method of teaching
It is assumed that students have some knowledge of the cell.
1. What is a cell? It is the structural and functional unit of

living organisms.
-robert Hooke in 1665
-Irregular shape
Who discovered the cell?
Cytoplasmic projectections in amoeba
What is the shape of an amoeba?
4.What are pseudopodia?
Introduction
1. What are different shapes of a cell? -Spherical, spindle shaped, long

branched
2. What is the shape of RBCs? - Spherical
3.Can you guess which part of the cell - Students may not reply
gives it shape?
Today we are going to study about cell structure, various components of

a cell
Presentation
Teaching points Teacher’s Activity Students’ Activity
Cell Structure You have learnt that each living

organism has many organs.
and Function You have studied in Class VII
about the digestive organs
which together constitute the
digestive system
-Name some organs that are -Mouth, stomach, pancreas,

part of our digestive system? liver, small intestine
Each organ in the system

performs different functions
such as digestion,
assimilation and absorption.
- What are these organs made -Tissues

up of?
-What are tissues made up of? -Cells
-Do all cells in a tissue are -Students may not answer

similar?
Each organ is further made

up of smaller parts called
tissues. A tissue is a group of
similar cells performing a
specific function.
- Cells make up tissues,

tissues make up organs, and
organs make up organ
systems and various organ
systems make an organism.

students hierarchy of cellular
organisation on
ppt.
Parts of
The Cell
The basic components of a cell
are cell membrane, cytoplasm
(a) and nucleus
(Cell Membrane)
the students a cell diagram.
-Do you know why the cell

content is intact? -Because of the cell
yes. membrane
The cytoplasm and nucleus
are enclosed within the cell
membrane, also called the
plasma membrane.
-Now the pupil teacher shows a

video depicting how we can see
onion peel and cheek cell
plasma membrane on a
microscope and also explains
them.
The boundary of the onion
cell is the cell membrane
covered by another thick
covering called the cell wall.
The central dense round
body in the centre is called
the nucleus.
-Is the cell wall present in

animal cells or plants cells or -Cell wall is not present in
both? animal cells
Yes, right. Cell wall is only

present in plant cells and is
absent in animal cells.
-Do you know why? -To withstand harsh

conditions and protection.
Yes.
Plant cells need cell walls
whereas animal cells do not
because the plants need rigid
structure so that they can
grow up.Plant cells need
protection against variations
in temperature, high wind
speed, atmospheric moisture
etc. They are exposed to
these variations because they
cannot move.
(b) Cytoplasm -Do you know the jelly-like

substance present between the
cell membrane and the -Cytoplasm
nucleus?
Various other components, or

organelles, of cells are present
in the cytoplasm. These are
mitochondria, golgi bodies,
ribosomes, etc. You will learn
about them in later classes.
(c)
Nucleus is an important
Nucleus component of the living cell.
-What is the shape of the

nucleus in the above diagram? - The shape of the nucleus is
spherical
Yes. Nucleus is generally
spherical and located in the
centre of the cell. It can be
stained and seen easily with
the help of a microscope.
-There is a membrane
surrounding the nucleus, do you
know what we call it? -Nucleus Membrane
Yes.Nucleus is separated
from the cytoplasm by a
membrane called the nuclear
membrane. This membrane is
also porous and allows the
movement of materials
between the cytoplasm and
the inside of the nucleus.

students the picture of the
nucleus.
-Can you see the small

spherical body inside the
nucleus? -Yes ma,am
-What do we call it? -Nucleolus
With a microscope of higher

magnification, we can see a
smaller spherical body in the
nucleus. It is called the
nucleolus.
The pupil teacher shows the

Prokaryotes and students the image of an
Eukaryotes eukaryotic and prokaryotic
cell.
carefully.
These are the cells of

prokaryotic and eukaryotic
organisms.
-No ma,am
-Can you see the nucleus of the
prokaryotic cell? -Yes ma,am
-Can you see the nucleus of the
eukaryotic cell? -In eukaryotic cell nucleus is
-Tell me the difference between clearly visible while in
the nucleus of a prokaryotic cell prokaryotic cell it’s not.
and a eukaryotic cell?
Okay. -Yes ma,am

So we can clearly see that the
nucleus is not well organised
and there is no membrane and
therefore the contents of the
nucleus are mixing in the
cytoplasm.
The cells having nuclear

material without nuclear
membrane are termed Students are listening
prokaryotic cells. carefully.
Examples are bacteria and
blue green algae.
The cells, like onion cells and
cheek cells having well-
organised nuclei within a
nuclear membrane are
designated as eukaryotic
cells.
Blackboard Summary
1. The cell has three main parts: (i) the cell membrane, (ii) cytoplasm
which contains smaller components called organelles, and (iii) the
nucleus.
2. Nucleus is separated from cytoplasm by a nuclear membrane.
3. Cells without well-organised nucleus, i.e. lacking nuclear membrane,
are called prokaryotic cells.
4. Plant cells differ from animal cells in having an additional layer around
the cell membrane termed cell wall.
Recapitulation/Evaluation
1. Which part of the cell contains organelles?

2. State the difference between eukaryotes and prokaryotes.
3.Give an example of a prokaryotic cell organism?
4.What is the other name of cell membrane?
5.What is the function of a cell wall?
Home Assignment
1. Make a sketch of the human nerve cell. What function do nerve cells
perform?.
2. Write short notes on the following. (a) Cytoplasm (b) Nucleus of a cell
Topic- Comparison of plants and animal cells School
Period- 3rd
Class- 7th
Specific Objectives
Knowledge
1. Define various terms like vacuole, Chloroplast and plastids.
2. List the similarities between plant cells and animal cells.
Comprehension
1. Distinguish between various kinds of plastids found in plant cells.
2. Understand the importance of chlorophyll in photosynthesis.
Application
1. Use the knowledge gained to understand more about plants’ and
animals’ cells.
2. Sketch a rough diagram of plant and animal cells.
Teaching aids
Specific- Videohttps://youtu.be/3rXJgc27KRE, Images
Method of teaching
Demonstration method, Inquiry method
Previous Knowledge Testing

Students have previous knowledge about cells, various shapes of cells and
components of a cell.

1. Is cell wall present in No ma’am
animals’ cells?
2. Do plant cells have a cell wall? Yes ma,am
3.Why only plants have a cell Plants need cell wall because the
wall? plants need rigid structure to grow,
also as they cannot move to
withstand the
harsh conditions.
4.what are chromosomes? Thread-like structure present inside

the nucleus.
5.what they carry? Genes
Introduction
1.Is the structure of the nucleus Yes ma’am

same in plant and animal cells?
2.What is the difference between a Nucleus in a bacterial cell is not
plant cell and a bacterial cell? well defined but in plant cells it is
well defined.
-Is onion cell an eukaryotic cell or -Eukaryotic cell

prokaryotic cell?
-While observing the onion cells

under the microscope, did you -Students may not reply
notice any blank-looking structures
in the cytoplasm?
Students today we are going to talk about other structures present in cells
and will also compare animal and plant cells.
Presentation
Teaching Points Teacher’s Activity Students’ Activity
Parts of the cell

The pupil teacher shows students
(a) Vacuole plant and animal cells
diagrams.
(a)Plant cell
(b)Animal cell
Yes ma’am
-Can you see a single big white
coloured structure in a plant cell?
Yes ma,am
-Can you see it in animal cells
also?
It is called vacuole.
Both
-Is vacuole present in plant cells
or animal cells?
Yes. Right.
The term “vACuole” meAns
“empty spACe.
Vacuoles are membrane bound
cell organelle that represent in
both plant and animal cells. Inside the cytoplasm
-Where are they present?

Yes.Right. We can see only one
vacuole
-How many vacuoles does a
plant cell have?
Four
-How many vacuoles can you see
in the animal cell?
Right.
Plant cells have one large
vacuole, while animal cells
Students are listening
have several smaller
carefully
vacuoles.In mature plant cell
vacuole can occupy 90% of the
cell volume.
They help in the storage and
disposal of various
substances. They can store
food or other nutrients
required by a cell to survive.
They also store waste products
and prevent the entire cell from
contamination.
(b) Plastids
The pupil teacher again shows

the same picture to
students.
- Can you notice several small Yes ma’am

coloured bodies that are
scattered in the cytoplasm of the
cells of Tradescantia leaf.
These are called plastids. They

are of different colours.
Types of plastids There are three types of plastids.
(a)Chloroplast
-Do you know the green colour Chlorophyll
pigment present in plant cells?
Yes.
-Do you know why leaves are Because they have
green in colour? chlorophyll
Yes and where is chlorophyll Students may not reply
located?
Chlorophyll is present inside
the chloroplast.
-Do you know why chloroplast is Students may not reply.
necessary in plants? Some students say that it
provides green colour to the
plants.
-But what is the importance of Students may not reply
green parts of a plant?
Okay, do you know what The process by which plants

photosynthesis is? make their own food.
Right.
Photosynthesis can be carried
out by only green parts of a plant
and green colour of plants is due
to chlorophyll and chlorophyll is
present in the chloroplast.
Students now have you

understood why chloroplast is Yes ma’am
important in plant cells?
(b) Chromoplast
-Name some colourful parts of a Fruits, leaves, flowers
plant?
Okay.
-Do you know why they are Students may not reply
colourful?
They are coloured because they
contain the chromoplast.
Chromoplasts are plastids,

which are involved in different
coloured pigment synthesis and
their storage and are mostly red
or yellow in colour. It is
responsible for giving different
colours to the flowers, fruits.

students some pictures and asks
questions.
-Which plastid is present in the Chloroplast

leaves?
Because of the presence of
-Why are they green? chlorophyll.
-Which plastid is present in the Chromoplast

flowers of the plant?
Because chromoplast is
-Why chromoplast and not present in colourful parts of
chlorophyll? a plant and chlorophyll is
present in green parts of a
plant.
(c) Leucoplast
Leucoplasts are colorless plastids

which perform the function of
storage of oil, starch, and
proteins.
To conclude the pupil teacher

shows students all the plastids
-Is plastid present in animal cells No ma,am

also?
Yes. Right. Plastids are only
present in plant cells.
The Pupil teacher now shows a
video to students on plastids.
-Tell me students, is cell

membrane present in plant cells It is present in both
Comparison of or animal cells?
Plant and Animal Yes. Right
Cells -Is cell wall present in animal
No ma,am
cells?
-Is nucleus present in plant cells Both ma’am
or animal cells?
-Is plastid present in paint cells or In plant cells only
animal cells?
Yes. Right
-Is vacuole present in animal Yes ma,am
cells?
And What about plant cells? Yes ma’am
Blackboard Summary
1. Coloured bodies called plastids are found in the plant cells only.
Green plastids containing chlorophyll are called chloroplasts.
2. There are three types of
plastids a)Chloroplast
b)Chromoplast
c)Leucoplast
3. Plant cell has a big central vacuole unlike a number of small vacuoles in
animal cells.
1.Explain why chloroplasts are found only in plant cells?

2.What is the function of leucoplast in plant cells?
3.What is the function of vacuole in plant cells?
4.Which part of a plant helps in photosynthesis?
Home Assignment
1. Make sketches of animal and plant cells.State three differences

between them.
2. Complete all the intext and exercise questions of the chapter
Cell Structure And Function.
General Information

Chapter- Respiration School- Modern
Topic- Why do we respire? Public School
Period- 3rd
Class- 8th
Specific Objectives
Knowledge
1. Define the term cellular respiration.
2. List the similarities between aerobic and anaerobic respiration.
Comprehension
1. Distinguish between aerobic and anaerobic respiration.
2. Understand the importance of respiration for the survival of living
organisms.
.
Application
1. Examine the role of oxygen in breakdown of glucose.
2. Sketch a rough diagram of the human respiratory system.
Teaching aids
Specific- Video https://youtu.be/WsqP1O7388g
Method of teaching
What happens to you when you run fast? We start to breathe faster
How do you feel after breathing faster?
Do you feel a little more energetic? Feel better
4.Which gas do we inhale during
respiration? Yes ma,am
5. Which gas do we exhale during Oxygen
respiration?
Carbon dioxide
Introduction
1. What is the smallest structural and - Cell

functional unit of an organism?
2.what are some functions that each - Nutrition, excretion, transport
cell of an organism performs?
3. What do cells need to perform these - Energy
functions?
4. From where does this energy come - Problematic question
from?
Announcement of the topic
Students today we are going to study about respiration.
Presentation
Cellular -During breathing what we inhale Air

Respiration inside our body?
- Which gas do we inhale that is Oxygen

present in air?
-Which gas do we breathe out? Carbon dioxide
Yes, during respiration we

breathe in oxygen and breathe
out carbon dioxide.
-Where does this oxygen then Cells

goes inside our body?
The air we breathe in is

transported to all the parts of
the body and ultimately to
each cell.
In the cells oxygen in the air
helps in the breakdown of
food.
-What do you get by eating food? Energy
The process of breakdown of

food in the cell with the
release of energy is called
cellular respiration.
-Do cellular respiration takes Yes ma’am

place in all living organisms?
Because all living organisms
-Why? are made up of cells.
Right.Cellular respiration
takes place in the cells of all
living organisms.
Aerobic In the cells food is broken

down into carbon dioxide and
Respiration water using oxygen.
Yes ma’am
-Have you ever had glucon-D?
Glucose
-What does it contain?
Energetic
-How do you feel after having it?
All living organisms respire to

get energy from
food.Breakdown of
food(glucose) releases energy.
Glucose
In the presence of oxygen
carbon dioxide+water+energy
It is related to air
-What does aerobic mean
-Is breakdown of glucose taking Yes ma,am

place in the presence of air in the
above equation?
When there is breakdown of

glucose with the use of
oxygen it is called aerobic
respiration.
A form of cellular respiration
that requires oxygen in order
to generate energy.
-Can breakdown of glucose Students may not reply

occur in the absence of air also?
When breakdown of glucose

takes place in absence of air it
is called anaerobic respiration.
-Do you know any organism that Yeast

can survive without oxygen?
Some students answers ‘yes’
Right. Will energy be released in and some ‘no’
anaerobic respiration too?
Students may not reply
-So how do they survive without
energy?
Energy is released in both

aerobic and anaerobic
respiration and that is why
anaerobic organisms survive.
Anaerobic In the absence of oxygen Students are listening carefully

glucose gets broken down into
Respiration alcohol, carbon dioxide and
energy.
Glucose
Alcohol+ carbon
Without the use of oxygen dioxide+energy
Alcohol+carbon dioxide
+ Energy Students are listening carefully
-Students tell me what

byproducts yeast give during
anaerobic respiration?
-Yes.Right. That is why yeast

is also used to make wine and
beer because it yields alcohol
during anaerobic respiration.
-Do you feel cramps in your

muscles when you run fast after
some time or after heavy Yes ma’am
exercise?
Cramps means painful
contraction of muscles
-How long do they last after you

have done heavy exercise or For short time
running?
-Do you respire fast during heavy Yes ma,am

exercise?
-Why? Due to deficiency of oxygen
Yes there is lack of oxygen in the

muscle due to heavy exercise.
-Do muscle cells can also respire Yes ma’am

anaerobically in absence of
oxygen ?
The supply of oxygen to

produce the energy is limited.
Then anaerobic respiration Students are listening carefully
takes place in the muscle cells
to fulfill the demand for
energy.
Glucose lactic acid
In absence of air
Lactic acid + energy
The accumulation of lactic

acid in muscles causes
cramps.
-How do you get relief from the By hot water bath or massage
cramps ?
-Can you explain why we get Blood circulation increases

relief from cramps by hot water
bath or massage?
Yes. Exactly.
-How does it help? Students may not reply
Hot water bath or massage

improves circulation of blood. As
a result, the supply of oxygen to Students are listening carefully
the muscle cells increases. The
increase in the supply of oxygen
results in the complete
breakdown of lactic acid into
carbon dioxide and water
Now the pupil teacher shows a

video to students to make them Students are watching
more clear about aerobic and carefully.
anaerobic respiration.
https://youtu.be/WsqP1O7388g
Blackboard Summary
-Respiration is required by living organisms to survive.

-Respiration releases energy from food.
-The oxygen we inhale is used in the breakdown of glucose into carbon
dioxide and water.Energy is released in this process.
-The breakdown of glucose occurs in the cells of the body(cellular
respiration).
-A form of cellular respiration that requires oxygen in order to generate
energy.
1. What is respiration?
2. What are the byproducts of anaerobic respiration?
3. List the similarities between aerobic and anaerobic respiration?
4. Why does an athlete breathe faster and deeper than usual after finishing
the race?
Home Assignment
1. List the similarities and differences between aerobic and anaerobic

respiration.
2. Find out what artificial respiration is ?
General Information

Chapter- Combustion And Flame School- Modern Public
Topic- Combustion School
Period- 3rd
Class- 8th
Specific Objectives
Knowledge
1. Define the terms like combustion and fuel.
2. List out the conditions under which combustion takes place.
.
Comprehension
1.Classify the combustible and non combustible substances.
2.Explain how we can control fire.
Application
1. Examine the role of air in combustion.
2.Use the knowledge gained to control fire if required.
Teaching aids

Specific- Coal, candle, iron nail, stone,wooden blocks, glass chimney
Method of teaching
It is assumed that students have some knowledge about fuels.
1.What do you mean by fuel? The materials which are burned to

produce heat energy are called fuels.
Name a few fuels used for running Petrol, Diesel, Compressed Natural
automobiles? Gas(CNG)
What fuels do we use at our home?
Wood, cow dung,coal,kerosene
Introduction
Teacher- Can you recall the activity of burning of magnesium ribbon that
we did in class 7th?
Students- Yes Ma’am
Teacher- What did we get after burning the magnesium ribbon?
Students- Magnesium oxide, heat and light.
Now we are going to perform a similar activity using a piece of coal.

Teacher holds a piece of coal with a pair of tongs and brings it near the
flame of a candle and then burns it.
Teacher-What do you observe?
Students- Coal burns in the air.
Teacher- Are coal and magnesium ribbon combustible substances?

Students -May not reply.
Students today we are going to study about combustion.

Presentation
Teaching point Teacher’s Activity Students’ Activity
Combustion In the previous experiment

we saw that coal burns in air.
-What by-products did you Heat, gas, light

observe after burning coal?
-What is this gas? No response. Some students

answers carbon dioxide.
Yes. When coal burns, its

carbon combines with
oxygen in the air and forms
carbon dioxide.
Activity
Now pupil teacher burns a

candle in front of students
and ask them
Can you see the flames ? Yes Ma,am

-Now tell me the difference A Candle burns with a flame
between burning a candle while coal doesn’t.
and coal?
Right.
Burning of coal does not

produce any kind of flame,
also coal is a carbon
product and its burning is
harmful for the environment
but candle is made from wax
its burning is not as harmful
as burning of coal .
- How are you able to burn By providing them heat

these substances?
- What is this process called? Students may not

Reply
- Is burning a substance Yes ma,am
produces a chemical change?
-Why? Because a new substance is

being formed.
Right.
A chemical process in
which a substance reacts
with oxygen to give off heat
is called combustion.
-Is coal a fuel?

Yes ma,am
-Why?
Because it burns and
produces heat
Yes the substance that
undergoes combustion is
called fuel.
Activity
Combustible and
non-combustible Teacher takes an iron nail
substances and tries to burn it in front of
the students,
Now she takes a piece of

stone and tries to burn it
1. Did the iron nail and
piece of stone burn? No ma,am
2.Are they
combustible No ma,am
substances?
3. Why?
Because they did not produce
Yes. heat and light.
Certain substances cannot

be burnt in the presence of
air. Such substances are
called non-combustible
substances.
4. Can we burn a piece of

paper? Yes ma’am
(The pupil teacher take a
piece of paper and try to burn
it infront of students )
5. What are some other

substances that we can burn?
Coal, leaves, cloth
So what are combustible

substances?
Substances which can burn
in air
When a substance can burn

in air and produce heat and
light is known as a
combustible substance.
Certain substances cannot
be burnt in the presence of
air. Such substances are
called non-combustible
substances.
Activity
Role of air in
The Pupil teacher fixes a
combustion lighted candle on the table
and then puts a glass
chimney over the candle
resting on two wooden
blocks.
What happens to the flame?

Now the pupil teacher The candle burns freely
removes the blocks and let
the chimney rest on the table.
Teacher asks students to

observe the flame carefully
and then asks them
What do you observe?
Candle stopped burning after

some time produced smoke
Right.
-Could air pass into the first
chimney ?
Yes ma,am
-Could air pass into the
second chimney after we rest
it on the table covering the
lighted candle? No ma'am
So what is essential for

burning?
Air
Right. Air is necessary for
burning as it supplies
oxygen essential for
burning.
-You might have heard when

the clothes of the person
catch fire, the person is
covered with a blanket to
extinguish it. Why?
To cut air supply
Right.
When clothes of a person
catch fire, his body is
covered with a blanket to
stop the supply of oxygen.
Air (oxygen) is essential for
combustion. In the absence
of air, combustion will not
occur. Hence, the fire will be
extinguished.
Blackboard Summary
1. A chemical substance in which a substance reacts with oxygen

to produce heat and light is called combustion.
2. A substance that undergoes combustion is called fuel.
3. The substance which burn in air are
called Combustible.
4. A non combustible substance is that which is not capable of igniting
and burning.
5. Oxygen(in air) is essential for combustion.
Recapitulation
1. Name some substances which burn without producing flame.

2. What is fuel?
3. Which gas is produced due to incomplete combustion of fuel?
4. Why is food called fuel for our body?
5. What is a non combustible substance? Give some examples.
Home Assignment
1. We have read that the Sun produces its own heat and light. Is it also
a combustion?
2. What are the harmful effects of burning fuels?
Subject: Science
Chapter: Stars and the Solar System
Topic: Moon and Stars
Date: 5.10.21
Class:8th
Peroid: 2nd
SPECIFIC OBJECTIVES-
At the end of this chapter, students will be able to:
KNOWLEDGE
1. Define Constellations.
2. Define ‘Natural satellites’.
3. List the types of satellites.
UNDERSTANDING
1. Distinguish between natural and artificial satellites.
2. Describe phases of moon.
APPLICATION
1. Find the location the Pole Star with the help of Ursa Major.
2. Find the location Sirius with the help of Orion.
5
SKILL
1. Draw a sketch of Ursa Major.
2. Label constellations on a chart.
TEACHING AIDS-
SPECIFIC- Ball, flashlight, Pictures
METHOD
Activity method, Inquiry method
TESTING OF PREVIOUS KNOWLEDGE-
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

1. Do you all enjoy a walk in the -Yes Ma’am.
night after dinner, be it in your
terrace or a park?
2. When you look towards the -Stars, moon, planets

sky in the night. What do you
see?
-Moon looks like a big white circle
3. Describe what they look? and stars/planets look like
twinkling white dots.
6
INTRODUCTION
TEACHER’S ACTIVITY STUDENTS’

ACTIVITY
1. Can you tell by looking at the picture what -No Ma’am.
group of stars these are?
2. These group of stars that form a

recognisable shape are called
constellations. Further, these
constellations also have specific names.
ANNOUNCEMENT OF THE TOPIC
Which we will learn more about in the topic we are going to study
today, called Moon and Stars.
7
PRESENTATION
TEACHING TEACHER’S ACTIVITY STUDENTS’

POINTS ACTIVITY
1. The Moon:
A celestial
object that
revolves
around the
earth.
-The
-What is this?
moon
Ma’am.
-This? -Moon
-Moon?
-Finally This? -Moon
-Yes, these are all pictures of moon. is
So what is happening here according changin
to you? g
2. Phases of -Can you guess why? shapes.
Moon: The -Ok let us do an activity. This ball -No Ma’am.
phases of I’m holding is going to be the Moon, -Students will
the Moon you my students are going to be reply
are the Earth and the torch I’m holding will accordingly to
different be the Sun. what they are
ways The teacher will then shed the light seeing.
of
8
the Moon the torch on various angles to show
looks from various shapes of moon.
Earth over
about a
month.
-So now tell me how phases of are -The parts that

being formed. get light from
the sun form
the phases of
moon
depending on
its position with
respect to the
sun and the
earth.
-Why does the Moon revolve -Because it is

3. Natural around the earth? earth’s satellite.
satellites: an -What is a satellite? -A satellite
object that is
orbits a planet something
or other body small or
larger than less
itself and powerful that
which is not orbits around
man- made. -There are 2 types of satellites something
natural & artificial, which type do bigger.
you think is the Moon? -Natural.
-Why?
-Because it is
not
9
man-made but
made by nature.
4. Stars: Any -Can you name any star. -Students

massive, self may reply
luminous -Why is it called a star then? sun.
body. -Because it’s
very big and
-Also because it generates its own very far
light. away.
-Name the star known for helping the -Yes
people lost while travelling in the -Pole star
northern hemisphere?
-How does it help?
-Because its
position seems
constant and it
shows north.
5. Constellation -What are constellations? I told you
s in the beginning. - The stars
:The stars forming a
forming a group that has
group that has a recognisable
a recognisable shape is
shape called a
constellation.
-What does this shape look?

-This constellation is the famous -Like a dipper
Saptarshi or Ursa Major.
- There are seven prominent stars
in this constellation. It appears like
a big ladle or a question mark.
There are three stars in the handle
of the ladle and four in its bow.
From Ursa Major you can also find

out
10
location of the pole star.
- Look at the two stars at the end of

Ursa Major. Imagine a straight line
passing through these stars as
shown in the picture above. Extend
this imaginary line towards the north
direction. (About five times the -Students
distance between the two stars.) will listen
This line will lead to a star which is attentively.
not too bright. This is the Pole star.
-What does this look like?
-This is called the Orion or the

Hunter. Can you tell me why is it -A warrior
called this?
-Orion is the Greek god of hunting.

That
11
is why it is called the hunter as well. holding a bow.
-Name the brightest star in the night -No Ma’am
sky? because he has
-No it is actually Sirius. The star a bow.
Sirius, which is the brightest star in -Pole star?
the sky, is located close to Orion. To
locate Sirius, imagine a straight line
passing through the three middle
stars of Orion. Look along this line
towards the east. This line will lead
you to a very bright star. It is Sirius.
-What does this look like?
12
- Cassiopeia is a constellation in the
northern sky named after the vain
queen Cassiopeia, mother -W
of Andromeda, in Greek mythology,
who boasted about her unrivaled
beauty.
BLACKBOARD SUMMARY
-Moon is a natural satellite.

-The parts of the moon that get light from the sun form the phases of moon.
-Star are self-luminous, massive gaseous bodies.
-Constellations are group of stars forming a recognizable shape.
-Saptarshi is also called big dipper or Ursa Major.
-Orion is also called the hunter.
-Sirius is the brightest star in the sky.
RECAPITULATION
-What are phases of moon?

-What is the brightest star in the sky?
-Which constellation is called-
a) Hunter
b) Big Dipper
HOME ASSIGNMENT
-In a blank sheet Plot out the location of-

a) Pole star from Ursa Major
b) Sirius from Orion
-List out the names of other natural satellites in our solar system.
-Find out who which astronomer discovered Saptarshi, Orion and Cassiopeia.
13
Subject: Science
Topic: Matter in our
surroundings
Date:15.10.21
Class: 9th
Peroud:2nd
SPECIFIC OBJECTIVES-
At the end of this chapter, students will be able to:
KNOWLEDGE
1. Define Matter.
2. Define Particles.
3. List the types of matter.
UNDERSTANDING
1. Distinguish between solids and gases.
2. Distinguish between liquids and gases.
APPLICATION
1. Apply the knowledge to classify matter into solid, liquid and gas.
2. Apply the knowledge to describe particle movement in solid, liquid and gas.
14
SKILL
1. Draw a diagram of particles in solid state of matter.
2. Draw a diagram of particles in liquid and gaseous states of matter.
TEACHING AIDS-
SPECIFIC- Glasses, water, balloons, stirrer, water colours
METHOD
TESTING OF PREVIOUS KNOWLEDGE-

1. What all do you see around -Table, chair, waterbottle
you now?
2. What is it that is there but you -Air

are unable to see it? You need to
breathe it to survive?
3. What is it that you drink to -Water

survive?
INTRODUCTION

1. What are these collectively made -No idea Ma’am.
from?
15
2. Everything that you see around
yourself, everything you drink or
don’t drink, the air you breathe or
the gases that you don’t breathe.
Everything in the universe is made
up of a material
called matter.
ANNOUNCEMENT OF THE TOPIC
This we will learn more about in the topic we are going to study today,
Matter in our surrounding.
PRESENTATION
TEACHING TEACHER’S ACTIVITY STUDENTS’

POINTS ACTIVITY
1. Modern day scientists have
Classification evolved two types of
Of matter: classification of matter based
Physical nature on their physical properties and
of matter chemical nature.
Let us tackle physical properties
first.
Here we had 2 schools of
thought.
-One school believed matter to
be continuous like a block of -Block like/
wood, whereas, the other particle like
thought that matter was made Ma’am.
up of particles like sand. Which
do you think is right?
-To find out an answer to
this question let us do an
activity. Ready! To find
answers?
Activity: Take a 100 mL beaker.
Fill half the beaker with water
and mark the level of water.
Dissolve
some salt/ sugar with the help of
16
17
glass rod.
Observe any change in water -No, Ma’am.
level?
-What do you think has -It got dissolved in

happened to the salt? the water.
-Where does it disappear? -Spaces
between the
-So, can we conclude matter is particles.
made up of particles? -Yes Ma’am.
2. Characteristic
s of Particles of -The activity we conducted just
Matter: Particles now. Keeping that in mind tell
of matter have me:
-Where did the salt go? - It disappeared
space between into the spaces
them between the
particles.
-So can we conclude that -Yes, Ma’am.
particles have space between
them?
3. Particles
of matter -No, Ma’am.
attract each Let us conduct another activity.
other Activity: Teacher will try to
break her plastic pen or duster,
ask students to try it. Are you
able to break it? -Yes, Ma’am.
-Try with a chalk. Did you break -Force ma’am.
it?
-In both cases what were using -Yes Ma’am.
to try and break it?
-So if we needed to apply force
that means something was
stopping the objects from -There was a
breaking away correct? force
-What does this suggest?
18
acting holding the
objects together.
4. States of Matter -I’m holding these 3 things, tell
me what do you is the state of
the matter here:
-Solid
-Liquid
-Gas
-Solid, liquid and

gas Ma’am.
-So what are the 3 states of
matter?
5. Solid State
-Let us start with solid state.
19
-Pen, paper, water bottle, -Solids, Ma’am
charger head. All these are
examples of what?
- Yes, all the above are
examples of solids.
-What is the shape like? -Definite shape
-What are the boundaries like? -Proper
boundaries
-Can I compress it? -No, Ma’am.
-So can we say that: -Yes Ma’am.
Solids have definite shape,
distinct boundaries and fixed
volumes, that is, have
negligible compressibility. Yes?
-Solids have a tendency to
maintain their shape when
subjected to outside force.
Solids may break under force
but it is difficult to change their
shape, so they are rigid.
6. Liquid State Liquids are next, now you give -Water, milk,
me examples. juices, cola
etc.
- What is the shape like?

-Can I compress it? -Like the
-But does the volume change? container
-Yes, Ma’am.
-So from this we can conclude: -No, Ma’am
That liquids have no fixed
shape -Yes, Ma’am.
but have a fixed volume. They
20
take up the shape of the
container in which they are
kept. Liquids flow and change
shape, so they are not rigid but
can be called fluid.
7. Gas State -Give me examples of gas. -Oxygen, CO2 etc
-No defined
-What is the shape like? shape.
-Can it be compressed it? -Yes/No
-It can be compressed. But -Yes/No
does the volume change?
-What is CNG? -Compressed
natural gas
-What contains these? -Cylinder
-That much gas in a cylinder -No, Ma’am.
that allows a car to go for miles
can it be done without reducing
the volume?
-So what we know is that gases

are highly compressible as
compared to solids and liquids.
The liquefied petroleum gas
(LPG) cylinder that we get in
our home for cooking or the
oxygen supplied to hospitals in
cylinders is compressed gas.
Compressed natural gas
(CNG) is used as fuel these
days in vehicles. Due to its high
compressibility, large volumes
of a gas can be
compressed into a small
cylinder
21
and transported easily.
This is how the particles are

packed in solids, liquids and
gases.
BLACKBOARD SUMMARY
-Everything is made of matter.

-Matter is made of particles.
-Particles have spaces between them.
- Particles attract each other.
-There are 3 states of matter solid,liquid,gas.
-Solid have definite shapes, boundaries and are not or negligibly compressable.
-Liquids take shape of the container and can be compressed but
volume is not changed.
-Gases can be compressed and volume can be changed.
RECAPITULATION
-Name the various states of matter?

-Can solids be compressed?
-Particles moves fastest in which state?
HOME ASSIGNMENT
-Write down properties of particles.

-List out the solids, liquids and gases present in your house.
-Draw a chart showing particle movement of solids, liquids and gases.
22
Subject: Science
Topic:
Photosynthesis
Date: 7.10.21
Class-7th
Peroid: 2nd
Specific objectives
When the lesson is over student will be able to
KNOWLEDGE
-Define photosynthesis
-List important components of plants nutrition.
UNDERSTANDING
-Describe the role of chlorophyll in the plants.
-Explain photosynthesis
APPLICATION
-Apply this knowledge in gardening and daily life activity.
Teaching aid
Chart of photosynthesis, sticker of components
Method
Demonstration, inquiry approach
Testing Previous knowledge

S.no Teacher’s question Students’ answer
1 Why do we eat food? To grow well, for energy
23
2 What are important components Carbohydrate, fat, protein,
required for growth? vitamin & mineral
Introduction
S.no Teacher’s question Students answer
1. What are autotrophs Autotrophs are those organisms which
and heterotrophs? make their food by themselves
What is subcategory of whereas heterotrophs are those which
2. heterotrophs? Like depends on another organism.
carnivores, herbivores Carnivores are flesh eating animal like
and omnivores. lion, tiger. herbivores are plants and
grass eating animal like cow.
omnivores are those that eat both
plants and animals like human, Bear.
3. Plants are autotrophs No! mam
so do you know how
they make their food?

So, student today we will learn about photosynthesis and
essential components.
Presentation
Teaching Teacher’s activity Students’

points activity
As we all eat food do you think plants also need -Yes! Mam
Leaves food? We all have kitchen in our house. What is -For making
are the the use of kitchen? food
food Have you ever thought that where do plants -Leaves
factory make their food? mam.
of
plants Superb! Yes plants make their food in leaves and
leaves are considered as kitchen of plants.
-No answer
What do you think they eat?
Now mam present one chart before students and -Yes, mam
ask we all need water to live. We cannot survive
without
water. Do you think plants also need water to live?
24
Mam, no
idea.
Water
and
mineral
are
absorbe
d by
roots Mam!
and Outside our
transferr Water and mineral present inside the soil and root home
e d to absorbs water & mineral from soil and transferred
leaves. to leaves.
Where do you see plants usually? Outside or

inside your home
Correct because plants need energy to make
their food that energy plants receive from sunlight
without sunlight plant cannot survive.
If you want to take one plant keep it inside your Because
house for 7 days. You will see plant die completely. they give
Sunligh
us oxygen
t is
second Students why we consider plants are useful for
compon us? People always advise us to plant trees.
e nt Very good! Same like us plants also need
carbon dioxide. If you don’t know what is carbon
dioxide? So, carbon dioxide is the air we Okay, mam
breathe out.
Teacher pastes the sticker on the chart Student
says one’s
place
Carbon
dioxide
is the
third
compon
e nt Mam!
Gree
n
25
Which colour is prominent in plants? colour
Yes! This green colour is due presence of
chlorophyll. Chlorophyll is the green pigment Student
Fourth present in the leaves. Its function is to capture the answers
compon energy from sunlight Teacher paste sticker of
e nt is chlorophyll on the chart paper
chloroph
y ll.
Chlorop
h yll is Students
green writes
colour Carbon
pigment dioxide +
present water
in leaves Photo synthesis is the process when two simple carbohydrat
and components combine in presence of sunlight and es
helps to make food. here photo means light synthesis +oxygen.
capture means to combine when carbon dioxide (air)
energy reacts with water (through roots) makes
from carbohydrate and release oxygen
sunlight. This whole process is called photosynthesis.
my topic ends here we have covered the essential

components needed for plants and process of
photosynthesis.
photosy
n thesis
Blackboard summary
Important components for plants
1. Water and mineral (through roots)
2. Sunlight
26
3. Carbon dioxide (air)
4. Chlorophyll (present in leaves)
Photosynthesis
Carbon dioxide +water carbohydrate + oxygen
Recapitulation
1. What are important components for plant growth?
2. What is photosynthesis?
3. Why sunlight is important for plants?
4. What is the role of chlorophyll?
Home assignment
1. With the help of diagram show photosynthesis and list all
important components
2. What will happen when we kept plants inside our home for 14 days?
3. What is the role of chlorophyll?
27
Subject: Science
Topic: Physical and Chemical
changes
Date: 8.10.21
Class:7th
Peroid: 2nd
Specific objectives
KNOWLEDGE
-Define chemical and physical change in substances.
-Give examples of physical and chemical changes in substances.
UNDERSTANDING
-Differentiate between physical and chemical changes.
-Explain characteristics of physical and chemical changes.
APPLICATION
-Use this knowledge in order identify physical and chemical changes
around us.
Teaching aid
Match stick, chalk, ice, paper, nails
Method
Demonstration, activity based.
S.no Teacher questions Student
answers
1 What will happen if we kept ice in room Ice melts
temperature?
28
2 Name three state of matter? Solid, liquid,
gases
Introduction
Teacher burns the small piece of paper in the plate and ask student to
see change.
Teacher asks could you tell me which type of change this is?

So, student states that “today we will study about physical and
chemical change in substances”.
Presentation
Teaching Teacher’s activity

points Students
’
activity
1.Physic Teacher take broken chalk pieces and crush it
al and What’s the size of chalk? -Small
change After crushing it, what’s the size of chalk now? -Powdery
2.Change
in size -No, it is
Making a paste and roll it again in chalk shape
smaller
Does the size of chalk same now?
than
before
Is this the same substance? -Yes
mam
Teacher showing ice cubes
3.Change What’s the state if ice?
-Solid
in state
29
-Liquid
In which is the state of change in ice after
heating?
4.Physic
al Here teacher explains that after getting some
change heat ice changes its state solid to liquid. But
water remains the same
Physical change is a change in which,

5. Chemic appearance, size, state of substance alters and
al no new substance is formed. Examples –
change freezing of water, crushing of chalk, boiling of
water -Mam, it
6. Formatio become
n of new Teacher show a match stick and ask them what s ash.
substance will she get after burning of match stick?
-No mam
-It
Do you think is this the same wood? weakens
Teacher show an iron nail and ask them what if -Yes
she puts this nail or any iron material outside for mam
months. What will happen?
Have you ever seen brown colour layer on iron
articles?
Mam shows rusted iron nail
7.Chemic
al
change
30
Is this the same iron nail? -Yes
Teacher explains that the above two substance mam/No,
they get is completely different from the previous Ma’am.
one.
Because Iron turned to rusted iron.
So, Chemical change is a change when a
substance changes into an entirely new
substance. Example burning of match sticks,
rusting of iron, souring milk
Blackboard summary
1. Physical change and chemical change
Physical change is a change in which, appearance, size, state of
substance alters and no new substance is formed.
Examples – freezing of water, crushing of chalk, boiling of water
2. Chemical change
Chemical change is a change when a substance changes into an
entirely new substance.
Examples- burning of match stick, rusting of iron, souring milk like
Match stick to ash, Iron to rusted iron, milk to curd.
Recapitulation
1. What is physical change?
2. Give example of some physical change?
3. What is chemical change?
4. List some examples of physical change?
Home assignment
1. With the help of example explain physical changes?
2. Define physical and chemical changes?
31
Subject: Science Date: 9.10.21
Unit: Acid, Bases and Salts Topic: Acid, Bases and Indicators
Class: VII
Period: 2nd
SPECIFIC OBJECTIVES:
When the lesson is over, students will be able to-
KNOWLEDGE
-Define acids, bases and salts.

-List the substances that are acidic and basic in nature.
UNDERSTANDING
-State differences between acids and bases.

-Classify things as Acidic, Basic and Neutrals.
APPLICATION
-Identify chemical nature of substances by using various indicators

like turmeric, China rose and litmus.
SKILL
-Perform an activity using turmeric powder as an indicator and observe

the effect of the indicator on acidic, basic and neutral solutions.
32
TEACHING AIDS
Hydrochloric acid Turmeric powder China Rose
Salt & Sugar Solution Lemon Juice Soap Solution
Baking Soda Litmus Paper Test Tubes
33
Phenolphthalein Indicator Droppers
Filter Paper
METHODS OF TEACHING
Demonstration method, Activity method, Inquiry method and

Experimental Method.
TESTING PREVIOUS KNOWLEDGE
34
It is assumed that students have a knowledge about the substances
which are sour and bitter in taste. To test the knowledge of the students,
teacher asks the following questions:
S.NO TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
1. Name some substances that are sour in Lemon, Orange,

taste. Tamarind, Curd, Amla,
Unripe mango, grapes,
etc.
2. Name some substances that are bitter in Soap solution, Lime water,
taste. medicines, washing soda
solution, etc.
The teacher will write down the name of
things according to the students on the
blackboard.
3. What do we call these substances which Most of the students are

are sour and bitter in taste. unable to give the answer.
INTRODUCTION
The teacher then explains, the substances which are sour in taste are
called as acids and the substances which are bitter in taste are called as
bases.
Teacher:Canwe taste all the substances?
Students: No
Teacher: Yes, we cannot taste all substances present around us.
Therefore, we use indicators to find the nature of the substance as
whether it is acidic, basic or neutral.
The teacher demonstrates an activity and also involves some students
for help. The teacher puts dilute HCl in test tube 1, Soap solution in test
tube 2 and salt and sugar solution in test tube 3. The teachers then dip
the strips of litmus paper (Red & blue) in each of the test tubes
35
36
Teacher: What do you observe?
Students: Change in colour of the litmus paper dipped in test tube 1 &
test tube2.
Teacher: Which test tube had no effect on the litmus paper?
Students: Test tube 3.
Teacher:Why did the colour of litmus paper change?
Students: No response.
Teacher explains when blue litmus paper is dissolved in dilute HCl, it turns red.
Teacher: What are these substances
called? Students: Students may not be
able to reply. Teacher then explains, these
are called as acids.
In the same way when red litmus paper is dissolved in soap solution
it turns blue.
37
Teacher: What are these substances
called? Students: Students may not be able
to reply. Teacher then explains, these are
called as bases.
When red or blue litmus paper dissolved in salt and sugar solution, the
litmus paper remains the same, it did not change its colour.
Teacher: What are there substances called?
Students: Students may not be able to reply.
Teacher then explains, these are called a neutral solution.
The indicators change their colour when added to anacidic or a
basic substance.
Teacher: Which was the indicator in this activity?
Students: Litmus Paper
Teacher then concludes that acids turn blue litmus red and bases turn
red litmus blue.
Here, Teacher introduces the topics of acids, bases and indicators.
STATEMENT OF THE TOPIC

Then the teacher states ‘Today we will be going to learn about Acids,
Bases and Indicators'.
PRESENTATION
Teaching Points Pupil-Teacher Activity Students

’Activity
Turmeric The teacher divides students Students take

compound it a in a group of 2 or 3 provide active
naturally them the following materials: participation in
occurring yellow 1. Turmeric powder the activity to
Colour 2. Soap Solution test
compound. the effect of
38
(NaturalIndicator) 3. Filter Paper indicator on
4. Water different
5. Droppers samples.
Activity
Students follow
The teacher instructs the the given
students to take a table spoon full instructions.
of turmeric powder. Add a little
water and make a paste. Make a
turmeric paper by depositing
turmeric paste on filter paper and
drying it. Cut thin strips of the
yellow paper obtained.
Put a drop of soap solution on the

stripe of turmeric paper with a
dropper.
Q. What do you observe?
39
A. Strips of
Bases turn turmeric paper
turmeric paper to turns deep red
deep red in in colour after
colour. putting a drop of
soap solution.
Now put some drops of lemon
juice on another strip of turmeric Students add
paper. some drops of
Effect of turmeric lemon juice on
Compound on the strips of
acids. turmeric paper.
Q. What do you observe?
A. It remains
yellow and
there is no
change in
colour.
Q. Why did not the colour
change?
A. Because acid
(lemon juice)
does not react
with the -
turmeric
compound.
Teacher then explains turmeric

compound remain yellow when
acid or neutral solutions are
added to it. It changes the colour
only when base is added to it.
The teacher divides the students

in a group of 2 and provide them
few china rose flowers.
Red Coloured Perform activity

Activity with great
40
solution of china enthusiasm.
rose petal are The teacher instructs the
used as an students to pluck out some
indicator for petals from the flower and place
detecting acid or them in a beaker. Add some
a base solution warm water. keep the mixture. Students are
(Natural for some time till water becomes following the
Indicator). coloured. Use the Coloured given
water as an indicator. instructions.
Now take three test tubes and

labelled them as A, B and C.
Take test solutions in each of the
test tube resp.
Test tube A→ Vinegar (Acid)

Test tube B→ Baking soda (Base)
Test tube C →Salt & Sugar
Solution
(Neutral Solution)
Now add few drops of coloured

water in all the three test tubes.
Q. What is the effect of the

indicator on acidic solution
(Vinegar)?
41
Q. What is the effect of the
indicator on basic solution (Baking A. It turned acidic
Effect of China Soda)? solution to dark
rose petal extract pink (magenta).
(coloured water)
on acids, bases
and neutral Q. What is the effect of the
solutions. indicator on neutral solution (Salt
and sugar Solution)?
A. It turned basic
solution to green.
Q. So, what do you conclude? Do A. There is no

all acids, bases & neutral effect of
solutions change their colour indicator on
when we add indicators to them? neutral solutions
that’s why there
is no change in
colour.
Not all acids, A. No, not all

bases & neutral acids, bases &
solutions change neutral solutions
their colour when change their
we add indicators colour when we
to them. add indicators to
them.
For Eg. While

doing the
previous
activity,
we haven't seen
42
any change in
colour when we
added few
The teacher concludes all the drops of lemon
activities. juice on
turmeric paper
strips. But we
have seen the
change in the
case of litmus
paper and in
the activity of
china rose
indicator.
Students finally
draw their
inferences from
all the above
activities and
learn the effect
of litmus,
turmeric & china
rose.
Indicator on
acids, bases and
neutral
solutions.
BLACKBOARD SUMMARY
A. Substances that are sour in taste are:
 Lemon
 Tamarind
 Amla
 Orange
 Curd
 Unripe mango
B. Substances that are bitter in taste are:
 Grapes
 Tomato
43
 Lime water
 Baking soda
 Soap solution
 Medicines
 Washing soda
C. Acids: Substances which are sour in taste they contain
acids.The chemical nature of such substances is acidic.
Bases: Substances which are bitter in taste and substances which are
bitter in taste and feel soapy on touching are known as bases. The
nature of such substances is said to be basic.
Indicators: Special type of substances are used to test whether a
substance is acidic or basic. These substances are known as
indicators.
D. Indicators change their colour when added to a solution
containing an acidic or a basic substance.
E. Turmeric, litmus, China rose petals etc. are some of the
naturally occurring indicators.
RECAPITULATION
Teacher asks following questions to review the content taught:

1. What are acids, bases and neutral solutions?
2. What are indicators?
3. Name some naturally occurring indicators.
4. State the affect of turmeric, litmus and china rose indicators on
acids, bases and neutral solutions.
HOME ASSIGNMENT
1. Ammonia is found in many household products, such as

window cleaners. It turns red litmus blue. What is its
nature?
2. Three liquids are given to you. One is orange juice; another is
sodium hydroxide and third is a sugar solution. How will you
identify them? You have only turmeric indicator.
3. Name the acid present in lemon juice and tomato.
44
Subject: Physical science
Subject Topic: Natural Disaster
Class-9th
Date- 27.10.21
General Objectives
 Access prior knowledge by identifying what they know about cause-and-effect relationships
 Gain knowledge by defining cause and effect, learning key words that indicate cause-and-effect
relationships in expository text, and reviewing a text containing these relationships during a whole-class
exercise
 Apply what they have learned about cause and effect and demonstrate comprehension of it by
locating cause-and-effect relationships within expository text, recording these findings on two graphic
organizers, and then using the organizers to write a paragraph
Specific Objectives
 Students will be able to define 'natural disaster'
 Students will be able to identify different types of natural disasters
 Students will be able to give at least one key fact for each type of natural disaster
Testing Previous Knowledge
Teachers Activity Pupils Activity
Q1. What do you understand by natural disaster? A1. Natural phenomenon causing destruction.
Q2. Name any type of natural disaster. A2. Earthquake, floods, etc.
Teaching Aids
Presentation White board and marker
Introdu
ction
 T
he natural events that cause loss of life and properties and sometimes disturb the ecosystem
are
64
called natural disasters.
 Types of natural disaster are floods, earthquake, landslide, volcano, cyclon,etc.
Presentation
Teaching Pupil Teacher Activity Student Activity Blackboard work

Points
Development  You all know we hear about  Yes ma’am the
natural disasters constantly in earthquake and
the news. floods.
 Yes very good , we experience  Yes ma’am
earth quake in Delhi right, and  Students listen
tsunami in near coastal carefully.
regions?
 Yes, so these phenomenon are
called natural disaster.
 There are various natural  Students listen
disaster that includes floods, carefully
earthquake, landslide, cyclone,
etc.
Floods  So how are floods caused  Ma’am floods come Causes of flood
 Yes very good, but floods because of rise in
river or due to  Heavy rainfall
occur due to many causes like
tsunami.  Deforestation
heavy rainfall, that leads to
rise in level of river or if we  Students understand  Urbanization
take case of tsunami it is carefully  Destruction of dam
caused due to earthquake in
middle of ocean. (Teacher
write other reasons on the
board)
Effects of flood  Now you all know how flood  Yes ma’am The effects of flood are as
is caused.  Ma’am houses get follows:
 So what is the consequences destructed,  It causes pollution in
people
65
led by flood? don’t get food, water the sources of water
 Yes very good, there are enters their house. and rivers.
several negative consequences  It may create a vicious
(Teacher writes on the board) cycle of hunger.
 It causes loss of lives
of human beings,
animals and lands as
well.
Earthquake  Now everyone understood the  Yes ma’am Causes

flood now lets continue with  Ma’am the ground  Tectonic causes
other natural disaster that is shakes and some  Volcanic causes
earthquake. places buildings fall.  Other causes: Human
 So what do you experience  Students understand activities
during earthquake? carefully
 Yes very good, this happens
because of the vibration of the
surface of the earth caused due
to the sudden release of stored
energy beneath the surface of
the earth.
 Now question arises is that
how do the stored energy is
released?
 This is because of various
factors (Teacher writes on the
board)
Effects of  Now you all understood about  Yes ma’am Effects of Earthquake:
Earthquake the causes of earthquake, now  Ma’am the building  Changes in land
we will continue with what are get destructed and form
the after effects of earthquake. roads get broken, etc.  Problem with
 So can you tell me any of the  Students understand communication and
cause? carefully transport
 Yes very good the other  Causes landslides,
effects include: issues with
 The earthquake may bring agricultural land
changes on the form of  Radiation in nuclear
earthquake. Like, plain surface furnace and
of the earth may change into eventually causing
hills and mountains. Similarly, air pollution
hills and mountains may
change into plain surface.
 It may bring serious
problems in communication,
66
transportation and supply of
daily needs to human beings,
because it destroys the
underground communication
cables, water supply pipe
lines, oil pipe lines, gas
pipelines, drainage system,
roads and bridges.
 It may cause land sliding
which makes the agricultural
land useless. It may also cause
the disappearance of springs
from a place and there may
appear similar new spring
water in new places due to the
result of sizzling, extend and
creating fractures on the earth
surface.
 It may cause firing which may
cause air pollution. Similarly
it may cause leakage of
radiation from nuclear furnace
that results the pollution of
environment. Eventually, it
brings deterioration of human
health.
Conclusion  So we completed two of our  Yes ma’am

topics of this chapter that is
flood and earthquake in next
class we will continue the rest,
but before I’ll give you some
homework
Homework Q1. Explain flood and its causes.  Thankyou ma’am
Q2.What do you understand by

earthquake and explain it’s after
effects?
Q3.Research about recent
earthquake occurred in India
67
Blackboard Summary
Recapitulation
Q1. What do you understand by natural disaster A1. Natural phenomenon that causes destruction
Q2. What happens during flood? A2. The water enters the land area and fills the land
causing water clogging
Q3. What happens during earthquake A3.The land movement is vigorous causes
destruction of buildings
68
Unit: Force and Pressure Topic: Contact and Non contact forces
Class: VIII School: Delhi Public School
Period: 2nd
KNOWLEDGE:
• Define contact and non contact forces.
• List the types of contact and non-contact forces.
UNDERSTANDING:
• Differentiate between contact and non contact forces.

• List few examples of the force exerted by the muscles in our body.
APPLICATION:
 Use the knowledge of gravitational force to predict what would happen to

us if gravity stopped working.
 Identify the direction in which the force must be acting during force
of friction.
4
TEACHING AIDS:
• Notebook, textbook, a ball, a pair of bar magnets, charts & flashcards.
METHODS OF TEACHING:
Demonstration method, Activity method and Inquiry method.
TESTING PREVIOUS KNOWLEDGE:
It is assumed that students have a knowledge about force and what happens when a
force acts on an object. To test the knowledge of the students, teacher asks the
following questions:
1. What will you do to move or roll a ball? We will apply force.
2. What is a force? Force could be a push or a pull

acting on a body that tends to
change its state of rest or
motion.
3. What is the direction of force? The direction in which the body
is pulled or pushed is called the
direction of force.
4. How does the force come into play? The force comes into play
when there are two interacting
objects, one on which force is
applied and others who applies
the force.
5
INTRODUCTION
The teacher conducts an activity. Teacher applies a force to a ball due to which the
ball comes in a state of motion. Then teacher asks, ‘What happened to the ball
when i applied the force? The students will reply, ' The ball comes in a state of
motion when you applied the force.’
After some time, the teacher tries to stop the ball and asks, ‘What happened when i
tried to stop the moving ball?’. The students will reply, ‘The ball comes at rest due
to the force you applied on a moving ball’. The teacher asks, ‘Can you push or stop
a ball without touching it?'. The students will reply, ‘No’. The teacher asks,
‘Why?’. Students may reply, ‘To apply a force on an object, our body has to be in
contact with the object.’ The teacher asks, 'What do these forces called?’. Students
might not know the answer.
The teacher then explains that forces are broadly classified into two categories:
contact forces and non contact forces. Those forces that act between two objects
that are physically touching each other are called Contact Forces. In the same way
those forces that act on objects without coming physically in contact with it are
called Non-contact forces. Muscular force and force of friction are contact forces.
On the other hand, magnetic, electrostatic and gravitational forces are non contact
forces.
Here, teacher introduces the topic of contact and non contact forces.
6
Then the teacher states ‘Today we will study about Types of forces- Contact forces
and Non contact forces.’
PRESENTATION
Teaching Points Teacher’s Activity Students ’Activity

Concept of When we are applying some force on a From our hands or
Muscular Force ball which is at rest it starts moving. So, from our body.
where does this force come from?
Can we say this force is coming due to the Yes

action of muscles in our body?
So, this force is caused by the action of Students listen
muscles in our body. carefully.
Therefore, the force resulting due to the

action of muscles is known as the
muscular force.
Is muscular force a contact force or a non- It is a contact force.

contact force?
Why is it a contact force? It is a contact force
because this force
is resulting due to
the contact of our
parts to the object.
Examples of Can you list few more examples of the Animals carry out
Muscular Force force exerted by the muscles in our body? their physical
activities and other
tasks. Animals like
bullocks, horses,
donkeys and
camels are used to
perform various
tasks for us. In
performing these
7
tasks, they use
Teacher shows some more examples of muscular force.
muscular force using some flash cards.
Concept of Have you ever thought why a vehicle Due to some force.
Friction slows down when brakes are applied?
Not only vehicles, any object, moving

over the surface of another object slows
down when no external force is applied
on it. Finally, it stops.
Have you seen a moving ball? Yes ma’am.
What happens to the moving ball after It stops until and

sometimes? unless we apply
some force to keep
it in a state of
motion.
Now let us find the answer of these

questions by doing an activity.
ACTIVITIY
The teacher instructs students to gently

push a book on a table.
8
What happens when you push the book? It starts moving.
We observe that it
What happens after sometimes when you stops after moving
stop pushing the book? for some distance.
Repeat this activity pushing the book from

the opposite direction.
Yes, the speed of
Does the book stop this time, too? the book decreases
and the book
stopped after some
time.
May be some force

What causes a change in its state of is acting on the
motion? book.
Students may not

What type of force is this? be able to answer.
Students listen
As we can see that no muscular force attentively.
appears to be acting on the object, yet its
speed gradually decreases and it comes to
rest after some time.
Teacher then explains “This force is called
the force of friction”
May be in opposite
Can you guess the direction in which the direction to stop
force must be acting in this case? the moving
objects.
Yes, Very Good!
9
So, if we apply the force along the left Along the right
direction, can you guess in which direction direction.
does force of friction will act?
And if we apply the force along the right, Along the left
In which direction does force of friction direction.
will act?
In both cases the force opposes the motion

of the book. The force of friction always
opposes the applied force.
Can you tell me why force of friction is a

contact force? Because the book
is in contact with
the table.
Force of friction acts between the surface
of the book and the surface of the table.
That is why it is a contact force.
Concept of The teacher demonstrates an activity.

Magnetic Force
10
ACTIVITY
The teacher conducts an activity. A

student is called and asked to hold a pair
of bar magnets. The student holds the pair
of bar magnets together and asked to bring
one end of the magnet near the end of the
other magnet. The student makes sure that
the two magnets do not touch each other.
What happened when you bring one end of

magnet towards the other magnet? The magnet moves
towards the other
magnet when the
other magnet is
brought near it.
Is there any force acting between the two
magnets which is causing them to move? Yes
11
Which force is acting between the two
magnets? Students may not
be able to reply.
Magnet can exert a force on another
magnet without being in contact with it.
This force is called magnetic force.
The force exerted by a magnet is an

example of a non-contact force.
BLACKBOARD SUMMARY
 Muscular force: The force resulting due to the action of muscles is known
as the muscular force.
 Friction: The force responsible for changing the state of motion of

objects in all these examples is the force of friction.
 Magnetic force: Magnetic Force can be defined as the attractive or

repulsive force that is exerted between the poles of amagnet.
 Electrostatic force: The force exerted by a charged body on another

charged or uncharged body is known as electrostatic force.
 Gravitational force: Objects or things fall towards the earth because it

pulls them. This force is called the force of gravity, or just gravity.
RECAPITULATION
12
1. What is contact force?
2. Name the force exerted on a ball of dough to make a flat chapatti.
3. Give two examples of contact force.
4. Give one example of gravitational force.
HOME ASSIGNMENT
1. An archer shoots an arrow in the air horizontally. However, after moving

some distance, the arrow falls to the ground. Name the initial force that
sets the arrow in motion. Explain why the arrow ultimately falls down.
2. While sieving grains, small pieces fall down. Which force pulls them
down and why?
3. Two Thermocol balls held close to each other move away from each other.
When they are released, name the force which might be responsible for this
phenomenon. Explain.
13
Unit: Separation of Substances Topic: METHODS OF SEPARATION
Class: VI School: Delhi Public School
Period: 2nd

KNOWLEDGE
• Define sedimentation, decantation and filtration.
• List various methods of separation of compounds from their mixture.
UNDERSTANDING
• Explain the separation of husk or dirt particles from a given sample

before cooking.
• Describe the method to obtain pure salt from rock salt.
APPLICATION
• Use the knowledge of different techniques of separating substances from

their mixtures.
• Find out which methods are commonly used to separate substances in

daily life.
14
TEACHING AIDS
• Glass bowl, Beakers, Soil, Rice, Water, Spoon, Filter Paper, Glass rod,
Funnel and Conical Flask.
METHODS OF TEACHING
Demonstration method, Activity method and Inquiry method.
TESTING PREVIOUS KNOWLEDGE

It is assumed that students have a knowledge about simple methods of separating
substances that are mixed together. To test the knowledge of the students,
teacher asks the following questions:
1. Have you seen your mother separating Tea Yes

leaves from the liquid with a strainer, while
preparing tea?
What is she doing in this process? She is removing undesirable
substances from useful ones
and this is called separation of
substances.
2. Which method will be suitable for separating Handpicking
stones from rice?
3. Which method will be used if the farmers Winnowing

want to separate lighter husk particles from
heavier seeds of grain?
4. Which method is being used when your Sieving
mother separates impurities like husk and
15
stones from wheat before grinding it?
INTRODUCTION
Teacher: Suppose if there are some lighter impurities like dust or soil particles in
rice or Pulses. Can we remove these impurities using simple methods of separation
such as winnowing, hand picking, threshing etc.?
Students: No, it will not be possible to separate lighter impurities using such
methods.
Teacher: How are such impurities separated from rice or pulses before cooking?”.
Students: No response.
The teacher conducts an activity and takes 1 cup of rice in a bowl and then she
adds some amount of water in the bowl and mixes it well and keeps it undisturbed
for a while.
Teacher- What happened when i added water to the bowl containing rice?
Students: Rice settled down in the bottom of the bowl and the lighter impurities
like dust or soil particles started flowing in the water.
16
Teacher- Can we remove lighter impurities using this method?
Students- Yes
Teacher- Will you be able to remove dust or soil particles present in rice by
handpicking, winnowing and threshing?
Students- No
The teacher then explains that sometimes it may not be possible to separate
components of a mixture by winnowing and handpicking. So, we use different
separating methods to separate impure substances from the mixture. Here, the
teacher introduces the topic ‘Methods of separation: Sedimentation, decantation
and filtration'.

Then the teacher states ‘Today we will study about some more useful methods of
separation for separating substances from a mixture'.
PRESENTATION
Teaching Points Teacher’s Activity Students

’Activity
Mixing of soil in a Teacher demonstrates an activity:
glass filled with
water The teacher takes a glass filled Students observe
with water. She mixes some soil to carefully.
water in a glass. Let it stand for
half an hour.
17
What happened when i added soil
in the glass filled with water?
Heavier Some soil settles
components in the at the bottom of
mixture settle the glass.
down.
Why soil settled down to the bottom
after some time?
The heavier
component in the
mixture is soil
that is why soil
settled down to
the bottom.
Teacher then explains when the
heavier component in a mixture
settles down in a mixture, the
Concept of process is called sedimentation Students listen
Sedimentation and the materials from liquid that attentively.
settles to the bottom are called
sediments.
18
Teacher she slightly tilts the
glass without disturbing the
water.
Pouring the water
from the beaker
which has
sediments to
another beaker.
Teacher asks ‘What happened when

i slightly tilted the glass?’
Water from the

top flow into
What about the sediments? another glass.
Sediments will The heavier sand

remain settled in particles or
the container sediments will
Can we separate water from the remain settled at
mixture of sand and water using the bottom.
this technique?
. Yes
Teacher then explains, in a
mixture of sand and water, the
heavier sand particles settle down
at the bottom and the water can be
Concept of separated by decantation.
Decantation
19
Is the water in the second glass
still muddy or brown in colour?
Now filter it using a filter paper.

The mixture is then poured on the Yes
filter paper.
Filtering out the Students observe

solid particles the activity
present in water carefully.
using a filter paper.
What happened when i poured

the mixture on the filter paper?
Solid particles of
soil present in the
mixture did not
Teacher then explains ‘Solid pass through it
particles in the mixture do not pass and remain on the
through the filter paper and remain filter.
on the filter. This process is called
filtration.
Concept of Students listen
Filtration Filtration can be used to carefully.
separate components of a
mixture of an insoluble solid
and a liquid.
Can you give one daily life example
20
of Filtration?
Separation of tea leaves from tea by the process of Filtration.
BLACKBOARD SUMMARY
Methods of separation:
Sedimentation: When the heavier component in mixture settles after water is

added to it, the process is called sedimentation.
Decantation: The pouring out of a liquid from a vessel without disturbing the
sediments is called decantation.
Filtration: The process of removing insoluble solids from a liquid by using a filter
paper is known as filtration.
RECAPITULATION
21
1. Explain sedimentation using an example.
2. How will you separate sand and water from their mixture?
3. Describe the method to obtain pure salt from rock salt.
HOME ASSIGNMENT
1. Find out how common salt is obtained from seawater? Name the method
of separation involved in this process.
2. How will you Separate a mixture of common salt and chalk powder?
22
Subject – science
Date- 15.10.21
Topic – light, shadow and reflection School – Delhi Public School
Subtopic – light and its property Class – 6th
Specific objective
Knowledge
 define transparent, translucent and opaque objects.
 List different types luminous objects around them.
Understanding
 Explain importance of light.
 Differentiate among opaque, transparent and translucent objects.
Application
 Identify the opaque, transparent and translucent objects in day-to-day life.
 Apply the knowledge of shadow formation in daily objects.
Teaching aid – plane glass, butter paper, torch, pastel sheet, pipes, opaque object
Method – Activity based, inquiry approach.

s.no Teacher questions Student answers
1 Do you see any changes around Chair, books,
2 you? Suppose you are entering in door Nothing
a dark
room What do you see around you?
3 What is missing in second condition? Light
4. Can anyone tell me how do we see No answer
Introduction
Teacher switch off the light and ask student to see then teacher light up the room with the
candle and ask now what do they see?

So, student today we will learn about light and some important
phenomena associated with light.
Presentation
Teaching points Teacher’s activity Students’ activity

Luminous object Teacher ask that student what is the Mam sun
main source of light in earth?
Have you seen such object which Yes mam
emits their own light? Stars, bulb, candle
Students luminous objects are those

objects which has their own light and No mam Yes
they emit it mam
Can we see in night without light?
Can I say that without light we cannot
see anything? No answer
Its means light allows us to see
How do we see objects
objects How do light help us?
Transparent We seen when light form luminous Mam glass sheet Yes
objects hit on objects around us and mam
objects travel towards our eyes.
Yes mam
Teacher show an object what is this?
Can you see through this object?
Mam passes a light of torch on glass
What do you see is this object pass light Glass, water
through them?
Students such object which allow light to
pass through them are called Butter paper
transparent objects Yes mam but not much
List some transparent objects
Teacher show another object No mam A little bit
Transluce and ask to identify it.
nt objects Which object is this?
Can you see through this Sunglasses, tissue A pastel
paper? Teacher now pass a
torch light on butter paper sheet
What do you see is light
passed easily? No mam
Students such object which Light does not pass

partially allow light to pass
through it are called translucent
objects.
Can you name such objects?
Opaque objects Chair, table, wall, book Candle flame
Teacher show 3 object and ask
what do you see? Nothing
Can you see through it?
Teacher now pass the light of No idea mam
torch on sheet
What do you observe?
Students those objects which do Yes mam No mam

not allow light to Pass through it
are called opaque objects
List some examples of
Light travels in opaque objects
a straight line
Teacher light up a candle and
ask student to see through the
straight pipe
What do you see? No mam
Teacher gives a bended pipe
and students to see. What do
see now?
Yes, mam but feeble
Shadow Student why don’t we see through
formatio the bended pipe
n
Because light travels in a Yes mam
straight line. Yes, mam this time shadow is so clear
and dark.
Student have all seen
shadows of yours and
objects?
Have you seen any shadow at

night?
Its means formation shadow

also needs a source of light.
We will now try an activity Opaques object and translucent
through which we see which object form shadow
object forms shadow
Teacher pass torch of light
on transparent glass
Do you see any shadow?
Its means transparent object
does not form shadow
Teacher pass light on butter

paper Do you see any Yes ma,am, but not very clear
shadow?
Now teacher pass light on an No ma’am

opaque object
Student do you see any
shadow? Is shadow is bright No ma’am we can’t
and dark?
What do you conclude from this?

Both form shadow but to make
clear and sharp shadow we need
opaque objects
For shadow two component
are required
A source of light
a An opaque
object.
Students here our topic ends
Blackboard summary
luminous objects
luminous objects are those objects which has their own light and they
emit it ex – sun, starts, candle, bulb
transparent objects
Students such object which allow light to pass through them are called transparent
objects Ex – glass, water, air
Translucent objects
Students such object which partially allow light to pass through it are called translucent
objects. Ex – butter paper, polythene, sun glasses, fog
Opaque objects
Students those objects which do not allow light to Pass through it are called opaque
objects Ex – book, table, chair, walls
Property of light
light travels in a straight line.
Shadow formation
Shadow is formed when and opaque object obstruct the path of light
Essential component required for formation of shadow
A source of light
a An opaque
object.
Recapitulation
1.What are transparent objects?
2.List some examples of translucent
objects?
3. How shadow formed?
4. Differentiate between opaque and transparent object?
5.When does shadow form?
Home assignment
1. Classify the objects or material given below as opaque transparent and translucent.
A piece of rock, a sheet of aluminium, fog, smoke sheet of polythene, a CD, a wooden
board, air , water
Subject: Physical science Subject
Topic: Fibre and Fabric
Class- 7th
Date-16.10.21
School- S.D Public School
General Objectives
 List each fibers source, characteristics, care, cost and uses.
 Identify and match the fabric samples to the description of the fiber.
 Classify the fabric fibers into categories: natural and man-made.
Specific Objectives
KNOWLEDGE
1. Define fibres and fabric.
2. Describe the process of making fabric from fibre.
COMPREHENSION
1. Understand the life cycle of silk moth and various changes involved in cycle.
process by which silk thread is obtained from silk fiber,
2.Distinguish between rearing and breeding.
APPLICATION
1. Use the knowledge gained to understand more about different types of fibre.
2. Sketch a graphic representation of processing of fibres into wool.
16
SKILLS AND COMPETENCIES - Students would be able
to
1. Express characteristics of different sources of fibers and develop collaboration in the process.
2. Built character and citizenship amongst themselves by discussing (communicating) the processing of
wool and silk hence strengthening nation’s economy.
3. Develop the ability to analyze and differentiate types of fibers.
4. Apply the concepts learnt in everyday problems.
5. Able to draw flow chart on processing of silk and develop critical thinking and creativity in the process.

Q1. What is the material of clothes you wear in A1. We wera cotton, silk , wool, etc. clothes
daily life?
Q2. Where do you get these material from? A2. Some are natural and some are man-made.
Teaching Aids
Introduction
161
 Fiber is a long, thin strand or thread of material. Fabric is a cloth material made by
weaving or knitting threads together.
 Fibres are very thin, thread-like strands from which fabrics (or cloths) are made. Some
examples of fibres are cotton, wool, silk, flax, jute, nylon, polyester and polyacrylic. The
fibres are spun into yarn (long continuous thread) which can then be woven on a loom to
make a fabric (or cloth). Yam is a kind of long, twisted thread. Yarn is made from fibres by
the process of spinning.
 There are two types of fibres, i.e. natural fibre and man-made fibre (nylon, rayon). Some of
our clothes are made from yarn derived from the animal fibre. These are the types of
natural fibres as they are obtained from nature. Natural fibres are the fibres which are
obtained from natural sources like plants and animals.
Presentation

Points
Development  When you go for marriage  Shiny silk clothing
ceremony which type clothes  In winter we
you prefer? prefer thick
 And when you feel cold what woolen clothes
type of cloth you wear?
162
 Or if we take case of summer  For summers we
season what type of cloth you wear cotton
wear? clothes
 Yes great so have you ever
wondered from where these
material comes from?
 So toady we will we learning  Yes ma’am
about the fabric we use in our
daily life
Plant Fibers  We obtain fibers from nature,  Yes ma’am Fibers from Plants
right yes ma’am  Students
 So first we will take plant understand  Plant fiber is mainly
fiber into consideration. carefully composed of cellulose
(Teacher explains and writes on  Yes ma’am colon and cellulose fibers.
the board) is obtained from These are most
 Cellulose from plants are used plants. commonly used to make
to make fibers.  Students listen paper and cloth.
 Another type of plant fiber carefully  Cellulose generates long,
used is jute. Jute fibre is often highly lustrous
obtained only from the stem of fibers when prepared
the jute plants. It is soft, shiny appropriately.
and long fibre with a silky  Plants including cotton,
texture, which is grown in jute, flax and hemp are
rainy season. used to obtain plant
 Jute mainly grows in regions fibers.
having alluvial soil which is
found in the delta regions of
the Ganges and Brahmaputra
rivers.
 Can you tell me another plant
obtained fabric?
 Yes great, Cotton is obtained
from cotton bolls, which are
directly from the surface of
cotton seeds. It is grown in
black clayey soil with a warm
climate. The processing of
cotton involves Ginning,
Spinning, Weaving and
Knitting.
Animal Fibers  Now you all understood how  Yes ma’am

plant fibers are obtained.
163
Further we will learn about  Ma’am silk, wool
animal fibers. are animal
 Can you tell some of animal obtained fiber.
obtained fiber?  Ma’am wool
 Yes great so where does wool comes from sheep
come from? fur.
 No response
 Students
understand
carefully
 Yes very good and from

where we get silk?
 Okay, so silk is obtained from
silk worms. Silk is a natural
protein fiber is cultivated from
the cocoon of mulberry
silkworm larvae.
Conclusion So toady we learnt about plant Yes ma’am
and animal fibers in next class we
will move further with the chapter
but before that I’ll give you some
questions for home work.
Home work Q1. Study about the story of silk Thank you ma’am
clothes, how silk fiber was
discovered.
Q2. Where is silk worm found?
Blackboard Summary
Recapitulation
Q1. What do you understand by Natural and A1. Natural fiber obtained from nature and
synthetic fiber. synthetic are made by man
Q2. What is the use of fiber and fabric in daily A2. We wear clothes that are made of fabric.
life?
164
Subject: Physical Science
Subject Topic: Fun with magnets
Class- 6th
Peroid-2nd
Date- 20.10.21
General Objectives
To develop the following skills in the students.
 Observation: magnetic effects.

 Classification: magnetic and non-magnetic substances.
 Experimentation.
Specific Objectives
KNOWLEDGE
1.Describe the word ‘magnet’.
2.State some properties of a
magnet.
COMPREHENSION
1.Differentiate between magnetic and non-magnetic substances.
2.Predict whether a given substance is magnetic or not.
APPLICATION
1. Use the knowledge gained to understand more about the physical environment
around them.
2.Use the knowledge gained to make their own magnet.
165
 Students will demonstrate their understanding of force fields by filling in their work sheets,
and completing the activity
 Students will participate by answering questions, and making observations
 Students will demonstrate working cooperatively in groups by sharing materials

Q1. What do you understand by magnets? A1. Object that attract metals
Q2. Where do magnets come from and what is its A2. No response
use
Teaching Aids
Introduction
 Substances that attract materials like iron, nickel etc.

 Magnets occur naturally as a particular type of rock.
 This rock is called magnetite.
Presentation
166
Teaching Points Pupil Teacher Activity Student Activity
Development  Where have you seen magnets in your  Yes ma’am magnets are
surroundings? For, what purposes are they present in earphone.
being used?  Ma’am magnet attracts
 Yes they are present in various electronic metals.
devices and are used for various other  Students listen carefully
purposes.
 What does a magnet do?
 Yes so today we are going to study chapter
fun with magnets.
 You from where we obtain magnets?  No response
 Ok I’ll tell you, with a story, the ancient,  Students listen carefully
elderly, Greek shepherd was the first  Ma’am where can we find
person to discover mineral. It is a magnetite rock?
naturally occurring mineral called
magnetite. Therefore, this naturally
occurring mineral – magnet was named by
the discoverer’s name. The magnets,
obtained naturally from a Magnetite rock,
are called as the natural magnets and those
magnets prepared by the combination of
certain mineral ores are called as the
artificial magnets.
 Magnetic Materials: Cobalt, nickel and iron
are some examples of Magnetic Materials.
These materials easily attract a magnet.
 Non-magnetic Materials: Aluminum, zinc,
wood, and rubber are called the Non-
magnetic Materials, as these materials are
not attracted towards the magnet even when
they are brought closer to the magnets.
 Magnetite can be found in beach sand or in
the black soil, etc.
Types of magnets  So there are various types of magnets  Yes ma’am
 The different types of magnets include – bar  Students visualize carefully
magnet, dumb-bell shaped magnet,
horseshoe magnet, cylindrical magnet, etc.
(Teacher shows the presentation)
 Teacher simultaneously asks the shape and
define each magnet by writing on the board.
 Bar magnet
167
Horse shoe magnet
 Cylindrical magnet
Magnetic compass  Now everyone understood from where  Yes ma’am

magnet come from and what are its types  Magnets are used in
now can you tell where magnets are used. earphones, some devices.
 Yes great, one of the place where magnets  Students listen carefully
are used are compass
 The magnetic compass is a simple device,
which has been used from the ancient times
by the sailors and other travelers to find
directions. A magnetic compass is composed
of a small box with a glass top and a
magnetic needle, which moves and indicates
the directions.
Conclusion  So today we have covered our topics that are  Yes ma’am
magnets from where it is formed and its
types. Further we will continue in the next
class, but before that I’ll give you
homework.
Home work Q1. List all the items where magnets are used. Thank you ma’am
168
Blackboard Summary
BAR MAGNET
CYLINDRICAL MAGNET
HORSESHOE MAGNET
Recapitulation
Q1. So what are the types of magnets? A1. Bar magnet, Horseshoe magnet, Cylindrical
magnet
Q2. What is a compass? A2. An instrument containing a magnetized
pointer which shows the direction of magnetic
north and bearings from it.
169
Subject: Physical Science
Topic: Pollution
Class- 8th
Date- 22.10.21
School- Modern Public
School
General Objectives
 To develop scientific attitude and interest among students
 To develop creativity among students
 To make them understand the importance of environment and its conservation
 To lets them know how the increase pollution has caused detoriation
 To tell them how can we control the pollution
Specific Objectives
KNOWLEDGE
1. Define air and water pollution.
2. Describe the reasons for sound pollution and air
pollution.
UNDERSTAND
1. Understand importance of fresh air around us.
2. Differentiate between fresh and polluted air.
APPLICATION
Sketch a figure showing different types of pollution along with their examples.
170
Q1. What do you understand by the term A1. Pollution is the introduction of harmful
pollution? materials into the environment
Q2. What happens when environment gets A2. The resources that we use, get detoriated
polluted?
Teaching Aids
Introduction
Environmental pollution refers to undesirable changes in the surroundings that have adverse effects on plants,
animals and other biological and physical components of the environment.
Presentation
171
Points
Air Pollution  Teacher shows a presentation  Ma’am smoke is Air Pollution
And asks students what they getting released by a Air pollution is a
observe big chimney mixture of solid
 No ma’am, it’s very particles and gases in
harmful and it can the air
affect us also.
 Yes ma’am
 Air can get polluted
by car emissions also.
 Students understand Reactions leading to
carefully acid rain
 Yes very good, here the smoke is
CO2(g) + 2H2O(l)→2H
coming out from the chimney of
2CO3(aq)
a industry which is filled with
2SO2(g) + O2(g) + 2H2
harmful gases, like smog, Carbon
O(l)→2H2SO4(aq)
monoxide, Sulphur, etc. is
4NO2(g) + O2(g) + 2H
released, is it good for our
2O(l)→4HNO3(aq)
atmosphere?
 Yes, so what is it causing
detoriation of atmosphere so it is
called air pollution
 What can be other ways by
which air could get
polluted?
 Yes very good, and due to excess
of these type matter acid rain is
observed also global warming is
initiated.
Prevention of  We know how air gets polluted,  No response
air pollution but for better future we need
conservation of our atmosphere,
how can it be managed?
 We can reduce the number of
trips you take in your car. Reduce
or eliminate fireplace and wood
stove use. Avoid burning leaves,
trash, and other materials. Avoid
using gas-powered lawn and
garden equipment.
 Industries can add filters on
chimney to avoid emission of
smog or particulate matter.
172
Water Pollution  Now do you understood what  Yes ma’am Water Pollution
happens in air pollution  Ma’am dirty water Physical, chemical and
 Teacher shows next image and entering the clean biological changes that
asks students what they water occur in water due to
observe  No ma’am the whole human activities
water stream is
getting affected
 Ma’am we can fall ill
if we drank it and the
fishes will get
effected
Yes so do you think is it a good  Ma’am the river get Effects of Water
sign for water streams polluted and aquatic Pollution on the River
 Yes so what can be the life gets endangered Ganga
consequence?  Students listen
 Yes so we can say that water carefully.  Choking aquatic
pollution causes undesirable life
changes in physical and chemical  Effect on plant
condition of water growth
 What happens to river in case of  Water animals
water pollution? Let’s take case getting affected
of river ganga:
(Teacher writes on the board)
 Effects of Water Pollution on the
River Ganga
 Towns and cities, through which
the river flows, throw large
quantities of garbage, untreated
sewage, dead bodies, and many
other harmful things, directly into
the river.
 Pollution in Ganga is choking the
aquatic life and hindering the
growth of plants.
 Ganga is one of the ten
most endangered rivers in the
world.
Prevention  So how can we prevent the water  Ma’am by treating
from Water ways that are getting affecting? the water
pollution  Yes one of the way is water
treatment, before releasing the
waste water to river ways it
should be treated.
Conclusion  So today we learnt about the two  Yes ma’am
types of pollution that is water
173
and air pollution next we will
continue in the next class, but
before I’ll give you some
homework.
Home work Q1. Define air pollution.  Thank you ma’am
Q2. What is water pollution and how
can it be prevented?
Blackboard Summary
-The substances that contaminate air and water are known as pollutants.
-A substance that causes pollution is called pollutant.
-A substance become pollutant when its concentration is greater than the natural
abundance and this increase is due to human activities or natural phenomenon.
-There are majorly four types of pollution
1. Air pollution
2. Soil pollution
3. Water pollution
4.Sound pollution
Recapitulation/ Evaluation
1. What are different ways in which water gets polluted?

2. At an individual level, how can you help to reduce air pollution?
3. Explain the difference between pure air and polluted air.
4. Explain circumstances leading to acid
rain. 5.What is Sound pollution?
.
Home Assignment
Write short note on Soil pollution and air pollution. Also write various measures to
prevent them
174
Chapter- Respiration School- Modern Public
Topic- Breathing In Other Animals School
Period- 3rd
Class- 8th
Specific Objectives
Knowledge
1. Name the various structures used by different organisms
for respiration.
2. Define various terms like spiracles and tracheae.
Comprehension
1. Describe the process of breathing in cockrotches.
2. Understand the importance of respiration in different organisms.
Application
1.Use the knowledge gained to understand more about respiration.
2.Examine the importance of moist skin for earthworms.
Teaching aids

Specific- Images, video https://youtu.be/tXIsVySWRLo
Method of teaching
1.What is inhalation? -The taking of oxygen rich air inside our

body.
2.What is exhalation? -Giving out air rich in carbon dioxide from

our body.
-The number of times a person breathes in
3. What is breathing rate? a minute is termed as the breathing rate.
-15 to 18 times a minute

4. What is breathing rate of a human
being at rest?
Introduction
What is the passage of air when it Nostrils, Nasal cavity, Pharynx,

enters into our body? Larynx, Trachea, Lungs
Does respiration takes place in other -Yes ma,am

organisms too?
Do they also have lungs like those of
human beings? Let us find out. -Students may not answer
Announcement of the topic

Today we are going to study how different organisms like cockroaches,
earthworms and plants respire.
Breathing In
Other Animals -Have you seen -yes ma’am
cockroaches?
-Do they respire? -Yes ma,am
(a) Cockroach
-Do you know how they -Students may not answer
respire?

the image of cockroach to
students.
-Can you see semicircular

shape like structures on the Yes ma’am
sides of cockroach?
-What do we call them? Spiracle
Yes, right.
Spiracles are the lateral
side of the body through Students are listening
which air enters. It is carefully
similar to nostrils in
function.
-Can you see the network of

air tubes? Yes ma’am
-What do we call them? Trachea

Insects have a network of air
tubes called tracheae for gas
exchange. Oxygen rich air
rushes through spiracles Students are listening
into the tracheal tubes, carefully
diffuses into the body
tissue, and reaches every
cell of the body.
Similarly, carbon dioxide
from the cells goes into the
tracheal tubes and moves
out through spiracles.
These air tubes or tracheae
are found only in insects
and not in any other group
of animals.
-Do you know what an

(b) Earthworm earthworm is? Yes ma’am
-Is it an insect ?
Yes ma’am
Now pupil teacher shows an
image of earthworm to the
students.
-Does it look scary?

Yes ma,am
Yes,I feel the same too.
Okay students now can you
see that the outer surface of
earthworm is moist? Yes ma,am
Okay
-Why is this moist?
Students may not answer
correctly.
A moist surface is
necessary for oxygen to be
absorbed and carbon
dioxide to be given off.
-Now can you guess from

which organs help
earthworms to respire? -Skin
Yes, Earthworms respire

through their moist skin.
(c) Breathing -Can you name some aquatic

organisms? Dolphins, whale, octopus,
underwater shark
Yes, right.
-From where do they obtain
oxygen? Water
-Which organ do they use for

respiration ? Students may not answer
-From where does fishes

respire? Through gills
Yes, right.
You have studied in Class VI

that gills in fish help them
to use oxygen dissolved in
water. Gills are projections
of the skin.
-Do plants also respire?
Do plants also Yes ma,am
respire? -How do they respire?
They also take in oxygen
from the air and give out
carbon dioxide.
-How do they utilize oxygen in
their body? They use it to break down
glucose into carbon dioxide,
water and energy.
Brilliant.

students an image.
-Can you see tiny pore-like

structures on this leaf? Yes ma’am
-What do we call them?
Stomata
Right.
-What is their function?
Gaseous exchange
Leaves of the plants have
tiny pores called stomata for
exchange of oxygen and
carbon dioxide
-Do you think roots of a plant

also respire? Students may not reply
Like all other living cells of the

plants, the root cells also
need oxygen to generate
energy.
Okay now that you already
know that root cells respire
can you tell if they respire
aerobically or anaerobically? Anaerobically
Oxygen is not free to the

roots for aerobic respiration.
Roots of plants respire
anaerobically making
alcohol,roots take up air Students are listening
from the air spaces present carefully
between the soil particles.
Blackboard Summary
1. In animals like cow, buffalo, dog and cat the respiratory organs and the
process of breathing are similar to those in humans.
2. In earthworm, the exchange of gases occurs through the moist
skin. 3.In fishes it takes place through gills and in insects through the
tracheae.
4. In a plant the roots take in air present in the soil. Leaves have tiny
pores called stomata through which they exchange gases. The
breakdown of glucose in the plant cells is similar to that in other living
beings.
1.Insects have a special organ present to carry out respiration.

What is that organ called?
2.Certain small pores are present on the surface of the plant
through which gaseous exchange occurs. What do we call these
pores?
3.Spiracles on the body of insects are connected to a network of thin
air tubes. What do we call them?
4.How do root cells of the plants respire?
5.Does the root cells of a plant respire aerobically or anaerobically?
Home Assignment
1.Dolphins often come up to the water surface. They even release a

fountain of water sometimes while moving upwards. Why do they do so?
2.Why do mountaineers carry oxygen with them?
Chapter- How Do Organisms Reproduce?
Topic-Sexual Reproduction in Flowering Plants
Period- 3rd
Class- 10th
Specific Objectives
Knowledge
1. Define plant reproduction and other parts involved in the
reproduction of flowering plants.
2. Name the vegetative and sexual parts of a flower.
Comprehension
1. Explain the process of reproduction in flowering plants.
2. Understand the importance of pollination in plants.
Application
1. Sketch the male and female reproductive part of a flower in
their notebook.
2. Relate the knowledge gained to understand more about biological
processes in plants.
Teaching aids

Specific- Hibiscus flower, chart, Videohttps://youtu.be/npwNxVu4ygg
Method of teaching

-What is reproduction? -Process of producing new organisms
from the existing ones.
-Do all living beings reproduce? -Yes ma’am
-Do all plants reproduce? -Yes ma,am as they are also living beings.
-Sexual and a sexual mode
-What are the two modes of reproduction
in plants?
-What are some methods of asexual -Fragmentation and budding

reproduction in plants?
Introduction
Is asexual reproduction a uni-parental -Uni-parental process

or bi-parental process?
Is there any fusion of gametes in sexual
reproduction? -Yes ma’am
How does it take place?
-Problematic question

Students there are two modes of reproduction in plants sexual and
asexual mode. We have already studies about asexual mode in your
earlier lasses, today we will study about sexual mode of reproduction in
flowering plants.
Teaching Points
Parts of a flower
-What is the reproductive Flower
part of a plant ?
(Vegetative and -What are vegetative parts of -Sepals and petals
Reproductive a flower?
parts)
Yes, these are also called Because they are not directly
accessory parts, can you tell involved in reproduction.
why?
-What are petals? Students may not reply

correctly

hibiscus flower to the
students and asks them.
-Can you see the colourful

structures of this flower? Yes ma’am
-What is their colour?

Red
Yes, these are called Petals.
Petal
A member of the inner
whorl of non-fertile parts
surrounding the fertile
organs of a flower, usually
soft and coloured
conspicuously.
-Now can you see the leaf

like structures below sepals Yes ma’am
-What do we call them?
Some students may reply
sepals.
Yes, these are called sepals.
Sepals are modified leaves
that encase the developing
flower. They are sterile
floral parts and may be
either green or leaflike or
composed of petal-like
tissue.
-Are petals bigger or smaller

than petals? Bigger
Now tell me what are the

reproductive parts of a
flower? -Stamen and pistil
-Is stamen male reproductive
part or the female
reproductive part ? Male
And what about pistil?
Yes, right It is the female reproductive
Stamen is the male part.
reproductive part of a
flower and pistil is the
female reproductive part of
a flower.
-Do all plants have both

Unisexual and stamen and pistil? No ma’am
Bisexual flowers -What is the term used for
flowers having either stamen
or pistil?
-Are they having any one
sexual organ or both? -One
-So what would we call them?

-Unisexual flower
And what we call flowers that
have both stamen and pistil? -Bisexual flowers
Alright. Can you name some

examples of unisexual Papaya
flowers?
students the papaya flower.
-Can you give another

example of an unisexual
Watermelon
flower?
-And what is the example of a
bisexual flower?
Yes, right. Hibiscus and Hibiscus
mustard are some examples
of a bisexual flower.
-How does pollen get

transferred to the stigma?
Through wind, water
Process of -What do we call these and insects.
Fertilization in agents of pollination?
Flowering Plants -Students may not reply
After the pollen grains land on
stigma of the flower it passes
to style and then ovary.

a chart depicting the diagram
of pistil and through this she
will tell students the path of
pollen grains after they land
on the stigma.
-What is the shape of the

style?
-After entering the ovary Tube -like

pollen grains entrs which
part?
-Ovule
Right, inside the ovule we
have an embryo sac where
the egg is present.
Embryo sac is the female
gametophyte of a seed
plant consisting of a thin-
walled sac within the
nucellus that contains the
egg nucleus and other
nuclei which give rise to
endosperm on fertilization.
-Where is the female

gametophyte present?
Yes, pollen grains enter the -Inside the ovule

ovule and fuse with the egg.
-What is this fusion called?
Yes, the fusion of male and

female gametes is called -Fertilization
fertilization and after that
zygote is formed.
Blackboard Summary
-Flowers are the reproductive part of a plant.

-The male gamete is found inside the pollen grains and female gamete
inside the ovule.
-Fowers having either stamen or pistil are called unisexual flowers.
Example-Papaya, watermelon
-Flowers having both stamen and pistil are called bisexual flowers.
Example-Hibiscus and mustard.
-The fusion of male and female gametes is called fertilization.
-Fertilized egg is called zygote and zygote develops into an embryo.
-What are the vegetative parts of a flower?

-What is pollination?
-What do we call a fertilized egg?
-Give an example of a bisexual flower.
-What is an unisexual flower?
Home Assignment
-Draw well labelled male and female reproductive parts of a flower in

your notebook .
-Write some names of flowers around you that are bisexual.
Chapter- Why do we fall ill?
Period- 3rd
Class- 9th
Specific Objectives
Knowledge
1. List the two types of disease.
2. Define the term ’Health’.
Comprehension
1. Differentiate between chronic and acute diseases.
2. Explain the importance of a good social and physical environment in
being healthy.
Application
1.Apply the knowledge gained to be more aware about their health.
2.Examine the importance of being healthy and disease- free.
Teaching aids

Specific- Images
Method of teaching
Inquiry method
Testing previous knowledge

-Have you ever fallen ill? Yes ma’am, at times we all do.
Most probably we go to hospital

-What do you do when you fall ill? but sometimes there is even no
need to go there.
Slightly uncomfortable and less

-How do you feel when you are energetic
ill?
Good immunity, healthy food,
-What is the most important thing good environment
that our body needs so that we
can keep ourselves at bay from
disease?
Introduction
- Have you ever felt that internally you -Yes ma’am

don’t feel good despite being disease
free?
-What have been the possible reasons for -Sometimes we get tired or sometimes
it? we get stressed, in both conditions we
don’t feel good internally.
-Yes, right. Can you now tell me the Students may not answer properly
difference between a healthy person
and a disease free person?
Today we will study the difference between healthy and disease-free and
why it is important to be healthy in spite of being disease free. Also we
will study about various causes of diseases and how we can prevent
them.
Presentation
The significance
of health -What do you mean by being -To be free from diseases
healthy?
For our grandmothers,
-How do you relate to being being able to go out to the
healthy as far as your market or to visit
grandparents are considered? neighbours is ‘being well’,
and not being able to do
such things is ‘poor
health’.
‘Health’ is therefore a state of

being well enough to function
well physically, mentally and
socially.
-What are some factors which On our lifestyle, eating

affect our health? habits and environment.
-What are the characteristics of a Cleanliness, fresh

good physical environment? air,proper garbage
disposal.
Yes, excellent.
-What are the characteristics of a Our family environment
good social environment? should be good. There
should be kindness,
encouragement and
peace at home.
Yes,we need to be happy in order

to be truly healthy, and if we
mistreat each other and are afraid
of each other, we cannot be happy
or healthy.
Distinctions
between being -How do you feel when you are ill? A little uncomfortable
‘Healthy’ and - Is it possible to be in poor health
‘Disease -free’ without actually suffering from a Yes ma’am
particular disease?
-How? If we are not mentally

well,we are stressed
Yes. We can now easily see that it

is possible to be in poor health
without actually suffering from a
particular disease.
-Who loves to dance among you? Some students raised

their hands
-What does being healthy mean to For a dancer it may mean

you if you want to dance well? being able to stretch his
body into difficult but
graceful positions.
-What does ‘Good Health’ mean to Good health for a

you if you are a singer? musician may mean
having enough breathing
capacity in his/her lungs to
control the notes from
his/her flute
To have the opportunity to realise
the unique potential in all of us is
also necessary for real health.
Health is a state of complete

physical, mental, and social
well-being and not merely the
absence of disease or infirmity.
So, we can be in poor health

without there being a simple
cause in the form of an identifiable
disease. This is the reason why,
when we think about health, we
think about societies and
communities. On the other hand,
when we think about disease, we
think about individual sufferers.
-What are some basic steps you

can take to remain healthy?
Excellent.
Prevention
Meditation, sound sleep,
-Tell me what we all can do to good atmosphere, and
keep ourselves ‘Disease-free’? being positive, good friend
circle, talking with positive
minded people and not
Yes, right. Wearing a mask is stressing a lot.
imperative in these times. Not just
to prevent ourselves from corona
but to prevent ourselves from the
pollution also as it can be very
hazardous for us too.
Eating home cooked food
Besides these preventions we can and refraining from junk
also consider some other points to food, drinking clean/boiled
keep disease at bay. water, wearing a mask
while going outside.
These are five ‘F’s. The common

factors in the fecal-oral route can
be summarized as five Fs: fingers,
flies, fields, fluids, and food.
These are five ‘F’s of disease
transmission.
Acute and
Chronic Disease
-What are some diseases that last
for a short time? Common cold, covid 19,
flu
Some diseases last for only very
short periods of time, and these
are called acute diseases. This
condition can be treated with
medical treatment or on its own.
-Will acute disease have a major No ma’am

effect on health?
Yes, as an example, think about a

cough and cold, which all of us have
from time to time. Most of us get
better and become well within a
week or so. And there are no lasting
effects on our health.
-Okay , now tell me some diseases

that can last for a longer period of AIDS and asthma
time.
Other examples are-
We may not go to school for a few

days if we have an acute disease.
But a chronic disease will make it
difficult for us to follow what is
being taught in school and reduce
our ability to learn. In other words,
we are likely to have prolonged
general poor health if we have a
chronic disease. Chronic diseases
therefore, have very drastic long-
term effects on people’s health as
compared to acute diseases.
Blackboard Summary
-Health is a state of physical, mental and social well-being.

-The health of an individual is dependent on his/her -physical
surroundings and his/her economic status.
-Diseases are classified as acute or chronic, depending on their
duration.
1. How many times did you fall ill in the last one year? What were
the illnesses?
(a) Think of one change you could make in your habits in order to
avoid any of/most of the above illnesses.
(b) Think of one change you would wish for in your surroundings
in order to avoid any of/most of the above illnesses
2. Give two examples of chronic diseases.

3. A doctor/nurse/health-worker is exposed to more sick people than
others in the community. Find out how she/he avoids getting sick
herself/himself.
Home Assignment
1. A baby is not able to tell her/his caretakers that she/he is sick.

What would help us to find out
(a) that the baby is sick?
(b) what is the sickness?
2.Under which of the following conditions are you most likely to fall sick?
(a) when you are taking examinations.
(b) when you have travelled by bus and train for two days
Chapter- Coal and Petroleum
Period- 3rd
Class- 8th
Specific Objectives
Knowledge
1. Define fossil fuels.
2. Name the products that are obtained after processing the coal in the
industry.
Comprehension
1. Understand the importance of fossil fuels in our daily life.
2.Distinguish between exhaustible and inexhaustible
natural
resources.
Application
1. Determine whether coal or coke is a better fuel.
2. Relate the knowledge gained to understand more about
their surroundings.
Teaching aids

Specific- Images,video https://youtu.be/BQ_Ethb6_Wk
Method of teaching
Inquiry method
Assumed previous knowledge
It is assumed that students are familiar with sound.

The resources that exist naturally
-What are natural resources? without any efforts or modifications
from human beings are called natural
resources
-What are some examples of natural Air, Solar Energy, Water, Coal
resources?
Resources made by human beings are called
-What are man made resources? man made resources.
-What are some examples of man plastic, paper, petroleum

made resources?
Introduction
-Students can we use all natural

resources forever? -No we cannot use natural resources
forever
-Can you tell why?
They are also limited
Yes,No we cannot use natural resources
forever because the amount of these
resources are limited and they can get
exhausted by human activities.
-Is coal a natural resource?

Yes ma’am
-Where do we get coal from?
Under the soil
-Do you know how coal and petroleum
are formed? Problematic question
Today we will discuss coal and petroleum and how these are formed.
Presentation
Teaching Teacher’s Activity Students’

Points Activity
-Can air, water and soil be No, these can not be
exhausted by human activities? exhausted at all.
(i)
Inexhaustible -Are they present in unlimited
Natural quantities? Yes ma’am
Resources:
These resources are present in
unlimited quantities in nature
and are not likely to be
exhausted by human activities.
They are called inexhaustible
natural resources.
-Give me some examples of it.
wind, sun, solar energy,
-What are some examples of

natural resources that are limited?
The pupil teacher shows students Coal, natural gas

(ii) Exha the images of coal and petroleum
ustible so that they get more clarity about
them.
Natural
Resources
:
-Is the amount of these resources

limited in nature?
The amount of these resources

in nature is limited. They can be
exhausted by human activities. Yes Ma'am
Examples of these resources
are forests, wildlife, minerals,
coal, petroleum, natural gas etc.
In the light of the availability of

various resources in nature,
natural resources can be
broadly classified into two
kinds
(i) Inexhaustible
Natural Resources:
(ii) Exhaustible
Natural Resources:
In this chapter we will learn about

some exhaustible natural
resources like coal, petroleum and
natural gas.
-What are fossil fuels? -Students may not

Formation of answer
Coal and
Petroleum
Substances like coal, petroleum

and natural gas,these were
formed from the dead remains
of living organisms (fossils).
So, these are all known as fossil
fuels.
-Have you seen coal for real?

Some students answered
(a)Coal yes,some denied.
-What can you tell about its

appearance?
-Tell me some uses of coal?
Yes,Coal is one of the fuels used

to cook food. Earlier, it was used It is as hard as stone and
in railway engines to produce is black in colour.
steam to run the engine. It is also
used in thermal power plants to -To cook food
produce electricity. Coal is also -To generate electricity
used as a fuel in various
industries.
The Pupil teacher shows a video
to students about coal formation.
https://youtu.be/BQ_Ethb6_Wk
About 300 million years ago the

earth had dense forests in low
lying wetland areas. Due to
natural processes, like flooding,
these forests got buried under
Story of Coal the soil. As more soil deposited
over them, they were
compressed. The temperature
also rose as they sank deeper
and deeper. Under high
pressure and high temperature,
dead plants got slowly
converted to coal. As coal
contains mainly carbon, the
slow process of conversion of
dead vegetation into coal is
called carbonisation.
-Why are they called fossil fuels?
-What does coal produce when

heated in air? Since it was formed from
the remains of
vegetation, coal is also
Now the pupil teacher shows called a fossil fuel.
students an image of a coal mine.
When heated in air, coal

burns and produces
mainly carbon dioxide
gas.
Then coal is processed in industry

to get some useful products such
as coke, coal tar and coal gas.
Coke
It is a tough, porous and black

substance.
-What difference can you

recognize between coal and Coal looks more shiny
coke? than coke.
Coal is a shiny, black fossil fuel

that contains impurities, emits
smoke when burned, and
produces less heat than coke.
Coke is a dull, black byproduct of
coal that burns hotter and cleaner.
-Which do you think is a better

fuel? Coke is a better fuel
than coal
-Why?
-Coke produces more
heat on burning than
coal.
-Tell me some uses of coke.

-It is used as a fuel
Yes,right
It was used for domestic
heating in the past. It is used
for the extraction of metals. It is
used in the manufacture of
steel.
Coal Tar
-What can you say about the

consistency of coal tar?
It is a black, thick liquid with an

unpleasant smell. It is a mixture of
Coal tar is a brown or
about 200 substances. black liquid
Products obtained from coal tar

are used as starting materials
for manufacturing various
substances used in everyday
life and in industry, like
synthetic dyes, drugs,
explosives, perfumes, plastics,
paints, photographic materials,
roofing materials, etc.
Interestingly, naphthalene balls
used to repel moths and other
insects are also obtained from
coal tar.
-How is coal gas obtained?
Yes,Coal gas is obtained during

the processing of coal to get
Coal Gas coke.
While making coal

To conclude,the pupil teacher
shows an image.
Coal gas was used for street

lighting for the first time in London
in 1810 and in New York around
1820. Nowadays, it is used as a
source of heat rather than light.
Blackboard Summary
-In the light of the availability of various resources in nature, natural

resources can be broadly classified into two kinds:
(i) Inexhaustible Natural Resources:
(ii) Exhaustible Natural Resources:
-Coal, petroleum and natural gas are fossil fuels.
- Fossil fuels were formed from the dead remains of living organisms
millions of years ago.
-Fossil fuels are exhaustible resources.
- Coke, coal tar and coal gas are the products of coal.
1. What are the advantages of using CNG and LPG as fuels?

2. Name the petroleum product used for surfacing roads.
3. Describe how coal is formed from dead vegetation. What is this
process called?
4. Explain why fossil fuels are exhaustible natural
resources. 5.Describe characteristics and uses of coke.
Home Assignment
-Get an outline map of India. Mark the places in the map where coal is
found.
-Make a list of various materials used by us in daily life and classify them
as natural and man-made.
Chapter- Sound
Topic-Production of Sound
Period- 3rd
Class- 8th
Specific Objectives
Knowledge
1. Define sound.
2. Name the organ that produces sound in human beings.
Comprehension
1. Identify the location of the larynx in our
body. 2.Distinguish between larynx and
pharynx.
Application
1. Sketch a rough diagram of voice box in humans.
2. Relate the knowledge gained to understand more about the
functioning of our body.
Teaching aids

Specific- Images
Method of teaching
It is assumed that students are familiar with sound.

-How do you come to know that -By sound of school bell
a ‘period’ is over in your school?
-You might have played a game

called hide and seek. In this game a -By the sound of footsteps or speech
person is blind-folded and has to of the closest player.
catch the remaining players. How is
the blindfolded person able to guess
which player is closest to her?
-In the music room of your school you

hear different sounds produced by -Tabla, harmonium, flute etc.
different instruments, what are some
of those instruments?
Introduction
-Students, have you ever been to a railway -Yes ma’am

station?
-How do passengers know that the -The train reaches th eplatform by
train has arrived? blowing the horn.
-What is produced by the horn? -Sound
-What is “ sound”? -Students may not answer
Students today we will study sound and how it is produced. Also we will
discuss how sound travels from one place to another.
Sound is Produced by Activity 1

a Vibrating Body -The pupil teacher takes a rubber
band. Put it around the longer
side of a pencil box. Insert two
pencils between the box and the
stretched rubber. Now, pluck the
rubber band somewhere in the
middle.
-Do you hear any sound?
Yes ma’am
-What is vibration?
The to and fro or back and
forth motion of an object is
called vibration.
-Does this band vibrate?
Yes ma’am
The to and fro or back and
forth motion of an object is
called vibration. When a
tightly stretched band is
plucked, it vibrates and
produces sound. When it
stops vibrating, it does not
produce any sound.
Activity 2
The pupil teacher takes a
metal dish. Pour water in it.
Strike it at its edge with a
spoon .
-Do you hear the sound?
Yes ma’am
Now the pupil teacher
strikes the dish again and
then ask a few students to
touch it.
-Can you feel the dish
vibrating? Yes ma’am
-Look at the surface of water.

Do you see any waves
there? Yes ma,am
We see that a vibrating

object produces sound. In
some cases, the vibrations
are easily visible to us. But in
most cases, their amplitude
is so small that we cannot
see them. However, we can
feel them
-If vibration produces sounds

then does our body also
vibrate when we speak? Students may not answer
The pupil teacher asks

Sound Produced students to speak sound and
by Humans while doing that they put
their hand on their throat .
Students put their hands on
their throat and say the
word “sound” aloud.
-Did you feel any vibration in
your throat? Yes ma,am
You can feel that speaking

involves vibration.
In humans, the sound is

produced by the voice box
or the larynx.
Put your fingers on the throat

and find a hard bump that
seems to move when you
swallow.
-Can you feel it?

Yes ma’am
This part of the body is
known as the voice box.
It is at the upper end of the
windpipe.
Two vocal cords are
stretched across the voice
box or larynx in such a
way that it leaves a narrow
slit between them for the
passage of air.
When the lungs force air
through the slit, the vocal
cords vibrate, producing
sound. Muscles attached to
the vocal cords can make
the cords tight or loose.
When the vocal cords are
tight and thin, the type or
quality of voice is different.
-Do you know where vocal

cords are present? Students may not answer
The vocal cords (also

called vocal folds) are 2
bands of smooth muscle
tissue found in the voice
box (larynx).
Now let us see how the vocal

cords function.
Activity 3
Vibration of vocal The Pupil teacher takes two
rubber strips of the same
cords produces size. Place these two pieces
sound one above the other and
stretch them tight. Now blow
air through the gap between
them.
The pupil teacher also

instructs students to do the
same activity.
Teacher tells the students to
blow air through the stretch
paper strips.
Yes ma’am
-Do you hear any sound
when you blow the air
through stretch paper strips?
As the air blows through

the stretched rubber
strips, a sound is
produced.
The same way when air
from lungs passes to the
narrow slit between the
two vocal cords present
inside the larynx they
vibrate and produce
sound.
-Do you know why sounds

produced by men, women
and children are different?
Students may not answer
The vocal cords in men are
about 20 mm long. In
women these are about 5
mm shorter. Children have
very short vocal cords.
This is the reason why the
voices of men, women and
children are different.
Blackboard Summary
-Sound is produced by vibrating objects.
-It helps us to communicate with one another.
-In humans, the sound is produced by the voice box or the larynx
- In human beings, the vibration of the vocal cords produces sound
which are present inside the larynx.
-How sound is produced?

-Name some instruments which produce sound?
- What is larynx ?
-Where are vocal cords located?
-How sound is produced in human beings?
Home Assignment
-Sketch the larynx in your notebook and explain its function in your own
words.
Chapter- Respiration School- Modern Public
Topic- Breathing School
Period- 3rd
Class- 8th
Specific Objectives
Knowledge
1. Describe inhalation and exhalation.
2. List out the parts of our respiratory system.
Comprehension
1. Describe the process of breathing.
2. Understand the importance of respiration in the human body.
Application
1. Use the knowledge gained to understand more about our
respiratory system.
2. Sketch the diagram of the respiratory system in their notebook.
Teaching aids

Specific- Images, video https://youtu.be/SYT2nSNbgH4
Method of teaching

It is assumed that students have knowledge about why we respire?
1. Why do we respire? 2.What is cellular -To get energy from food.
respiration? -The process of breakdown of food in
the cell.
Where does cellular respiration take place? -In the cells of organisms
What is anaerobic respiration?

-When food gets broken down in the
Why anaerobic respiration takes place in absence of oxygen.
the muscle cells?
-To fulfil the demand for energy.
Introduction
Teacher- Students close your nostrils and mouth tightly. I will look at the
watch and tell you how long you were able to hold your breath.
When you can’t hold your breath, raise your hand and I will tell you your
breath holding capacity.
-Students Raise their hands according to their breath holding capacity.

Teacher - Most of you were able to hold your breath for 40-45 seconds.
After which you gave up and raised your hands. Now you know that you
cannot survive for long without breathing.
Do you know what is the word for taking air inside our body?
-Students may not answer.

Students today we will study breathing, various terms related to it and
how do we breathe?
Breathing
-What do you do while -We take oxygen in our body
breathing? and give out carbon dioxide
from our body.
Yes. Right.
Breathing means taking

in air rich in oxygen and Students are listening
giving out air rich in carefully.
carbon dioxide with the
help of respiratory
organs.
The taking of air rich

oxygen inside our body
is called inhalation and
giving out air rich in
carbon dioxide is called
exhalation.
-Can you survive without -No ma,am

breathing?
Breathing is a
continuous process that
takes place throughout
the life of an organism.
Breathing rate
-Pupil teacher tells
students to count how
many times they breathe
normally in a minute.
The Pupil teacher puts
the time of one minute
and after one minute
asks students.
-How many times you Some students answered 10
breathe in a minute? times, some 12 some 14.
The number of times a

person breathes in a
minute is called
breathing rate.
Normal respiration rates for

an adult person at rest range
from 12 to 16 breaths per
minute
-Does your one breath

Both
includes both inhalation
and exhalation or just one
of them?
During breathing
inhalation and exhalation
take place alternately. A Students are listening
breath means one carefully.
inhalation plus one
exhalation.
-When you run fast, do you Yes ma,am

breathe faster?
-Do you know why? Because we need more

energy which we get after
respring fast.
Yes.
Whenever a person needs
extra energy, he/she
breathes faster. As a result
more oxygen is supplied to
our cells. It speeds up the
breakdown of food and
more energy is released.
How do we
breathe?
Let us now learn about the
mechanism of breathing.
-From where do we take air

inside our body? Nose
Yes, nose but to be more
precisely nostrils.
Now the pupil teacher

shows students a chart
which has a diagram of the
human respiratory system.
When we inhale air, it

passes through our nostrils
into the nasal cavity.
Parts of
respiratory
-Students can you tell me
system after seeing the diagram Pharynx
where will the air go next?
The pharynx is Students are listening

considered a common carefully
passageway for both
food and air as it is
positioned exactly at the
junction of the nasal and
buccal cavity.
-It is a common passage
for food and air.
-Where will the air go after -Trachea

the pharynx?
Yes.
Trachea is called a
windpipe.It is around
4inches long. It is just
below the larynx(voice
box).
-Can you think about its

function from the diagram? -To pass air to the lungs
Trachea carries air from
your throat to your lungs.
-Where does the air goes -Lungs

from the trachea?
Yes. Lungs are present
inside the chest cavity.
-Can you see the bony -Yes ma,am
framework that is
surrounding the lungs?
-What do we call them? -Ribs
Yes. There are a total 12

pairs of ribs that
surround lungs.They
protect the lungs.
-So what is the total

number of ribs present in 24
the human body?
Yes.Right
Lungs are present inside
the chest cavity and this
cavity is surrounded by ribs
on the sides.
Teacher shows students a

dome shaped structure.
-What is this dome shaped

structure present below Diaphragm
lungs?
Yes. It is a dome- shaped
structure which forms the
floor of the chest
cavity.Breathing involves
the movement of the
diaphragm and the rib
cage.
During inhalation, ribs
move up and outwards
and diaphragm moves
down. This movement
increases space in our
chest cavity and air
rushes into the lungs.
The lungs get filled with
air.
-Now tell me during

exhalation will ribs move -Downward
downward or upward?
During exhalation, ribs

move down and inwards,
while diaphragm moves
up to its former position.
This reduces the size of
the chest cavity and air is
pushed out of the lungs.
Now to sum up the pupil
teacher shows students a
video of how do we
breathe?
Blackboard Summary
1. Breathing is a part of the process of respiration during which an

organism takes in the oxygen-rich air and gives out air rich in carbon
dioxide
2. The process of taking oxygen rich air in our body is called inhalation.
3.The process of giving out air rich in carbon dioxide is called
exhalation. 4.The number of times a person breathes in a minute is
called breathing rate.
5.During inhalation, ribs move up and outwards and diaphragm moves
down.
1.What is aerobic respiration?

2.Define inhalation.
3. Give one usage of yeast.
4. What are the functions of hair and mucus inside the
nose? 5.What is breathing rate?
Home Assignment
1. Draw the diagram of the human respiratory system.

2. Write the difference between cellular respiration and breathing.
Chapter- Components of food
Period- 3rd
Class- 6th
Specific Objectives
Knowledge
1. List the various sources of proteins, carbohydrates and fats.
2. Define the term ‘nutrients’.
Comprehension
1. Differentiate between various components of food.
2. Explain the test to identify whether the given food contains proteins
or not.
Application
1.Apply the knowledge gained to incorporate essential food in their diet.
2.Examine the importance of nutrients in our body.
Teaching aids

Specific- Images of various foods.
Method of teaching
Demonstration method, Activity method

It is assumed that students are familiar with various kinds of food.
-What are some basic needs of all king -Food, water, clothes
organisms?
-Why do we eat food? -To get energy and nutrients
- What is a balanced diet? -A balanced diet is one that fulfills all of a

person's nutritional needs
Introduction
-What do you usually have for lunch? -Chapati, rice, vegetable, curd Rice,
salad, curry
Chapati and vegetable with some
pickle
-So we eat a variety of things altogether? -Yes ma’am
-What all nutrients do we want to have in Proteins, vitamins, minerals,

carbohydrates
our food? Yes, right.
-What are some major sources of proteins?
Okay, right. -Pulses, milk, eggs
-How can we identify if a given food contains

proteins or not?
-Students may not answer
Today we will study about various nutrients present in our food and
various tests to know whether these nutrients are present in our food or
not.
The Pupil teacher will show students

What do different different kinds of foods and ask
food items contain? them questions.
-What are these?
-Which nutrients do pulses Pulses

contain?
Yes, pulses are also rich in iron Protein
and magnesium.
-What are these?
-What do they contain?

Potato
Yes right.Potatoes are a good
Carbohydrates
source of fiber, which can help
you lose weight by keeping you
full longer.
-What is this?
-Which nutrient does ghee

contain?
Ghee
-From where do we get all this
food? Fats
We know that each dish is
usually made up of one or more From plants and animals
ingredients, which we get from
plants or animals. The
Ingredients contain some
components that are needed by
our body. These components
are called nutrients. The major
nutrients in our food are
named carbohydrates,
proteins, fats, vitamins and
minerals. In addition, food
contains dietary fibres and
water which are also needed
by our body.
-Do all foods contain all these

nutrients?
-How do we know that?
With some simple methods we

can test whether cooked food or No ma,am
a raw ingredient contains one or
more of these nutrients. The
tests for presence of Students may not answer
carbohydrates, proteins and fats
are simpler to do as compared
to the tests for other nutrients.
Let us begin by testing different

food items to see if they contain
carbohydrates. There are many
types of carbohydrates. The
main carbohydrates found in
our food are in the form of
starch and sugars. We can
easily test if a food item
contains starch.
Activity
The Pupil teacher takes a

potato and cuts 3 slices of it and
asks any three students to
come and add iodine solution
Test for Starch on them.
-Is there any change in the

colour of the food item?
-How does its colour change? Yes ma,am
It turners blue black
Yes,a blue-black colour

indicates that it contains starch.
Now the pupil teacher gives
students a slice of bread and
again tells them to put iodine
solution on it and observe the
changes.
-Did you notice any change in

colour of the bread after adding
iodine solution?
-What does it mean if any food Yes ma’am it also changed

item turns blue black after to blue black colour.
adding iodine solution on it?
Now we will see whether the It contains starch

cooked rice contains proteins or
not.
So students as you can see

after adding copper sulphate
and caustic soda cooked rice
colour changed to blue-violet
which clearly shows that they
contain starch and are
carbohydrates.
Activity
The pupil teacher puts some
milk in a test tube and asks
one of the students to add 10
drops of water to it and shake
Test for Proteins the test tube.
Now, using a dropper, add two

drops of solution of copper
sulphate and ten drops of
solution of caustic soda to the
test tube and shake it well.
-What do you see?
-What colour is it now? The colour of the milk has

changed.
A little violet
A violet colour indicates

presence of proteins in the food
item.
Now we will test an egg white
but for this we will see a video.
One thing we need to consider
is if the food you want to test is
solid, you first need to make a
paste of it or powder it. Grind or
mash a small quantity of the
food item and then test it.
https://www.youtube.com/watch
?v=cqZqIVg7MLA&t=180s
-What are some other sources

of proteins that we can test?
Pulses,yoghurt, Eggs
Yes we can grind them into fine

powder and then test.
Blackboard Summary
-The major nutrients in our food are carbohydrates, proteins, fats,

vitamins and minerals.
-In addition, food also contains dietary fibres and water.
- Carbohydrates and fats mainly provide energy to our body.
- Proteins and minerals are needed for the growth and the maintenance
of our body.
-Vitamins help in protecting our body against diseases.
1. What are nutrients?

2. Name the major nutrients in our food.
3. Name the following:
(a) The nutrients which mainly give energy to our body.
(b) The nutrients that are needed for the growth and maintenance of
our body.
(c) A vitamin required for maintaining good eyesight.
(d) A mineral that is required for keeping our bones healthy.
Home Assignment
1. Prepare a chart of your meals throughout the day and write

the nutrients found in them.
2. Write the importance of proteins in our daily diet.
Chapter- Nutrition in Plants School- Modern Public
Topic- Mode of nutrition in Plants School
Period- 3rd
Class- 7th
Specific Objectives
Knowledge
1. Describe the process of photosynthesis.
2. List out the necessary conditions for photosynthesis.
Comprehension
1. Differentiate between autotrophs and heterotrophs.
2. Understand the importance of photosynthesis in plants and to other
living organisms.
Application
1. Use the knowledge gained to understand more about the functioning
of plants.
2. Sketch the diagram showing photosynthesis.
Teaching aids

Specific- Images
Method of teaching

It is assumed that students have knowledge about nutrition, components
of food, and the importance of food for all living organisms.
-Why food is essential for all living To get energy

organisms?
-What are some components of food? carbohydrates, proteins, fats, vitamins

and minerals are components of food.
-What are nutrients? These components of food are called

nutrients and are necessary for our body.
Introduction
-Do all living organisms have the No ma’am, only plants can make their
ability to make food? own food.
-Which living organisms cannot
synthesize their own food? Animals and human beings
-How do animals get food then? From other animals or plants
Thus, humans and animals are
directly or indirectly dependent on
plants
-Do you know what process Photosynthesis

plants make their own food?
-What are the essential Students may not answer
requirements/nutrients for
photosynthesis?
Students today we will study about nutrition in plants.
Presentation
Mode of Nutrition in -Which are the only organisms Plants

Plants that can make food for
themselves?
-Why are nutrients important for To get energy, to grow
every living organism?
The nutrients enable living

organisms to build their
bodies, to grow, to repair
damaged parts of their bodies
and provide the energy to
carry out life processes.
-What is nutrition? Students may not

answer correctly
Nutrition is the mode of taking
food by an organism and its
utilisation by the body.
Students may not
-What are Autotrophs? answer
(auto = self; trophos =
nourishment)
-Can you now tell me what are Organisms that can

autotrophs? make their own food.
The mode of nutrition in

-What is autotrophic nutrition?
which organisms make
Yes,the mode of nutrition in their own food.
which organisms make food
themselves from simple
substances is called
autotrophic (auto = self;
trophos = nourishment)
nutrition.
-Tell me what do you mean by

heterotrophs? Organisms which
(heteros = other). depend on other
organisms for their own
Yes,animals and most other food.
organisms take in food
prepared by plants. They are
called heterotrophs.
- Whether food is made in all

Photosynthesis- parts of a plant or only in certain In the upper part of the
parts? plants.
Food making
process in plants.
The process of Photosynthesis
takes place in the leaves of the
plants.Leaves are the food
factories of plants. Therefore,
all the raw materials must
reach the leaf.
-How plants get water and

minerals ? From soil
Yes,water and minerals

present in the soil are
absorbed by the roots and
transported to the leaves.
-How carbon dioxide reaches the

plants for the process of From air
photosynthesis?
Carbon dioxide from air is taken

in through the tiny pores present
on the surface of leaves. These
pores are surrounded by ‘guard
cells’. Such pores are called
stomata.
These are guard cells

surrounding the stomata.
carefully.
-How water and minerals
absorbed by roots reach to the
leaves? Students may not
Water and minerals are answer
transported to the leaves by the
vessels which run like pipes
throughout the root, the stem, the
branches and the leaves. They
form a continuous path or
passage for the nutrients to reach
the leaf. They are called vessels.
You will learn more about
transport of materials in plants in
Chapter 11.
-Do you know about chlorophyll?
The green colour of a plant is No ma’am

due to the presence of
chlorophyll.
It helps in capturing sunlight
which is needed for
photosynthesis.
-Now tell me the essential things

for photosynthesis?
Essential things for Sunlight, chlorophyll,
So we find that chlorophyll, water and carbon
photosynthesis sunlight, carbon dioxide and dioxide
water are necessary to carry
out the process of
photosynthesis. It is a unique
process on the earth. The solar
energy is captured by the
leaves and stored in the plant
in the form of food. Thus, the
sun is the ultimate source of
energy for all living organisms.
This is the diagram showing
photosynthesis.
-Can plants survive without the

process of photosynthesis?
In the absence of photosynthesis,

life would be impossible on the No ma’am
earth.
Blackboard Summary
-All organisms need food and utilise it to get energy for growth and
maintenance of their body.
-Green plants synthesise food for themselves by the process of
photosynthesis.
- Plants use simple chemical substances like carbon dioxide, water
and minerals for the synthesis of food.
-Chlorophyll, water, carbon dioxide and sunlight are the essential
requirements for photosynthesis.
1. Why do organisms take food?
2. Give a brief description of the process of synthesis of food
in green plants.
3.6. Fill in the blanks:
(a) Green plants are called since they
synthesise their own food.
(b) The food synthesised by plants is stored as
.
(c) In photosynthesis solar energy is absorbed by the
pigment called .
Home Assignment
1. Why can't our body make food from carbon dioxide, water
and minerals like plants do.?
2. What is so special about the leaves that they can synthesise
food but other parts of the plant cannot

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MAHARAJA SURAJMAL INSTITUTE

B.Ed Batch 2020-22, Semester III

● Develop inquiring minds and curiosity about science

1 Lesson plan - 1 25.9.21 Yes -

2 Lesson plan – 2(Multimedia) 27.9.21 Yes -

3 Lesson plan - 3 28.9.21 Yes -

4 Lesson plan - 4 29.9.21 - Yes

5 Lesson plan - 5 30.9.21 Yes -

6 Lesson plan - 6 5.10.21 - -

7 Lesson plan - 7 6.10.21 - -

8 Lesson plan - 8 7.10.21 -

9 Lesson plan - 9 8.10.21 - -

10 Lesson plan -10 9.10.21 - -

11 Lesson plan - 11 10.10.21 - -

12 Lesson plan - 12 12.10.21 - -

13 Lesson plan - 13 13.10.21 Yes -

14 Lesson plan - 14 15.10.21 - Yes

15 Lesson plan - 15 18.10.21 - -

16 Lesson plan - 16 20.10.21 - -

17 Lesson plan - 17 23.10.21 - -

18 Lesson plan - 18 26.10.21 - -

19 Lesson plan – 19(Multimedia) 1.11.21 - -

20 Lesson plan - 20 6.8.21 - -

21 Lesson plan - 21 8.11.21 - -

22 Lesson plan - 22 10.11.21 - -

23 Lesson plan - 23 15.11.21 - -

24 Lesson plan - 24 17.11.21 - -

25 Lesson plan - 25 21.11.21 - -

Subject- Science Date- 25.9.2021

General- Blackboard, chalk, duster

It is assumed that students have some knowledge about certain basic

Teacher’s Activity Students’ Activity

2.All living organisms carry out certain -Digestion, respiration, reproduction,

1.Which organ helps us to respire? -Lungs

3. Do you know what these organs - Tissues

Statement of the topic

Students are watching

Robert Hooke in 1665

The Cell -What is the most important -Bricks

Yes.Both, bricks in a building

-Now tell me why a cell is known -The cell is known as the

The number runs into billions

- Do you know how Unicellular and multicellular

-Can you give an example of it? Amoeba

Yes, amoeba and paramecium

Now the pupil teacher shows the

-What are multicellular

Amoeba has no definite

Observe the projections of

Yes, these are called

-Are they unicellular or -Unicellular

-What shape would you expect -Students may not answer

Generally, cells are round,

Now the pupil teacher shows

1. All organisms are made of smaller parts called organs.

1. What are the organisms which are composed of many cells

1.Make a sketch of the human nerve cell. What function do

General- Blackboard, chalk, duster

Testing of previous knowledge

It is assumed that students have some knowledge of the cell.

Teacher’s Activity Students’ Activity

1. What is a cell? It is the structural and functional unit of

Teacher’s Activity Students’ Activity