ANNUAL PLAN FOR A CLASS VI GENERAL SCIENCE

Annual Plan: Class VI General Science

1. Class: VI
2.
3. Subject: GENERAL SCIENCE
4.
3. Total Number of Periods Required: 200

4. Academic Standards to Be Achieved (IN DETAILS):

This section is crucial for defining the learning outcomes. For each standard, think about what
specific skills or knowledge students should gain.
• Conceptual Understanding: Students should be able to explain core scientific concepts (e.g.,
the importance of different food components, how magnets work, the water cycle, properties of
materials). They should demonstrate understanding by defining terms, explaining processes,
and relating concepts to real-world phenomena.
• Asking Questions and Making Hypotheses: Students should be encouraged to ask "why"
and "how" questions about natural phenomena. They should be able to formulate testable
hypotheses based on observations or prior knowledge (e.g., "If I put this object in water, I
hypothesize it will float because...").
• Experimentation and Field Investigation: Students should be able to design simple
experiments, conduct them safely, record observations accurately, and draw conclusions.
They should also be able to conduct simple field investigations (e.g., observing plants/animals
in their local environment).
• Information Skills and Projects: Students should be able to gather information from various
sources (books, internet, observations), analyze it, and present their findings clearly. They
should be able to complete small research projects on scientific topics.
• Communicating through Drawing and Model Making: Students should be able to represent
scientific ideas and structures through clear, labeled diagrams and models. This includes
drawing parts of a plant, sketching an electric circuit, or building a model of a habitat.
• Appreciation and Aesthetic Sense, Values: Students should develop an appreciation for the
beauty and wonder of the natural world. They should also understand the ethical implications
of scientific advancements and develop values like respect for living organisms and
responsible resource use.
• Application to Daily Life and Concern for Biodiversity: Students should be able to connect
scientific concepts to their daily experiences (e.g., understanding why they need a balanced
diet, how electricity works in their homes). They should also develop an awareness of the
importance of biodiversity and the need for its conservation.

Monthly Breakdown of Units and Activities

Numb
Unit /
S.N er of Activities to Be
Month Lesson Resources
O. Period Conducted (CCE)
Name
s

Textbooks, charts Discussion on food

1. JUNE 2025 OUR FOOD 10
of food groups, food sources, types of food,
 samples, videos on nutrients. Activity:
nutrition, weighing Classifying food items
scale, measuring into different food
cups. groups. Experiment:
Testing for starch/fat in
food samples. Project:
Creating a healthy
meal plan. Role play
on balanced diet.

Activity: Identifying
magnetic and non-
Bar magnets,
magnetic materials.
horseshoe
Experiment: Observing
magnets, iron
magnetic fields using
PLAYING filings, compasses,
iron filings. Designing a
2. JUNE 2025 WITH 12 non-magnetic
simple compass.
MAGNETS materials, various
Exploring poles of
objects (paper clips,
magnets and
coins, wood,
attraction/repulsion.
plastic).
Building a simple
magnetic toy.

Discussion on water
cycle stages. Activity:
Creating a miniature
RAIN: Charts of water
water cycle in a jar.
WHERE cycle, diagrams of
Observing cloud types
3. JULY 2025 DOES IT 10 cloud formation,
(if possible).
COME videos on weather
Brainstorming uses of
FROM? phenomena, globe.
water. Role play of
water droplets in the
cycle.

Activity: Classifying
animals based on their
Pictures/charts of diet. Discussion on
different animals, food chains/webs.
WHAT DO videos on animal Project: Researching
4. JULY 2025 ANIMALS 12 diets, classification the diet of a specific
EAT? charts (herbivores, animal. Observation:
carnivores, Observing
omnivores). birds/insects in the
schoolyard and
discussing their food.

Various objects Activity: Grouping

made of different objects based on
materials (wood, materials. Experiment:
MATERIALS plastic, metal, Testing properties of
AUGUST
5. AND 12 glass, fabric), materials (hardness,
2025
THINGS magnifying glass, solubility,
water, heat source transparency,
(teacher conductivity - safely).
supervised). Discussion on where
 materials come from.
Project: Collecting and
identifying different
materials.

Discussion on what a
habitat is. Activity:
Pictures/videos of Identifying
different habitats animals/plants in
(forest, desert, different habitats and
AUGUST pond, ocean), their adaptations. Field
6. HABITAT 12
2025 charts of trip (if possible) or
adaptations, local observation in school
environment for garden/park to identify
observation. local habitats. Project:
Creating a diorama of
a specific habitat.

Experiment:
Separating various
mixtures using
Mixtures (sand/salt, methods like
SEPARATIO rice/stones), sieves, handpicking,
SEPTEMB N OF filters, funnels, winnowing, sieving,
7. 12
ER 2025 SUBSTANC magnets, sedimentation,
ES evaporation dishes, decantation, filtration,
decantation setup. evaporation.
Discussion on the
importance of
separation in daily life.

Activity: Identifying
Samples of different
natural and synthetic
fibres (cotton, wool,
fibres. Discussion on
silk, synthetic),
SEP / OCT FIBRE TO sources of fibres.
8. 11 fabric samples,
2025 FABRIC Project: Tracing the
magnifying glass,
journey of a fibre to
spinning wheel
fabric. Simple weaving
(toy), loom (toy).
activity.

Activity: Identifying
parts of a plant.
Experiment: Observing
Live plants (with root absorption (e.g.,
PLANTS: roots, stem, leaves, celery in colored
OCTOBER
9. PARTS AND 10 flower), charts of water). Discussion on
2025
FUNCTIONS plant parts, videos photosynthesis.
on plant processes. Drawing and labeling
plant parts. Project:
Growing a plant from a
seed.

CHANGES Ice, water, candle, Experiment: Observing

NOVEMBE
10. AROUND 11 paper, matchsticks reversible and
R 2025
US (teacher irreversible changes
 supervised), (melting ice, burning
balloons, baking paper, blowing up
soda, vinegar. balloon, baking soda
and vinegar reaction).
Discussion on physical
and chemical changes.
Identifying daily life
examples of changes.

Discussion on sources
and uses of water.
Activity: Brainstorming
Water sources ways to conserve
NOVEMBE WATER IN charts, pollution water. Experiment:
11. 11
R 2025 OUR LIFE images, water filter Simple water
models, globe. purification methods
(filtration). Project:
Creating posters on
water conservation.

Activity: Identifying
conductors and
insulators. Experiment:
Cells, bulbs, wires, Building simple series
SIMPLE
DECEMBE switches, insulators, and parallel circuits.
12. ELECTRIC 12
R 2025 conductors, circuit Troubleshooting non-
CIRCUITS
diagrams. working circuits.
Drawing circuit
diagrams. Project:
Making a simple torch.

Activity: Measuring
length, mass, volume,
temperature, and time
Rulers, measuring
using appropriate units
tapes, scales,
LEARNING and instruments.
DEC 2025 / measuring
13. HOW TO 11 Discussion on
JAN 2026 cylinders,
MEASURE standard units of
thermometers,
measurement.
stopwatches.
Practical: Estimating
and then measuring
various objects.

Discussion on different
types of animal
movements. Activity:
Pictures/videos of
Observing movements
animals moving
MOVEMENT of various animals
DEC 2025 / (birds flying, fish
14. S IN 12 (e.g., ants, birds).
JAN 2026 swimming, human
ANIMALS Experiment:
skeleton), models of
Understanding how
joints.
different joints work
using models/own
body.
 Activity: Creating
shadows with different
objects. Experiment:
LIGHT, Torch, Observing how light
FEBRUAR SHADOWS opaque/translucent/ travels in a straight
15. 12
Y 2026 AND transparent objects, line. Discussion on
IMAGES mirror, screen. reflection and image
formation in mirrors.
Project: Making a
pinhole camera.

Activity: Classifying
objects as living or
non-living based on
characteristics (growth,
Pictures/samples of
movement,
living and non-living
FEBRUAR LIVING AND reproduction,
16. 10 things, plants,
Y 2026 NON-LIVING breathing). Discussion
animals, rocks,
on differences between
toys.
living and non-living.
Observation:
Comparing a plant to a
stone.

Review of all units.

Problem-solving
Textbooks, previous sessions. Doubt
MARCH activity sheets, clearing. Group
17. REVISION 20
2026 question papers, discussions on key
concept maps. concepts. Quizzes and
mock tests. Concept
mapping for each unit.

5. Teacher Responses:
This section is for the teacher to reflect on the effectiveness of the plan and adapt it as needed.
Consider these points:
• Differentiation: How will you cater to students with different learning styles and abilities?
(e.g., providing extra support, offering enrichment activities).
• Assessment: How will you assess student understanding throughout the year (formative and
summative)? (e.g., quizzes, observations, project rubrics, practical tests).
• Challenges: What potential challenges do you anticipate (e.g., lack of resources, time
constraints, student engagement issues) and how will you address them?
• Successes: What aspects of the plan do you expect to be particularly successful?
Example Teacher Responses:
• "I will incorporate a variety of teaching methods, including hands-on activities, group work, and
visual aids, to cater to diverse learning styles."
• "Formative assessments will include classroom discussions, short quizzes, and observation of
practical work. Summative assessments will be conducted at the end of each term to evaluate
overall understanding."
• "A potential challenge might be limited access to certain experiment materials; I will prioritize
low-cost, readily available alternatives or utilize virtual simulations where appropriate."
 • "I anticipate students will particularly enjoy the 'Playing with Magnets' and 'Simple Electric
Circuits' units due to their hands-on nature, which should foster greater engagement."

6. Suggestions of Headmaster:
This section is usually for the headmaster to provide feedback and guidance on the plan. This could
include:
• Alignment with school vision/mission.
• Integration of cross-curricular themes.
• Emphasis on specific teaching methodologies.
• Resource allocation.
• Professional development opportunities.
 UNIT/LESSON PLAN FOR "OUR FOOD" FOR CLASS VI

Unit / Lesson Plan: OUR FOOD

1. Class: VI
2. Unit/Lesson: 01 - OUR FOOD
3. Number of Periods required: 10
4. Academic Standards (Particular to this unit only):
• Conceptual understanding: Students will understand the diversity of food items, their
ingredients, sources, and methods of preparation.
• Asking questions and making hypothesis: Students will be able to formulate questions
about food and its components.
• Experimentation and field investigation: Students will engage in activities like listing food
items, identifying ingredients, and exploring food preservation methods.
• Information Skills and projects: Students will collect information from various sources
(friends, family, packaged food labels) and present it.
• Communicating through Drawing and model making: (Limited scope in this unit, but can
be incorporated through drawing food sources or recipe illustrations)
• Appreciation and Aesthetic sense: Students will develop an appreciation for the variety of
food and the art of cooking.
• Application to Daily life and concern to Biodiversity: Students will connect food concepts
to their daily lives, understand the importance of healthy eating habits, and implicitly recognize
the biodiversity related to food sources.

5. Period-wise Breakdown & CCE Assessment:

Perio Learning Teaching Assessme
Concepts TLM/Resources
d Outcome Strategies nt [CCE]

-
Brainstormi
ng: Ask
students
Students about their
-
will be able favorite
Formative:
to: <br> - food items
<br> -
List various and create
Observatio
food items. a class list.
n of
<br> - <br> -
Introduction to participatio
Understand Discussion:
Food Variety n in
the "Why do - Textbook (Fig. 1:
<br> - What is brainstormi
importance we eat Variety of food)
food? <br> - ng. <br>
1 of food for food?" "Do <br> -
Why do we eat - Review of
health and all people Whiteboard/Blackb
food? <br> - Table 1
energy. eat the oard
Diversity of food (Activity 1)
<br> - same
items. for
Recognize food?"
completene
the wide <br> -
ss and
variety of Activity 1:
understand
food "Finding
ing of food
consumed variety in
variety.
daily. our food" -
students
list food
eaten
yesterday
 and
compare
with
friends.

- Activity 2:
"Many
things are
needed to
prepare
food" -
Discussion
about
-
preparing
Formative:
biryani and
Students <br> -
Food boiled rice. - Textbook (Page
will be able Observatio
Ingredients <br> - 3-4, Table 2)
to: <br> - n of group
<br> - What Filling <br> - Empty
Define discussion
are ingredients? Table 2: packets of
'ingredients in Activity
2 <br> - "Ingredient common food
'. <br> - 2. <br> -
Identifying s of some items (biscuits,
Identify Review of
ingredients in food items" chips - for
ingredients Table 2 for
common food with observing
for various accurate
items. favorite ingredients)
food items. ingredient
foods and
identificatio
their
n.
ingredients.
<br> -
Discussion
on
packaged
food labels
(introductio
n).

-
Students
Discussion:
will be able -
"Where do
to: <br> - Formative:
we get our
Categorize <br> -
food from?"
ingredients Oral
<br> -
based on questioning
Sources of Filling
their : "Name a
Food: Plants & Table 3: - Textbook (Fig. 2,
sources food item
Animals <br> "Who gives Table 3) <br> -
(plant, from a
- Plant sources us food" - Pictures/flashcards
3 animal, plant."
<br> - Animal identifying of various plants
other). <br> -
sources <br> - sources of and animals used
<br> - Review of
Other sources ingredients. for food.
Give Table 3 for
(e.g., salt) <br> -
examples correct
Brainstormi
of food categorizati
ng more
derived on and
examples
from naming of
for plant
different sources.
and animal
plant and
sources.
 animal
parts.

-
Discussion
based on
Fig. 3
(parts of
Students -
plants).
will be able Formative:
<br> -
to: <br> - <br> -
Filling
Parts of Plants Identify Observatio
Table 4:
we Eat <br> - edible parts n of
"Name of
Roots, stems, of common - Textbook (Fig. 3, student
plant and
leaves, flowers, plants. Table 4) <br> - participatio
Parts that
fruits, seeds. <br> - Actual samples of n in
4 we eat"
<br> - Provide plants with edible discussions
<br> -
Examples of examples parts (e.g., carrot, . <br> -
Class
food from of food spinach, pea pods) Review of
discussion:
different plant items Table 4 for
"Which
parts. derived accurate
parts of
from identificatio
plants do
specific n of edible
we
plant parts. plant parts.
generally
use?" "Do
we use
flowers as
food?"

Students -
will be able Discussion:
to: <br> - "Why do
Explain people in
how different
-
geographic regions eat
Formative:
Food Habits & al factors different
<br> -
Regional affect food foods?"
Short
Variations habits. (connect to
answer
<br> - <br> - paddy
- Political map of questions:
Influence of Identify fields in
India (to show "Why is
geography and staple Telangana)
Telangana and rice a
climate on food foods in . <br> -
5 Rajasthan) <br> staple food
habits. <br> - different Compariso
- Pictures of in
Staple foods in regions n of food
different staple Telangana
different regions. (e.g., rice habits:
foods. ?" <br> -
<br> - in Telangana
Group
Importance of Telangana, vs.
discussion
healthy eating wheat/bajra Rajasthan.
on "Good
habits. in <br> -
food
Rajasthan). Emphasize
habits."
<br> - the
Understand importance
the of eating all
importance varieties of
of vegetables.
 consuming
a variety of
foods.

-
Brainstormi
ng: "How
do we cook
Students different
will be able foods?"
to: <br> - <br> -
Methods of Identify Filling -
Preparing Food different Table 5: Formative:
<br> - Various methods of "Processes <br> -
- Textbook (Table
cooking methods preparing involved in Completion
5) <br> -
(boiling, food. making of Table 5.
Pictures of food
6 steaming, frying, <br> - food." <br> -
items cooked
roasting, etc.) Give <br> - Oral
using different
<br> - examples Discussion questioning
methods.
Different of food on how about
methods for items different cooking
different foods. prepared foods methods.
using require
specific different
methods. preparation
methods
(e.g., boiled
rice vs.
idly).

-
Discussion:
"How does
food get its
taste?"
Students (ingredients
will be able , method,
-
to: <br> - cultural
Formative:
Identify habits).
<br> -
Taste of Food & factors <br> -
Recitation
Recipes <br> contributing Reading - Textbook
of steps in
- Factors to food and (Joseph's recipe,
a simple
7 influencing taste. taste. analyzing Fig. 4) <br> -
recipe.
<br> - <br> - Joseph's Recipe
<br> -
Understanding a Understand tomato cards/charts
Written
simple recipe. and curry
submission
describe a recipe.
of Activity 3
simple food <br> -
recipe.
preparation Activity 3:
process. "Let us
cook" -
students
write down
a recipe of
their
 favorite
cooked
food.

-
Discussion:
"Why does
Students
curry spoil
will be able
but pickle
to: <br> -
stays -
Explain the
fresh?" Formative:
Food importance
<br> - <br> -
Preservation - I of food
Brainstormi Questions
<br> - Need preservatio - Textbook (Page
ng ways about why
for food n. <br> - 8-9) <br> -
farmers food spoils.
preservation. Identify Samples of dried
store rice. <br> -
<br> - salting and food (e.g., sun-
8 <br> - Identifying
Common drying as dried tomatoes,
Discussion food items
preservation preservatio dried chillies) and
on dried that are
methods: n methods. pickles (if
fish and commonly
Salting, Drying. <br> - available)
pickled salted/dried
<br> - Provide
vegetables. for
Examples. examples
<br> - preservatio
of food
Activity 4 n.
preserved
(Part 1):
using these
Discussing
methods.
types of
preservativ
es (Salt).

-
Discussion
Students on sugar
will be able syrup as a
to: <br> - preservativ
Identify e (jams,
Food
sugar fruit juices). -
Preservation - II
syrup and <br> - Formative:
<br> - Other
smoking as Discussion <br> -
preservation
preservatio on smoking - Textbook (Page Completion
methods: Sugar
n methods. fish. <br> 8-9, Table 6) of Table 6.
syrup, smoking.
<br> - - Activity 4 <br> - Labels <br> -
<br> - Harmful
9 Understand (Part 2): from packaged Role-play:
preservatives in
the Completing food items (to A
packaged food.
potential Table 6 show ingredients consumer
<br> -
harm of with more and dates). checking a
Importance of
certain examples food label
checking
preservativ and before
manufacturing/e
es. <br> - discussing buying.
xpiry dates.
Explain the other
importance methods.
of reading <br> -
food labels. Emphasize
"Do you
know?"
 about
packaged
food and
expiry
dates.

- Q&A
session:
Students Review of
will be able the entire
to: <br> - unit. <br>
Summarize - -
the main Brainstormi Summativ
Review & concepts ng daily life e: <br> -
Application learned in application Short quiz
<br> - Recap the unit. s of food covering
of key concepts. <br> - knowledge. key terms
- Entire textbook
<br> - Apply their <br> - and
unit. <br> -
10 Connection to understand Discussion concepts.
Pictures/videos of
daily life. <br> ing to real- on <br> -
vegetable carving.
- Introduction to life "Vegetable Project
food art scenarios. carving" as submission
(vegetable <br> - an art form. (if assigned
carving). Appreciate <br> - as a
the artistic Project longer-term
aspect of assignment task).
food : Designing
preparation a healthy
. meal or a
local food
habit map.

6. Teacher's Notes: (Additional Resources, Activities)

• Field Trip/Guest Speaker: If possible, arrange a visit to a local market to observe different
food items, their sources, and how they are displayed. Alternatively, invite a local chef or a
nutritionist to talk about food and healthy eating.
• Recipe Book Project: Encourage students to create a class recipe book, where each student
contributes a recipe of their favorite traditional or local food, including ingredients, sources,
and preparation methods.
• Food Pyramid/Healthy Plate: Introduce the concept of a balanced diet and a healthy food
pyramid/plate. This can be a supplementary activity to reinforce the idea of consuming various
types of food.
• Germination Activity: To demonstrate how seeds grow into plants that provide food, a simple
germination experiment (e.g., growing moong beans or chickpeas) can be conducted.
• Mapping Local Food Sources: Ask students to identify local farms, dairies, or markets from
where their families typically source food. This connects to "concern to Biodiversity" and local
economy.
• "Food Waste" Discussion: Initiate a discussion about food waste and the importance of not
wasting food, linking it to the effort involved in producing and preparing food.
• Interactive Digital Resources: Utilize educational apps or websites that offer interactive
lessons or games related to food, nutrition, and sources.
• Videos: Show short educational videos about farming, food processing, or traditional cooking
methods from different cultures.
7. Teacher Responses:
• Addressing misconceptions:
 o Some students might think all food comes from shops. Emphasize that shops are just
intermediaries, and the ultimate sources are plants and animals (and minerals).
o They might not distinguish between ingredients and condiments/dry fruits. Clarify the
role of each.
o Correct any assumptions about "junk food" being universally bad. Instead, focus on
"eating in moderation" and the importance of a balanced diet.
• Encouraging critical thinking:
o When discussing food habits, ask "Why do you think people in [Region X] eat [Food
Y]?" to encourage reasoning.
o During preservation discussions, prompt questions like "What would happen if we didn't
preserve food?"
• Promoting inquiry-based learning:
o Use open-ended questions like "What do you wonder about food?" to spark curiosity.
o Guide students to conduct their own mini-investigations, like checking food labels at
home.
• Facilitating collaboration:
o Structure activities to encourage pair-work and small group discussions (e.g., sharing
food lists in Activity 1, collaborating on Table 6).
• Connecting to other subjects:
o Geography (regional food habits).
o Social Studies (cultural aspects of food).
o Math (counting food varieties, measuring ingredients in recipes).
• Differentiation:
o For advanced learners: Encourage them to research more complex food chains or
specific nutritional components.
o For struggling learners: Provide simplified versions of tables, offer more visual aids, and
provide one-on-one support during activities.
This comprehensive plan aims to cover all aspects of the "Our Food" unit, ensuring students develop
a strong conceptual understanding while engaging in various activities and adhering to the CCE
assessment framework.

UNIT/LESSON PLAN FOR "PLAYING WITH MAGNETS" FOR CLASS VI

Unit / Lesson Plan: PLAYING WITH MAGNETS

1. Class: VI
2. Unit/Lesson: 02 - PLAYING WITH MAGNETS
3. Number of Periods required: 12
4. Academic Standards (Particular to this unit only):
• Conceptual understanding: Students will understand the basic properties of magnets,
magnetic and non-magnetic materials, magnetic poles, magnetic field concept (through iron
filings), directional property, attraction and repulsion, Earth's magnetism, and magnetic
induction.
• Asking questions and making hypothesis: Students will be able to formulate questions
about magnetic phenomena and hypothesize outcomes of simple experiments.
• Experimentation and field investigation: Students will actively participate in experiments to
identify magnetic materials, observe poles, demonstrate directional property,
attraction/repulsion, and create their own magnets.
• Information Skills and projects: Students will record observations systematically in tables
and potentially research historical aspects of magnets or modern applications.
• Communicating through Drawing and model making: Students will draw bar magnets,
magnetic compass, and simple setups for experiments (e.g., suspended magnet).
• Appreciation and Aesthetic sense: Students will appreciate the wonder and utility of
magnets in daily life and their scientific principles.
• Application to Daily life and concern to Biodiversity: Students will identify the application
of magnets in everyday objects and their role in technology. (Biodiversity link is minimal in this
unit, but can be subtly connected to the origin of Earth's magnetic field or natural resources
used in magnets).

5. Period-wise Breakdown & CCE Assessment:

Perio Learning Teaching Assessment
Concepts TLM/Resources
d Outcome Strategies [CCE]

- Begin with
a
discussion:
"Why do
Students pins stick to
will be able a pin
to: <br> - holder?"
Introductio
Identify "How do
n to - Pin holder, - Formative:
objects that stickers
Magnets various pins, <br> -
use stick to a
<br> - jump-clips, iron Observation of
magnets. fridge?"
Everyday nails, paper, student
<br> - <br> -
observation pencil, eraser. predictions and
Recognize Show a pin
s of <br> - observations in
1 that holder and
magnets Refrigerator Activity 1.
magnets refrigerator
(pin holder, magnets, <br> - Oral
attract magnets.
refrigerator metal/wooden/pla questioning:
certain <br> -
stickers). stic doors. <br> "What special
materials. Activity 1:
<br> - - Textbook (Fig. material is in
<br> - "Finding
What is a 1a, 1b) the cap?"
Understand objects that
magnet?
the basic get stuck to
concept of a the cap of
magnet. the pin
holder"
(using
various
objects).
 - Narrate
Students the "Story
Story of will be able of Magnet"
Magnet & to: <br> - from the
Shapes Recount the textbook.
<br> - story of <br> -
Discovery of Magnus and Show real
- Formative:
Lode stone the magnets of - Textbook (Page
<br> - Short
(natural discovery of different 13, Fig. 2) <br>
answer: "Who
magnet). Lode stone. shapes or - Real magnets of
discovered the
<br> - <br> - pictures. different shapes
2 first magnet?"
Man-made Differentiate <br> - (bar, horseshoe,
<br> -
magnets. between Discussion: ring, disc) or clear
Drawing/identify
<br> - natural and "Can we diagrams/pictures
ing different
Different man-made make a .
magnet shapes.
shapes of magnets. magnet in a
magnets <br> - required
(Bar, Identify shape?"
Horseshoe, various (leading to
Ring, Disc). shapes of material
magnets. discussion)
.

- Activity 2:
"Finding
materials
attracted by
Students magnets" -
will be able test various
Magnetic &
to: <br> - objects with
Non-
Classify a bar
Magnetic - Bar magnet, - Formative:
materials as magnet
Materials various objects <br> -
magnetic or and fill
<br> - (nail, jump-clip, Completion and
non- Table 1.
Definition of plastic scale, accuracy of
magnetic. <br> -
magnetic glass, brass key, Table 1. <br>
<br> - Define
and non- paper, iron bolt, - Oral
Provide "magnetic"
3 magnetic pen, blade, questions: "Is
examples of and "non-
materials. pencil, knife, plastic a
each type of magnetic"
<br> - stainless steel magnetic
material. based on
Examples of spoon, chalk, material?" "Give
<br> - observation
each. wood). <br> - an example of a
Understand s. <br> -
<br> - Textbook (Table magnetic
how Discussion:
Use of 1) material."
magnets "How can
magnets for
can magnets be
separation.
separate used to
mixtures. separate
mixtures?"
(e.g., iron
from
waste).

Magnetic Students - Activity 3: - Bar magnet, - Formative:

4 Poles will be able "Can we soil, iron filings <br> -
<br> - to: <br> - separate (from Activity 3), Observation of
 Observation Observe the iron filings sheet of paper. student's
of iron concentratio from soil?" <br> - Textbook description of
filings n of (collect iron (Fig. 3) iron filing
concentratio magnetic filings). pattern. <br> -
n. <br> - attraction at <br> - Drawing the
Identificatio specific Activity 4: pattern of iron
n of poles points of a "Spreading filings around a
(ends of the magnet. iron filings magnet.
magnet). <br> - uniformly
Define on a sheet
"poles" of a and placing
magnet. a bar
magnet
below it."
<br> -
Discussion:
"Where do
more iron
filings
gather?"
Introduce
"poles."

- Activity 5:
Students "Finding
Directional will be able directions
Property of to: <br> - with a bar
- Bar magnet, - Formative:
Magnets - I Predict the magnet" -
thread, <br> -
<br> - resting suspending
stand/support for Observation of
Freely direction of a bar
suspension. student's ability
suspended a freely magnet.
<br> - to set up and
magnet suspended <br> -
Compass (for observe Activity
5 always magnet. Repeated
teacher's 5. <br> -
aligns <br> - observation
reference, but not Questions
North- Identify the and
for student use about why a
South. North and marking of
yet). <br> - magnet always
<br> - South poles poles.
Chalk/marker to points North-
North Pole of a magnet <br> -
label poles. South.
& South based on its Define
Pole. directional North pole
property. and South
pole.

Directional Students -
Property of will be able Discussion - Formative:
Magnets - II to: <br> - on the <br> -
& Magnetic Explain the importance Drawing a
Compass significance of finding - Magnetic magnetic
<br> - of the directions compass. <br> compass and
6
Importance directional (ships, - Textbook (Fig. labeling its
of property. mountains). 5) parts. <br> -
directional <br> - <br> - Listing two uses
property. Describe Explain the of a magnetic
<br> - the component compass.
Working of structure s of a
 a magnetic and working magnetic
compass. of a compass
<br> - magnetic (needle,
Uses of compass. dial).
compass. <br> - List <br> -
applications Demonstrat
of a e how a
magnetic compass
compass. works.
<br> -
Discuss the
"Note:
Don't place
compass
and
magnets
together."

- Activity 6:
"Attraction
and
Repulsion
Students
Between
will be able
Two
Attraction to: <br> -
Magnets" - - Formative:
and State the
experiment <br> -
Repulsion rules of
with Prediction of
<br> - attraction
different outcomes in
Like poles and
pole Activity 6.
repel, unlike repulsion - Two similar bar
orientations <br> -
7 poles between magnets. <br> -
. <br> - Explaining (in
attract. magnets. Textbook (Fig. 6)
Observe words or
<br> - <br> -
and record drawings) when
Demonstrati Demonstrat
results. magnets attract
ng attraction e attraction
<br> - and when they
and and
Generalize repel.
repulsion. repulsion
the rule:
using two
"Like poles
magnets.
repel,
unlike
poles
attract."

Earth as a Students - Activity 7:

- Formative:
Magnet will be able "Placing a
<br> -
<br> - to: <br> - bar magnet
Explanation of
Earth's Understand on a table
- Two bar Earth's
magnetic that the and
magnets, thread, magnetic field
property. Earth suspending
8 stand. <br> - and its effect on
<br> - behaves another
Textbook (Fig. 7, magnets.
How Earth's like a giant above it."
Fig. 8) <br> -
magnetism magnet. <br> -
Drawing a
affects <br> - Discussion:
diagram
suspended Explain why "Why does
representing
magnets. a freely the
 suspended suspended Earth as a
magnet magnet magnet.
aligns align in a
North- specific
South. direction?"
<br> -
Introduce
the concept
of Earth's
magnetism
(Fig. 8).

- Activity 8:
"Finding
Students out whether
will be able the given
Identifying to: <br> - object is a
a Magnet Conduct an magnet or
vs. experiment not" (using - Formative:
Magnetic to attraction <br> -
Material determine if and - Bar magnet, Accurate
<br> - The an object is repulsion three identical- completion of
test for a magnet, a with both looking objects Table 2. <br>
distinguishin magnetic poles). (one magnet, one - Ability to
9 g a magnet material, or <br> - Fill iron piece, one explain the
from a non- Table 2 non-magnetic difference
magnetic magnetic. based on piece). <br> - between
material. <br> - observation Textbook (Table attraction and
<br> - Understand s. <br> - 2) repulsion as
Repulsion that Conclude tests for
as a sure repulsion is the rule: magnetism.
test for the "Repulsion
magnetism. definitive is the
test for surest test
magnetism. of
magnetism.
"

- Activity 9:
Students "Make your
will be able own
to: <br> - magnet" - Formative:
Making
Create a (stroking an <br> -
Your Own
temporary iron nail Successful
Magnet
magnet with a bar - Iron nail, bar creation of a
<br> -
using a magnet). magnet, iron temporary
Method of
10 simple <br> - filings/pins. magnet. <br>
single-touch
method. Demonstrat <br> - Textbook - Description of
stroking.
<br> - e the (Fig. 9) the steps
<br> -
Understand process involved in
Precautions
the process carefully, making a
and steps.
of emphasizin magnet.
magnetizati g one-
on. directional
stroking.
 <br> -
Test the
newly
made
magnet
with iron
filings.

- Activity
10: "Make
your own
Making magnetic - Formative:
Students
Your Own compass" <br> -
will be able
Magnetic (magnetize Successful
to: <br> -
Compass d needle, construction
Construct a - Magnetized
<br> - cork, and
simple needle (from
Applying water). demonstration
magnetic Activity 9 or new),
magnetizati <br> - of the
compass light cork, glass
11 on for Observe homemade
using a of water,
practical the compass.
magnetized detergent. <br>
use. <br> needle's <br> -
needle. - Textbook (Fig.
- alignment. Comparison
<br> - 10)
Constructio <br> - between
Observe its
n of a Discuss homemade and
directional
simple how this commercial
property.
compass. relates to compasses.
the
commercial
compass.

- Activity
11:
Students
"Magnetic
will be able
induction"
to: <br> -
Magnetic (safety pin, - Summative:
Define
Induction & alpin, bar <br> - Short
magnetic
Review magnet - quiz on
induction.
<br> - both definitions
<br> - - Bar magnet,
Definition touching (poles,
Observe safety pin, alpin.
and and non- magnetic/non-
magnetic <br> - Textbook
demonstrati touching magnetic,
induction in (Fig. 11a, 11b,
on of scenarios). induction).
action. Keywords, What
12 magnetic <br> - <br> -
<br> - we have learnt).
induction. Discussion Explaining an
Summarize <br> -
<br> - on how application of
the main Pictures/videos of
Recap of induction magnets.
concepts of magnet
key occurs. <br> -
the unit. applications.
concepts. <br> - Drawing a
<br> -
<br> - Review diagram of
Identify
Applications keywords magnetic
various
of magnets. and "What induction.
applications
we have
of magnets
learnt."
in daily life.
<br> -
Brainstormi
 ng session
on where
else
magnets
are used
(speakers,
motors,
security
tags, etc.).

6. Teacher's Notes: (Additional Resources, Activities)

• Safety First: Emphasize never placing magnets near electronic devices (phones, computers,
TVs, credit cards) as they can cause damage. Also, warn against swallowing small magnets.
• Magnet Strength: Discuss that not all magnets are equally strong. Show examples of weak
and strong magnets.
• Interactive Simulation: Use online interactive simulations of magnetic fields (e.g., PhET
simulations) to visualize magnetic lines and attraction/repulsion.
• "Magnet Hunt": Conduct a "Magnet Hunt" around the classroom or school to identify objects
that contain magnets.
• Demagnetization: Briefly explain how magnets can lose their magnetism (heating,
hammering, dropping) and demonstrate if possible (carefully, with a sacrificial magnet).
• Electromagnets (Advanced): As an extension for curious students, introduce the basic
concept of electromagnets and their temporary nature, linking it to the "electromagnets" note in
the textbook.
• Fun Facts: Share interesting facts about magnets (e.g., animal navigation using Earth's
magnetic field, MRI scans).
• Creative Writing/Storytelling: Ask students to write a short story involving a magnet and its
properties.
• Model Making: Encourage students to create a simple model of a magnetic compass or a
device that uses a magnet.
7. Teacher Responses:
• Addressing misconceptions:
o Students might think magnets attract all metals. Clarify that only ferromagnetic
materials (primarily iron, nickel, cobalt and their alloys) are strongly attracted.
o They might confuse magnetic poles with electrical charges. Clearly differentiate.
o Emphasize that the "North-seeking" pole of a compass points towards Earth's
geographic North (which is actually Earth's magnetic South pole). This can be a bit
confusing, so present it clearly and perhaps use a diagram.
• Encouraging inquiry:
o "What if we try to make a magnet with a plastic ruler?" (leading to understanding
magnetic materials).
o "Why do you think magnets repel each other sometimes?" (leading to understanding
poles).
• Hands-on learning:
o Ensure all students get an opportunity to participate in the activities, especially handling
magnets and observing phenomena directly.
o Provide clear instructions and supervise experiments closely.
• Connecting to real-world applications:
o Beyond the textbook examples, discuss magnets in speakers, motors, door latches,
bags, toys, trains (maglev), etc.
• Promoting scientific literacy:
 o Encourage accurate use of scientific terms (e.g., "magnetic," "non-magnetic," "poles,"
"attraction," "repulsion," "induction").
o Guide students in recording observations systematically, as in Table 1 and Table 2.
This comprehensive lesson plan for "Playing with Magnets" aims to provide a strong foundation in
magnetism, emphasizing hands-on experimentation, conceptual understanding, and real-world
applications, while aligning with the specified academic standards and CCE assessment.

UNIT / LESSON PLAN : 04 - RAIN: WHERE DOES IT COME

FROM?
1. Class: VI
2. Unit/Lesson: 03 - RAIN: Where Does It Come From?
3. Number of Periods required: 12
4. Academic Standards (Particular to this unit only):
• Conceptual understanding: Students will understand the different forms of water, the
processes of evaporation and condensation, cloud formation, rainfall, and the concept of the
water cycle. They will also grasp the influence of monsoons and human impact on rainfall.
• Asking questions and making hypothesis: Students will be able to formulate questions
about weather phenomena (rain, clouds, dew) and hypothesize about the changes in water
forms.
• Experimentation and field investigation: Students will conduct simple experiments
demonstrating condensation and evaporation, and observe daily weather phenomena.
• Information Skills and projects: Students will collect information about daily weather
observations and discuss various natural phenomena related to water.
• Communicating through Drawing and model making: Students will draw diagrams of the
water cycle, forms of water, and experimental setups.
• Appreciation and Aesthetic sense: Students will develop an appreciation for the natural
phenomenon of rain and the continuous cycle of water.
• Application to Daily life and concern to Biodiversity: Students will connect the concepts of
rain and water cycle to daily life (drying clothes, dew, monsoons) and understand the impact of
deforestation and pollution on rainfall (concern to environment/biodiversity implicitly linked to
water availability).

5. Period-wise Breakdown & CCE Assessment:

Perio Learning Teaching Assessmen
Concepts TLM/Resources
d Outcome Strategies t [CCE]

Introductio Students will - Begin with - Formative:

n to Rain & be able to: a narrative: <br> -
Weather <br> - Ramya and Observation
Observatio Relate Sowmya's - Textbook (Fig. 1) of
n <br> - personal mother's <br> - participation
1
Everyday experiences prediction. Whiteboard/Blackb in
experience to the <br> - oard brainstormin
with rain phenomenon Brainstormin g. <br> -
and clouds. of rain. g: "Why do Asking initial
<br> - <br> - we get questions
 Initial Formulate rains?" related to
questions basic "How do rain.
about rain questions clouds
formation. about rain form?"
and clouds. <br> -
Discussion:
"Do all
clouds
cause rain?"
<br> -
Introduce
the idea of
needing to
understand
water first.

- Show ice
Students will
cubes. Ask:
be able to:
"What
<br> -
Forms of happens if
Identify ice
Water: we leave ice
as the solid - Formative:
Solid & out?" <br>
form and <br> - Oral
Liquid -
water as the questions:
<br> - Ice Discussion: - Ice cubes, glass,
liquid form. "How do we
(solid form). "Where do plate <br> -
<br> - get water
<br> - we find Textbook (Fig. 2,
2 Explain how from ice?"
Water water in Fig. 3) <br> -
ice converts <br> -
(liquid form). liquid form?" Pictures of water
to water and Drawing
<br> - (oceans, bodies.
vice versa. diagrams of
Interconvers rivers, etc.).
<br> - ice and
ion of solid <br> -
Provide liquid water.
and liquid Hands-on:
examples of
forms. Observe ice
water in
melting at
liquid form in
room
nature.
temperature.

Forms of Students will -

Water: be able to: Demonstrat
Gaseous <br> - e boiling
- Formative:
<br> - Identify water water to
<br> -
Water vapour as show
Describing
vapour the gaseous steam/vapo
the changes
(gaseous form. <br> ur. <br> -
when water
form). - Explain how Discussion: - Kettle/Hot plate,
is heated.
<br> - water "What water, glass
3 <br> -
Interconvers converts to happens beaker <br> -
Listing the
ion of liquid vapour and when water Textbook (Fig. 4)
three forms
and vice versa. is heated?"
of water and
gaseous <br> - <br> -
their
forms. Understand Review the
interconversi
<br> - that all three entire cycle:
on.
Recapitulati forms are Ice
on of all interchangea leftrightarro
three forms. ble. w Water
 leftrightarro
w Water
Vapour.

-
Discussion:
"What
Students will
happens to
be able to:
water in wet
<br> -
clothes?"
Define the - Formative:
Evaporatio "Where
process of <br> -
n - I <br> - does water
evaporation. Listing
Definition of on wet
<br> - examples of
evaporation. roads go?"
Identify - Wet cloth, fan evaporation
<br> - <br> - Ask
4 examples of (optional) <br> - from daily
Everyday students to
evaporation Textbook (Fig. 5) life. <br> -
examples share their
in daily life. Oral
(drying own
<br> - explanation
clothes, wet observations
Understand of how
roads). of
that clothes dry.
evaporation.
evaporation
<br> -
occurs due to
Introduce
heat.
the term
"evaporation
."

-
Discussion:
Evaporatio Students will
"Where
n - II & be able to:
does water
Cloud <br> -
vapour from
Formation Explain
seas go?"
(Initial) evaporation - Formative:
<br> - Link
<br> - from large <br> -
evaporation
Evaporation water bodies Explaining
from water
from natural (seas, the source of
bodies to - Pictures of
water oceans). water vapor
initial cloud oceans, rivers,
bodies. <br> - in the
5 formation. sunlight. <br> -
<br> - Understand atmosphere.
<br> - Textbook (Page
Water that water <br> -
Questions: 24)
vapour vapour Brainstormin
"What is a
mixes with becomes g initial ideas
cloud?"
air. <br> - part of the about cloud
"How are
Introduction air. <br> - formation.
clouds
to cloud Begin to
formed?"
formation grasp how
(setting
from water water vapour
stage for
vapour. forms clouds.
condensatio
n).

Condensati Students will - - Formative:

- Textbook (Fig. 6,
on - I <br> be able to: Discussion: <br> - Oral
6 Fig. 7) <br> -
- Definition <br> - "Why does explanation
Picture of fog/dew.
of Define the smoke-like of why we
 condensatio process of vapour see breath in
n. <br> - condensation come out of winter.
Everyday . <br> - our mouths <br> -
examples Identify in winter?" Listing
(breathing in examples of <br> - observed
winter, fog, condensation Discuss fog examples of
dew). in daily life. and dew condensatio
formation on n.
grass.
<br> -
Introduce
the term
"condensati
on."

- Activity 1:
"Condensati
Condensati on" - adding
on - II Students will ice to a - Formative:
(Activity & be able to: glass of <br> -
Explanatio <br> - water and Observation
n) <br> - Conduct the observing of Activity 1
Experiment condensation outer and accurate
demonstrati activity. surface. - Glass, ice cubes, recording of
7 ng <br> - <br> - water. <br> - observations
condensatio Explain the Guided Textbook (Fig. 8) . <br> -
n. <br> - scientific discussion Explaining
Scientific reason for about why the role of
explanation water drops drops form cold surface
of on a cold (cold and water
condensatio surface. surface, vapour.
n. water
vapour in
air).

- Recap
evaporation
and - Formative:
Clouds and Students will
condensatio <br> -
Rain: be able to:
n. <br> - Drawing a
Formation <br> -
Explain simple
<br> - Describe the
water diagram
Evaporation sequence of
vapour showing
, rising events - Kettle/stove,
rising, vapour rising
vapour, leading to vessel, water,
cooling, and and forming
8 cooling, cloud plate. <br> -
condensing a cloud.
condensatio formation. Textbook (Fig. 9 -
into tiny <br> -
n at higher <br> - partially, Fig. 10)
droplets at Explaining
altitudes. Explain that
higher levels similarities
<br> - clouds are
to form between
Clouds as composed of
clouds. kitchen
tiny water tiny water
<br> - clouds and
droplets. droplets.
Activity 2: real clouds.
"Clouds in
kitchen" -
 boiling
water,
covering
with a plate,
observing
condensatio
n.

-
Discussion:
"What
Students will happens to
Clouds and be able to: clouds
Rain: <br> - before it
Rainfall Explain how rains?" - Formative:
<br> - clouds move "Why do <br> -
Movement and become dark clouds Describing
of clouds by "laden" with bring rain?" the changes
winds. water. <br> <br> - - Pictures/videos of in clouds
<br> - - Describe Explain how rain, dark clouds, before
9 Cooling of the process cooling snow, hail. <br> rainfall.
clouds, by which leads to - Textbook (Fig. <br> -
increase in clouds larger drops, 11) Differentiatin
droplet size, release rain. making g between
heavy <br> - clouds rain, snow,
clouds. Understand heavy and and
<br> - The why cloud causing rain. hailstones.
process of color <br> -
rain. changes Discuss
before rain. snow and
hailstones
as forms of
precipitation.

-
Discussion:
Students will
"When do
be able to:
we get rains
Monsoons <br> -
in our
<br> - Define - Formative:
state?"
Definition of monsoon. <br> -
<br> -
monsoons. <br> - Identifying
Explain
<br> - Identify the - India the local
South-West
South-West two main map/Telangana monsoon
and North-
Monsoon monsoons in map showing wind periods.
10 East
and North- India directions. <br> - <br> -
monsoons.
East (Telangana Calendar showing Explaining
<br> -
Monsoon. context). monsoon months. the term
Discussion:
<br> - <br> - "monsoon"
"Why are
Importance Understand in their own
timely rains
of timely the words.
important?"
rains. importance
"Why are
of timely
seasons
rainfall.
changing?"
(leading to
 human
impact).

-
Discussion:
"Where
Water Students will
does rain
Cycle - I be able to:
water go?"
<br> - <br> - - Formative:
(streams,
Collection of Trace the <br> -
rivers,
rainwater path of Drawing
ground).
(ponds, rainwater - Textbook (Fig. 12 initial water
<br> -
rivers, after it falls. - partially) <br> - cycle
Introduce
groundwater <br> - Chart diagrams.
11 the "water
). <br> - Understand paper/whiteboard <br> -
cycle" as the
The that water for drawing the Listing
continuous
continuous continuously cycle. places
circulation of
process of moves where
water.
evaporation between rainwater
<br> -
and different collects.
Draw a
condensatio forms and
preliminary
n. locations.
diagram of
the water
cycle.

- Complete
the water
cycle
diagram
(Fig. 12). -
Students will <br> - Summative:
be able to: Discussion: <br> -
Water
<br> - "How do Drawing and
Cycle - II &
Describe the human labeling a
Human
entire water activities like complete
Impact
cycle deforestatio water cycle
<br> -
accurately. n and - Textbook (Fig. diagram.
Complete
<br> - pollution 12, Page 28) <br> -
water cycle
Explain how affect rain?" <br> - Explaining
diagram.
12 human <br> - Pictures/news how human
<br> -
activities Introduce clippings of floods, activities
Impact of
affect rainfall "global droughts, impact the
deforestatio
and the warming" deforestation. water cycle.
n, pollution,
water cycle. and its <br> -
and global
<br> - consequenc Short
warming on
Relate to es (floods, paragraph
water cycle
concepts of drought). on the
and rainfall.
floods and <br> - importance
droughts. Reinforce of the water
"concern to cycle.
Biodiversity"
by
discussing
water
 scarcity
impact.

6. Teacher's Notes: (Additional Resources, Activities)

• Weather Journal: Encourage students to maintain a simple weather journal for a week, noting
observations like temperature, cloud cover, and presence of rain/dew.
• Role-Play/Storytelling: Students can create short skits or stories about a water droplet's
journey through the water cycle.
• Cloud in a Jar: A simple demonstration of cloud formation using a jar, warm water, ice, and a
matchstick (teacher supervised only due to matchstick).
• Videos: Show educational videos on the water cycle, different types of clouds, and the impact
of climate change on water resources.
• Local Observations: Discuss local examples of water bodies, rainfall patterns, and any
visible effects of pollution or deforestation.
• Guest Speaker: Invite a local meteorologist (if possible) or an environmental expert to talk
about climate change and water conservation.
• Debate: Organize a short debate on "Who is responsible for climate change affecting rainfall?"
(ensure it's age-appropriate and focuses on solutions).
• Art Integration: Students can draw or paint different stages of the water cycle or various
weather phenomena.
• Vocabulary Building: Create a word wall with key terms like evaporation, condensation,
precipitation, monsoon, etc.
7. Teacher Responses:
• Addressing misconceptions:
o Some students might think clouds are made of smoke or cotton. Clarify that they are
tiny water droplets/ice crystals.
o They might believe all clouds bring rain. Emphasize the cooling and droplet size
increase needed for precipitation.
o Clarify that "smoke-like vapour" from breath in winter is actually condensation, not
actual smoke.
• Encouraging inquiry:
o "Why do we see clouds at high altitudes?" (leading to understanding cooling with
altitude).
o "What would happen if the water cycle stopped?" (to highlight its importance).
• Hands-on engagement:
o Ensure all students actively participate in activities like Activity 1 and Activity 2.
o Provide opportunities for students to share their observations and hypotheses.
• Connecting to real-world issues:
o Facilitate discussions on local water problems, droughts, and floods to make the
concepts relevant.
o Encourage critical thinking about environmental issues like deforestation and pollution.
• Promoting scientific literacy:
o Emphasize the use of correct scientific terms and explanations.
o Guide students in observing and interpreting natural phenomena systematically.
• Fostering appreciation:
o Encourage students to reflect on the beauty and significance of rain and the natural
water cycle.
.
 UNIT / LESSON PLAN: MATERIALS AND THINGS
1. Class: VI
2. Unit/Lesson: 05 - MATERIALS AND THINGS
3. Number of Periods required: 12
4. Academic Standards (Particular to this unit only):
• Conceptual understanding: Students will understand that objects are made of different
materials, that one object can be made of multiple materials, and one material can be used for
multiple objects. They will comprehend properties like transparency (transparent, opaque,
translucent), state of matter (solid, liquid, gas), density (sinking/floating), and solubility.
• Asking questions and making hypothesis: Students will be able to formulate questions
about why objects are made of certain materials and hypothesize outcomes of sinking/floating
and solubility experiments.
• Experimentation and field investigation: Students will conduct hands-on activities to
classify objects by material, observe transparency, test sinking/floating, and investigate
solubility.
• Information Skills and projects: Students will collect and record observations in tables,
categorize materials, and identify real-world examples.
• Communicating through Drawing and model making: Students will draw objects and their
materials, and potentially illustrate concepts like transparent/opaque.
• Appreciation and Aesthetic sense: Students will appreciate the diverse range of materials
and the cleverness in their application in everyday objects.
• Application to Daily life: Students will connect the properties of materials to their practical
uses in everyday objects (e.g., glass for windows, specific materials for chairs/cups).
• Concern to Biodiversity: (This standard has less direct relevance to this specific unit's
content on material properties. However, it can be subtly introduced by discussing the origin of
some materials from nature, like wood or cotton, and the importance of sustainable use, or the
impact of materials like plastic on the environment.)

5. Period-wise Breakdown & CCE Assessment:

Perio Learning Teaching TLM/Resourc Assessme
Concepts
d Outcome Strategies es nt [CCE]

Introduction Students will - Start with the - Real objects -

1
: Objects & be able to: story of Mary in (cup, stainless Formative:
 Materials <br> - the kitchen. steel glass, <br> -
<br> - Differentiate <br> - plastic Observation
Everyday between Discussion: container, of student
objects and objects that "What broke, ceramic bowl, predictions
their break easily what didn't?" etc.) <br> - and
breakage. and those <br> - Fill Textbook (Fig. reasoning
<br> - that don't. Table 1 with 1, Table 1) for Table 1.
Introduction <br> - predictions and <br> -
to Recognize discuss reasons. Oral
"materials." that objects <br> - questions:
are made of Introduce the "What is
specific term "material" your pen
materials. using pen made of?"
<br> - example.
Define
"material."

Students will
- Activity 1:
Objects be able to:
"Finding the
from <br> - -
materials used - Various
Materials - I Identify the Formative:
to make different objects
<br> - materials <br> -
objects." <br> mentioned in
Identifying used to make Accuracy
- Guided filling Table 2 (door,
materials for common and
of Table 2. towel, bicycle,
given objects. completene
2 <br> - knife, mirror,
objects. <br> - ss of Table
Discussion: shoes, water
<br> - Classify 2. <br> -
"Which objects bottle, pot).
Objects objects Observation
are made of only <br> -
made of based on of group
one material?" Textbook
single vs. whether they discussions
"Which are (Table 2)
multiple are made of in Activity 1.
made of more
materials. one or more
than one?"
materials.

- Activity 2:
Students will "Finding the - Real
Objects be able to: objects made objects/picture
-
from <br> - Give from different s (e.g., metal
Formative:
Materials - II examples of materials." utensils,
<br> -
<br> - One a single <br> - Guided plastic bags,
Variety and
material material used filling of Table 3. glass mirrors,
accuracy of
making to make <br> - wooden
examples in
different various Discussion: tables, cotton
3 Table 3.
objects. objects. "How many cloth, leather
<br> -
<br> - <br> - types of shoes,
Brainstormi
Introduction Understand materials can be ceramic cups,
ng on how
to properties that used for rock idols).
to choose
influencing properties of chairs?" <br> - <br> -
materials
material materials Introduce the Textbook
for objects.
choice. dictate their idea that (Table 3, Fig.
use. materials have 3)
properties.

Properties Students will - Discussion: - Glass jar, -

4
of Materials: be able to: "Why are steel plate, Formative:
 Transparenc <br> - shopkeepers wooden door, <br> -
y - I <br> - Define storing sweets in polythene Accurate
Concept of transparent glass jars?" bag, paper. classificatio
transparency and opaque. <br> - <br> - n in Table
. <br> - <br> - Discussion: Textbook (Fig. 4. <br> -
Transparent Classify "Can you see 4, Table 4) Oral
and opaque objects as through plastic? questions:
materials. transparent Wood?" <br> - "Is your
<br> - or opaque. Introduce notebook
Examples <br> - "transparent" transparent
and daily life Provide real- and "opaque." or
applications. world <br> - Activity opaque?"
examples. 3: "Identifying
transparent and
opaque objects"
from Table 4.

Students will
Properties be able to: - Activity 4: "Are
of Materials: <br> - we able to see -
Transparenc Define through a Formative:
y - II translucent. paper?" (with - White paper, <br> -
(Translucent <br> - and without oil). cooking oil, Observation
) <br> - Differentiate <br> - lighted bulb and
Concept of between Discussion of (or torch). explanation
5
translucency. transparent, observations <br> - of Activity 4.
<br> - opaque, and and introduction Torch. <br> <br> -
Experiment translucent of "translucent." - Textbook Listing new
with oily materials. <br> - "Try (Fig. 5, Fig. 6) examples of
paper. <br> <br> - Give This" activity translucent
- Daily life examples of with torch and objects.
examples. translucent palm/oily paper.
objects.

Students will
be able to: -
- Recap the
States of <br> - Formative:
forms of water
Materials: Recall the <br> -
and their
Introduction three states Oral
interconversion
(Solid, of water. questions:
from previous
Liquid, Gas) <br> - "What is the
unit. <br> -
<br> - Understand - Water, ice, state of the
Discussion: "Do
Recall from that other container. table?"
all materials
6 "Rain" materials <br> - <br> -
behave like
chapter (ice, also exist in Textbook Drawing the
water?" <br> -
water, these states. (Page 47) molecular
Introduce the
vapor). <br> - arrangemen
concept of
<br> - Classify t (simple)
"states of
States at materials as for each
materials" at
normal solid, liquid, state
normal
temperature. or gas at (teacher-
temperature.
room led).
temperature.
 States of
Materials: - Discussion
- Various
Solids & about objects
containers, -
Liquids Students will changing shape
water, milk, Formative:
<br> - be able to: (e.g., water in
stone, wood, <br> -
Properties of <br> - different
brick, plastic Accurate
solids (fixed Describe the containers vs. a
objects. classificatio
shape). general stone). <br> -
<br> - n in Table
<br> - properties of Activity 6:
Sugar, 5. <br> -
7 Properties of solids and "Classification of
common salt, Explaining
liquids (take liquids. Materials" - start
single sugar why sugar
container <br> - filling Table 5
crystal, a drop is a solid
shape). Provide (Solids, Liquids).
of water. despite
<br> - examples of <br> - Discuss
<br> - taking
Activity to solids and the "dilemma
Textbook container
classify liquids. with sugar" and
(Table 5, Fig. shape.
solids, Razia's
8)
liquids, argument.
gases.

Students will - Introduce

States of be able to: gases (smoke).
Materials: <br> - <br> - Activity -
Gases & Describe the 5: "Light a Formative:
Activity general candle" (focus <br> -
<br> - properties of on the white Observation
Properties of gases. smoke and and
- Candle,
gases (fill <br> - relighting). explanation
matchsticks.
container). Observe and Explain it's of Activity 5.
8 <br> -
<br> - understand gaseous wax. <br> -
Textbook (Fig.
Activity for the gaseous <br> - Writing
7, Table 5)
gaseous state of wax. Complete Table down
state (candle <br> - 5 (Gases). properties
smoke). Complete the <br> - of solids,
<br> - classification Summarize liquids, and
Completing of materials properties of gases.
classification. into all three solids, liquids,
states. gases.

- Discussion:
Sinking or "Why do some - Beaker of
Students will -
Floating - I things float and water, various
be able to: Formative:
(Prediction others sink?" objects
<br> - <br> -
& Test) <br> - Activity (tomato,
Predict Accuracy of
<br> - 7: "Sinking or brinjal, potato,
whether an predictions
Introduction floating in iron nail,
object will in Table 6.
9 to water." <br> - sponge, wood,
sink or float. <br> -
floating/sinki Students predict stone, leaf,
<br> - Observation
ng. <br> - and record in chalk, paper).
Conduct an and
Predicting Table 6. <br> - <br> -
experiment recording
and testing Then, test and Textbook
to test skills in
common record in Table (Table 6,
predictions. Table 7.
objects. 7. <br> - Table 7)
Discuss
 incorrect
predictions.

- Discussion:
Students will
"What happens
Sinking or be able to:
if we add salt to -
Floating - II <br> -
water?" (Activity Formative:
(Density & Understand
7 extension). - Beaker of <br> -
Shape) that liquid
<br> - Activity water, salt, Explaining
<br> - density
8: "Do iron iron nail, why objects
Effect of salt affects
objects float?" empty iron tin, float in salty
water on floating/sinki
10 (iron nail vs. wooden piece, water.
floating. ng. <br> -
empty iron tin, wooden bowl. <br> -
<br> - Recognize
wooden piece <br> - Explaining
Effect of that an
vs. wooden Textbook how an iron
shape on object's
bowl). <br> - (Page 50) tin floats
floating (iron shape can
Conclude: while a nail
nail vs. iron influence its
materials can be sinks.
tin). ability to
made to float by
float.
changing shape.

Students will
- Activity 9: -
Soluble or be able to:
"Soluble or Formative:
Insoluble - I <br> -
insoluble in - 5 beakers <br> -
(Experiment Define
water." <br> - with water, Accurate
) <br> - soluble and
Guided setup sugar, salt, recording of
Definition of insoluble.
with five beakers chalk powder, observation
soluble and <br> -
11 and different sand, saw s in Table
insoluble. Conduct an
materials. dust, stirring 8. <br> -
<br> - experiment
<br> - rods. <br> - Oral
Experiment to classify
Students stir Textbook explanation
with various substances
and observe, (Table 8) of whether
substances as soluble or
recording in a substance
in water. insoluble in
Table 8. dissolved.
water.

-
Students will - Discussion:
Summative
Soluble or be able to: "What happens
: <br> -
Insoluble - II <br> - if we use other
Short quiz
(Other Understand liquids?"
on
Liquids & that solubility (vinegar, lemon - Vinegar,
definitions
Review) depends on juice, coconut lemon juice,
of
<br> - both solute oil, kerosene). coconut oil,
properties
Solubility in and solvent. <br> - Review kerosene
(transparent
other liquids. <br> - all keywords and (optional for
12 , opaque,
<br> - Summarize "What we have demo). <br>
soluble,
Recap of all all studied learnt." <br> - - Textbook
insoluble,
material properties of Project/Discussi (Keywords,
solid, liquid,
properties. materials. on: "If you were What we have
gas).
<br> - <br> - to design a learnt)
<br> -
Real-life Apply [object], what
Applying
application knowledge to materials would
knowledge
summary. daily life you use and
to choose a
decisions why?"
material for
 regarding a specific
materials. purpose.

6. Teacher's Notes: (Additional Resources, Activities)

• Material Collection: Ask students to bring small samples of different materials (e.g., plastic
bottle, piece of wood, fabric scrap) to class for discussion and hands-on observation.
• "Mystery Material" Game: Have students guess a material based on clues about its
properties.
• Property Charades: Students act out a property (e.g., opaque, floating) and others guess.
• Sorting Activity: Provide a mixed bag of small objects and ask students to sort them based
on different properties (e.g., transparent/opaque, magnetic/non-magnetic from previous unit,
sinks/floats).
• Videos: Show short videos demonstrating the states of matter, density experiments, or
industrial processes that use specific material properties.
• Connecting to Sustainability (Biodiversity link):
o Discuss the sources of materials: "Where does wood come from?" (trees, forests –
biodiversity). "Where does plastic come from?" (petroleum – non-renewable).
o Initiate a discussion on recycling and the importance of reusing materials to reduce
waste and conserve resources. "Why is it important to recycle plastic?" This directly
links to environmental concern and resource management.
o Talk about the impact of plastic waste on marine life (biodiversity).
• Craft Activity: Have students create a simple craft using various materials, explaining why
they chose each material based on its properties.
7. Teacher Responses:
• Addressing misconceptions:
o Clarify that "shiny" is a property, but not the only one, when classifying materials.
o Reiterate that solubility depends on both the substance and the liquid. Some
substances insoluble in water might be soluble in other liquids.
o Emphasize that objects sink or float based on their density relative to the liquid, not just
their weight (as seen with the iron nail vs. tin).
• Fostering observation skills:
o Encourage students to meticulously observe and describe what they see in
experiments, rather than just stating "yes" or "no."
o Ask "What makes you say that?" to prompt deeper reasoning.
• Promoting critical thinking:
o Challenge students with questions like "Why would a carpenter choose wood for a table
instead of metal?"
o Encourage them to think about situations where a material might have unexpected
properties (e.g., a "solid" that can be poured like sand or sugar).
• Making connections:
o Continuously link abstract properties to concrete, everyday examples.
o Connect to previous units where relevant (e.g., states of water from "Rain" unit,
magnetic materials from "Playing with Magnets").
• Encouraging scientific vocabulary:
o Insist on the correct use of terms like "transparent," "opaque," "translucent," "soluble,"
"insoluble," "solid," "liquid," "gas."
.

UNIT / LESSON PLAN: HABITAT

1. Class: VI
2. Unit/Lesson: 06 - HABITAT
3. Number of Periods required: 12
4. Academic Standards (Particular to this unit only):
• Conceptual understanding: Students will understand the concept of habitat, different types
of habitats (aquatic, terrestrial), the varying conditions within a habitat, and how organisms are
suited to their specific habitats (adaptations). They will also grasp the idea of interdependence
and the impact of human activities on habitats.
• Asking questions and making hypothesis: Students will be able to formulate questions
about where organisms live, why they live there, and hypothesize about the suitability of
different places for different organisms.
• Experimentation and field investigation: Students will engage in observational activities to
identify organisms in different micro-habitats (pond, tree, house) and compare plant
adaptations.
• Information Skills and projects: Students will collect, record, and categorize information
about organisms and their habitats in tables, and may research specific animal migrations or
habitat changes.
• Communicating through Drawing and model making: Students will draw and label different
regions of a pond or a tree as a habitat, marking the organisms found there.
• Appreciation and Aesthetic sense: Students will develop an appreciation for the diversity of
life forms and the intricate relationship between organisms and their environment.
• Application to Daily life and concern to Biodiversity: Students will apply the concept of
habitat to their immediate surroundings (house, garden), understand the importance of
protecting habitats, and recognize human impact (deforestation, pollution) on biodiversity and
the right to live for all organisms.

5. Period-wise Breakdown & CCE Assessment:

Peri Learning Teaching Assessmen
Concepts TLM/Resources
od Outcome Strategies t [CCE]
 Students will
be able to:
<br> -
Relate to - Start with
personal Uma's pond
experiences experience.
Introductio
of observing <br> - - Formative:
n: Living
organisms in Discussion: <br> -
Surroundin
different "Why is it Observation
gs <br> -
places. difficult for - Textbook (Fig. of
Initial
<br> - Uma to 1) <br> - participation
observations
Understand breathe Pictures/videos of in
about where
1 that underwater, diverse discussion.
organisms
organisms but easy for environments <br> - Oral
live. <br> -
have needs fish?" <br> (forest, desert, questions:
Concept of
(food, water, - ocean). "What does
"needs" met
shelter). Brainstormin an animal
by
<br> - g: "Where do need to
surroundings
Begin to we see live?"
.
question why organisms
different living around
organisms us?"
live in
different
places.

- Introduce
the formal
definition of
"habitat" with
simple
examples
(pond for
Students will
Defining fish, tree for
be able to:
Habitat & crow). <br>
<br> - - Formative:
Activity 1 - - Activity 1:
Define <br> -
Part 1 "Who lives - Textbook (Page
"habitat" with Accuracy of
<br> - where" - 53-54, Table 1)
examples. initial entries
Definition of students <br> -
<br> - in Table 1.
2 "habitat." start filling Whiteboard/Black
Begin <br> - Oral
<br> - Table 1 with board for
classifying questions:
Initial familiar collaborative
organisms "What is the
identification organisms filling of Table 1.
based on habitat of a
of organisms (Ant, human
their typical bee?"
in different beings,
living
places. elephant,
environment.
etc.). <br>
- Emphasize:
"Organisms
stay where
most of their
needs are
met."
 Students will
be able to:
<br> -
- Continue
Activity 1 - Refine their
and
Part 2 & classification
complete
Discussion of organisms
Activity 1, - Formative:
<br> - into ground,
Table 1. <br> -
Completing underground,
<br> - Completene
classification water, or
Discussion: - Textbook (Table ss and
of other places.
"How many 1) <br> - Local accuracy of
organisms. <br> -
organisms examples of Table 1.
3 <br> - Understand
are present organisms that <br> -
Organisms that some
in more than can be found in Reasoning
in multiple organisms
one column? multiple places. for placing
columns. can live in
Why?" (e.g., organisms in
<br> - The multiple
frog). <br> multiple
importance habitats.
- Explain why categories.
of studying <br> -
it's easier to
collective Appreciate
study groups
habitats. the collective
in habitats.
study of
organisms in
a habitat.

- Use Fig. 2
to introduce
different
regions of a
pond. <br>
- Formative:
Pond as a Students will -
<br> -
Habitat - be able to: Brainstormin
Initial
Regions <br> - g: "Which
predictions
<br> - Identify animals/plant
- Textbook (Fig. for
Introduction different s would live
2) <br> - organisms in
to micro- regions within on the
Pictures/diagrams different
4 habitats a pond surface?
of pond cross- pond
within a habitat. Mid-water?
section with regions.
pond. <br> <br> - Margins?
labelled regions. <br> -
- Surface, Predict which Bottom?"
Drawing a
mid-water, organisms <br> -
simple pond
margins, might live in Introduce the
diagram with
bottom. each region. idea of
regions.
differing
conditions
(food, air,
light) in these
regions.

Pond as a Students will - Detailed - Formative:

Habitat - be able to: discussion of - Textbook (Page <br> -
Organisms <br> - organisms in 56) <br> - Answering
5 & Name each pond Videos of pond questions
Adaptations specific region as ecosystems from Activity
<br> - organisms described in (optional). 2 related to
Specific found in the text pond
 organisms different pond (dragonfly, organisms.
and their regions. snail, fish, <br> - Oral
location in a <br> - frog, Hydrilla, description
pond. <br> Understand mussels). of an
- How they how <br> - organism's
are suited to organisms Discuss the life in a pond
their specific are adapted conditions region.
region (e.g., to their micro- and why
food, air). habitat within organisms
the pond. thrive there.
<br> -
Activity 2:
Discuss
questions
related to
pond
organisms
(legs, tails,
swimming).

- Define
Aquatic
"aquatic
Habitat &
plants" and
Plant
Students will "aquatic
Adaptations
be able to: animals." - Formative:
<br> -
<br> - <br> - <br> -
Definition of
Define Discussion: Listing
aquatic
"aquatic "Are all examples of
habitat. - Pictures of
habitat" and leaves of aquatic
<br> - various aquatic
give pond plants habitats.
Different plants (Lotus,
6 examples. similar?" <br> -
types of Hydrilla, Pistia).
<br> - (leading to Comparing
aquatic <br> - Textbook
Compare Lotus vs. leaves of
habitats. (Page 57)
adaptations Hydrilla). surface vs.
<br> -
of aquatic <br> - submerged
Initial
plants Discuss the aquatic
discussion
(Hydrilla, range of plants.
on aquatic
Lotus). aquatic
plant
habitats
adaptations
(small pools
(leaves).
to seas).

Tree as a Students will - Discussion:

Habitat - I be able to: "What
(Observatio <br> - animals/plant - Formative:
n& Recognize a s do you see <br> -
Classificati tree as a on a tree?" - A local tree Initial entries
on) <br> - complex <br> - (school ground, in Table 2.
7 Tree as a habitat. Activity 3: nearby park). <br> -
diverse <br> - "Exploring <br> - Textbook Commitment
habitat. Classify organisms (Fig. 3, Table 2) to observing
<br> - organisms on a a tree for the
Organisms based on tree/plant" week.
living at where they (introduction
different live on a tree. to the week-
 parts of a long
tree. observation).
<br> -
Students
begin filling
Table 2,
classifying
organisms by
tree part.

- Share
observations
Students will
from Activity
be able to:
3 (daily
Tree as a <br> -
visits).
Habitat - II Systematicall
<br> - - Formative:
(Long-term y observe
Discussion of <br> -
Observatio and record
questions - Student's Detailed
n& organisms on
related to observation notes observation
Conclusion) a tree. <br>
Activity 3 from Activity 3. records from
<br> - - Differentiate
(small plants, <br> - Activity 3.
Consolidatin between
8 permanent Whiteboard/Black <br> -
g organisms
animals, board for Explanation
observations that are
visitors, consolidating of why
from Activity permanent
same class certain
3. <br> - residents and
animals observations. animals are
Permanent occasional
everyday). "habitat" for
vs. visitors.
<br> - the tree.
temporary <br> -
Conclude
residents. Conclude that
that trees are
trees serve
habitats for
as habitats.
various
organisms.

Our House - Activity 4:

Students will
as a Habitat "Discuss the
be able to:
& different
<br> -
Domesticat organisms
Identify their
ed Animals living in your
house as a - Formative:
<br> - house" (pets,
habitat for <br> -
House as a ants,
various Listing
human- cockroaches,
organisms. - Textbook (Page organisms
centric spiders,
<br> - 58-59) <br> - found in
habitat. etc.). <br>
Differentiate Pictures of their house.
9 <br> - - Discussion:
between common <br> -
Pets, "Why do we
pets/domestic household Short
domesticate domesticate
ated animals animals/pets. reflective
d animals, certain
and other writing on
and animals?"
organisms caring for
uninvited <br> -
living in the pets.
guests. Emphasize
house. <br>
<br> - care for pets
- Understand
Responsibilit (sheds, food,
responsibility
y towards water,
towards
pets. affection).
 domesticated <br> -
animals. Story of pet's
affection.

Students will
be able to: - Discussion:
Terrestrial
<br> - "Orchard: A
Habitat &
Define wonderful
Plant/Anima
"terrestrial avenue" -
l - Formative:
habitat" and comparing - Pictures of
Adaptations <br> -
provide orchard to forests,
<br> - Explaining
examples. forest. grasslands,
Definition of the
<br> - <br> - deserts, orchards.
terrestrial difference
Compare and Introduce <br> - Textbook
habitat. between an
contrast "terrestrial (Page 59-60)
10 <br> - orchard and
artificial habitat" as <br> - Samples
Orchards vs. a forest.
(orchard) and all habitats of a land plant
forests. <br> -
natural on land. (tulsi) and an
<br> - Initial
(forest) <br> - aquatic plant
Introduction observations
terrestrial Activity 5: (Hydrilla/Vallisneri
to for Activity 5
habitats. "Compare a).
adaptations (Table 3).
<br> - water plants
of aquatic
Begin to with land
vs. land
identify plants" (initial
plants.
adaptations in comparison).
plants.

- Discuss
"Diversity of
Students will habitats in
Diversity of be able to: Telugu
Habitats & <br> - States"
Human Appreciate (mangroves, - Formative:
Impact the diversity grapes, <br> -
<br> - of habitats in desert Identifying
Regional different plants/animal specific
- Maps of Telugu
habitat regions (e.g., s). <br> - plant types
states showing
diversity Telugu Discuss in different
coastal/Telangan
(mangroves, states). animal regions.
a regions. <br>
grapes, <br> - migration <br> -
- Pictures/videos
desert Understand (Kolleru, Explaining
11 of migratory
plants). reasons for Pullicat reasons for
birds/animals.
<br> - animal lakes, Pulasa animal
<br> - News
Animal migration fish, migration.
clippings on
migration/ha (seasonal cuckoos). <br> -
deforestation/poll
bitat change. changes). <br> - Short
ution.
<br> - <br> - Introduce the answer on
Human Recognize "Good why human
encroachme human habitat, good actions harm
nt and its impact on life!" habitats.
consequenc habitats discussion -
es. (deforestation dumping
, pollution). waste,
destroying
forests,
 interdepende
nce.

- Continue
Students will
discussion
be able to: -
on "Good
Good <br> - Summative:
habitat, good
Habitat, Explain the <br> -
life!" linking
Good Life! concept of Short
to
(Biodiversit interdepende essay/parag
interdepende
y& nce in an raph on
nce. <br> -
Conservatio ecosystem. "Why is it
Introduce
n) <br> - <br> - important to
"Blue Cross"
Interdepend Connect - Textbook (Page protect
as an
ence of habitat 61, Do you know? habitats?"
example of
organisms. destruction to boxes) <br> - <br> -
animal
12 <br> - larger Images/videos Project:
protection.
Impact of environmenta related to Design a
<br> -
habitat l problems conservation poster
Conclude by
destruction (floods, efforts. promoting
summarizing
(floods, droughts). habitat
key concepts
droughts). <br> - conservation
and
<br> - Understand . <br> -
reinforcing
Responsibilit the Role-play:
the
y towards importance of Presenting
importance
nature and habitat arguments
of protecting
biodiversity. conservation for animal
habitats for a
and rights.
better life for
biodiversity.
all.

6. Teacher's Notes: (Additional Resources, Activities)

• Mini-Habitat Observation: If feasible, create a small "mini-habitat" in the classroom (e.g., a
terrarium, a small pond simulation in a clear container) to observe organisms over time.
• Nature Walk: Conduct a nature walk around the school ground or a nearby park to identify
various plants and animals and discuss their micro-habitats.
• Guest Speaker: Invite a local environmentalist, forest official, or a representative from an
animal welfare organization (like Blue Cross) to talk about habitat conservation and animal
rights.
• Documentary/Video Clips: Show engaging short documentaries on different habitats
(deserts, forests, aquatic) and the unique adaptations of organisms living there.
• Poster Making/Slogan Writing: Students can create posters or write slogans to raise
awareness about habitat protection and the importance of biodiversity.
• Case Studies: Briefly discuss a local or national case study of habitat destruction and its
consequences (e.g., impact of a dam on a river ecosystem).
• Art Integration: Encourage students to draw detailed diagrams of different habitats and the
organisms living within them.
• Debate: Organize a class debate on topics like "Should we prioritize human development over
animal habitats?" to encourage critical thinking.
• Local Ecosystem Focus: Discuss the specific habitats and organisms found in the
Hanamkonda/Telangana region, making the content more relatable.
7. Teacher Responses:
• Addressing misconceptions:
o Students might think "habitat" only refers to large, wild places. Clarify that even a small
space like a tree or a pond can be a habitat, and even a house is a habitat.
 o They might struggle with the concept of adaptation. Use simple analogies and clear
examples to explain how organisms are "suited" to their environment.
o Emphasize that human activities like pollution and deforestation have direct and
significant impacts on habitats and the life they support.
• Fostering observation skills:
o Guide students through Activity 3, encouraging careful and detailed observation over
time.
o Ask probing questions like "What do you notice about its roots/leaves/skin that helps it
live here?"
• Promoting critical thinking and empathy:
o Encourage students to think about the perspective of animals when discussing habitat
destruction ("How would you feel if...").
o Discuss the ethical implications of human actions on other living beings.
• Connecting to real-world issues:
o Link the concepts of deforestation and pollution to climate change and its impact on
rainfall, connecting to previous units.
o Discuss the practical aspects of conservation, like not littering and protecting local water
bodies.
• Encouraging collaborative learning:
o Structure activities for group work (e.g., Activity 3) to promote discussion and shared
learning.
• Reinforcing interdependence:
o Continuously highlight how all organisms, including humans, are interconnected and
depend on each other and healthy habitats

LESSON PLAN THE "SEPARATION OF SUBSTANCES" UNIT

TO A CLASS VI
1. Class VI
2. Unit/Lesson 07 - Separation of Substances
3. Number of Periods Required 12
4. Academic Standards
• Conceptual Understanding: Students will be able to define mixtures and explain the
principles behind various separation methods like hand-picking, winnowing, sedimentation,
decantation, sieving, filtration, crystallization, distillation, sublimation, and chromatography.
• Asking Questions and Making Hypotheses: Students will be encouraged to ask questions
like, "Why does one substance float while another sinks?" and form hypotheses about which
separation method is best for a given mixture.
• Experimentation and Field Investigation: Students will conduct hands-on activities to
separate different mixtures, such as separating salt from water or colors from ink.
• Information Skills and Projects: Students will gather information about real-world
applications of separation techniques, such as salt production from seawater.
• Communicating through Drawing and Model Making: Students will draw diagrams of
experimental setups (e.g., distillation, chromatography) and create models to illustrate
separation processes.
• Appreciation and Aesthetic Sense: Students will appreciate the vibrant patterns created
during chromatography and understand the importance of purity in substances.
• Application to Daily Life and Concern to Biodiversity: Students will identify and apply
separation methods used in their daily lives (e.g., in the kitchen) and understand the natural
filtration processes in the environment.

5. Period-wise Plan
Peri Learning Teaching TLM/Resour Assessme
Concepts
od Outcome Strategy ces nt (CCE)

- Define a
Introduction mixture. - Discussion: - Asking
to Mixtures <br> - Use the Hemanth questions.
<br> - What Differentiate story to initiate a - Grocery <br> -
is a mixture? between discussion. <br> items (chilli, Observing
<br> - natural and - Brainstorming: tomato, student
1-2 Natural vs. man-made Ask students to seeds, flour), participatio
Man-made mixtures. list mixtures they images of n. <br> -
mixtures. <br> - see daily. <br> - mixtures, Worksheet
<br> - Need Explain why Activity: Fill chart paper. on
for separation of Table 1 and 2 identifying
separation. substances from the textbook. mixtures.
is necessary.

- Explain and
- Demonstration:
demonstrate
Separate stones
hand-picking
from rice by hand- - Rice/pulses
and - Oral
picking. <br> - mixed with
winnowing. questions.
Video/Demonstr small stones,
Hand- <br> - <br> -
ation: Show a mixture of
3 Picking & Identify the Asking
video of grains and
Winnowing properties of students to
winnowing or husk, fan,
substances give more
simulate it with a winnowing
that allow for examples.
fan and a mixture fan (chaata).
these
of grains and light
separation
husk/paper bits.
methods.
 -
- Define and
Observatio
demonstrate
- Activity 2: Mix n of
sedimentatio
soil and water in a student's
n and
Sedimentatio beaker, let it settle - Beakers, performanc
decantation.
4 n& (sedimentation), soil, water, e in the
<br> -
Decantation and then pour out glass rod. activity.
Explain how
the clear water <br> -
this process
(decantation). Questions
is used at
based on
home.
the activity.

- Demonstration:
-
Use a sieve to - Practical
Differentiate
separate flour - Sieves of work
between
from bran or sand different assessmen
sieving and
from gravel. sizes, flour, t. <br> -
filtration.
<br> - Activity: sand, gravel, Comparing
Sieving & <br> -
5 Filter muddy muddy the clarity
Filtration Understand
water using a water, of water
the use of
cloth and then beakers, after
different-
with filter paper filter paper, filtering with
sized sieves
(as suggested by funnel. a cloth vs.
and filter
Gowthami's filter paper.
paper.
experiment).

- Explain the
- Activity 4: Heat - Observing
process of
salt water to the
recovering a
evaporate the - Beaker, formation of
dissolved
water and recover salt, water, crystals.
solid from a
Crystallizatio salt crystals. burner/spirit <br> -
6 solution.
n <br> - lamp, tripod Questions
<br> -
Discussion: stand, glass about the
Understand
Explain how salt rod. process
the concept
is obtained from and its
of
seawater. application.
evaporation.

- Drawing
- Define - Activity 5
and
distillation. (Demonstration): - Conical
labeling the
<br> - Set up the flasks, corks,
distillation
Explain how distillation glass tubes,
apparatus.
7 Distillation pure water apparatus to rubber tube,
<br> -
can be produce distilled Bunsen
Explaining
obtained water. Emphasize burner,
the process
from a safety stand.
in their own
solution. precautions.
words.

- Define - Activity 9 - Asking

- China dish,
sublimation. (Demonstration): questions
funnel,
<br> - Heat a mixture of about the
8 Sublimation cotton,
Identify camphor and salt state
burner,
substances to separate them, changes
stand,
that undergo showing camphor observed.
 sublimation changing directly camphor,
(e.g., from solid to gas salt.
camphor). and back to solid.

- Explain the
basic -
principle of - Activity 7: Use Observatio
chromatogra a piece of chalk - White chalk n of the
phy. <br> - and an ink mark sticks, chromatogr
Chromatogra
9 Demonstrate to show the black/blue am. <br>
phy
that some separation of ink, plate, - Drawing
inks are colors as water water. the colored
mixtures of rises up the chalk. chalk in
multiple notebooks.
colors.

- Assessing
- Activity 8
- Beakers, the plan
(Group Work):
- Analyze a water, filter and
Provide groups
complex paper, successful
Separation with a mixture of
mixture and funnel, separation
using more sand, sawdust,
10 devise a burner, by each
than one and salt.
multi-step mixture of group.
method Challenge them to
separation sand, <br> -
separate all three
plan. sawdust, Peer
components using
and salt. assessmen
methods learned.
t.

- Review Game:
Quiz or game to
review all
methods. <br> -
- Consolidate
Project Work: - Project
understandin
Students can - Charts, report
g of all
Review, research and student- evaluation.
separation
Project Work present on large- made <br> -
11- techniques.
& scale separation models, Model
12 <br> -
Consolidatio processes (e.g., internet/librar presentatio
Apply
n water treatment y for n. <br> -
knowledge to
plants, petroleum research. End-of-unit
new
refining). <br> - test.
situations.
Model Making:
Create models for
distillation or
winnowing.

6. Teacher's Notes (Additional Resources, Activities)

• Field Trip: A visit to a local water treatment facility or a dairy to observe separation processes
like filtration and centrifugation.
• Guest Lecture: Invite a chemist or someone from the food processing industry to talk about
the importance of separation techniques.
• DIY Projects: Encourage students to create their own simple filters using layers of sand,
gravel, and charcoal to purify muddy water.
 • Video Resources: Utilize online educational videos that show animations and real-world
applications of these separation methods.

7. Teacher Responses (To the introductory problem)

Here is how you can guide the students to solve Hemanth's problem by applying the concepts
learned:

"Let's help Hemanth! He has a bag with green chilli, coriander seeds, tomato, red gram, and wheat
flour all mixed up."
1. Which material will he separate first?
o He should first use hand-picking to separate the largest and most easily identifiable
items. He would pick out the tomatoes and green chillies first because they are large
and distinct.
2. How would he separate tomato and chilli?
o After picking them out from the main mixture, he can easily separate the tomatoes from
the chillies by hand-picking again, as they have very different shapes, sizes, and
colors.
3. How would he separate wheat flour?
o After removing the large items, the mixture contains coriander seeds, red gram, and
wheat flour. He can use a sieve. The fine wheat flour will pass through the holes of the
sieve, leaving the larger coriander seeds and red gram on top.
4. How would he separate coriander seeds?
o The remaining mixture is of coriander seeds and red gram. He can separate these by
hand-picking, as they differ in color, shape, and size.

lesson plan for the "Fibre to Fabric" unit, designed for Class VI

1. Class : VI
2. Unit/Lesson 08 - FIBRE TO FABRIC
3. Number of Periods Required : 11
4. Academic Standards (Particular to this unit only)
• Conceptual Understanding: Differentiating between fibre, yarn, and fabric; classifying fibres
as natural or artificial; explaining processes like ginning, spinning, and weaving.
• Asking Questions and Making Hypotheses: Questioning the properties of different fabrics
and hypothesizing outcomes of experiments (e.g., burning test).
• Experimentation and Field Investigation: Conducting hands-on activities to compare fabric
properties, making yarn by hand, and observing fibres.
• Information Skills and Projects: Gathering information about local handloom industries (e.g.,
Pochampalli, Siricilla) and creating projects on different types of fabrics.
 • Communicating through Drawing and Model Making: Drawing diagrams of a Charka or
loom and creating models like a woven mat to understand concepts.
• Appreciation and Aesthetic Sense: Appreciating the texture, design, and cultural value of
different fabrics, especially local handloom products.
• Application to Daily Life and Concern to Biodiversity: Applying knowledge to choose
clothes for different seasons, and understanding environmental issues like the use of plastic
bags vs. jute bags and social issues like child labour.

5. Period-wise Plan
Perio Learning Teaching TLM/Resourc Assessme
Concepts
d Outcome Strategy es nt (CCE)

- Discussion:
Use
Neelima's
Introduction: story as a
Variety of hook. Ask
Fabrics students
- Recognise
<br>- Uses about their - Samples of
the diverse - Oral
of fabrics in favourite different
uses of questioning
daily life clothes and fabrics (cotton,
fabrics. . <br>-
1 (clothing, why they like silk, polyester,
<br>- List Review of
bags, them. <br>- jute), school
different types the list from
banners). Activity 1: bag, a piece of
of fabrics seen Activity 1.
<br>- Students list banner cloth.
in daily life.
Factors for things made
choosing of fabric in
fabrics. their homes
and try to
identify the
fabric type.

- Activity 2
- Understand
(Hands-on):
that fabric is -
Students take
What are made of yarn, Observatio
a piece of - Pieces of
Fabrics Made and yarn is n of
coarse cloth, coarse cotton
Of? <br>- made of student's
pull out a cloth,
2 Fabric -> Yarn fibres. <br>- engageme
yarn, and use magnifying
(Thread) Observe the nt and
a magnifying lenses,
<br>- Yarn - fine strands discovery
lens to needles.
> Fibre (fibres) that during the
observe and
make up a activity.
separate the
yarn.
finer fibres.

Types & - Differentiate - - Samples of

- Group
Characteristi between Brainstormin cotton, wool,
work
cs of Fibres natural and g: Classify silk, and
assessmen
<br>- artificial fibres given fibres polyester;
t. <br>-
3-4 Natural Fibres with as natural or water,
Evaluation
(Plant & examples. artificial. beakers,
of the
Animal) <br>- <br>- watch, spirit
completed
<br>- Compare the Activity 3 lamp/candle,
observation
Artificial properties of (Experiment) chart for
 Fibres different : In groups, recording table
(Chemical) fabrics students test observations. (Table 2).
through fabric
experimentatio samples for
n. water
absorption,
drying time,
smell on
burning, and
smoothness.

- Show and
Natural - Describe Tell: Show
Fibre: Cotton how and actual cotton
(Source) where cotton balls. <br>- - Cotton balls
<br>- is grown Activity 4: (with seeds),
- Map work:
Cotton plant (mentioning Students map of
Locating
and its local districts observe Telangana,
5 cotton-
cultivation. like Warangal, cotton fibres pictures/videos
growing
<br>- Adilabad). under a of cotton
districts.
Ginning: <br>- Define magnifying farming and
Separating and explain lens after ginning.
fibres from the process of removing
seeds. ginning. seeds from a
cotton ball.

- Activity 5
(Hands-on):
Students
Natural make yarn by
- Explain the
Fibre: Cotton twisting cotton
process of
(Yarn fibres. <br>- - Practical
spinning.
Making) Discussion: skill
<br>- Make - Cotton wool,
<br>- Show pictures assessmen
a simple yarn pictures/model
6 Spinning: of Takli and t (ability to
by hand. s of Takli and
Making yarn Charka. make a
<br>- Charka.
from fibres. Discuss the simple
Recognise
<br>- Tools: social issue of yarn).
traditional
Takli and child labour in
spinning tools.
Charka. cotton fields
as mentioned
in the
textbook.

- Activity 6
- Explain how
(Observation
Natural jute fibre is
): Students
Fibre: Jute obtained from
examine a - A jute gunny -
<br>- the plant stem.
gunny bag bag, pictures Worksheet
Source, <br>-
7 and pull out of jute plants comparing
process, and Compare jute
its yarn to and cotton and
uses. <br>- with cotton.
observe. processing. jute fibres.
The "Golden <br>-
<br>-
Fibre." Discuss the
Discussion:
environmental
"Why should
 benefits of we use jute
using jute. bags instead
of polythene
bags?"

- Activity 7
(Model
Making):
Students
- Define weave mats
Yarn to weaving as using two
Fabric: the different
Weaving arrangement coloured
-
<br>- The of two sets of paper strips to - Coloured
Assessmen
process of yarn. <br>- understand paper strips,
t of the
8-9 weaving. Differentiate the weaving scissors, glue,
completed
<br>- between a process. pictures/videos
woven
Looms: handloom and <br>- Show of looms.
paper mat.
Handlooms a power loom. and Tell:
vs. Power <br>- Create Display
looms. a simple pictures/video
woven pattern. s of
handlooms
and power
looms in
operation.

- Information
Skills:
- Identify
Students
famous
locate these - Map of
handloom
Handloom places on a Telangana, - Map quiz.
centres in
Industry in map of pictures/sampl <br>-
Telangana
Telangana Telangana. es of Project
(Pochampalli,
10 <br>- Local Discuss the Pochampalli, work on a
Siricilla,
centres and fame of Gadwal specific
Gadwal, etc.).
famous Pochampalli fabrics, and Telangana
<br>-
products. sarees, Warangal textile.
Appreciate the
Gadwal carpets.
local textile
sarees, and
heritage.
Warangal
carpets.

- Flowchart
Activity:
- Summarize Students
the complete create a
journey from flowchart: - Chart paper,
Review and
fibre to fabric. Fibre -> markers, - End-of-
11 Consolidatio
<br>- Ginning/Rettin student unit test.
n
Consolidate g -> Spinning notebooks.
key -> Weaving ->
vocabulary. Fabric.
<br>- Quick
Quiz: A rapid-
 fire round on
key terms.

6. Teacher's Notes: (Additional Resources, Activities)

• Local Visit: Since the school is in Hanamkonda, a visit to a local weaver or the Warangal
carpet industry could be highly impactful. A trip to a Chenetha Bazaar (handloom market) would
also be beneficial.
• Guest Speaker: Invite a tailor or a handloom weaver to demonstrate their skills and talk about
different fabrics.
• Scrapbook Project: Students can create a "Fabric Scrapbook" with samples of at least five
different fabrics, labelling their type (natural/artificial), properties (from Activity 3), and common
uses.
• Video Resources: Show short films on the life cycle of a silkworm, the making of Pochampalli
ikat, or the operation of modern textile mills.

7. Teacher Responses
Here is how you can address Neelima's questions in a classroom setting:
1. "Why was there a difference in the price?"
o "That's a very sharp observation, Neelima. The price of a fabric depends on its source
and the work involved. Natural fibres like silk are expensive because raising
silkworms and carefully unwinding the cocoons takes a lot of time and effort. In
contrast, artificial fibres like polyester are made in factories using chemicals, which can
be cheaper to produce in bulk. Also, a handmade handloom saree from Pochampalli
will cost more than a machine-made fabric because of the skill, time, and artistry of the
weaver."
2. "How are these fabrics made?"
o "The journey is fascinating! It has three main steps:
1. It starts with thin, hair-like fibres.
2. These fibres are cleaned and twisted together into a long, strong thread called
yarn. This process is called spinning, which was traditionally done on a Charka.
3. Finally, two sets of yarn are interlaced together on a machine called a loom to
make the fabric. This step is called weaving."
3. "What materials are these fabrics made of?"
o "Fabrics are made from different types of fibres, which we can divide into two big
families:
▪ Natural Fibres: These come from nature. We get cotton from the cotton plant
and jute from the jute plant. We get wool from sheep and silk from silkworms.
▪ Artificial Fibres: These are man-made in factories. Your school uniform might
be made of polyester or terylene, which are examples of artificial fibres."
4. "Is the process of making fabrics the same for all types?"
o "No, the basic steps of spinning and weaving are similar, but getting the fibre is different
for each type. For cotton, we have to separate the fibres from the seeds, which is
called ginning. For jute, we have to soak the entire plant stem in water for days to
loosen and peel off the fibres. For wool, we shear the fleece from sheep. So, the
beginning of the journey is unique for each fabric."
 LESSON PLAN FOR THE UNIT "PLANTS: PARTS AND
FUNCTIONS,"
1. Class : VI
2. Unit/Lesson : 09 - PLANTS: PARTS AND FUNCTIONS
3. Number of Periods Required 10
4. Academic Standards (Particular to this unit only)
• Conceptual Understanding: Identifying and describing the functions of plant parts (roots,
stem, leaves, flowers); differentiating between tap and fibrous roots, and reticulate and parallel
venation; understanding processes like absorption, transpiration, and transport.
• Asking Questions and Making Hypotheses: Posing questions about plant structures (e.g.,
"Why are some roots thick?") and forming hypotheses about the relationship between parts
(e.g., linking root type to leaf venation).
• Experimentation and Field Investigation: Conducting experiments to demonstrate
absorption and transpiration; collecting and observing local plants from the school
surroundings.
• Information Skills and Projects: Gathering information about local flora and traditional arts
(like the Warangal leaf art mentioned); creating a herbarium or project report.
• Communicating through Drawing and Model Making: Drawing and labeling parts of plants,
leaves, and flowers; creating impressions of leaf venation.
• Appreciation and Aesthetic Sense: Appreciating the diversity and beauty of plants and
flowers in their environment.
• Application to Daily Life and Concern to Biodiversity: Recognizing edible plant parts
(roots, stems); understanding the importance of plants in the ecosystem and the need for their
conservation.

5. Period-wise Plan
Perio Learning Teaching Assessme
Concepts TLM/Resources
d Outcome Strategy nt (CCE)

- Field
- Identify
Investigation:
the main
Take students for
parts of a
a walk around the
plant: root, -
school campus to
stem, - Live plants from Observatio
observe various
leaves, the school n of group
plants. <br>-
Introductio and garden/surroundi work and
Activity 1: In
1 n to Plant flower. ngs, shovels (for participatio
groups, students
Parts <br>- careful n. <br>-
collect 2-3 small,
Develop uprooting), Completio
common
observatio magnifying glass. n of Table
weeds/plants
n skills by 1.
(e.g., Tridax) and
examining
identify their
different
parts, filling Table
plants.
1.

Types of - - Demonstration: - Oral

- Plant samples
Roots Differentiat Show clear questionin
from Activity 1,
2 <br>- Tap e between examples of a tap g. <br>-
charts/diagrams
Root tap roots root (e.g., Correct
of tap and fibrous
System and mustard plant) classificati
 <br>- fibrous and a fibrous root roots, magnifying on in Table
Fibrous roots. (e.g., glass. 2. <br>-
Root <br>- grass/paddy). Drawing
System Classify <br>- Group and
the Activity: labeling of
collected Students examine both root
plants the roots of their types.
based on collected plants
their root and fill Table 2.
systems.

- Discussion:
"Why was it hard
to pull out the
- Explain -
plants?" <br>-
that roots Explaining
Functions Activity 2
fix the the
of the Root (Experiment
plant in - Two glass experiment
<br>- Setup): Set up
the soil. tumblers, water, al setup
Anchoring the experiment
3 <br>- red ink, two soft- and
<br>- with a soft-
Demonstr stemmed plants predicting
Absorption stemmed plant
ate that with roots. the
of water & (like Balsam) in
roots outcome
minerals red-colored water.
absorb (hypothesi
Observe results
water. s).
by the end of the
period or in the
next class.

- Demonstration:
- Identify
Use a large leaf
the parts - Drawing
(e.g., peepal) to
of a leaf: a leaf and
show all its parts.
petiole, - Collected labeling its
<br>- Activity 3
lamina, leaves, white parts.
The Leaf: & 4 (Hands-on):
midrib, paper, pencils <br>-
4 Parts & Students observe
veins. (for rubbing), Quality of
Venation their collected
<br>- chart showing the leaf
leaves to fill Table
Create leaf parts. rubbing
3 and then make
impression impression
leaf rubbings to
s of leaf .
see the venation
venation.
pattern.

- -
- Activity 5
Differentiat Worksheet
(Comparative
e between with
Study): Students
reticulate pictures of
classify their
and - Collected leaves leaves and
Types of leaves as having
parallel (grass, hibiscus roots to
Venation & reticulate or
5 venation. leaf), student match.
Its Relation parallel venation
<br>- data from Tables <br>-
to Roots (Table 4) and
Establish 2 & 4. Articulating
compare this with
the the
their root data
relationshi conclusion
(Table 2) to find
p between : Tap root -
the link.
root type >
 and Reticulate
venation venation;
type. Fibrous
root ->
Parallel
venation.

- Explain
- Activity 6
that leaves
(Microscopy/De
have tiny
mo): Show a
pores
prepared slide of - Microscope,
called
Leaf a leaf peel or use glass slides, - Drawing
stomata
Function: high-quality fleshy leaf (e.g., the
for gas
Gaseous diagrams/videos. Bryophyllum), structure
6 exchange.
Exchange <br>- Local water, diagrams of stomata
<br>-
<br>- Context of stomata, as
Observe
Stomata Discussion: Talk pictures of leaf observed.
stomata
about the famous art.
under a
Warangal leaf art
microscop
mentioned in the
e (if
textbook.
available).

-
Explaining
- Define
- Activity 7 the
transpirati
(Experiment): procedure
on.
Tie a polythene and the
<br>-
bag around a reason for
Leaf Demonstr - A healthy potted
leafy branch on a the control
Function: ate that plant, two
7 sunny day. Set up bag.
Transpirati plants polythene bags,
a control bag. <br>-
on release thread.
Observe and Recording
water
discuss the observatio
vapour
formation of water ns and
through
droplets. drawing
leaves.
conclusion
s.

- Activity 8
- Describe
(Observation):
the stem's
Use the plant - Drawing
function of
from the red ink the cross-
support - Plant from
experiment section of
The Stem: and Activity 2, a sharp
(Activity 2). Cut the stem
8 Support & transport. blade (teacher
the stem showing
Transport <br>- use only),
transversely and the colored
Observe magnifying glass.
longitudinally to transport
conducting
show the red tubes.
tissues in
stained tubes that
the stem.
carry water.

Modified - Identify - Discussion: - Real potato, - Short

9 Stems & common "How can we say ginger, turmeric. quiz on
The Flower stems that a potato is a A few local edible
 store food stem, not a root?" flowers like roots vs.
(potato, (Hint: It has 'eyes' hibiscus or edible
ginger). or buds from marigold. stems.
<br>- which shoots can
Describe grow). <br>-
the basic Show and Tell:
function of Use real flowers
a flower. (e.g., hibiscus) to
show petals and
discuss their role
in attracting
insects.

- Model
Making/Chart
Work: Students
work in groups to
- draw a large
Summariz plant, labeling all -
e the parts parts and writing Evaluation
and their key of the
- Chart paper,
Consolidati functions functions. <br>- summary
sketch pens,
10 on & of the Project chart.
keywords from
Review entire Discussion: <br>-
the chapter.
plant. Introduce the idea Oral test
<br>- of creating a on
Review all herbarium with keywords.
key terms. local plants,
labeling them with
their name, root
type, and
venation type.

6. Teacher's Notes: (Additional Resources, Activities)

• School Garden: If the school has a garden, use it as a living laboratory for all activities.
Students can be assigned a plant to observe throughout the unit.
• Herbarium Project: This is an excellent summative project. Guide students on how to press
and dry plants correctly and mount them on sheets with proper labels.
• Video Resources: Show time-lapse videos of a seed germinating, a plant growing towards
light, or animations explaining transpiration and water transport inside the stem.
• Guest Speaker: Invite a local farmer or a botanist from a nearby college (like Kakatiya
University in Warangal) to talk to the students about plants.

7. Teacher Responses: (Guiding Student Inquiry)

This section provides a guide to addressing the key questions posed within the textbook chapters,
helping the teacher facilitate student discovery.
• On identifying plant parts (Activity 1): "You've all brought different plants! Let's look closely.
What parts are common to almost every plant you found? Yes, most have leaves and a stem.
Do they all have roots? Let's check. Do they all have flowers? Maybe not. Flowers only appear
at a certain time. This tells us that roots, stems, and leaves are the basic parts we almost
always find."
• On differentiating roots (Table 2): "Look at this grass plant's roots and this weed's roots.
How are they different? One looks like a bunch of threads, right? That's a fibrous root. The
 other one has one main, thick root going down with smaller ones coming out from it. That's a
tap root."
• On the function of roots (Activity 2): "When we placed the plant in red water, what
happened? The stem and leaves started showing red lines. How did the red water get up
there? It must have travelled up from the roots, through the stem. This simple experiment
proves that roots absorb water from the soil and send it to the rest of the plant."
• On the link between roots and leaves (Activity 5): "This is fantastic! Look at your tables.
What do you notice? Every plant you found with a tap root has leaves with a web-like pattern,
or reticulate venation. And every plant with fibrous roots has leaves with straight lines, or
parallel venation. There is a direct connection between the type of root a plant has and the
type of veins in its leaves!"
• On the stem's role in transport (Activity 8): "When we cut the stem that was in the red
water, we saw little red dots arranged in a ring. These are tiny tubes inside the stem. This
shows us that the stem acts like a set of straws, carrying water and minerals from the roots
all the way up to the leaves and flowers."

LESSON PLAN: CHANGES AROUND US

1. Class: VI

2. Unit/Lesson: 10 - Changes Around Us

3. Number of Periods required: 11

4. Academic Standards (Particular to this unit only):

* Conceptual understanding

* Asking questions and making hypotheses

* Experimentation and field investigation

* Information Skills and projects

* Communicating through Drawing and model making

* Appreciation and Aesthetic sense

* Application to Daily life and concern to Biodiversity

5. Period-wise Breakdown, Concepts, Learning Outcomes, Teaching Strategies,

TLM/Resources, Assessment [CCE]:
Learning
Outcome
Peri Teaching Assessm
Concepts (Student TLM/Resources
od Strategy ent [CCE]
s will be
able to...)
 - Teacher
initiates
- Observe
discussion -
and
using Priya and Observati
identify
Teja's story on:
various
(provided text). Participati
changes
<br> - - on in
Introduction to in their
Brainstorming: Whiteboard/Blac discussion
Changes daily
Ask students to kboard <br> - . <br> -
<br> - lives.
list other Chart paper Workshe
Observing daily <br> -
changes they <br> - Markers et: List 5
changes <br> Articulate
1-2 observe at home, <br> - Pictures changes
- Identifying what
school, and illustrating and what
"What has changes
outside. <br> - various changes indicates
changed?" and they
Think-Pair- (e.g., ripening them.
"How do we perceive.
Share: Discuss fruit, melting ice, <br> -
know?" <br> -
Priya's questions growing plant) Discussi
Recogniz
in small groups. on: Ability
e initial
<br> - to answer
indicators
Questioning: Priya's
of
Guide students questions.
change.
to think about
indicators.

- Activity-
-
- Activity-1: based
Describe
Comparing milk Assessm
the
and curd. <br> ent:
changes
- Teacher Completio
observed - Milk, Curd
demonstrates/fac n of Table
when milk <br> - 2 Bowls,
Changing of ilitates students 1. <br> -
converts 2 spoons <br>
Milk into Curd in observing milk Oral
to curd. - Measuring
<br> - and curd. <br> Question
<br> - cups/jugs (for
Indicators of - Guided s:
Compare volume) <br> -
change (color, Inquiry: Ask Describe
3-4 milk and Weighing scale
taste, state, students to the
curd (optional, for
volume, weight) answer questions difference
based on weight
<br> - from the text s between
color, comparison)
Introduction to regarding milk to milk and
taste, and <br> - Table 1
semi-solid state curd change. curd.
state. (prepared on
<br> - <br> -
<br> - board/chart)
Discussion: Concept
Define
Introduce the Check:
the "semi-
concept of "semi- What is
solid"
solid" state. the state
state.
of curd?

- Identify - Activity-2: - Activity-

Conditions for
the Finding the - 3 Bowls with based
Making Curd
necessar conditions for lids <br> - Ice- Assessm
<br> - Role of
y making curd. cold milk, Warm ent:
5-6 temperature
conditions <br> - Teacher milk <br> - Accurate
<br> - Role of
for milk to sets up the Small quantity of observatio
starter curd
change experiment (3 curd ns and
(bacteria)
into curd. bowls). <br> - explanatio
 <br> - <br> - Prediction: ns for
Precautions Understa Students predict Activity 2.
nd the outcomes for <br> -
role of each bowl. Question-
warm <br> - Answer:
temperatu Observation & Why did
re and Discussion: milk in
sample After 24 hours, Bowl 1 not
curd. discuss the change?
<br> - results and Why was
Recogniz answer the sample
e the questions from curd
importanc the text. <br> - added?
e of Teacher <br> -
precautio explains the role Quiz:
ns in of bacteria Short
scientific (briefly). <br> - questions
experime Discussion: on the
nts. Emphasize the conditions
'Precautions' for
box. curdling.

- Teacher
initiates
-
discussion:
Discussi
- List "What changes
on:
various do you observe
Contributi
indicators from winter to
ons to the
that summer?" <br>
Changing list of
signify a - Brainstorming:
Seasons seasonal
change in Students list
<br> - indicators.
seasons. changes related
Indicators of - <br> -
<br> - to seasons.
seasonal Whiteboard/Blac Workshe
Relate <br> - Guided
change kboard <br> - et:
seasonal Inquiry: Discuss
(clothing, Table 2 Calculate
changes the questions in
7-8 temperature, (printed/displaye day
to daily the text about
day/night d) <br> - durations
life seasonal
duration, food) Globe (optional, from
choices changes. <br>
<br> - Link to show Earth's Table 2.
(clothes, - Activity-3:
between Earth's tilt) <br> -
food). Comparing
tilt and seasons Oral
<br> - duration of day
(brief Question
Appreciat in December
introduction) s: How
e the and May. <br>
does
cyclical - Analysis of
clothing
nature of Table 2: Guide
change
seasons. students to
with
calculate day
seasons?
durations and
compare.

Sun's Direction - Observe - Activity-4: - Magnetic -

and Shadows and Does the sun compass <br> Observati
9
(Seasonal) describe rise exactly in - Outdoor area on:
<br> - the the east in all for observation Participati
 Direction of apparent seasons? (if feasible) on in
sunrise change in <br> - Teacher <br> - Fig. 4(a) compass
variations sunrise guidance: and 4(b) activity.
<br> - direction Demonstrate (printed/displaye <br> -
Shadow length with finding North- d) Question-
and direction seasons. South-East-West Answer:
changes <br> - with a compass. How do
Relate <br> - Field shadows
the sun's Observation: If change
position possible, do a from
to live observation winter to
changes of sunrise summer?
in shadow direction (or <br> -
length discuss past Drawing:
and observations). Draw
direction. <br> - Image simple
Analysis: diagrams
Discuss Fig. 4(a) of
and 4(b) shadows
comparing in different
shadows. <br> seasons.
- Teacher
explains that the
Earth's tilt is the
reason (simple
terms).

- Activity-5:
Indicators and
causes for
- Classify change. <br> -
changes Discussion: -
as slow or Compare milk to Workshe
fast. curd vs. seasons, et:
- Table 3
<br> - focusing on Classify
(prepared on
Differenti speed. <br> - given
board/chart)
ate Introduce changes
Classifying <br> -
between relative speed: as
Changes (Part Examples of
natural Compare slow/fast
1) <br> - fast/slow,
and man- curdling to and
10 Slow/Fast natural/man-
made turning on a light. natural/m
<br> - made changes
changes. <br> - an-made.
Natural/Man- (e.g., burning
<br> - Discussion: <br> -
made paper, growing
Understa Natural vs. man- Group
hair, car moving,
nd the made changes Discussi
volcano
relative using examples. on: Justify
erupting)
nature of <br> - Guided their
"slow" Practice: Work classificati
and through the initial ons.
"fast." examples in
Table 4 for
'Natural' and
'Man-made'.
 - Activity-6:
Categorizing
changes. <br>
- Continue
- Classify
filling Table 4:
changes
Discuss
as
'Temporary/Perm -
temporary
anent', 'Changes Completi
or
the state', on of
permanen
'Changes the Table 4:
t. <br> -
shape'. <br> - Individual
Identify if
Group Work: or group
a change
Students assessme
Classifying involves a
complete Table nt. <br>
Changes (Part change in
4. <br> - - Concept
2) <br> - state or - Table 4
Discussion: Check:
Temporary/Per shape. (prepared on
Review answers What
manent <br> - <br> - board/chart)
11 and clarify makes a
Change in Apply <br> - Tables
misconceptions. change
state/shape multiple 5, 6, 7 (for
<br> - Open- temporary
<br> - Recap categoriz summarizing)
ended ? <br> -
and Project ation
Question: "Are Creative
Introduction criteria to
there any other Thinking:
various
properties by Ability to
changes.
which you can suggest
<br> -
categorize the new
Propose
above changes?" categoriza
new
<br> - Project tion
categoriz
Work: Introduce methods.
ation
the idea of
bases for
collecting
changes.
examples of
changes and
categorizing
them.

6. Teacher's Notes: (Additional Resources, Activities)

• General: Encourage students to maintain a "Changes Journal" where they record
observations of changes around them throughout the unit.
• For Activity 1 & 2 (Milk to Curd):
o Emphasize hygiene during the activity.
o If possible, show a very brief video or image of bacteria responsible for curdling (e.g.,
Lactobacillus).
o Discuss how the process of making curd is an example of a chemical change, though
the term "chemical change" might be introduced in higher classes. Focus on
irreversibility for now.
• For Activity 3 & 4 (Seasons):
o Use online resources like "timeanddate.com" to look up sunrise/sunset times for your
specific location for different months, to make the data more relevant.
o A simple sundial could be set up in the school ground to observe shadow changes over
a day/week.
o Explain the Earth's tilt and revolution around the sun in simple terms using a globe and
a light source (torch).
 • For Activity 6 (Categorizing Changes):
o Provide diverse examples of changes beyond those listed in the text to reinforce
categorization. E.g., burning of wood, tearing paper, melting wax, boiling water, mixing
sugar in water, making roti from dough, burning a candle.
o Encourage debate and discussion within groups about why a particular change belongs
to a certain category (e.g., is cooking rice a permanent change? Can you get raw rice
back?).
o For "Changes the state" and "Changes the shape," provide clear definitions and
examples.
• Additional Activities:
o "Change Scavenger Hunt": Students find examples of different types of changes (fast,
slow, temporary, permanent) in the school environment.
o Role-Play: Students act out the process of making curd or a seasonal change.
o Art Integration: Draw or paint pictures depicting various changes.
• Real-World Connections:
o Discuss the importance of understanding changes in various professions (e.g., chefs,
farmers, engineers).
o Connect the concept of permanent changes to recycling and waste management.
• Differentiation:
o For struggling learners: Provide simpler examples and more direct guidance for
categorization. Use visual aids extensively.
o For advanced learners: Challenge them to research the underlying scientific reasons
for some changes (e.g., what causes rusting?) or to come up with more complex
categorization methods.
7. Teacher Responses

LESSON PLAN: WATER IN OUR LIFE

1. Class: VI.

2. Unit/Lesson: 11 - Water in Our Life

3. Number of Periods required: 11

4. Academic Standards (Particular to this unit only):

* Conceptual understanding

* Asking questions and making hypotheses

* Experimentation and field investigation

* Information Skills and projects

* Communicating through Drawing and model making

* Appreciation and Aesthetic sense

* Application to Daily life and concern to Biodiversity

5. Period-wise Breakdown, Concepts, Learning Outcomes, Teaching Strategies,
TLM/Resources, Assessment [CCE]:
Learning
Outcome
Perio Teaching Assessme
Concepts (Students TLM/Resources
d Strategy nt [CCE]
will be
able to...)

- Teacher -
- initiates Observati
Recognize discussion on:
the using the Holi Participatio
indispensa story (provided n in
ble role of text). <br> - brainstormi
Importance water in Brainstorming ng and
and Uses of daily life. : "For what group
-
Water <br> - purposes do we discussion.
Whiteboard/Black
<br> - List various need water?" <br> -
board <br> -
Daily life uses of <br> - Worksheet
Chart paper
activities water in Activity-1: : List
1-2 <br> - Markers
needing households Water and its personal
<br> -
water <br> , uses. Students uses of
Pictures/Flashcard
- agriculture, discuss in water and
s showing various
Classificatio and other groups and classify
uses of water.
n of water sectors. classify uses. them.
uses <br> - <br> - Class <br> -
Understand Discussion: Oral
the basic Share findings Questions
necessity and create a : Why is
of water for comprehensive water
survival. list on the essential
board. for us?

- Identify - Questioning: - Activity-

standard "How do we based
units for measure Assessme
Measuring measuring water?" nt:
Volume of liquid Discussion on Completion
- Used water
Water volume non-standard of Table 1.
bottles/pouches
<br> - (litres, units (bucketful, <br> -
with labels <br>
Units of millilitres). glass). <br> - Practical
- 1-litre bottle,
measuremen <br> - Activity-2: Applicatio
bucket, glass, mug
t (litre, Understand Quantity of n: Ability to
<br> - Table 1
3-4 millilitre, other units water. Students estimate
(prepared on
gallon, like observe labels water
board/chart)
cusecs, feet gallons, on water volume
<br> -
for reservoir cusecs, bottles/pouches using a 1-
Measurement
level) <br> and feet for . <br> - litre bottle.
tools (e.g.,
- Estimating specific Teacher <br> -
measuring jug)
daily water contexts. explains Quiz: Fill in
usage <br> - standard units the blanks
Estimate (litre, millilitre, with correct
water gallon, cusecs). units of
consumptio <br> - water
 n in their Activity-3: measurem
daily lives. How much ent.
water do we
use daily?
Students
estimate and
record. <br> -
Demonstration
: Use a 1-litre
bottle to
estimate
capacity of
other vessels.

-
Brainstorming
: "Where do we
get water
- Drawing:
from?" <br> -
- List Draw and
Discussion:
various label
Local water
Sources of natural different
sources in
Water sources of water
Hanamkonda
<br> - water. sources.
(rivers, lakes,
Natural <br> - <br> -
groundwater -
water Differentiat Short
e.g., Pakhal - World map/India
sources e between Answer
Lake, Godavari map (to show
(wells, fresh water Questions
River, local major
canals, and salty : What is
wells/borewells) rivers/oceans)
tanks, water. the
5-6 . <br> - <br> - Pictures
ponds, <br> - difference
Questioning: of various water
rivers, sea) Identify between
"Are the sources <br> -
<br> - water fresh water
sources for Examples of juicy
Water in content in and sea
daily needs and fruits/vegetables.
fruits/vegeta food items. water?
crops the
bles <br> - <br> - <br> -
same?" <br>
Fresh water Explain Discussio
- Teacher
vs. Salty why we n:
explains the
water cannot Contributio
concept of fresh
drink sea ns to the
water vs. sea
water. list of water
water. <br> -
sources.
Discussion:
Why do we take
juicy fruits in
summer?

Water - - Activity-4: - Flowchart of -

Supply and Understand Safe drinking water supply Flowchart
Groundwate the basic water stages. (printed/displayed) Re-
r <br> - process of <br> - <br> - creation:
7 Stages of protected Flowchart Pictures/Videos of Students
protected drinking Analysis: well draw the
drinking water Analyze the digging/borewell water
water supply supply. provided drilling. <br> - supply
<br> - <br> - flowchart for Sample stages.
 Groundwater Describe water supply. questionnaire for <br> -
tapping how <br> - panchayat officer. Role-play:
(wells, groundwat Discussion: Interviewin
borewells) er is Compare the ga
<br> - accessed flow chart to panchayat
Importance (wells, local water officer.
of preserving borewells). supply <br> -
groundwater <br> - (Hanamkonda). Short
Appreciate <br> - Note:
the effort Activity-5: Write about
involved in How the well the
obtaining was dug. importance
groundwat <br> - of ground
er. Discussion: water.
Experiences
with
wells/borewells,
historical water
levels. <br> -
Teacher
emphasizes
the hard work
and need for
preservation.

- Teacher
introduces the
concept of
drought. <br> - Group
- Activity-6: Report:
- Define Droughts - Assessme
drought water scarcity. nt of
Water
and identify <br> - Group content
Scarcity
its causes. Discussion: and
and
<br> - Students collaboratio
Droughts
Analyze discuss the n. <br> -
<br> -
the given scenarios - Ramana's letter Role-play:
Causes and
consequen and prepare (provided text) Firoz
effects of
ces of reports. <br> <br> - Outline responding
drought
water - Activity-7: for group reports to
8-9 <br> -
scarcity on Drought <br> - Map of Ramana's
Impact on
agriculture, affects our life. Telangana (to letter.
agriculture
food, and <br> - Letter locate <br> -
and
daily life. Analysis: Read Mahabubnagar) Debate:
livelihood
<br> - Ramana's letter Should
<br> -
Understand and discuss the farmers in
Migration
the social problems faced. drought-
due to water
impact of <br> - Case prone
scarcity
drought Study areas grow
(migration). Discussion: water-
Mahabubnagar intensive
district as a crops?
drought-prone
area. <br> -
Questioning:
 Impact of
water-intensive
crops in dry
areas.

- Activity-8:
How much
water do we
waste? <br>
-
- Practical
- Identify Worksheet
Demonstration
instances : List 5
: Measure
Water of water ways to
water wasted
Wastage wastage in save water
during hand
and daily life. at home.
washing. <br>
Conservatio <br> - <br> -
-
n <br> - Suggest Poster
Brainstorming
Identifying practical Making:
: List situations - Tap, bucket,
situations of methods to Design
where water is stopwatch <br> -
water conserve posters
wasted. <br> Whiteboard/Chart
10 wastage water. promoting
- Idea paper for listing
<br> - <br> - water
Generation: wastage/conservat
Simple Develop an conservatio
Students ion tips.
conservation appreciatio n. <br> -
suggest ways
methods n for water Observati
to avoid
<br> - as a on:
wastage.
Importance precious Participatio
<br> -
for future resource n in
Discussion:
generations for practical
Emphasize the
sustainable activity and
concept of
living. suggestion
"water is
s.
precious" and
"preserve for
future
generations."

- Teacher - Creative
- Define
introduces the Writing:
floods and
Floods concept of Write a
identify
(Excessive floods. <br> - short
their
Water) Activity-9: paragraph
causes.
<br> - Floods a - Newspaper about
<br> -
Causes and natural hazard. clippings/pictures floods.
Compare
effects of <br> - of floods (Fig. 4) <br> -
and
floods Newspaper <br> - Charts Venn
contrast
11 <br> - Clipping summarizing Diagram:
the
Contrasting Analysis: water cycle Compare
problems
floods and Discuss Fig. 4 (optional, for and
of drought
droughts (implied). context) <br> - contrast
and floods.
<br> - <br> - Project guidelines. droughts
<br> -
Recap and Discussion: and floods.
Summarize
Project Causes of <br> -
key
Discussion floods, personal Project
learnings
experiences/sto Idea
about
ries. <br> - Presentati
 water in Comparison: on:
our life. Drought vs. Students
Floods - too present
little vs. too their
much water. project
<br> - Recap: ideas.
Reinforce the
importance of
wise water
management.
<br> -
Project Work:
Assign
individual or
group projects
on water
conservation or
local water
issues.

6. Teacher's Notes: (Additional Resources, Activities)

• General:
o Throughout the unit, encourage students to reflect on their own water usage and
brainstorm ways to reduce it.
o Invite a local expert (e.g., from the municipal water board or a farmer) to speak to the
class about water management.
o Conduct a field trip to a local water body (pond, river, lake) or a water treatment plant (if
accessible and permission granted).
o Use videos and documentaries on water scarcity, conservation, and the water cycle.
• For Activity 1 (Water uses):
o Extend the activity by asking students to rank the uses in order of importance.
o Discuss the global unequal distribution of water and its impact (linking to the "Do you
know?" boxes in the text).
• For Activity 3 (Daily water use):
o Turn it into a home project for a week, asking students to track their family's water
usage for different activities more accurately.
o Discuss the concept of "water footprint" (the total amount of water used to produce the
goods and services consumed by an individual or community).
• For Activity 4 (Safe drinking water):
o If meeting a panchayat officer is difficult, invite a senior member of the community or
school staff who can explain the local water supply system.
o Discuss simple water purification methods at home (boiling, filtration using cloth).
• For Activity 5 (How the well was dug):
o If visiting a well is not possible, show videos of well-digging or borewell drilling.
o Discuss the concept of the water table.
• For Activity 6 & 7 (Droughts):
o Show images or short clips of drought-affected areas and their impact on people and
animals.
o Discuss historical droughts in India or other parts of the world.
 o Connect to current events/news related to water scarcity.
• For Activity 8 (Water wastage):
o Organize a "Water Conservation Week" in school, with students making posters,
slogans, and giving presentations.
o Challenge students to identify one habit they can change to save water.
• For Activity 9 (Floods):
o Discuss the role of deforestation and urbanization in exacerbating floods.
o Talk about disaster preparedness for floods.
7. Teacher Responses: (This section is the provided text, formatted for clarity within the lesson plan
structure)
"During the festival of Holi, Arvind was playing with his friends. They had gone to the market and
bought different colours. They mixed each colour in a bucket of water and poured mugs full of water
on each other. They sprayed colours on each other as well. Arvind and all his friends were
completely drenched and enjoyed themselves a lot. Then they decided to go and have a wash.
 UNIT / LESSON PLAN: 12 - SIMPLE ELECTRIC CIRCUITS
I. Class: VI
II. Unit / Lesson: 12 - Simple Electric Circuits
III. Number of Periods Required: 12
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity,
V. Teaching Plan (Table Form)

LEARNING
Perio Teaching OUTCOMES Teaching Assessment
TLM / Resources
d Concept (Students will Strategy [CCE]
be able to...)

Introduction to
- Start with
Electricity, Cell
Niharika's story
& Bulb
- Identify to spark
- Real-life
basic curiosity.
scenario:
electrical - Activity-1:
Torch-light
components: Students
problem - Q&A: "What
cell and bulb. observe and
(Niharika's - Textbook (Pg. 114- could be the
- Describe describe a torch
story) 115, Fig. 1, 2, 3) problem with
the physical cell
- Cell: - Torch cells, torch the torch
structure and individually/in
1 Observation bulbs (1 per light?"
parts of a pairs.
(Activity-1), group/student) - Drawing a
torch cell and - Discussion:
description, - Chart of cell/bulb cell and
a torch bulb. "What does a
terminals (+/-) parts labeling its
- Recognize cell contain?",
- Bulb: terminals.
the positive "Why do bulbs
Observation,
and negative and cells have
description
terminals of a two terminals?".
(glass chamber,
cell. - Observation of
metal cap,
a torch bulb and
terminals,
its parts.
filament)

Simple Electric - Activity-2:

Circuits: Making Hands-on
the Bulb Glow - Experiment experiment.
- Activity-2: to connect a Provide wires,
Connecting cell cell and a cells, bulbs to
and bulb with bulb to make small groups.
- Textbook (Pg. 115- - Completing
wires in it glow. - Students
116, Fig. 4a-g, Table Table 1 based
different - Identify record
1) on experiment.
configurations successful observations in
- Wires (different - Explanation
2 (Fig. 4b-4g) and Table 1.
colors), torch cells, of why specific
- Observation: unsuccessful - Facilitate
torch bulbs, cello connections
Which connections. discussion: "In
tape/cell holders (1 set glow/don't
connections - Infer the which case does
per group) glow.
make the bulb necessity of a the bulb glow?
glow? "closed path" Why?"
- Concept of for electricity - Introduce the
"closed path" to flow. idea of a
vs. "gap in the complete/closed
path" path.
 Circuit
Components &
Fused Bulb
- Explanation of
- What is a
- Define an "What is a
circuit?:
electric circuit?" using
Definition of a
circuit. Fig. 5.
closed circuit
- Identify the - Discussion on
(power source,
basic current flow
bulb, - Drawing a
components direction.
connecting - Textbook (Pg. 116, simple closed
of a simple - Relate to home
wires) Fig. 5) electric circuit
electric electrical circuits.
3 - Direction of - Fused bulb, working diagram.
circuit. - Observation of
current flow bulb (for comparison) - Explaining
- Explain the glowing vs.
(positive to - Circuit diagram chart what a fused
concept of fused bulbs (real
negative) bulb is.
current flow examples).
- Analogy:
and why a - Q&A: "Why do
Home electrical
fused bulb some bulbs not
circuit
does not glow even if
- Fused bulb:
glow. electricity is
Observation of
available?"
filament, reason
for not glowing
(open circuit)

Switches:
- Discussion:
Controlling the
"How do we put
Flow
- Understand ON/OFF
- Introduction to
the function electrical
switches
of an electric devices?"
(ON/OFF
switch. - Activity-3:
function)
- Construct a Hands-on - Textbook (Pg. 117, - Explaining
- Activity-3:
simple construction of a Fig. 6) the working of
Electric Switch
electric safety-pin switch - Wooden the safety-pin
4 experiment
switch. circuit. plank/thermocol sheet, switch.
(using a safety
- Explain how - Observation drawing pins, safety - Define
pin)
a switch and discussion: pin, wires, cell, bulb. "current".
- How a switch
controls the "What happens
works:
flow of when the safety-
closing/opening
electricity pin touches pin
(breaking) a
(current). A?".
circuit
- Introduce the
- Definition of
term "current".
"current"

Inside a Torch-
light & Cell
Arrangement - Disassemble a
- Identify and
- Torch-light: torch-light
name the
Internal parts (teacher demo or
internal parts
(hollow barrel, careful student
of a torch-
cells, bulb, groups). - Drawing
light.
switch, glass - Explain Fig. 7. pictures
- Explain how
cover, reflector, - Activity-4: showing
a torch-light - Textbook (Pg. 117-
metal spring) Students correct and
works as a 118, Fig. 7)
- How the torch arrange cells in a incorrect cell
5 complete - Torch-light (to
works (circuit torch in different positions.
circuit. disassemble/observe)
completion) ways and - List other
- Understand - Batteries (cells)
- Activity-4: observe. reasons for a
why cells
Experimenting - Discussion: torch not
need to be
with different "Why the bulb working.
arranged in a
cell positions in glows only when
specific way
a torch cells are placed
for the torch
- Why cells in a particular
to work.
must be in a position?"
particular
position
 - Start with the
- Differentiate
question: "Why
between
Conductors and don't we use
materials that
Insulators (Part wires without
allow
1) removing the - Textbook (Pg. 118,
electricity to
- Introduction: plastic Fig. 8, Table 2)
flow and
Why plastic covering?". - Circuit from Activity-3
those that do
covering on - Introduce (cell, bulb, wires,
not.
wires? Activity-5: drawing pins) - Setting up the
- Set up an
- Activity-5: Setting up the - Various small objects experiment
experiment to
Identifying open circuit (Fig. (hair pin, eraser, circuit.
6 test
conductors and 8). plastic scale, - Initial
conductivity.
insulators - Demonstrate matchstick, metal observations in
- Predict
- Setup: Open testing a few bangle piece, glass Table 2.
which
circuit with two known bangle piece, paper
materials
terminals conductors and clip, iron nail, chalk
might
- Initial testing insulators. piece, safety pin,
conduct
of objects (e.g., - Students begin pencil lead).
electricity
hair pin, eraser, testing provided
based on
pencil lead) objects and
prior
recording in
knowledge.
Table 2.

Conductors and - Accurately

Insulators (Part classify
- Continue and
2) various
complete
- Complete materials as
Activity-5.
Activity-5: conductors or
- Facilitate
Testing insulators.
discussion to
remaining - Define
arrive at
objects conductors - Completing
definitions of
- Classification: and - Textbook (Pg. 118- Table 3.
conductors and
Conductors of insulators 119, Table 2, Table 3) - Answering
insulators.
electricity, clearly. - Remaining objects "Classify the
- Students
7 Insulators - Provide from Activity-5 following into
complete Table
- Grouping examples of - Objects from daily life conductors
2 and then Table
objects from conductors for further and insulators"
3 by grouping
daily life as and classification. (Improve your
objects.
conductors and insulators learning Q4).
- Discussion:
insulators from
"Why are we
(Table 3) everyday life.
advised to wear
- Importance of - Explain the
rubber chappals
conductors and practical
while working
insulators in application of
with electricity?".
daily life (e.g., these
safety, wiring) properties.

The Story of the

- Narrate the
Bulb: Thomas - Engage
story of
Alva Edison students with the
Thomas Alva
- Thomas Alva story of Edison
Edison's
Edison: His using visuals
invention of
inquisitive (Fig. 9). - Short
the electric
nature and hard - Discuss the essay/note
bulb. - Textbook (Pg. 119-
work challenges appreciating
- Appreciate 120, Fig. 9)
- Early Edison faced Edison's efforts
his scientific - Pictures/videos of
8 experiments: and how he (Improve your
method, early bulbs
Platinum wire, overcame them. learning Q11).
perseverance - Charts about Edison's
removing air - Emphasize the - Q&A on key
, and life
- Search for iterative nature facts from
problem-
better filament: of scientific Edison's story.
solving skills.
Cotton thread discovery.
- Identify key
with soot, - Connect his
stages and
bamboo fiber inventions to
materials in
- Success with modern life.
the
Tungsten
 filament development
(modern bulbs) of the bulb.
- Appreciation
of scientific
effort and
persistence

Revision &
- Consolidate
Practice:
understandin
Circuits &
g of circuit
Components
components
- Recap: Cells,
and their
Bulbs, - Review of
functions.
Switches, "What we have - Solving
- Analyze and
Circuits learnt" section. - Textbook (Pg. 121- selected
interpret
- Problem- - Practice 122) "Improve your
simple circuit
solving: "Improve your - learning"
diagrams.
Analysing given learning" Whiteboard/Smartboar questions in
9 - Draw basic
circuit questions: Q1, d for drawing class.
circuit
diagrams, Q2, Q3, Q7, Q8, - Practice circuit - Peer
diagrams
predicting bulb Q9, Q10. diagrams (prepared by assessment of
using
glow - Group problem- teacher) drawn circuit
standard
- Drawing solving for circuit diagrams.
symbols.
circuit diagrams analysis.
-
with symbols
Troubleshoot
- Addressing
common
reasons for a
circuit
non-glowing
problems.
bulb

Revision &
Practice:
Conductors,
Insulators, - Apply
- Review of
Edison & Daily knowledge of
"What we have
Life conductors
learnt" section.
- Recap: and
- Practice
Conductors, insulators to - Solving
"Improve your
Insulators, their real-life selected
learning"
applications situations and "Improve your
questions: Q4,
- Recap: safety. - Textbook (Pg. 121- learning"
Q5, Q11, Q12,
Edison's - Reflect on 122) questions.
10 Q13, Q14, Q15,
invention and the impact of - Pictures of various - Listing
Q16.
its impact electricity on electrical appliances. electrical
- Discussion on
- Discussing daily life. appliances and
Niharika's
safety with - Classify classifying
challenge (Q6).
electricity electrical them.
- Open
- Identifying appliances
discussion on
electrical based on
comfort provided
appliances and their
by electricity.
their functions functions.
- Appreciation
of electricity's
comforts

Comprehensive
- Integrate - Mind
Review & -
understandin mapping/Concep
Interconnection Comprehensiv
g of all t web creation - Entire Textbook (Unit
s e short quiz.
concepts (individual or 12)
- Holistic review - Explanation
from the unit. group) for the - Prepared mind map
11 of all concepts of a real-life
- entire unit. template
learned in the electrical
Demonstrate - "Think and - Crossword/quiz
unit. phenomenon
the Discuss" sheets
- Emphasizing using learned
application of questions from
interconnection concepts.
knowledge to the unit revisited.
s between
 components practical - Q&A session:
and concepts. scenarios. "Ask Me
- Application to - Express Anything" about
daily life and appreciation simple circuits.
appreciation of for electrical - Crossword
electricity. inventions puzzle or quiz
- Addressing and their covering all
remaining impact. keywords and
doubts. concepts.

Assessment &
Project Work
Discussion
- Unit Test /
Summative
-
Assessment.
Demonstrate - Conduct the
- Discussion on
mastery of unit test.
potential
concepts - Introduce
projects:
through project options
- Building a - Prepared Unit Test
formal related to the
model simple paper
assessment. unit.
circuit with a - Chart paper, markers, - Unit Test
- Propose - Guide students
switch. craft materials for score.
and plan in planning their
12 - Creating a project ideas - Project
mini-projects projects,
chart of - Samples of proposal
applying outlining steps,
conductors and successful student submission.
learned and identifying
insulators with projects from previous
concepts. resources.
real material years (if any)
- Collaborate - Encourage
samples.
on project creativity and
- Researching
ideas and application of
other famous
resource knowledge.
inventors in
identification.
electricity.
- Designing a
safety poster
about electricity
use.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Safety First: Throughout the unit, emphasize electrical safety. Always ensure adult supervision for
hands-on activities, and use only low-voltage components (torch cells/batteries, small bulbs).
Strictly advise against experimenting with household electricity.
• Demo Kits: Prepare simple circuit demo kits for each group (cells, bulbs, wires, switches) to
maximize hands-on learning.
• Interactive Simulations: Utilize online simulations or apps that allow students to build virtual circuits
and observe current flow, enhancing understanding without physical risks.
• Guest Speaker: If possible, invite an electrician or an electrical engineer to speak to the class
about electrical safety, how electricity reaches homes, and its various applications.
• "Build Your Own" Project: Encourage students to build a simple working model of a torch-light or a
small house with a working circuit and switch as a hands-on project.
• Storytelling: Use engaging storytelling techniques to narrate the history of electricity and key
inventions, bringing the concepts to life.
• Science Fair Ideas: Brainstorm ideas for science fair projects related to simple circuits,
conductors/insulators, or alternative energy sources.
• Real-Life Connections: Continuously ask students to identify examples of simple circuits, switches,
conductors, and insulators in their homes and school.
• Troubleshooting Activity: Provide groups with non-working simple circuits and challenge them to
identify and fix the problem (e.g., loose connection, fused bulb, incorrect cell position).
VIII. Teacher Responses: (On Simple Electric Circuits Chapter)
• Connect to Daily Life: Begin and end each concept by connecting it to students' everyday
experiences. For example, when discussing circuits, ask "Where do you see circuits in your
home?" or when talking about switches, "How do switches make our lives easier?".
• Hands-on Emphasis: Stress the importance of hands-on experimentation. Biology often involves
observation, but physics concepts like circuits are best understood by doing. Encourage careful
handling of materials and meticulous observation.
• Safety Awareness: Consistently reinforce electrical safety. Explain why certain precautions are
necessary (e.g., why electricians wear rubber gloves – linking back to insulators).
• Problem-Solving Approach: Encourage students to approach non-working circuits as a puzzle to
solve. "What could be wrong?" – this fosters critical thinking and hypothesis-making.
• Appreciation for Inventions: When discussing Thomas Alva Edison, highlight the value of
perseverance, curiosity, and iterative design in scientific discovery. Encourage students to
appreciate the comfort and convenience that electrical inventions bring.
• Conceptual Clarity: Ensure students grasp the fundamental concepts (e.g., closed path, current
flow, conductivity) before moving to complex applications. Use analogies (like water flow in pipes
for current) if helpful.
• Visual Learning: Leverage diagrams and real components. Encourage students to draw circuit
diagrams neatly and accurately, as this is a key communication skill in science.
• Address Misconceptions: Be prepared to clarify common misconceptions, such as electricity
"flowing out" of an open circuit or that a wire without insulation is inherently dangerous if not
connected to a power source.
• Future Connections: Briefly mention that simple circuits are the building blocks for all complex
electrical devices, setting the stage for future learning in physics.
 UNIT / LESSON PLAN: 13 - LEARNING HOW TO MEASURE
I. Class: VI
II. Unit / Lesson: 13 - Learning How to Measure
III. Number of Periods Required: 11
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan (Table Form)

LEARNING
Perio Teaching OUTCOMES Teaching Assessment
TLM / Resources
d Concept (Students will Strategy [CCE]
be able to...)

Introduction to
Measurement
- Start with
& Need for
Rasheed's
Standard Units
story to initiate
(Length -
discussion.
Conventional) - Understand
- Activity-1:
- Real-life the need for
Hands-on
scenario: measurement
measurement
Rasheed's in daily life.
of table with
confusion - Identify and
hand-span. - Textbook (Pg. 124- - Q&A on the
(cloth vs. describe
- Activity-1: 125, Fig. 1, 2, 3, Table problems of
flowers) conventional
Hands-on 1, 2) non-standard
- Observation methods of
1 measurement - Tables, classrooms units.
of conventional measuring
of classroom - Student - Comparing
methods length.
with foot-span. notebooks/boards for recorded data
(hand-span, - Observe and
- Discussion: recording from Activity-1.
foot-span, explain the
"Is the number
cubit) variability of
of foot-spans
- Activity-1: measurements
same when
Measuring using non-
different
table with standard units.
students
hand-span.
measure?",
- Activity-1:
"Why is there a
Measuring
difference?".
classroom with
foot-span.

The Story of - Explain the

- Narrate "The
the Scale & historical
story of the
Standard Units development
scale."
of Length and necessity - Recalling key
- Discussion on
- Historical of standard - Textbook (Pg. 125- historical facts
how
need for units for 127, Fig. 5, 6, 7) about standard
standardisation
standard units measurement. - Meter scales, units.
2 resolved trade
(arguments - Identify metre measuring tapes - Solving
issues.
over cubit) as the - Conversion charts (if simple
- Introduction of
- Evolution of standard unit available) conversion
standard units
standard units of length. problems.
of length and
(king's yard, - Convert
their
metre in between
relationships.
France) different units
 - International of length (m, - Practice
acceptance of cm, mm, km). conversion
metre problems.
- Units: metre
(m), centimetre
(cm), millimetre
(mm),
kilometre (km)
- Conversions:
1m = 100cm,
1cm = 10mm,
1km = 1000m

Measuring
Length
Accurately &
Precautions
- Activity-2:
- Activity-2:
Hands-on
Measuring
- Conduct an measurement
classmate's
experiment to of height in
height
measure groups.
(differences,
height using a - Discussion on -
errors)
standard observed Troubleshootin
- Sources of
scale. differences and - Textbook (Pg. 127- g errors in
error in
- Identify reasons for 129, Fig. 8, 9, 10) measurement
measurement
potential errors errors. - Meter scales scenarios.
3 (marking, scale
in - Detailed - Measuring tapes - Listing the five
usage)
measurement. explanation of - Wall/chart for height main
- Precautions
- List and precautions marking precautions for
for accurate
apply (Fig. 9, 10). accurate
measurement
precautions for - Q&A: "Does measurement.
with a scale
accurate we get proper
(placement,
length measure by
zero point, eye
measurement. viewing A and
position, worn-
C places?
out ends,
Why?"
averaging
multiple
measurements
)

Measuring
Small
Thickness &
- Discussion on
Curved Paths
- Apply indirect measuring
- Measuring
methods to textbook page
small
measure very thickness or
thickness:
small lengths coin thickness
Limitations of a
(thickness). directly. - Explaining the
single scale
- Use a thread - Activity-3: method for
measurement. - Textbook (Pg. 129-
and scale to Hands-on measuring coin
- Activity-3: 130, Fig. 11, 12)
measure the measurement thickness.
Measuring - Coins, pages, ruler
4 length of a of coin -
thickness of a - Cotton thread, alpins,
curved path. thickness. Demonstrating
coin/page curved line drawn on
- Understand - Discussion on how to
using multiple paper.
the limitations measuring measure a
items.
of standard curved lengths. curved line.
- Measuring
scales for - Activity-4:
curved lengths:
specific Hands-on
Limitations of a
measurements measurement
straight scale.
. of a curved line
- Activity-4:
using thread.
Measuring
curved path
with thread.
 Introduction to - Start with
Area & Non- Ramu and
Standard Units Ravi's story to
- Ramu and - Understand introduce area.
Ravi's quarrel the concept of - Activity-5
(sheet sizes) area as the (Observation):
- Activity-5: measure of a Discussion on
- Q&A on which
Observing surface. Fig. 13. - Textbook (Pg. 130-
sheet is
drawing chart - Compare the - Activity-5 131, Fig. 13)
bigger/smaller
figures to sizes of (Hands-on): - Two different
based on
5 compare size. surfaces using Covering paper sized/shaped paper
Activity-5.
- Activity-5 (Let non-standard shapes with sheets
- Define Area in
us do): units. matchboxes. - Empty matchboxes of
their own
Measuring - Infer the - Discussion: equal size
words.
area with necessity of a "Which sheet
matchboxes. standard unit needs more
- Definition of for measuring number of
Area area. matchboxes?",
- Need for leading to
standard unit definition of
of area. Area.

Standard Units
of Area &
Regular
Surfaces
- Standard unit
of area: square - Discussion on
centimetre Fig. 14: "Are all
(cm²) the parts in
- Identify the
- Other units: both figures
standard unit
m² (square equal?" leading
of area (cm²).
metre), mm² to cm².
- Measure the - Textbook (Pg. 131-
(square - Introduction of - Calculate the
area of regular 132, Fig. 14, 15, Table
millimetre), ft² Table 3. area of given
shapes using a 3)
(square foot) - Activity-6: rectangles.
graph paper. - Centimetre graph
- Activity-6: Hands-on - Match units of
6 - Derive and paper
Measuring measurement length and area
apply the - Rectangular
area of a of cardboard symbols
formula for the cardboard cut-outs
regular surface area using (Improve your
area of a (e.g., 4cm x 2cm)
(rectangle) graph paper learning Q5).
rectangle. - Rulers
using graph (Fig. 15).
- Understand
paper. - Guided
various units of
- Deriving discovery of
area.
formula for Area = length ×
area of breadth
rectangle formula.
(length x
breadth)
- Units of
measurement
table (Table 3)

Measuring - Measure the - Discussion:

Irregular area of "Can we use
- Measuring the
Surfaces irregular the formula for
area of their
- Activity-6 shapes using a a leaf?". - Textbook (Pg. 132-
palm using
(cont.): graph paper. - Activity-6 133, Fig. 16)
graph paper
Measurement - Apply the (Irregular - Leaves of various
(Improve your
7 of areas method of Surface): shapes
learning Q11).
irregular plane counting Students place - Centimetre graph
- Explaining the
surface (leaf squares (full, leaves on paper
method for
on graph half/more than graph paper, - Pencils
irregular
paper). half). trace, and
shapes.
- Method for - Understand count squares
counting that this (Fig. 16).
 squares method - Discussion on
(complete, provides an getting a more
half/greater approximate accurate
than half, but close answer.
neglecting less value.
than half).
- Discussion on
accuracy for
irregular
shapes.

Introduction to
Volume &
Volume of
Liquids
- Real-life
- Understand
scenario: Mrs.
the concept of - Start with Mrs.
John's sand
volume as John's story.
purchase (lorry
occupied - Discussion:
vs. tractor).
space. "How can you
- Definition of
- Explain the decide which
Volume. - Q&A on Mrs.
importance of load has more
- Measuring - Textbook (Pg. 133- John's
measuring quantity of
volume of 134, Fig. 17) dilemma.
volume for sand?".
8 liquids: - Measuring cylinders - Demonstrate
bulk goods. - Introduce the
Kerosene, (various sizes) reading a
- Describe the definition of
milk, oils, - Water, beaker measuring
use of a Volume.
water. cylinder.
measuring - Explanation of
- Measuring
cylinder for measuring
cylinder:
liquids. cylinders (Fig.
description,
- Identify units 17) and how to
graduations,
of liquid read them.
reading
volume (l, ml).
meniscus.
- Units of liquid
volume: Litres
(l), millilitres
(ml).

Volume of
Regular Solids
- Discussion on
- Standard unit - Identify the
"standard unit
of solid standard unit
of volume of a
volume: Cubic for solid
solid?".
centimetre volume (cm³).
- Hands-on
(cm³) - Understand
exploration:
- Activity: that volume is
Using 1cm³ - Textbook (Pg. 134- - Calculate the
Covering measured by
cubes to fill a 135, Fig. 18, 19) volume of given
cardboard box units of cubes.
cardboard box - 1cm³ wooden/plastic cuboids.
with 1cm³ - Derive and
9 (Fig. 18, 19). cubes - Explain the
cubes. apply the
- Guided - Rectangular relationship
- Deriving formula for the
discovery of cardboard box (e.g., between ml
formula for volume of a
Volume = 3cm x 2cm x 2cm) and cm³.
volume of a rectangular
length ×
cuboid (length body.
breadth ×
x breadth x - Relate liquid
height.
height) volume units to
- Explanation of
- Relation solid volume
1ml = 1cm³
between ml units.
relation.
and cm³ (1 ml
= 1 cm³)

Volume of - Measure the - Textbook (Pg. 135- - Demonstrate

- Discussion:
Irregular Solids volume of 136, Fig. 20) measuring an
10 "How to
& Revision of irregular solids - Measuring cylinders, irregular solid's
measure
Concepts using the water, thread, irregular volume.
 - Measuring water volume of an solids (stones, - Answer "What
volume of displacement irregular solid?" "Kalakanda", "Patika" we have learnt"
irregular solids method. - Hands-on for Activity-12). questions
using - Summarize Activity: verbally.
measuring and integrate Measuring
cylinder (water the concepts volume of a
displacement of length, area, stone (Fig. 20).
method). and volume. -
- Activity: Comprehensive
Stone in review of "What
measuring we have learnt"
cylinder. section.
- Recap of all - Quick Q&A
concepts: covering all
Length, Area, types of
Volume. measurement.

- Practice
Comprehensiv "Improve your
- Solve a
e Review & learning"
variety of
Assessment questions in
problems
Preparation class (mix of
involving
- Consolidate individual and
length, area,
all units of group work).
and volume.
measurement. - Address
- Apply - Textbook (Pg. 136- - Solving
- Application of specific doubts
knowledge of 137) selected
concepts to from students.
correct - "Improve your
various - Discussion on
11 instruments Whiteboard/Smartboar learning"
problems. "Who got more
and d questions.
- Solving number of foot-
precautions for - Sample question - Unit Test /
"Improve your spans?" (Q12).
different paper (if available) Quiz.
learning" - Introduce
measurements
questions (Q1- project ideas
.
17). (e.g.,
- Critically
- Discussion on measuring
analyze
potential school ground,
measurement
projects based invitation card
scenarios.
on the unit. measurements)
.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Real-world Tools: Bring a variety of measuring instruments to class (different types of rulers,
tailor's tape, rolled tape, measuring cylinders of various sizes, a weighing balance if introducing
mass later).
• Historical Context: Expand on the historical anecdotes of measurement. You can show short
videos or pictures depicting ancient measurement methods (e.g., Egyptian cubits, Roman paces).
• Interactive Simulations: Use online simulations or apps that allow students to practice measuring
lengths, areas (especially irregular ones), and volumes virtually.
• Guest Speaker: If possible, invite a carpenter, tailor, architect, or surveyor to talk about how they
use precise measurements in their profession and the importance of accuracy.
• "Measurement Challenge" Stations: Set up different stations around the classroom, each with an
object and a task (e.g., "Measure the length of this pencil," "Find the area of this leaf," "Determine
the volume of this small toy") and appropriate instruments. Students rotate through stations.
• Project Ideas:
o School Ground Mapping: Students can work in groups to measure the length, width, and
area of the school playground or a specific garden area.
o Home Measurement Project: Students measure the dimensions of their room, furniture, or a
specific object at home and calculate area/volume.
o Recipe Conversion: Explore recipes that use different units of volume (cups, ml, liters) and
practice conversions.
o Estimating vs. Measuring: Have students estimate a measurement first, then perform the
actual measurement, and compare.
 • "Spot the Error" Activity: Provide pictures or descriptions of incorrect measurement techniques and
ask students to identify the error and suggest the correct method.
• Cross-Curricular Connections:
o Mathematics: Directly link to concepts of length, perimeter, area, volume, and unit
conversions.
o History/Social Studies: Discuss the historical development of measurement systems and
their impact on trade and civilization.
VIII. Teacher Responses: (On Learning How to Measure Chapter)
• Emphasize Practicality: Constantly reiterate the real-world importance of accurate measurement in
daily life, science, engineering, and various professions. Connect every concept to a practical
application.
• Hands-on Learning: Stress that measurement is a skill best learned by doing. Maximize hands-on
activities and experiments, providing ample opportunity for students to practice.
• Accuracy vs. Precision: While the textbook doesn't explicitly differentiate, you can subtly introduce
the idea that repeated measurements and taking averages improve accuracy (closeness to the
true value) and that proper technique improves precision (consistency of measurements).
• Problem-Solving Mindset: Encourage students to approach measurement tasks as problems to
solve. For example, "How would you measure the length of a winding river?" – prompting them to
think creatively about indirect methods.
• Historical Perspective: Use the "Story of the Scale" effectively to illustrate how the need for
standardization arose from practical problems, making the abstract concept of standard units more
concrete.
• Error Analysis: Foster a scientific mindset by discussing measurement errors not as "mistakes" but
as inherent parts of the measurement process. Teach students to identify sources of error and
minimize them.
• Appreciation for Tools: Encourage appreciation for the ingenious tools and methods humans have
developed to measure the world around us, from the simple ruler to complex instruments (even
hinting at those for "very large distances" like astronomical measurements mentioned in the
textbook's "Do you know?").
• Visual Learning: Encourage students to sketch measuring setups and label observations, as visual
communication is vital in science.
• Connecting Concepts: Ensure students understand that length is a fundamental quantity, and area
and volume are derived from it. Reinforce the conceptual links between these three types of
measurements.
 UNIT / LESSON PLAN: MOVEMENTS IN ANIMALS
I. Class: VI
II. Unit / Lesson: 14 - Movements in Animals
III. Number of Periods Required: 12
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan (Table Form)

LEARNING
OUTCOME
Perio Assessme
Teaching Concept S (Students Teaching Strategy TLM / Resources
d nt [CCE]
will be able
to...)

- Observe
Introduction to
and identify
Movement & Human
a wide
Body Movements
range of
- Observation of - Start with a
movements
various human body discussion on -
in the
movements (physical physical exercise and Completin
human
exercise context) daily movements. g Table 1
body.
- Activity-1: - Activity-1: Hands-on accurately
- - Textbook (Pg. 139,
Performing various participation in .
Categorize Table 1)
actions (bowling, various movements. - Short
movements - Space for physical
rotating leg, bending - Students record answer:
1 (rotates, activity.
arm/leg, stretching, observations in Table List 3
bends, lifts, -
chewing, touching 1. body
moves) for Whiteboard/Smartb
shoulder, moving - Discussion: "What parts and
different oard for Table 1.
toes) parts of our body are a type of
body parts.
- Recording responsible for these movemen
- Begin to
observations in Table movements?" t they
infer the
1 - Introduce the idea of perform.
role of
- Initial thoughts on muscles and bones.
internal
internal body parts
structures
responsible for
in
movement
movement.

- Identify - Discussion:
Muscles: Structure &
muscles as Observing muscles in - Explain
Function
fleshy animals (cow, bull, what
- Introduction to
structures horse). happens
muscles (fleshy
responsible - Activity-2: Hands-on to a
structures beneath
for activity to feel biceps - Textbook (Pg. muscle
skin)
movement. muscle. 140-141, Fig. 1, 2a, when it
- Activity-2: Touching
- Observe - Activity-3: Hands-on 2b) contracts.
2 shoulder (feeling
and feel activity to observe - Anatomical chart - Describe
muscle bulge,
muscle finger muscles. of arm muscles how two
contraction)
contraction - Discussion: "Could (optional). muscles
- Activity-3:
and you identify the work
Folding/unfolding
relaxation. different muscles that together
fingers (observing
- Explain move as you open to move a
muscle movement on
how and close each bone.
palm, wrist, elbow)
muscles finger?".
 - Muscle contraction: work in - Explanation of
shorter, stiffer, pairs to muscles working in
thicker move pairs.
- Muscles working in bones.
pairs (contraction & -
relaxation) Understand
the basic
principle of
muscle
action.

- Identify
additional
examples of
muscle
- Discussion of
Muscles and involvement
additional muscle
Tendons in daily
activities (fluttering
- More examples of activities. - Define
eyelashes etc.).
muscle movement - Explain tendon
- Introduction to
(eyelashes, chewing, how and its
tendons as - Textbook (Pg.
breathing, lifting, muscles are function.
connecting structures 141-142, Fig. 3, 4a,
toes) attached to - Name
(Fig. 3). 4b, 4c)
3 - Attachment of bones. three
- Hands-on activity: - Anatomical chart
muscles to bones - Define places
Feeling tendons in showing tendons
- Tendons: Definition tendons where
elbow, knee, ankle (optional).
(round, white, rope- and locate tendons
(Fig. 4a, 4b, 4c).
like fibres) them in can be
- Q&A: "Can you find
- Identifying tendons various felt.
out if you can feel
in the body (elbow, body parts.
them in other parts of
knee, ankle) -
your body?".
Understand
the role of
tendons in
movement.

-
Understand
that bones
form the
Bones: The Skeleton
skeleton.
& Ligaments
- Identify
- Bones combine to
the skull - Drawing
form the skeleton - Introduce the
and jaw a simple
- Importance of the concept of the
bone and skeleton
skeleton (support, skeleton (Fig. 5).
their joint. and
protection) - Activity-4: Observing - Textbook (Pg.
- Define labeling
- Activity-4: jaw movement in 142-144, Fig. 5, 6,
ligaments parts.
Observing jaw bone pairs. 7)
4 and explain -
movement (lower - Discussion on "Did - Human skeleton
their Differentia
jaw, fixed joint with you notice any joint in model (if available)
function in te
skull) the bones near his - Chart of skull/jaw.
joining between
- Ligaments: ear?".
bones. tendons
Definition (fibres - Introduce ligaments
- Explain and
joining bones) (Fig. 6) and their role.
the ligaments.
- Relationship
combined
between muscles,
role of
bones, and joints
muscles,
bones, and
joints in
movement.

- Locate - Labeling
Bones: Specific - Activity-5: Hands-on - Textbook (Pg.
and a diagram
Structures (Clavicle, activity to locate 144-146, Fig. 8-13)
5 describe of the
Ribs, Backbone, clavicle/shoulder - Human skeleton
the clavicle, human
Pelvic Girdle, Skull) blade (Fig. 8, 9). model.
shoulder skeleton
 - Activity-5: blade, ribs, - Activity-6: Feeling (specific
Observing clavicle rib cage, ribs and discussing parts).
and shoulder blade. backbone rib cage (Fig. 10). - Explain
- Activity-6: Feeling (vertebrae), - Activity-7: Feeling the
ribs and pelvic backbone and protective
understanding rib girdle, and vertebrae (Fig. 11). function of
cage function skull. - Activity-8: Feeling the rib
(protection of internal - Explain pelvic girdle (Fig. 12). cage.
organs). the - Discussion on skull
- Activity-7: Feeling protective (Fig. 13) as fixed
backbone (spinal functions of joints.
cord, vertebrae). the rib cage
- Activity-8: Feeling and skull.
pelvic girdle. -
- Skull: Protection of Understand
brain, fixed joints. the
structure of
the
backbone.

- Identify
cartilage as
Bones: Flexible
a flexible
Bones (Cartilage) &
type of
Introduction to Joints - Activity-9: Hands-on
bone and - Define
- Activity-9: Flexible activity to feel
locate it in cartilage
bones - Cartilage cartilage (ear, nose).
the body. and give
(ear, nose tip, - Discussion on
- two
between where else cartilage
Understand examples
ribs/sternum, is found. - Textbook (Pg. 146,
that bones of its
between vertebrae) - Activity-10: Fig. 14, 15)
themselves location.
6 - Property of cartilage Demonstrating that - Meter scale,
do not - Explain
(flexible bone) bones don't bend. thread (for Activity-
bend. why joints
- Activity-10: Meter - Discussion: "What 10).
- Explain are
scale under arm will happen if bones
the necessary
(bones can't bend) can't move?".
fundamenta for
- Necessity of joints - Introduction to
l role of movemen
for movement different types of
joints in t.
- Different types of joints.
enabling
joints for different
body
movements
movements
.

- Describe
the
Types of Joints (Part structure
1): Ball and Socket & and - Model
-
Hinge Joint function of making/Demonstratio
Compare
- Ball and Socket a ball and n: Ball and socket
and
joint: Definition, socket joint joint (Fig. 16a, 16b).
contrast
model (bulb in with - Hands-on
- Textbook (Pg. 147, ball and
coconut shell), examples. exploration of elbow
Fig. 16a, 16b, Fig. socket
characteristics - Describe and knee movements
17) and hinge
(rotation in all the to understand hinge
- Fused bulb, half joints
7 directions), examples structure joint.
coconut shell (for (Improve
(shoulder, hip) and - Discussion:
model). your
- Hinge joint: function of Comparing hinge joint
- Door with hinges learning
Definition, a hinge joint to door hinges (Fig.
(for demonstration). Q4).
comparison to door with 17).
- Identify
hinges, examples. - Q&A: "Could you
hinge
characteristics - move your hand from
joints in
(movement in one Differentiate your elbow in all
the body.
plane), examples between directions? Why?"
(elbow, knee) ball and
socket and
hinge joints.
 Types of Joints (Part
2): Pivotal & Fixed
Joints - Describe - Identify
-
- Pivotal joint: the function different
Discussion/demonstr
Definition, of a pivotal types of
ation of neck
characteristics (up- joint with an joints in
movements.
down, side-to-side example. given
- Explanation of
movement), example - Define - Textbook (Pg. scenarios
pivotal joint.
(neck joint) fixed joints 147-149, Fig. 18, (Improve
- Hands-on activity:
8 - Fixed joints: and provide 19) your
Touching toes and
Definition examples. - Human skeleton learning
bending sideways
(immovable, fused), - Explain model. Q6).
(linking to backbone
examples (skull how the - Explain
flexibility, Fig. 18).
bones, upper jaw- backbone's why the
- Discussion on fixed
skull) structure upper jaw
joints (skull, upper
- The backbone as a allows cannot be
jaw, Fig. 19).
spring (flexibility due flexibility. moved.
to cartilage between
vertebrae)

-
Understand
Movements in Other the concept
Animals: Locomotion of
& Fish locomotion.
- Locomotion: - Identify - Discussion on
Definition body parts animal movements in
- Activity-11: used for daily life.
Observing different locomotion - Activity-11:
- Textbook (Pg.
animal movements in various Completing Table 2
149-150, Table 2, -
(cow, human, snake, animals. collaboratively.
Fig. 20a, 20b, 21) Completin
bird, insect, fish) and - Explain - Discussion on fish
- Pictures/videos of g Table 2.
9 parts used for the movement.
animals moving - Explain
locomotion (Table 2). adaptations - Activity-12: Paper
- Paper, water, how a fish
- Locomotion in fish: and boat experiment.
tray/basin for boat swims.
Streamlined body, mechanism - Explanation of
activity.
strong muscles, of streamlined body
jerking movement, swimming (Fig. 20a, 20b) and
tail fins. in fish. muscle action in fish
- Activity-12: Paper - Relate (Fig. 21).
boat experiment streamlined
(streamlined shape shape to
for easy movement). easy
movement
in water.

Movements in Birds - Describe

& Snakes the
- Locomotion in birds: adaptations
Hollow and light of birds for
- Discussion on bird
bones, hind limbs for flight and
flight (Fig. 22).
walking/perching, ground - List two
- Activity-13:
modified forelimbs movement. adaptatio
Observation/discussio
(wings) with flight - Compare - Textbook (Pg. 150, ns of birds
n on hen/sparrow
muscles. and Fig. 22, 23) for flight.
movements.
10 - Activity-13: Observe contrast - Videos of birds - Explain
- Explanation of
Hen and Sparrow bird flying/walking, how a
snake locomotion
(similarities/dissimilar movements snakes moving. snake
(Fig. 23).
ities in movement). . moves
- Encourage research
- Locomotion in - Explain forward.
project/wall magazine
snakes: Long the
on snake movements.
backbone, several mechanism
muscles, body of
curves into loops, locomotion
forward push. in snakes.
 - Encourage
research on other
snake movements.

- Explain
the
mechanism
Movements in Snails
of
& Overall Review
locomotion
- Locomotion in snail: - Activity-14:
in snails.
Shell, foot (thick Observation of live
-
muscle), wavy snail (if available, with
Understand
motions. care for biodiversity). - Describe
the
- Activity-14: - Discussion on snail snail
importance
Observing snail movement (Fig. 24a, - Textbook (Pg. locomotio
of
movement on glass 24b). 150-151, Fig. 24a, n.
locomotion
plate. - Reinforce "concern 24b) - Answer
11 for survival.
- Emphasizing towards bio diversity." - Live snail "What we
-
concern for - Comprehensive (optional, with have
Consolidate
biodiversity. review of "What we release plan). learnt"
understandi
- Overall importance have learnt" section. questions
ng of
of - Open discussion on verbally.
human and
movement/locomotio the amazing diversity
animal
n in living organisms. of locomotion in
movement
- Recap of all nature.
systems.
concepts learned in
- Express
the unit.
appreciatio
n for
biodiversity.

-
Demonstrat
Assessment &
e mastery
Project Work
of concepts
Discussion
through
- Unit Test / - Conduct the unit
formal
Summative test.
assessment
Assessment. - Introduce project - Prepared Unit Test
.
- Discussion on options related to the paper
- Propose - Unit Test
potential projects: unit. - Chart paper,
and plan score.
- Model of a joint (ball - Guide students in markers, craft
mini- - Project
12 & socket, hinge). planning their materials for project
projects proposal
- Chart of different projects, outlining ideas
applying submissio
animal locomotions. steps, and identifying - Samples of X-ray
learned n.
- Research on resources. films (for Improve
concepts.
human skeletal - Encourage creativity your learning Q7).
-
system disorders. and application of
Collaborate
- Interview with a knowledge.
on project
yoga teacher/PET sir
ideas and
(Improve your
resource
learning Q8).
identificatio
n.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Human Skeleton Model: A full human skeleton model is an invaluable resource for this unit. Allow
students to physically examine and feel the different bones and joints.
• Anatomical Charts/Diagrams: Use large, clear charts of human muscles, bones, and different
types of joints.
• Videos and Animations: Show high-quality educational videos and 3D animations that demonstrate
muscle contraction, joint movements, and various animal locomotions (e.g., slow-motion videos of
snakes, birds in flight, fish swimming).
• Guest Speaker: Invite a physical therapist, orthopedic doctor, sports coach, or yoga instructor to
talk about the importance of muscles, bones, and joints for healthy movement and exercise.
 • "Build-A-Joint" Activity: Provide materials (e.g., cardboard, craft sticks, fasteners, clay) for students
to construct simple models of ball-and-socket and hinge joints.
• Movement Observation Challenge: Take students to the school playground or a local park and
challenge them to observe how different children (or even pets) move and identify the joints and
muscles involved.
• X-Ray Film Collection: Encourage students to bring old X-ray films (with parental permission and
ensuring patient privacy is maintained) to observe bone structures (as suggested in Improve your
learning Q7).
• Comparative Anatomy (Simple): Discuss simple comparisons between human and animal
skeletons (e.g., number of neck bones in humans vs. giraffes, as mentioned in "Do you know?").
• Ethical Treatment of Animals: When observing live animals (like snails in Activity-14), emphasize
gentle handling and immediate, safe release back to their habitat. Reinforce the concept of
"concern towards bio diversity."
• Cross-curricular Connections:
o Art: Encourage drawing diagrams of bones, muscles, and joints.
o Physical Education: Link movements to specific exercises and yoga poses.
o Biology (Future): Lay the foundation for understanding human physiology and evolution.
VIII. Teacher Responses: (On Movements in Animals Chapter)
• Hands-on and Experiential Learning: Continuously emphasize the importance of students actively
performing the movements and feeling their own muscles and bones. This kinaesthetic learning is
crucial for this unit.
• Structure-Function Relationship: Highlight how the specific structure of bones, muscles, and joints
is perfectly adapted to their function in enabling movement. For example, the hollow bones of birds
for flight, or the ball-and-socket joint for wide range of motion.
• Analogy Use: Employ clear analogies (e.g., muscles working like ropes, hinge joints like door
hinges) to simplify complex concepts and make them relatable.
• Problem-Solving through Observation: Encourage students to observe the movements of various
animals and ask "How do they do that?" or "What adaptations help them move this way?".
• Appreciation for the Human Body: Foster a sense of wonder and appreciation for the complexity
and efficiency of the human musculoskeletal system. Use questions like "How do you feel about
the comforts given by this great invention to human beings?" from previous units to extend to the
marvel of our own bodies.
• Biodiversity Connection: Reinforce the idea that the diversity of animal movements is a testament
to the incredible adaptations found in nature, crucial for survival in different environments (e.g.,
swimming in fish, flying in birds). This links to the "Application to Daily life and concern to
Biodiversity" academic standard.
• Safety and Health: Discuss the importance of proper posture, exercise, and care for muscles and
bones to maintain healthy movement throughout life.
• Addressing Misconceptions: Be prepared to clarify common misconceptions, such as bones
bending, or that muscles "push" instead of "pull."
• Scientific Inquiry: Encourage students to ask questions and make hypotheses about how different
animals move, promoting a scientific mindset.
 UNIT / LESSON PLAN: LIGHT, SHADOWS AND IMAGES
I. Class: VI
II. Unit / Lesson: 15 - Light, Shadows and Images
III. Number of Periods Required: 12
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity,
V. Teaching Plan (Table Form)

LEARNING
OUTCOME
Perio S Assessme
Teaching Concept Teaching Strategy TLM / Resources
d (Students nt [CCE]
will be able
to...)

- Explain
why light is
essential - Start with Raju's
for seeing story to initiate
objects. discussion.
Introduction to Light &
- Describe - Activity-1:
Seeing Objects
the basic Hands-on
- Real-life scenario:
process of demonstration in a
Raju's story (seeing/not - Q&A on
vision (light darkened room
seeing objects). - Textbook (Pg. light
reflection). (plank in front of
- Activity-1: How can we 153, Fig. 1) sources.
- Identify face).
see objects? (Light - Torchlight -
1 natural and - Discussion:
bouncing off object to - Plank/writing pad Explaining
artificial "Why am I not
eye). - Small objects in how light
sources of able to see the
- Light sources: Definition, the classroom helps us
light. objects in the
examples (Sun, glowing see.
- absence of light?".
bulb, lighted candle).
Differentiat - Brainstorming
- Moon as a non-source
e between and listing light
of light.
objects that sources.
emit light - Q&A: "Is Moon a
and those source of light?".
that reflect
it.

Introduction to Shadows -
- Discussion: -
& Object Classification Understand
"When did you Completin
- Shadow observation that
see your g Table 1
(day vs. night, need for shadows
shadow?" - Textbook (Pg. accurately
light). are formed
(day/night). 153-155, Fig. 2, .
- Activity-2: Do all objects by light.
- Activity-2: Table 1) -
form shadows? (Book, -
Hands-on - Torchlight, Classifyin
2 pen, duster, polythene Categorize
experiment with various objects g given
cover, glass plate). objects as
various objects (book, pen, duster, objects as
- Definitions: Opaque, opaque,
and a torch. polythene, glass transparen
Transparent, Translucent transparent
- Students record plate). t,
substances. , or
observations in translucen
- Identifying these in translucent.
Table 1 (guess t, or
classroom/home (Table - Predict
first, then verify). opaque.
1). whether an
 object will - Introduce
form a definitions of
shadow, opaque,
and if so, transparent,
its clarity. translucent (Fig.
2).

- Identify a
screen as a
necessary
- Discussion: "Are
component
sources of light
Requirements for Shadow for shadow
and an opaque
Formation (The Screen) formation.
object enough to
- Need for a screen to - Explain
get shadows?".
observe a shadow. why
- Activity-3: -
- Activity-3: Book and shadows
Hands-on - Textbook (Pg. Explaining
torch in dark room are not
experiment in a 155-156, Fig. 3, 4, the three
(shadow location on wall). visible in
dark room with a 5, 6) requireme
- Shadows in open air open air
book, torch, and - Torchlight, book, nts for
(absence of a visible without a
3 then adding a drawing shadow
screen). screen.
screen. sheet/plank. formation.
- Using a drawing sheet -
- Discussion on - Materials for -
or plank as a screen. Recognize
shadow location in making simple Describing
- Earth as a natural the Earth
different puppets (optional). shadow
screen for outdoor as a screen
scenarios. puppetry.
shadows. for outdoor
- Introduce
- Shadow puppetry: shadows.
shadow puppetry
traditional recreational -
(Fig. 6) and
activity. Appreciate
encourage a
shadow
show.
puppetry
as an
application.

-
Understand
that
- Discussion: Can
shadows
we guess the
Properties of Shadows do not - Q&A: "Is
object by its
(Color & Guessing have color. it possible
shadow (initial
Objects) - Explain to guess
thoughts)?
- Can we guess the object why the the colour
- Analysis of Fig.
by observing its shadow? color of an of the
7(a) & 7(b) - the
- Observing Fig. 7(a) & object does - Textbook (Pg. object by
surprise element
7(b): Hand shadows vs. not affect 156-158, Fig. 7a, observing
of hand shadows.
actual objects. its 7b, Fig. 8) it's
- Activity-4:
4 - Activity-4: Color of a shadow's - Torchlight, screen shadow?
Hands-on
shadow (experiment with color. - Four balls of If not
experiment with
different colored balls). - Realize equal size but why?".
colored balls and
- Conclusion: Shadows that different colors. -
a screen.
are colorless, irrespective shadows Explaining
- Discussion on
of object color. provide why
observations: "Is
- Conclusion: Cannot limited shadows
your friend able to
accurately guess object information are
guess the colour
by its shadow. about an colorless.
of the ball
object's
correctly?".
actual
shape or
identity.

- Observe - Textbook (Pg.

Properties of Shadows - Activity-5: - Draw
how the 158-159, Fig. 9a-d)
(Shape & Light Travels in Hands-on shadows
shape of a - Torchlight/sunlight
5 Straight Line) experiment with for given
shadow - Various objects
- Activity-5: Shape of various objects objects in
changes (book, pen, duster,
shadow (book, pen, and sunlight/torch. different
with the ball, round plate)
 duster, ball, round plate; object's - Discussion: - Drawing paper orientation
rotation). orientation. "Why are the and pencils. s.
- Observation: Why - Predict shapes of the - Explain
shapes change with the shape shadows of the how
object position. of a same object shadow
- Drawing shadows based shadow different when you shapes
on light path (Fig. 9a-d) based on change the demonstra
assuming straight-line the object's position of the te light
travel. orientation object?". travels in
- Inference: Light travels and light - Guided drawing a straight
as rays along a straight source. exercise using line.
path. - Conclude Fig. 9(a-d) on
that light predicting
travels in a shadows.
straight line - Introduce the
based on concept of light
shadow rays travelling
formation. straight.

-
Understand
that a
single
object can - Activity-6:
produce Hands-on
multiple experiment with a
shadow rectangular
Getting Different Shapes
shapes cardboard and
of Shadows &
depending light source.
Introduction to Pinhole - Explain
on its - Discussion:
Camera how to get
orientation "Were you able to
- Activity-6: Getting different
relative to make a square
different shapes of shadow
the light shaped shadow? - Textbook (Pg.
shadows from a single shapes
source. Triangular? 159, Fig. 10a)
object (rectangular from one
6 - Explain Circular?". - Torchlight/sunlight
cardboard). object.
this - Discussion: - Rectangular
- Discussion: Why we get - Define
phenomen "Why are we cardboard piece.
different shapes of the
on based getting different
shadows for a single purpose of
on light's shapes of
object by changing its a pinhole
straight-line shadows when
position. camera.
propagatio the object is
- Introduction to Pinhole
n. same?".
Camera: its purpose.
- - Introduce the
Understand pinhole camera
the basic and its working
concept principle.
and
purpose of
a pinhole
camera.

Making a Pinhole Camera - Construct

- Activity-7:
& Image Formation a simple - Draw the
Hands-on
- Activity-7: Making a pinhole path of
construction of a
pinhole camera (PVC camera. - Textbook (Pg. light
pinhole camera
pipes/paper tubes). - Observe 159-160, Fig. 10a, through a
(teacher
- Observing a lighted the 10b, 11a) pinhole
guidance).
candle in front of the inverted - Materials for camera to
- Observing a
7 pinhole camera. image pinhole camera show
lighted candle
- Observation: Image formed by (PVC pipes/paper, image
through the
appears inverted on the a pinhole black/white paper, inversion.
camera.
screen. camera. pin, oil, rubber - Explain
- Discussion:
- Explanation: Light - Explain bands, candle). why the
"Why is it like
travels straight through the image is
that? This is not
the pinhole, leading to formation inverted.
the shadow...".
inversion (Fig. 11a). of an
 - Distinction: This is an inverted - Detailed
image, not a shadow. image explanation of Fig.
based on 11(a) to
the understand image
rectilinear inversion.
propagatio
n of light.
-
Differentiat
e between
a shadow
and an
image.

- Observe
and explain
- Discussion on
the
observing a tree
formation
with a pinhole
of full
Pinhole Camera (Tree camera (Fig. 11b). - Explain
images of
Image), Magnifying Lens - Q&A: "Why do the
large
Image & Multiple Pinholes we get the full difference
objects
- Observing a tree image of the tree between
with a
through pinhole camera in the pinhole images
pinhole - Textbook (Pg.
(Fig. 11b). camera, but only formed by
camera. 160-161, Fig. 11b)
- Comparing candle the flame of the a pinhole
- Predict - Pinhole camera
image vs. tree image (full candle?" camera
8 and verify (from Activity-7)
image vs. flame only). - and a
the effect - Magnifying lens,
- Predicting effect of two Discussion/experi magnifyin
of multiple white drawing
pinholes and verifying ment on the effect g glass.
pinholes. sheet.
(experiment). of two pinholes. - Predict
- Compare
- Activity-8: Image with a - Activity-8: the
the clarity
magnifying lens (clarity Hands-on outcome
of images
comparison with pinhole experiment with a of multiple
formed by
camera image). magnifying lens to pinholes.
pinhole
form an image.
cameras
- Discussion on
and
clarity differences.
magnifying
lenses.

- Articulate
multiple
- Structured
differences
discussion on
Differences between between an
"Differences
Image and Shadow image and
between Image
(Detailed) & Introduction a shadow.
and Shadow".
to Reflection - Illustrate
- Students draw a - List at
- Detailed comparison: these - Textbook (Pg.
shadow and an least three
Image vs. Shadow (color, differences 161, Fig. 12, Fig.
image of a given difference
outline vs. complete, through 13)
object (Fig. 12). s between
photograph-like). drawing. - Torchlight with slit
- Activity-9: image and
9 - Drawing example: - Define cover
Hands-on shadow.
Shadow and image of an reflection - Mirror (small,
experiment in a - Explain
object (Fig. 12). as the plain)
darkened room what
- Activity-9: Observing bouncing - Drawing paper
using a mirror and reflection
Reflection (mirror, torch, back of and pencils.
torch. is.
patch of light on friend). light.
- Discussion on
- Definition of Reflection: - Observe
observations:
Light rebounding back and
"What do you
from a surface. demonstrat
observe from the
e reflection
above activity?".
using a
mirror.

Reflection (Continued) & - - Discussion: "Did - Textbook (Pg. - Explain

10
Safety Precautions Understand the light that fell 161-162) why
 - Reflection from opaque that all on the book not - Mirror, book, mirrors
objects vs. mirrors (clarity objects get reflected? We opaque objects. give clear
of reflected light). reflect light, know that we can reflections
- Importance of reflection but mirrors see objects only compared
for seeing objects. provide after light is to other
- Precaution: Safety with clear reflected from objects.
reflected sunlight (not reflection. them...". - Explain
entering eyes). - - Clarification of the safety
- Summary of "What we Appreciate reflection from precaution
have learnt" (partially). reflection various surfaces. regarding
as a - Emphasize the reflected
fundament "Precaution" light.
al property section about
for vision. reflected light and
- Learn and eyes.
apply - Begin review of
safety "What we have
precautions learnt" (first half).
related to
reflected
light.

-
Consolidat
e
conceptual - Comprehensive
Revision & Problem
understand Q&A session
Solving (Conceptual &
ing of light, covering the entire
Short Answer)
shadows, unit.
- Recap of all key - Solving
and - Group
concepts: Light, sources, selected
images. discussion on - Textbook (Pg.
opaque/transparent/transl "Improve
- Apply "Improve your 162-163)
ucent, shadows your
definitions learning" -
(formation, properties), learning"
11 and questions (Q1- Whiteboard/Smartb
rectilinear propagation, questions
principles Q8). oard
pinhole camera, images, in class.
to answer - Teacher clarifies - Revision
reflection. - Short
short doubts and notes/mind maps.
- Practice "Improve your conceptua
questions. reinforces
learning" questions (Q1- l quiz.
- Critically understanding.
Q8).
analyze - Focus on
- Addressing common
given qualitative
misconceptions.
scenarios explanations.
related to
the
chapter.

- Apply
- Group
understand
discussion/individ
ing to solve
Revision & Problem ual work on - Peer
application-
Solving (Application & "Improve your assessme
based
Drawing) learning" nt of
problems.
- Continued practice of questions (Q9- drawn
- Draw
"Improve your learning" Q18). - Textbook (Pg. diagrams.
accurate
questions (Q9-Q18). - Focus on 163-164) - Solving
diagrams
- Focus on drawing drawing questions - Drawing paper, selected
12 illustrating
shadows and light paths (Q10, Q18) with rulers, pencils. "Improve
concepts.
(Q10, Q18). peer feedback. - Sample question your
- Reflect on
- Application-based - Open discussion paper (if available). learning"
the
questions (Q12, Q14, on appreciative questions
appreciatio
Q17). questions (Q12, in a mini-
n of light
- Appreciation and Q13). test
and its
Aesthetic sense (Q12). - Review of format.
phenomen
challenging
a in daily
concepts.
life.
 - Prepare
for formal
assessmen
t.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Dark Room Setup: A dedicated dark room or a classroom that can be effectively darkened is
crucial for most activities.
• Variety of Objects: Gather a wide variety of transparent, translucent, and opaque objects for
hands-on exploration.
• Light Sources: Have different light sources available: torchlights (with adjustable beams if
possible), LED flashlights, candles (use with extreme caution and supervision).
• DIY Pinhole Camera: Pre-cut the PVC pipes/paper tubes for Activity-7 to save time, allowing
students to focus on assembly and observation. Consider making a larger demonstration pinhole
camera to show the whole class.
• Shadow Play: Encourage students to explore making different animal shapes with their hands to
create shadows on a wall, as a fun, interactive way to understand shadow properties.
• "Shadow Story" Project: Students can work in groups to create a short shadow puppet show with a
simple storyline, designing their own puppets.
• Light Box/Ray Box: If available, a light box or ray box can be used to demonstrate the straight-line
propagation of light more precisely using multiple slits.
• Mirrors for Exploration: Provide small, safe mirrors for students to experiment with reflection in
various settings. Emphasize safety (not shining light into eyes).
• "Sun Dial" Project: Connect to "Do you know?" on sundials. Students can research and attempt to
make a simple sundial or observe changes in their own shadows throughout a day.
• Cross-curricular Connections:
o Art: Discuss how artists use light and shadow to create depth and mood in paintings.
o Math: Relate the geometry of light rays to shadow formation.
o History: Briefly touch upon ancient understanding of light and shadow, and early
photography (linking to pinhole cameras).
VIII. Teacher Responses: (On Light, Shadows and Images Chapter)
• Hands-on Exploration: Emphasize that this unit is highly experiential. Encourage students to
actively participate in all activities and make their own observations. Guide, but don't just tell.
• Safety First: Consistently and strongly reiterate electrical safety (from previous unit) and safety
related to light, especially direct exposure to bright light sources or reflected sunlight.
• Conceptual Clarity: Ensure students distinguish clearly between:
o Light source vs. object that reflects light.
o Opaque, transparent, and translucent materials.
o Shadows vs. Images (this is a key distinction).
o Rectilinear propagation of light.
• Real-world Connections: Continuously ask students to identify examples of light, shadows,
images, and reflection in their daily lives. For instance, "When do you see shadows in your daily
life?," "Where do you see reflections?".
• Inquiry-Based Learning: Encourage students to ask "Why?" questions about the phenomena they
observe (e.g., "Why is the image inverted in a pinhole camera?"). Guide them to discover
explanations through critical thinking and experimentation.
• Visual Representation: Encourage students to draw and label diagrams to explain concepts. This
helps in visual understanding and communication of scientific ideas.
• Appreciation for Phenomena: Foster a sense of wonder and appreciation for the everyday
phenomena of light, shadows, and images that often go unnoticed. Use questions like "How do
you appreciate this property of objects?" to encourage deeper thought.
• Address Misconceptions: Be prepared to address common misconceptions, such as shadows
being "darkness coming from the object," or that transparent objects have no shadow at all (they
don't form distinct ones, but they do interact with light).
 UNIT / LESSON PLAN: LIVING AND NON-LIVING
I. Class: VI
II. Unit / Lesson: 16 - LIVING AND NON LIVING
III. Number of Periods Required: 10
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan (Table Form)

LEARNING
Perio Teaching OUTCOMES Teaching Assessment
TLM / Resources
d Concept (Students will Strategy [CCE]
be able to...)

Introduction to
Living & Non-
Living: Initial
Characteristics
- Start with
(Growth &
Venkatesh's
Movement)
story to spark
- Real-life - Differentiate
curiosity and
scenario: between living
initial sorting.
Venkatesh's and non-living
- Discussion:
shirt and the things based
"How will you
dog. on initial
decide
- Categorizing observations. - Textbook (Pg. 165-
whether the - Q&A on initial
things around - Brainstorm 166, Fig 1, Table 1)
dog is alive or criteria for
us. and list - Various objects
not?" living/non-
- Activity-1: observable (chair, table, plant,
1 - Activity-1: living.
Listing living characteristics rock, toy animal)
Individual/grou - Partial
things with of living things. -
p listing and completion of
reasons. - Understand Whiteboard/Smartboar
justification. Table 1.
- Activity-2: that not all d for Table 1.
- Activity-2:
Comparing living things
Collaborative
characteristics show all
completion of
(focus on characteristics
Table 1 for
Growth & in the same
"Growth" and
Movement way.
"Movement"
initially in Table
for self, plants,
1).
animals, rocks.
- Discussion on
plants not
moving like
animals.

Movement in - Identify - Discussion: - Textbook (Pg. 166- - Completing

Living Beings various means "How do the 167, Table 2) Table 2.
(Detailed) of locomotion in following living - Pictures/videos of - Listing
- Diversity of different beings go from animal locomotion examples of
movement in animals. one place to (e.g., housefly, plant
2
animals (Table - Describe another?" grasshopper). movements.
2). subtle (Table 2). - Seeds with different - Describing at
- Movement in movements - dispersal mechanisms least two
plants observed in Brainstorming (e.g., cotton, methods of
(closing/opening plants. plant dandelion, coconut). seed dispersal.
 of flowers, - Explain movements
growth natural ways of beyond
movements). seed dispersal locomotion.
- Seed dispersal as plant - Discussion
as a form of movement. on natural
plant ways of seed
movement. dispersal (e.g.,
wind, water,
animals).
- Q&A: "Should
we consider
them (plants)
as living
beings?"

- Recap food
needs from
Food & Growth previous
in Living Beings chapters.
(Detailed) - Discussion:
- Need for food - Explain the "Do plants also
in animals fundamental need food?".
(digestion). need for food in - Introduction
- Food all living to
preparation in organisms. photosynthesis
plants - Describe and parasitic
(photosynthesis photosynthesis plants
- Completing
). as food (Cuscuta).
- Textbook (Pg. 167- Table 3.
- Parasitic preparation in - Discussion
168, Fig. 2a, 2b, Table - Explaining
Plants plants. on "Do you
3) photosynthesis
(Cuscuta) as an - Differentiate know?" about
3 - Pictures of growing simply.
exception. between parasitic
animals/plants. - Comparing
- Growth in parasitic and plants.
- Samples of Cuscuta human and
living beings: autotrophic - Activity-3:
(if available). plant growth
Kittens, pups, nutrition in Collaborative
patterns.
human, seeds, plants. completion of
plants. - Observe and Table 3 for
- Activity-3: classify growth growth
Grow - Doesn’t patterns in patterns.
Grow (Table 3). different living - Q&A: "Do all
- Growth for and non-living living things
certain period things. grow
vs. throughout throughout
life (humans vs. life?", "If we
trees). grew like trees,
how would we
look like?".

- Discussion
Breathing & - Describe the
on observing
Excretion in process of
cow's
Living Beings breathing in
breathing and
- Breathing animals and
own breathing. - Diagram of
(Respiration) in plants.
- Q&A: "Do all - Textbook (Pg. 168- stomata.
animals: - Identify
birds have 169, Fig. 3a, 3b) - List excretory
Abdomen stomata as
noses? How - Microscope, fleshy products of
movement structures for
do they leaf (aloe vera), slide animals and
4 (cow), air gas exchange
breathe?", (for demo). plants.
through nostrils in plants.
"Fish can't - Samples of - Compare
(human). - Explain the
remain alive in gum/resin from trees breathing in
- Breathing in process of
air. How might (optional). fish and
specific animals excretion in
they humans.
(birds, fish). both animals
breathe...?".
- Breathing in and plants.
- Activity-4:
plants: Stomata - Provide
Observing
(Activity-4). examples of
stomata under
 - Excretion: excretory microscope
Definition and products. (teacher demo
forms in animals or prepared
(dung, urine, slides).
sweat). - Discussion
- Excretion in on excretion in
plants (gummy animals.
substance, - Discussion
resins, crystals). on plant
excretions
(sticky
substance,
gums).

Reproduction &
Response to
Stimulus (Part
- Activity-5:
1)
Group work to
- Giving birth to
complete
young ones:
Table 4.
Oviparous (lay
- Classify - Discussion
eggs) vs.
animals as on plant
Viviparous (give
oviparous or reproduction
birth).
viviparous with ("Can plants
- Activity-5: Egg
examples. be classified
or Baby (Table
- Identify as Oviparous
4). - Completing
various or - Textbook (Pg. 169-
- Reproduction Table 4.
methods of Viviparous?"). 170, Fig. 4a, 4b, 4c,
in plants (seed - Completing
reproduction in - Table 4, 5)
5 germination, Table 5.
plants. Brainstorming - Pictures of
other ways like - Differentiating
- Define other ways oviparous/viviparous
cuttings, oviparous and
stimulus and plants animals.
spores). viviparous.
response. reproduce.
- Response to
- Provide - Introduce
Stimulus:
examples of stimulus and
Definition.
human response.
- Activity-6:
responses to - Activity-6:
Human
different stimuli. Discussion
responses to
and recording
various stimuli
of human
(sharp object,
responses in
flame, ice-
Table 5.
cream, bright
light, ant bite,
tamarind).

Response to - Explain how

- Discussion:
Stimulus (Part plants respond
"Do other
2) & Seeds: to various
animals also
Living or Not stimuli (light,
respond to
- Animal touch,
stimuli like
response to temperature).
us?". - Textbook (Pg. 170-
stimuli - Demonstrate
- Introduce 172, Fig. 5, Fig. 6, Fig. - Explaining
(general). a plant's
J.C. Bose's 6a) plant response
- Plant response response to
work. - Touch-me-not plant to touch/light.
to stimuli: touch.
6 - Activity-7: (live). - Justifying why
Jagadeesh - Infer that
Hands-on - Earthworm, glass jar, a seed is
Chandrabose's seeds are living
observation of black paper, soil. considered
work. based on their
Touch-me-not - Dry seeds (e.g., living.
- Observations: potential for
plant. beans, gram).
Blooming growth.
- Activity-8:
flowers (light), - Understand
Earthworm in a
leaf shedding that not all
jar with
(temperature). living
light/dark
- Activity-7: characteristics
areas.
Touch-me-not are constantly
 (Mimosa) plant observable in - Discussion:
observation. all living things. "Seeds - Living
- Activity-8: or not?" (food,
Earthworm storage,
response to germination).
light. - Q&A: "Can
- Seeds: Living you think of
or not? (Taking any way of
food, dying, deciding
germination). whether dry
seeds are
living?".

Microorganisms
: The Invisible
Living World &
Microscope
- Discussion
- Venkatesh's
on "Dead" vs.
summary of
- Understand "Non-living"
living
that not all (dead
characteristics
living plants/animals
(not common to
characteristics decomposing).
all).
are always - Discussion
- Concept of
active or on "Are all
"Dead" as an
visible. things around
intermediate - Drawing and
- Define "dead" us visible to
stage between - Textbook (Pg. 172- labeling the
as an us?".
living and non- 173, Fig. 7, 8) parts of a
intermediate - Activity-9:
living. - Used electric bulb, microscope.
7 state. Hands-on
- Invisible living water. - Explaining the
- Explain the activity to
things: Need for - School microscope difference
need for make a simple
magnification. (for demonstration). between dead
magnification to magnifier.
- Activity-9: and non-living.
observe - Introduction
Prepare your
microorganism to micro-
own magnifier
s. organisms.
(electric bulb).
- Identify and - Explanation
- Introduction to
describe the of microscope
Microorganisms
basic parts of a parts using
.
microscope. Fig. 8 and a
- What is a
school
microscope?
microscope.
Parts of a
compound
microscope
(Fig. 8).

- Discussion:
Observing
"Why should
Microorganisms
we not put wet
(Mould & Useful - Observe the
spoons in
Bacteria) growth of mold
pickle jars?".
- Activity-10: and infer its
- Activity-10:
Bread Mould living
Observing
observation characteristics. - Textbook (Pg. 173- - Drawing
bread mould
(growth, new - Identify and 174, Fig. 9, 10) observed
(teacher demo
mould). describe useful - Bread mould sample mold/bacteria.
or pre-
8 - Mould as a microorganism (pre-prepared) - Explaining the
prepared
living organism. s like - Curd, milk, slides, role of
sample).
- Useful Lactobacillus. cover slips, Lactobacillus in
- Discussion:
microorganisms - Understand microscope. curd formation.
"Can we say
: Idly mixture, the role of
that mould is
curd formation microbes in
also living?".
(Lactobacillus, food
- Discussion:
Activity-11). preparation.
"Why is idly
- Bacteria:
mixture
Observation,
prepared the
 shapes, useful day before?",
functions. "Why do we
add little
amount of
butter milk to
milk?".
- Activity-11:
Observing
bacteria in
curd under
microscope.

Microorganisms - Discussion:
(Harmful & "Are bacteria
Water) & harmful?"
Conclusion of (teacher's
Characteristics input on
- Identify that
- Harmful diseases).
some bacteria
bacteria - Q&A: "Is the
can be harmful
(disease water that you
and cause
causing, drink regularly,
diseases.
spread). pure?".
- Observe the - Drawing
- Activity-12: - Activity-12:
presence and observed water
Microorganisms Collecting and
diversity of - Textbook (Pg. 174- microorganism
in water observing
microorganism 176, Fig. 11) s.
samples (pond, water samples
s in different - Water samples - Listing the
9 well, borewell). under
water samples. (pond, well, borewell) common
- Observations: microscope.
- Conclude that - Slides, cover slips, characteristics
Presence in - Discussion
microorganism microscope. of living things
water, on
s are present (Improve your
variations. observations:
everywhere learning Q1).
- Conclusion: "Which water
and are living.
Microorganisms contains larger
- Consolidate
are ubiquitous number of
understanding
and part of micro-
of all living
living world. organisms?
characteristics.
- Final summary Why?".
of "What we - Review of
have learnt" "What we have
(characteristics) learnt" section
. (Pg. 176).

- Full class
Revision &
Q&A on
Assessment
living/non-
Preparation
living
- - Consolidate
properties.
Comprehensive understanding
- Practice
review of all of all concepts
"Improve your
characteristics in the unit.
learning"
of living things. - Apply
questions in
- Understanding knowledge to - Textbook (Pg. 176- - Solving
class (mix of
the solve various 177) selected
individual and
interdependenc types of - "Improve your
group work).
10 e of living and questions. Whiteboard/Smartboar learning"
- Discussion
non-living - Appreciate d questions.
on "Do you
things. the intricate - Sample question - Unit Test /
think both
- Solving balance paper (if available). Quiz.
living and non-
"Improve your between living
living things
learning" and non-living
are necessary
questions (Q1- components in
for our
16). the
environment?
- Discussion on environment.
Why?" (Q15).
projects: Venn
- Discussion
diagram, J.C.
on project
Bose research.
ideas (Venn
 diagram, J.C.
Bose).

VI. Teacher’s Notes: (Additional Resources, Activities)

• Live Specimen Observation: If possible, arrange for the observation of a live snail (for movement),
a touch-me-not plant, and prepared slides of mold and bacteria. Emphasize ethical handling of live
organisms.
• Microscope Usage: Provide clear instructions and careful supervision during microscope activities.
If many microscopes are not available, use a projector connected to one to show observations to
the whole class.
• Video Resources: Utilize educational videos to show:
o Time-lapse videos of plant growth and movement (e.g., blooming flowers, root growth).
o Animations of cellular processes like respiration.
o Microscopic views of various microorganisms (bacteria, protozoa, fungi).
o Examples of seed dispersal.
• "Characteristics Stations": Set up different stations in the classroom, each focusing on one
characteristic of living things (e.g., a station for "Growth" with pictures of different life stages, a
station for "Movement" with videos of animals).
• Guest Speaker: Invite a microbiologist or a local health worker to talk about the importance of
microorganisms (both beneficial and harmful) in daily life and health.
• "Is it Alive?" Mystery Box: Place various objects (e.g., a spring toy, a sponge, a dried seed, a
crystal, a small live plant) in "mystery boxes." Students guess if they are living or non-living and
justify their answers based on learned characteristics.
• Creative Writing/Drawing: Ask students to write a short story from the perspective of a
microorganism or draw a cartoon strip illustrating one of the characteristics of living things.
• Community Connection: Discuss local examples of how living and non-living things interact (e.g.,
trees providing shade, water in a pond supporting aquatic life, soil for growing crops).
VIII. Teacher Responses: (On Living and Non-Living Chapter)
• Emphasize Observable Characteristics: Focus on the tangible, observable characteristics that
distinguish living from non-living things, as this is a fundamental concept for young learners.
• Address Nuances (Exceptions): Acknowledge and discuss the "nuances" or "exceptions"
mentioned in the text (e.g., plants don't move like animals, seeds don't visibly breathe, dead things
are intermediate). This helps develop a more sophisticated understanding.
• Inquiry-Based Approach: Encourage students to ask "How?" and "Why?" questions about the
phenomena they observe. Guide them to formulate hypotheses and design simple experiments.
• Hands-on Exploration: Stress the importance of the activities as central to understanding. Students
learn best by observing, experimenting, and recording their own findings.
• Microscopic World: Convey the wonder and vastness of the microscopic world. Help students
appreciate that life exists beyond what is visible to the naked eye.
• Interdependence: Highlight the interdependence between living and non-living things (e.g., plants
need soil, water, sunlight; animals need plants; decomposers return nutrients to soil). This
reinforces an ecological perspective.
• Biodiversity Connection: Connect the diversity of living organisms (including microorganisms) to
the concept of biodiversity and its importance.
• Appreciation: Foster an appreciation for the complexity and interconnectedness of life on Earth,
and for the simple yet profound differences between living and non-living matter.
• Real-World Relevance: Link the concepts to daily life, from understanding why food spoils
(microorganisms) to recognizing the signs of life in pets or plants.
• Ethical Considerations: When handling live organisms, stress the importance of gentle and
respectful treatment, reinforcing a concern for biodiversity.
 UNIT / LESSON PLAN: REVISION
I. Class: VI
II. Unit / Lesson: REVISION (All Units: Our Food, Playing with Magnets, Rain: Where Does It Come
From?, What Do Animals Eat?, Materials and Things, Habitat, Separation of Substances, Fibre to Fabric,
Plants: Parts and Functions, Changes Around Us, Water in Our Life, Simple Electric Circuits, Learning
How to Measure, Movements in Animals, Light, Shadows and Images, Living and Non Living)
III. Number of Periods Required: 30
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan (Table Form)

LEARNING
OUTCOME
Peri TLM / Assessment
Teaching Concept S (Students Teaching Strategy
od Resources [CCE]
will be able
to...)

Revision: Materials - Describe

and Things various
- Properties of properties of
- Everyday
materials materials. - Hands-on sorting - Sorting
objects (wood,
(appearance, - Classify activity of various activity
plastic, metal,
hardness, solubility, materials objects. assessment.
glass, paper,
1 float/sink, based on - Discussion: "Why do - Short
cloth, sugar,
transparent/opaque/t observable we group things?" answers on
sand, oil)
ranslucent) properties. - Quick Q&A on material
- Water,
- Classification of - Explain the material properties. properties.
beakers
materials based on importance
properties of grouping
- Need for grouping materials.

- Identify
and
differentiate
between
reversible
Revision: Changes
and
Around Us
irreversible - Demonstrations of
- Types of changes
changes. simple changes (e.g.,
(reversible, - Q&A on
- Provide melting ice, stretching - Ice cubes,
irreversible) change types.
examples of rubber band, burning rubber band,
- Examples of - Classifying
various paper). paper, candle,
2 various changes given changes
changes - Discussion: "Can this magnet, iron
(heating, cooling, as
observed in change be undone?". filings
mixing, burning, reversible/irre
daily life. - Group activity: - Matchbox
rusting, growing) versible.
- Relate Classify given
- Physical vs.
changes to changes.
Chemical changes
their effects
(basic idea)
(e.g.,
burning
changes
composition
).
 - Explain the
importance
Revision: Learning
of standard
How to Measure
units.
(Length)
- Convert
- Need for - Discussion on
between m,
measurement historical problems - Rulers,
cm, mm,
- Conventional with non-standard measuring - Practical
km.
methods (hand-span, units. tapes measurement
- Apply
foot-span, cubit) vs. - Hands-on: Measuring - Objects to assessment.
3 precautions
Standard units objects with different measure (desk, - Solving
for accurate
- Standard units of units. book, pencil) conversion
length
length (m, cm, mm, - Practice reading a - Conversion problems.
measureme
km) scale correctly (eye chart
nt.
- Conversions & position).
- Measure
Precautions for
lengths
accurate
accurately
measurement
using a
scale/tape.

Revision: Learning
- Define
How to Measure
area and
(Area & Volume)
volume.
- Area: Definition,
- Measure
non-standard units
area using
(matchboxes), - Hands-on: Measuring
graph paper
standard units (cm², area of a leaf on graph
for - Graph paper, - Practical
m²) paper.
regular/irreg leaves, assessment:
- Measuring area of - Demonstrating
ular shapes. rectangular Measuring
regular & irregular volume of irregular
4 - Calculate blocks, area/volume.
surfaces (graph solid using measuring
volume of measuring - Solving word
paper) cylinder.
regular cylinder, water, problems for
- Volume: Definition, - Problem-solving:
solids. irregular stones area/volume.
units for liquids (L, Calculate areas and
- Measure
mL), units for solids volumes.
volume of
(cm³, m³)
irregular
- Measuring volume
solids by
of regular & irregular
displacemen
solids (displacement
t.
method)

- Identify
various
Revision: Water in
sources and
Our Life
uses of
- Sources of water
water. - Brainstorming uses of
(rain, groundwater,
- Describe water.
rivers, lakes)
the water - Drawing the water - Chart of water - Diagram
- Uses of water in
cycle. cycle. cycle labeling:
daily life, agriculture,
- Explain - Discussion on local - Pictures of Water cycle.
5 industries
and suggest water issues and water - Listing water
- Water cycle
methods for conservation efforts. sources/conser conservation
(evaporation,
water - Role-play: vation methods methods.
condensation,
conservatio Advocating for water
precipitation)
n. conservation.
- Water conservation
- Appreciate
methods (rainwater
the
harvesting)
importance
of water.

Revision: Plants: - Identify - Live plant

- Dissecting a plant - Diagram
Parts and Functions and specimens
(optional, with parts labeling: Plant
- Major parts of a describe the - Charts of
6 clearly identified). parts.
plant (root, stem, functions of plant parts
- Drawing and labeling - Explaining
leaf, flower, fruit, different - Green paper,
plant parts. the role of
seed) plant parts. red paper,
 - Functions of each - Explain the - Discussion on plant scissors (for leaves in food
part (absorption, basic products we consume. photosynthesis making.
support, food process of - Flowchart of model)
production, photosynthe photosynthesis.
reproduction, sis.
storage) -
- Photosynthesis: Understand
Basic process and the
importance importance
of plants for
all life.

Revision: Our Food

- Identify the
(Components &
main
Balanced Diet)
components
- Components of - Food pyramid
of food and
food (carbohydrates, discussion.
their - Food - Classifying
proteins, fats, - Students list their
sources. samples/picture food items by
vitamins, minerals, daily food and analyze
- Explain the s nutrient
roughage, water) its components.
7 concept of a - Food pyramid components.
- Sources of each - Discussion on
balanced chart - Suggesting a
component importance of healthy
diet. - Deficiency balanced diet
- Balanced diet: eating habits.
- Relate disease chart for a child.
Definition and - Case studies of
nutrient
importance deficiency diseases.
deficiencies
- Deficiency diseases
to specific
due to lack of
diseases.
nutrients

- Conduct
simple tests
Revision: Our Food
for starch,
(Tests & Food
protein, and - Food samples
Preservation)
fat. - Demonstrating simple (potato, pulse,
- Simple tests for
- Explain food tests. oil), iodine,
food components - Explaining
various - Discussion on copper
(starch, protein, fat) one food test.
methods of traditional and modern sulphate,
- Food preservation - Listing two
8 food food preservation caustic soda,
methods (drying, food
preservation techniques. filter paper
refrigeration, salting, preservation
. - Brainstorming ways - Preserved
sugaring, pickling) methods.
- to prevent food food samples
- Importance of food
Understand spoilage at home. (pickle, jam,
hygiene and
the dried fruit)
prevention of
importance
spoilage
of food
hygiene.

Revision: What Do
Animals Eat? - Classify
- Classification of animals into
animals based on herbivores,
food habits carnivores, - Discussion on
- Pictures of
(Herbivores, and different animal diets.
diverse animals - Classifying
Carnivores, omnivores. - Building food chains
- Food chain animals by
Omnivores) - Construct on the board.
diagrams diet.
9 - Examples of each simple food - Observing pictures of
- Skull - Drawing a
type chains. animal teeth/beaks
models/pictures simple food
- Food chains: Basic - Relate and linking to diet.
(showing teeth chain.
concept (Producer, animal - Role-play: Animals
types)
Consumer) adaptations describing their diet.
- Adaptation of to their
animals to their food feeding
habits (teeth, beak, habits.
claws)
 - Define
habitat and
adaptation.
- Identify
Revision: Habitat
different - Discussion on
- Definition of habitat
types of student's own habitat.
and adaptation
habitats. - Pictures/videos of - Listing
- Types of habitats
- Describe diverse habitats and different types
(terrestrial: forest, - Habitat
basic animals. of habitats.
desert, mountain, charts/pictures
adaptations - Brainstorming - Explaining
10 grassland; aquatic: - Videos of
of adaptations for a one
freshwater, marine) animals in their
organisms desert or aquatic adaptation of
- Basic adaptations habitats.
to their animal. an animal to
of plants and animals
environment - Q&A: "Why do its habitat.
to specific habitats
s. animals live in
(e.g., camel for
- Appreciate particular places?"
desert, fish for water)
the diversity
of life in
different
habitats.

- Identify
and
describe all
Revision: Living and
major
Non Living
characteristi
(Characteristics)
cs of living - Review of
- Defining
things. Venkatesh's story.
characteristics of
- Compare - Collaborative activity: - Listing
living things (growth, - Textbook (Pg.
how Listing characteristics characteristics
movement, food, 165-172)
different and finding examples. of living
breathing, excretion, - Chart of living
living - Discussion on plant things.
11 reproduction, characteristics
organisms "exceptions" (e.g., - Justifying
response to stimuli) - Whiteboard
(plants, seed dispersal as why a plant is
- Differences for Venn
animals) movement). living despite
between plants and diagram
exhibit these - Venn Diagram not walking.
animals in exhibiting
characteristi activity (Living vs. Non-
characteristics (e.g.,
cs. Living).
plant movement,
- Provide
breathing without
examples
nose)
for each
characteristi
c.

- Define
"dead" in
Revision: Living and
the context
Non Living
of living
(Microorganisms)
things.
- Concept of "Dead" - Textbook (Pg.
- Explain the
as an intermediate 172-176)
need for a
stage - Discussion on "dead" - Microscope, - Drawing
microscope
- Introduction to vs. "non-living." prepared slides observed
to observe
microorganisms - Teacher demo: of microorganis
microorgani
(invisible living Observing mold or mold/bacteria ms.
sms.
12 things) curd bacteria under (or live - Listing
- Identify
- Microscope: Need microscope. curd/mold examples of
beneficial
and basic parts - Discussion on uses samples), water useful and
and harmful
- Activity: Observing (curd, idly) and harms samples harmful
roles of
mold (bread mold) (disease) of microbes. - Electric bulb microbes.
microorgani
and bacteria (curd, (for simple
sms.
water) magnifier)
- Appreciate
- Beneficial vs.
the vastness
Harmful
of the
microorganisms
microbial
world.
 Revision: - Describe
Movements in how
Animals (Muscles, muscles,
Bones, Joints) bones, and
- Human body joints
movements (limbs, facilitate
- Hands-on activities to - Textbook (Pg.
torso, jaw, head) human
feel muscles, bones, 139-149)
- Muscles: movement.
tendons, joints. - Human - Labeling
Contraction, working - Explain the
- Human skeleton skeleton model skeletal
in pairs action of
model demonstration. - Pictures of diagrams.
- Tendons (muscle to muscles and
13 - Role-play/mimicry of muscles/bones/ - Explaining
bone) & Ligaments the role of
different joint joints the movement
(bone to bone) tendons/liga
movements. - Simple joint range of
- Skeleton: Support ments.
- Q&A on specific joint models (e.g., different joints.
and protection (rib - Identify
locations and fused bulb in
cage, skull, and
functions. coconut half)
backbone) describe
- Cartilage: Flexible different
bone types of
- Types of joints: Ball joints and
and Socket, Hinge, their
Pivotal, Fixed movements.

- Explain the
adaptations
Revision:
and
Movements in
mechanisms
Animals
of
(Locomotion)
locomotion
- Locomotion: - Videos of various
in fish, birds,
Definition and animal locomotions. - Explaining
snakes, and - Textbook (Pg.
diversity in animals - Discussion on how the locomotion
snails. 149-151)
- Fish: Streamlined specific body of a chosen
- Compare - Videos of
body, jerking motion, structures aid animal.
the animal
14 fins, tail movement. - Comparing
locomotion locomotion
- Birds: Hollow - Paper boat adaptations
strategies of - Paper, water,
bones, flight experiment for movement
different basin (for boat
muscles, wing (streamlined shape). in two different
animals. activity)
movement - Drawing diagrams of animals.
- Appreciate
- Snakes: Long animal locomotion.
the diversity
backbone, loops,
of
forward push
movement
- Snails: Muscular
in the
foot, wavy motion
animal
kingdom.

- Identify
Revision: Simple
and
Electric Circuits
describe the
(Basic Components)
basic parts
- Cells: Terminals,
of a cell and
source of electricity
a bulb. - Hands-on: Building - Textbook (Pg.
- Bulbs: Filament,
- Construct simple circuits with 114-117) - Practical
terminals, glowing
a simple cells, bulbs, wires. - Cells, bulbs, circuit building
- Simple circuit:
electric - Experimenting with a wires, switches, assessment.
Closed path for
15 circuit to safety pin switch. bulb holders, - Drawing
electricity
make a bulb - Troubleshooting non- cell holders circuit
- Fused bulb: Open
glow. glowing circuits. - Wooden symbols and
circuit
- Explain the - Drawing simple plank, drawing diagrams.
- Switches: ON/OFF
function of a circuit diagrams. pins, safety pin
function,
switch in a
making/breaking
circuit.
circuit
- Define
- Current: Flow of
electric
electricity
current and
 a closed
circuit.

- Classify
Revision: Simple
materials as
Electric Circuits
conductors
(Conductors,
or
Insulators, Edison)
insulators.
- Conductors vs. - Textbook (Pg.
- Explain the
Insulators: 118-120)
practical - Hands-on: Testing - Classifying
Definitions, - Test circuit,
applications various materials for materials as
examples various
of conductivity. conductors/ins
- Activity: Testing materials
conductors - Discussion on ulators.
16 materials for (metal, plastic,
and electrical safety - Writing a
conductivity rubber, wood,
insulators precautions. short note
- Importance of pencil lead)
(safety). - Storytelling: Edison's appreciating
conductors (wires) & - Pictures of
- Narrate the journey of invention. Edison.
insulators (plastic Edison/early
story of
covering, rubber bulbs
Thomas
gloves)
Alva Edison
- Story of Thomas
and
Alva Edison and the
appreciate
invention of the bulb
his efforts.

Revision: Light, - Explain

Shadows and why light is
Images (Light & needed for
Shadows) vision and
- Light: Essential for how objects
seeing objects, are seen.
reflection - Identify - Dark room activities: - Textbook (Pg.
- Light sources: light Seeing objects, 153-159)
Natural vs. Artificial sources. forming shadows. - Torchlight,
- Classifying
- Shadows: - Classify - Hands-on: Testing various objects
objects.
Formation (opaque objects objects for (book, glass,
17 - Explaining
object, light source, based on transparency/transluce polythene),
why shadows
screen) light ncy/opacity. screen
are colorless.
- Object transmission - Experimenting with - Colored balls,
classification: . shadow shapes using rectangular
Opaque, - Explain the a single object. cardboard
Transparent, requirement
Translucent s for
- Properties of shadow
shadows: Colorless, formation
shape changes with and its
object orientation properties.

Revision: Light,
-
Shadows and
Demonstrat
Images (Images &
e that light
Reflection)
travels in a
- Light travels in a
straight line. - Hands-on: - Drawing
straight line - Textbook (Pg.
- Construct Building/using a pinhole
(evidence from 159-162)
a pinhole pinhole camera. camera image
shadows) - Pinhole
camera and - Discussion on formation.
- Pinhole Camera: camera
18 explain inverted images. - Listing
Construction, materials,
image - Chart comparison: differences
inverted image magnifying
formation. Image vs. Shadow. between
formation, full image lens, mirror,
- - Experimenting with image and
of large objects, torch with slit.
Differentiate mirror reflection. shadow.
effect of multiple
clearly
pinholes
between
- Image with
images and
magnifying lens
shadows.
(clarity)
 - Differences - Explain the
between Image and concept of
Shadow reflection.
- Reflection:
Definition,
observation with
mirror

- Classify
materials as
magnetic or
non-
Revision: Playing magnetic.
with Magnets - Identify the
(Properties) poles of a - Textbook
- Hands-on: Testing
- Discovery of magnet. (relevant
objects with a magnet.
magnets (Magnes) - Explain the chapters) - Predicting
- Demonstrating
- Magnetic vs. Non- rules of - Bar magnets, attraction/repu
attraction/repulsion
magnetic materials attraction horseshoe lsion.
between magnets.
19 - Poles of a magnet and magnets, - Listing
- Suspending a
(North, South) repulsion various objects magnetic/non-
magnet to show
- Attraction and between (iron, plastic, magnetic
direction.
Repulsion between magnetic wood, materials.
- Discussion on
poles (like/unlike) poles. paperclip)
Magnes story.
- Finding directions - - Thread, stand
with a magnet Understand
(suspending magnet) how a
magnet can
be used to
find
direction.

Revision: Playing
- Make a
with Magnets
temporary
(Making & Uses)
magnet.
- Making a magnet
- Explain the - Hands-on: Making a - Textbook
(stroking method)
working of a temporary magnet. (relevant
- Magnetic compass: - Explaining
magnetic - Demonstrating a chapters)
Construction and how to make a
compass. simple compass. - Iron nail, bar
working magnet.
20 - List - Brainstorming uses of magnet, pin,
- Earth as a giant - Listing three
various uses magnets in modern cork, water,
magnet uses of
of magnets. technology. bowl
- Uses of magnets in magnets.
- - Discussion on caring - Compass
daily life (refrigerator,
Understand for magnets. (real)
toys, cranes,
precautions
speakers)
for handling
- Precautions for
magnets.
handling magnets

Revision: Separation - Explain the

of Substances necessity of
(Simple Methods) separating - Textbook
- Need for separation substances. (relevant
- Demonstrations for - Identifying
of substances - Describe chapters)
each method (e.g., appropriate
- Methods: Hand- and perform - Mixtures
hand-picking beans, separation
picking (e.g., rice, various (rice+stone,
sieving sand, methods.
21 stone) simple wheat+husk,
sedimentation of mud - Explaining
- Threshing (grains separation sand+pebbles,
in water, filtering tea). one
from stalks) methods. mud+water)
- Discussion on separation
- Winnowing - Choose - Sieves,
everyday examples. method.
(heavier/lighter appropriate funnels, filter
components) methods for paper, beakers
- Sieving (different different
sized particles) mixtures.
 - Sedimentation
(heavy insoluble
impurities in liquid)
- Decantation
(separating liquid
after sedimentation)
- Filtration (insoluble
solids from liquid)

- Explain
Revision: Separation
evaporation,
of Substances
condensatio
(Advanced Methods
n, and
& Mixtures)
sublimation.
- Evaporation - Demonstrations:
- - Textbook
(soluble solid from Evaporation of salt
Differentiate (relevant - Explaining
liquid) solution, condensation.
between chapters) the process of
- Condensation - Discussion on
mixtures - Salt solution, evaporation.
(liquid from vapor) mixtures and solutions
and evaporating -
22 - Sublimation (solid (sugar in water, sand
solutions. dish, burner, Differentiating
directly to gas) in water).
- Explain beaker with ice, between a
- Mixtures: - Problem-solving:
solubility. iodine, sand mixture and a
Homogeneous vs. How to separate a
- Apply - Sugar, sand, solution.
Heterogeneous mixture of sand, salt,
combined water
(basic idea) and water.
separation
- Solutions: Definition
methods
(solute, solvent,
(e.g., salt
solution)
from muddy
- Solubility
water).

- Identify
Revision: Fibre to
natural
Fabric (Natural
fibres and
Fibres)
their
- Introduction:
sources.
Variety of fabrics, - Hands-on: Trying to - Textbook
- Describe
need for clothing spin yarn from cotton (relevant - Describing
the
- Natural fibres: wool. chapters) the process of
processes
Sources (plants, - Discussion on - Cotton wool, making yarn
involved in
animals) different types of spindle (or from cotton.
23 obtaining
- Cotton: Source, clothes worn. simple charkha) -
cotton and
ginning, spinning - Videos of ginning, - Jute fibre Differentiating
jute fibres.
(yarn from cotton weaving, knitting. sample, fabric weaving and
- Explain
wool) - Comparing woven samples knitting.
how yarn is
- Jute: Source, and knitted fabrics. (woven, knitted)
converted
retting, uses
into fabric
- Yarn to fabric:
through
Weaving (looms) and
weaving and
Knitting
knitting.

- Identify
Revision: Fibre to animal
Fabric (Animal fibres (silk,
Fibres & History) wool) and - Videos of silkworm - Textbook
- Animal fibres: Silk their rearing or sheep (relevant
- Comparing
(silkworm, cocoon), sources. shearing. chapters)
silk and wool
Wool (sheep, - Briefly - Discussion on - Silk and wool
properties.
shearing) describe the properties of silk and fabric samples
24 - Discussing
- Properties of silk process of wool (warmth, shine). - Pictures of
the
and wool obtaining - Historical timeline of historical
importance of
- History of clothing: silk and clothing development. clothing
clothing.
Early humans, wool. - Q&A on clothing in - Sewing
sewing needle, - Trace the different climates. needle
development of historical
fabrics developmen
t of clothing.
 - Importance of - Appreciate
clothing in different the cultural
climates and
- Care for fabrics practical
significance
of fabrics.

- Describe
Revision: Rain:
the water
Where Does It Come
cycle with all
From?
its stages.
- Water cycle
- Explain
revisited (detailed - Drawing and - Textbook
how clouds
explanation of each explaining the water (relevant - Explaining
and rain are
stage) cycle in detail. chapters) the role of
formed.
- Clouds: Formation, - Demonstration of - Water cycle condensation
-
25 types (basic) cloud formation in a chart in rain.
Understand
- Rain formation: bottle (optional). - Bottle, warm - Listing the
the critical
Condensation and - Discussion on the water, ice, benefits of
importance
precipitation impact of too much/too match (for rain.
of rain.
- Importance of rain little rain. cloud demo)
-
for life
Differentiate
- Droughts and
between
Floods (basic
droughts
understanding)
and floods.

Revision: Cross-Unit
Problem Solving &
Application
- Integrated
questions combining - Analyze
concepts from problems
multiple units. requiring
- Focus on critical knowledge - Presenting complex, - Prepared - Group
thinking, analysis, from multi-concept problem-solving presentation
and application of different problems to groups. worksheets of solutions to
knowledge to new chapters. - Group discussion and - complex
scenarios. - Develop collaborative problem- Whiteboard/Sm problems.
26
- Examples: "Why problem- solving. artboard - Peer
does wet cotton cloth solving - Teacher facilitates - Previous feedback on
conduct electricity?", strategies. and guides discussion, "Think and problem-
"How would - Apply clarifying Discuss" solving
deforestation affect scientific interconnections. questions approaches.
the water cycle and principles to
soil?", "Design a real-world
simple tool to situations.
measure the volume
of an irregular solid
found in your
backyard."

Revision: Drawing & - Accurately

Model Making draw and
- Guided drawing
Review label
practice sessions for
- Practice drawing important - Drawing
complex diagrams.
key diagrams from scientific paper, pencils,
- Peer review of drawn
all units: diagrams. colored pencils - Diagram
diagrams.
- Plant/Animal Cells, - - Relevant drawing quiz.
- Discussion on how
27 Plant/Animal Tissues Communicat diagrams from - Self-
drawing aids
- Water Cycle, e scientific textbook assessment of
understanding.
Carbon Cycle ideas - Examples of drawing skills.
- Showcase good
(simplified) visually. previous
examples of previous
- Simple Electric - student models
student
Circuits, Understand
models/drawings.
Conductors/Insulator the
s principles
 - Pinhole Camera, behind
Light/Shadow model
formation making.
- Human
Skeleton/Joints,
Animal Locomotion
- Review model-
making criteria and
techniques.

Revision: Information
Skills, Projects & -
Values Demonstrat
- Review of e ability to
information skills gather and
(collecting data, interpret
interpreting information.
- Brainstorming new
charts/tables, - Propose
project ideas.
questionnaires) and plan
- Sharing experiences - Project
- Discussion on past mini-
from previous field guidelines/rubri
projects and projects - Project
visits/surveys. cs
potential future applying proposal
- Discussion on - Examples of
project ideas (e.g., scientific development.
responsibility towards project
28 "Waste Audit," concepts. -
environment and living reports/posters
"Measurement - Reflect on Discussion/de
beings. - Local
Challenge," the values bate on ethical
- Guest Speaker (if community
"Observing Animal and ethical dilemmas.
feasible): Local expert issues/case
Behavior") consideratio
on environmental studies
- Recap of ns related to
issue/community
appreciation, science.
service.
aesthetic sense, - Connect
values related to all learning to
units. real-world
- Emphasis on issues and
Application to Daily environment
life and concern to al concern.
Biodiversity.

-
Demonstrat
Full Syllabus Mock e
Test / Revision comprehens
Game ive - Conduct a full-length
- Comprehensive understandi mock test based on
assessment of all ng of the the entire syllabus. OR - Prepared - Mock test
learned concepts entire - Organize a mock test performance
29 and skills. syllabus. comprehensive paper / Game analysis.
- Covering various - Apply revision game (e.g., materials - Game
question types problem- Jeopardy, Science - Timer scores.
(MCQ, short answer, solving and Bowl) covering all
long answer, critical units.
diagrams, thinking
application). skills under
timed
conditions.

- Detailed discussion
Test Discussion & - Identify
of mock test answers,
Feedback / Open areas of
focusing on common - Active
Q&A weakness - Mock test
errors and how to participation in
- Discussion of mock and clarify papers
improve. test
30 test results and misconcepti - Solution key
- Open forum for any discussion.
common errors. ons. - Student
remaining questions - Final Q&A
- Clarification of - Gain notebooks
from students. session.
remaining doubts confidence
- Motivational talk for
across all units. in tackling
upcoming exams.
 - Reinforce key diverse
takeaways and questions.
prepare students for - Finalize
final exams. preparation
for
upcoming
assessment
s.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Integrated Learning: Actively look for opportunities to link concepts across chapters. For example,
when discussing water conservation (Water in Our Life), connect it to plant growth (Plants: Parts
and Functions) or habitat (Habitat).
• Concept Mapping: Throughout the revision, encourage students to create a large, interconnected
concept map of all units, showing how different ideas flow into each other. This is an excellent
visual tool for understanding the holistic nature of science.
• "Science Fair" Showcase: If time permits, allow students to showcase mini-projects or models they
created throughout the year or during the revision period.
• Guest Speakers: If available, invite local scientists, engineers, environmentalists, or health
professionals to share their experiences related to the topics.
• Educational Videos & Simulations: Continuously use age-appropriate videos and interactive online
simulations to explain complex concepts or to illustrate practical applications.
• Real-World Problem Solving: Present real-world scenarios (e.g., a local environmental issue, a
health challenge, a household problem) and ask students to apply their scientific knowledge to
suggest solutions.
• Review Games: Incorporate various review games (e.g., Pictionary for terms, charades for
actions/processes, "Who Am I?" for classification) to make revision engaging.
• Peer Teaching: Divide students into groups and assign each group a chapter or a set of concepts
to teach to the rest of the class. This reinforces their understanding and communication skills.
• Safety Reminders: For topics like Simple Electric Circuits, Light, Shadows and Images, reinforce
all safety precautions consistently.
VIII. Teacher Responses: (On Revision Units)
• Holistic View: Continuously emphasize that science is not a collection of isolated facts but an
interconnected web of knowledge. Encourage students to see the "big picture" and the
relationships between different units.
• Application Focus: Shift from rote memorization to understanding and application. Ask "Why?" and
"How?" questions to promote deeper conceptual understanding. Encourage students to connect
classroom learning to real-world phenomena.
• Problem-Solving Skills: Frame revision as an opportunity to hone problem-solving skills.
Encourage students to analyze questions, break them down, and apply appropriate scientific
principles.
• Active Participation: Foster an interactive learning environment where students feel comfortable
asking questions, sharing ideas, and participating in discussions and activities.
• Address Misconceptions: Be proactive in identifying and clarifying common misconceptions from
all chapters. Use targeted questions and re-explanations.
• Building Confidence: Provide positive reinforcement and constructive feedback to build students'
confidence in their scientific abilities. Celebrate their progress and efforts.
• Value and Appreciation: Reinforce the "Appreciation and Aesthetic sense, values" and "Application
to Daily life and concern to Biodiversity" academic standards. Encourage students to appreciate
the wonders of science and its relevance to their lives and the environment.
• Differentiated Support: Be mindful of students with varying learning paces. Provide extra support
or enrichment activities as needed.
• Exam Preparedness: While focusing on conceptual understanding, also guide students on
effective exam preparation strategies, including time management and question-solving
techniques.
 PERIOD PLANS FOR THE CHAPTER 1 "OUR FOOD" CHAPTER.

Chapter: Our Food - Period Plans

Overall Goal: Students will understand the variety of food, its ingredients, sources, different
preparation methods, and the importance of food preservation.

Period 1: Introduction to Food & Variety in Our Diet

1. Introduction:

* Greetings: Greet students warmly.

* Mind Mapping: Ask students to brainstorm their "favourite food items" and write their suggestions on
the board.

* Probing / Inquisitive Questions: "Why do we eat food?", "Does food give us energy?", "Do we eat
the same food every day?", "What is the purpose of food beyond just taste?"

* Declaration of the Lesson name: "Today, we will begin our study of 'Our Food,' exploring the
incredible variety of food we consume and the fundamental reasons why we need food."

2. Reading the lesson:

* Reading: Instruct students to read the introductory section (Page 1) and then the instructions for
"Activity-1: Finding variety in our food" (Page 2, including the questions below Table 1).

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight

"components," "sources," "ingredients," "processing," "daily menu," "special occasions."

* Discussion in groups: Divide students into small groups to discuss the introductory text and their
initial thoughts on food variety.

* Teachers writing words on the board and explaining: Briefly explain the scope of the chapter:
ingredients, processing, and sources. Discuss the general purpose of food for "health and energy."

3. Conduct the activities for Conceptual understanding:

* Activity 1: Finding variety in our food:

* Conducting activities in groups: Students list the food they ate yesterday in Table 1 in their
notebooks. Then, they discuss with a few friends and add their friends' food items to the list.

* Writing the reports: Students record their lists and discuss the questions given below Table 1: "Are
there any common food items...?", "Count the number of food varieties...?", "Do all the students eat
the same type...?", "What food is served in your school at midday meal?".

4. Conclusion and Assessment:

* Brief conclusion: Summarize that we consume a wide variety of food daily, which differs based on
personal preference and occasion. Food provides us with essential health and energy.

* Instructing children: Ask students to think about what materials are needed to prepare a complex
dish like Biryani versus a simple one like boiled rice, preparing for the topic of ingredients.
Period 2: Food Ingredients & Their Sources
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the variety of food we eat and the idea that food has "components" and
"sources."

* Probing / Inquisitive Questions: "What is an 'ingredient' in cooking?", "Where do all the different
ingredients for our food come from?", "Can one ingredient, like oil, have different sources?"

* Declaration of the Lesson name: "Today, we will delve into 'Food Ingredients,' identifying what is
needed to prepare our meals and tracing their diverse origins from plants, animals, and other
sources."

2. Reading the lesson:

* Reading: Instruct students to read "Food ingredients" section (Page 2, second column), including
Srinivas's example and the definition of ingredients. Continue through Table 2 and Table 3
instructions on Page 3 and Page 4.

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight

"ingredients," "raw rice," "water," "jeera," "tomato," "potato," "onion," "packed food," "Plant (P),"
"Animal (A)," "Others (O)."

* Discussion in groups: Students discuss Srinivas's Biryani list and brainstorm common ingredients.
They also discuss where common ingredients like vegetables, eggs, and milk come from.

* Teachers writing words on the board and explaining: Define "ingredients" as the materials required
to prepare food. Explain that ingredients have diverse sources: "plants" (e.g., vegetables, fruits),
"animals" (e.g., milk, meat, eggs), and "others" (like salt, which is a mineral, not plant or animal).

3. Conduct the activities for Conceptual understanding:

* Activity 2: Many things are needed to prepare food:

* Conducting activities in groups: Students help Srinivas complete his Biryani list. They then list
ingredients for their own favorite food items in Table 2 (Page 3).

* Conducting activities in groups: Students fill in Table 3 (Page 4) by identifying the source
(Plant/Animal/Others) for common ingredients and naming the specific plant or animal.

* Discussion in groups: Students discuss their findings, particularly the variety of animal sources
(goats, sheep, hens) and mention that salt is from the sea.

4. Conclusion and Assessment:

* Brief conclusion: Summarize that food preparation requires specific "ingredients" obtained from
various sources, primarily plants and animals, with some being minerals. Complex dishes need more
ingredients than simple ones.

* Instructing children: Ask students to observe how specific parts of plants are consumed and what
special fragrant ingredients are used in cooking, preparing for the next period.
Period 3: Plant Parts as Food, Condiments & Food Habits
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall that many ingredients come from plants and animals. Ask: "Do we eat the
whole plant, or just specific parts?", "What are those special aromatic things in Biryani?"

* Probing / Inquisitive Questions: "Can you name a plant where we eat its leaves (e.g., spinach) or its
roots (e.g., carrot)?", "What are 'condiments'?", "Why do people in different regions eat different main
foods (e.g., rice vs. chapati)?"

* Declaration of the Lesson name: "Today, we will explore the different parts of plants that serve as
our food, discover the role of condiments and dry fruits, and understand how regional factors
influence food habits."

2. Reading the lesson:

* Reading: Instruct students to read the bullet points on Page 4 (bottom) about plant parts, then the
"Do you know?" box on Page 5 (about condiments and dry fruits), and finally the "How people
develop food habits?" section on Page 6 (first column).

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight "leaf,"

"flower," "fruit," "root," "stem," "seeds," "condiments" (ilaichi, lavang, dalchini, pepper), "dry fruits"
(cashew nuts, almonds, kismis), "food habits," "climatic conditions," "cultural practices," "paddy,"
"staple food," "Rava," "flour."

* Discussion in groups: Students discuss examples of plant parts they eat and share examples of
common condiments. They also discuss how climate and culture affect food habits.

* Teachers writing words on the board and explaining: Explain that various parts of plants are
consumed (leaves of spinach, fruits of tomato, seeds of fenugreek). Introduce "condiments" (spices
like cardamom, clove) and "dry fruits" and their role in flavoring. Explain that geographical and
climatic conditions determine crop production, influencing staple foods (e.g., rice in Telangana vs.
wheat in Rajasthan).

3. Conduct the activities for Conceptual understanding:

* Activity (Discussion based on Fig. 3 & Table 4):

* Discussion in groups: Students identify which part of the plant is eaten by looking at Fig. 3 (showing
various plants) and fill in Table 4 (Page 5) by naming the plant parts we eat for the listed plants and
adding their own examples.

* Discussion: Students discuss the questions below Table 4: "Which parts of the plants do we
generally use?", "Do we also use flowers as food?", "Is there any plant of which whole parts of it can
be eaten?".

* Discussion: Facilitate a discussion about "It is not a good food habit, you should make a habit of
eating all varieties of vegetable food items."

4. Conclusion and Assessment:

* Brief conclusion: We consume diverse plant parts and use special condiments and dry fruits for
flavor. Food habits are strongly influenced by regional climatic conditions and cultural practices,
shaping what becomes a staple food.

* Instructing children: Ask students to think about the different ways food is prepared at home and
what makes food taste good, preparing for the next period.

Period 4: Methods of Preparing Food & Taste of Food

1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall different food habits and plant parts eaten. Ask: "What are some ways we
cook food?", "Does the cooking method change the food?"

* Probing / Inquisitive Questions: "Is boiling the only way to cook rice? How is idly made soft?", "What
makes food taste good?", "Is taste only about the ingredients, or does cooking method play a role?"

* Declaration of the Lesson name: "Today, we will discover the 'Different methods of preparing food'
and explore what makes 'Tasty Food,' considering ingredients, preparation, and cultural habits."

2. Reading the lesson:

* Reading: Instruct students to read "Different methods of preparing food" (Page 6, second column,
including Table 5) and "Tasty Food" (Page 7, first column), including Joseph's recipe example.

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight "Boiling,"

"Steaming," "Fermentation," "Roasting," "Deep Frying," "Shallow Frying," "Chopping and mixing,"
"Cutting and mixing," "taste," "ingredients," "method of preparation," "cultural habits," "recipe," "chop,"
"pan," "flame," "mustard seeds," "black gram," "jeera," "turmeric powder."

* Discussion in groups: Students discuss various cooking methods and share what they think
contributes to food's taste.

* Teachers writing words on the board and explaining: Explain different cooking methods (boiling,
steaming, fermentation, frying, roasting, chopping, mixing) with examples. Discuss that food's "taste"
depends on ingredients, preparation method, and cultural habits. Go through Joseph's tomato curry
recipe as a practical example of a recipe.

3. Conduct the activities for Conceptual understanding:

* Activity (Discussion based on Table 5):

* Conducting activities in groups: Students discuss Table 5, filling in examples of food items for each
method (e.g., Rice for Boiling, Idly for Steaming/Fermentation, Peanuts for Roasting, Pakodi/Puri for
Deep Frying). They can add more methods and examples they know.

* Discussion: Students discuss their additions to Table 5.

* Activity 3: Let us cook:

* Conducting activities individually: Students choose their favorite cooked food and find out (from
family/online) how it is prepared.
* Writing the reports: Students write down the recipe for their chosen dish in their notebooks,
including ingredients and step-by-step instructions.

4. Conclusion and Assessment:

* Brief conclusion: Food preparation involves diverse methods that transform ingredients, and the
taste of food is a complex interplay of ingredients, cooking techniques, and cultural preferences.

* Instructing children: Ask students to think about how food stays fresh for a long time, and why some
foods spoil quickly, preparing for food preservation.

Period 5: Food Preservation & Safety with Packaged Foods

1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the preparation of tasty food. Ask: "Why does curry get spoiled quickly, but
pickles last for months?"

* Probing / Inquisitive Questions: "What is 'food preservation'?", "How do farmers protect stored
grains from pests?", "What should we look for when buying packaged food?"

* Declaration of the Lesson name: "Today, we will learn about 'Preservation of Food,' understanding
various methods to prevent spoilage and the importance of being aware of ingredients and dates on
packaged foods."

2. Reading the lesson:

* Reading: Instruct students to read "Preservation of food" (Page 8, first column) to the end of the
chapter (Page 9), including the "Do you know?" boxes and Activity 4 instructions.

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight "food

preservation," "pests," "spoiled," "pickle," "salted," "dried," "smoked," "sugar syrup," "honey,"
"preservatives," "harmful preservatives," "ingredients," "manufacturing date," "expired food material."

* Discussion in groups: Students discuss common methods of food preservation they know from
home. They also discuss the importance of checking labels on packaged foods.

* Teachers writing words on the board and explaining: Define "food preservation" as methods to
prevent spoilage. Explain different traditional methods like salting, drying, pickling, smoking, and
using sugar syrup/honey (Fig. 9, and the "Do you know?" box on Page 8). Emphasize the importance
of reading labels for ingredients, manufacturing dates, and expiry dates to avoid harmful
preservatives and "out-dated" food.

3. Conduct the activities for Conceptual understanding:

* Activity 4: Let us store food:

* Conducting activities in groups: Students discuss and identify examples of different preservatives
(adding salt, chili powder, oil; adding only salt; drying; sugar syrup). They can ask parents about
other ways of preservation they follow and fill in Table 6 (Page 8).

* Discussion in groups: Students discuss the questions provided: "Try to find out how vegetables are
pickled at home," "Find out the ingredients that help to preserve vegetables," "What are the other
food material preserved by this process?".
4. Conclusion and Assessment:

* Brief conclusion: Food preservation is vital to extend shelf life and ensure safety, utilizing methods
like salting, drying, and using sugar. For packaged foods, checking manufacturing and expiry dates,
along with ingredients, is crucial for health.

* Instructing children: Instruct students to reflect on the entire chapter, considering how what they eat
impacts their health, preparing for a comprehensive review.

Period 6: Chapter Review & Application

1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Conduct a rapid-fire recall of key concepts: variety of food, ingredients, sources,
plant parts, cooking methods, food preservation, and food safety.

* Probing / Inquisitive Questions: "What is the most important thing you learned about 'Our Food'?",
"How can you apply this knowledge to make healthier and safer food choices?", "Why is it important
to know where our food comes from?"

* Declaration of the Lesson name: "Today, we will consolidate our learning from the 'Our Food'
chapter through a comprehensive review and application of its core principles."

2. Reading the lesson:

* Reading: Quickly skim through the entire chapter, focusing on headings, key terms, and summaries
(if any are at the end of the textbook, though not provided in the snippet).

* Identifying new/difficult/unfamiliar words and concepts: Address any remaining questions or areas
of confusion from the chapter content.

* Discussion in groups: Students can work in small groups to prepare a quick "quiz" for another group
on specific topics (e.g., sources of ingredients, cooking methods, preservation techniques).

* Teachers writing words on the board and explaining: Clarify any challenging concepts or common
misconceptions based on student questions during the review.

3. Conduct the activities for Conceptual understanding:

* Comprehensive Q&A Session:

* Ask students to list and explain the major categories of food sources.

* Provide examples of food items and ask students to identify their likely ingredients and sources.

* Discuss different cooking methods and their effects on food.

* Ask about various food preservation techniques and the importance of checking expiry dates.

* Facilitate a discussion on the statement "Preparation of food using vegetables and fruits is an art."
(Page 9)

4. Presentation – Discussion:
* Exhibiting reports, diagrams, models prepared by the students: Students can share any concept
maps, summary notes, or diagrams they prepared during their revision. This is a good opportunity for
students who completed Activity 3 (Let us cook) to share their recipes and Activity 4 (Let us store
food) to share their preservation findings.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: Use a mix of recall, understanding, and application questions from
the entire chapter. This can include questions from the textbook's end-of-chapter exercises (if
available), or created by the teacher (e.g., "Why is it important to know the manufacturing date of
packaged food?").

5. Conclusion and Assessment:

* Brief conclusion: Reiterate that understanding the components, sources, preparation, and
preservation of food is crucial for making informed choices about what we eat, ensuring our health,
and appreciating the journey of food from source to plate.

* Instructing children: Assign any remaining end-of-chapter questions for homework. Encourage
students to apply their knowledge to make healthier and safer food choices in their daily lives.
 ANNUAL PLAN: CLASS VII GENERAL SCIENCE
1.Class: VII

2. Subject: GENERAL SCIENCE

3. Total Number of Periods Required: 214

4. Academic Standards to Be Achieved (IN DETAILS):

This section outlines the specific learning outcomes for students across the year.
 Conceptual Understanding: Students will be able to clearly define, explain, and relate key
scientific concepts across physics, chemistry, and biology (e.g., explaining the process of
digestion, differentiating between acids and bases, describing the water cycle, understanding
the types of motion). They should demonstrate understanding by providing examples,
interpreting data, and applying concepts to new situations.
 Asking Questions and Making Hypotheses: Students will develop the ability to formulate
relevant questions based on observations and prior knowledge. They will be able to construct
testable hypotheses for simple scientific investigations, predicting potential outcomes based
on scientific principles (e.g., "If I increase the force, I hypothesize the object will move faster").
 Experimentation and Field Investigation: Students will gain practical skills in conducting
simple experiments safely and systematically. They will learn to record observations
accurately, analyze data, and draw valid conclusions. They will also be able to conduct basic
field investigations, observing and documenting natural phenomena in their immediate
environment (e.g., studying soil profiles, observing plant life in a local park).
 Information Skills and Projects: Students will be proficient in gathering information from
diverse sources (textbooks, digital media, experiments, interviews). They will learn to
synthesize this information, critically evaluate its reliability, and present their findings through
reports, presentations, and models. They will also undertake individual or group projects to
explore scientific topics in depth.
 Communicating through Drawing and Model Making: Students will effectively
communicate scientific ideas, structures, and processes using clear, labeled diagrams,
flowcharts, and models. This includes drawing human digestive system, sketching electric
circuits, illustrating the water cycle, or building models of plant parts.
 Appreciation and Aesthetic Sense, Values: Students will cultivate an appreciation for the
intricate beauty and order in nature and the scientific principles that govern it. They will
develop a sense of responsibility towards the environment and living organisms, recognizing
the ethical implications of scientific knowledge and its application. This includes valuing water
conservation and understanding the importance of forests.
 Application to Daily Life and Concern for Biodiversity: Students will connect scientific
concepts to real-world scenarios and their daily experiences (e.g., understanding why certain
foods are important, how electricity works in their homes, the impact of weather on their lives).
They will also develop a strong concern for biodiversity, recognizing its importance and the
need for conservation efforts, and understanding how human activities impact ecosystems.
Monthly Breakdown of Units and Activities
Numbe
S.NO Unit / Lesson r of Activities to Be
Month Resources
. Name Period Conducted (CCE)
s

Textbooks,
Activity: Testing
charts of
food samples for
nutrient
starch, protein, and
groups,
fat. Discussion:
various food
Importance of
items, iodine
balanced diet,
FOOD solution,
01 JUNE 2025 10 deficiency
COMPONENTS Benedict's
diseases. Project:
solution,
Researching local
copper
healthy food
sulfate,
options. Debate:
caustic soda,
"Fast food vs.
oil, filter
Healthy food."
paper.

Experiment:
Litmus paper
Identifying acids
(red/blue),
and bases using
turmeric
indicators.
indicator,
Activity:
China rose
Neutralization
indicator,
reaction
lemon juice,
ACIDS AND demonstration.
02 JUNE 2025 10 vinegar,
BASES Discussion: Daily
baking soda,
life applications of
soap solution,
acids and bases
limewater,
(digestion,
dilute HCl,
cleaning). Project:
NaOH
Making natural
(teacher
indicators from
supervision).
flowers.

Activity:
Samples of Distinguishing
silk and wool between different
fabric, types of fabrics.
silkworm Discussion: Life
cocoons (if cycle of silkworm,
03 JULY 2025 SILK – WOOL 10 available), processing of wool.
pictures/video Project:
s of silkworm Researching
rearing and traditional weaving
sheep techniques.
shearing. Creative Writing:
Story from a
 silkworm's
perspective.

Experiment:
Measuring speed
using toy cars and
distance. Activity:
Stopwatches, Observing
measuring oscillating motion
tapes, toy of a pendulum and
cars, inclined measuring its time
MOTION AND
04 JULY 2025 11 planes, period.
TIME
pendulums, Discussion:
charts of Types of motion
different types (uniform, non-
of motion. uniform, oscillatory,
rotational).
Problem Solving:
Calculating speed,
distance, time.

Experiment:
Measuring
temperature of
Thermometer different
s (clinical, substances.
laboratory), Activity:
beakers, Demonstrating
hot/cold conduction,
HEAT –
AUGUST water, ice, convection,
05 MEASUREMEN 12
2025 spirit lamp radiation.
T
(teacher Discussion:
supervised), Applications of
different heat transfer
materials (cooking,
(metal, wood). insulation).
Project: Designing
an insulated
container.

Activity:
Recording daily
Weather weather data
maps, (temperature,
thermometer, rainfall, wind
barometer, direction).
AUGUST WEATHER anemometer Discussion:
06 10
2025 AND CLIMATE (simple Difference between
model), rain weather and
gauge, charts climate, factors
of different affecting climate.
climate zones. Project: Preparing
a weather report
for a week.
 Debate: "Global
warming: myth or
reality?"

Experiment:
Building simple
series and parallel
Cells, bulbs,
circuits. Activity:
wires,
Identifying
switches,
conductors and
connecting
SEPTEMBE insulators.
07 ELECTRICITY 12 wires,
R 2025 Discussion:
conductors,
Sources of
insulators,
electricity, safety
simple circuit
precautions.
diagrams.
Project: Making a
simple electric
buzzer or torch.

Experiment:
Demonstrating that
air exerts pressure
and expands on
Balloons, heating. Activity:
candles, hot Observing wind
plates direction using a
AIR, WINDS (teacher simple wind vane.
SEPTEMBE
08 AND 12 supervised), Discussion:
R 2025
CYCLONES diagrams of Causes of wind,
air pressure, formation of
cyclone cyclones, safety
formation. during cyclones.
Project: Creating a
disaster
preparedness plan
for a cyclone.

Experiment: Laws
of reflection using
a plane mirror.
Activity:
Plane mirrors,
Observing virtual
cardboard,
image formation in
PLANTS: laser pointer
OCTOBER a plane mirror.
09 REFLECTION 12 (safe use),
2025 Discussion:
OF LIGHT white screen,
Types of reflection
periscope
(regular, diffuse),
model.
multiple images.
Project:
Constructing a
simple periscope.

NOVEMBE NUTRITION IN Healthy Experiment:

10 10
R 2025 PLANTS plants, potted Testing a leaf for
 plant, bell jar, starch after
starch photosynthesis.
solution, Activity:
iodine Demonstrating
solution, dependence of
charts of photosynthesis on
photosynthesi light, CO2, water.
s. Discussion:
Modes of nutrition
(autotrophic,
heterotrophic,
parasitic,
saprophytic).
Drawing: Diagram
of photosynthesis.

Experiment:
Demonstrating
CO2 release
Respirometer
during respiration
(simple),
using limewater.
germinating
Activity:
seeds,
Comparing aerobic
NOVEMBE RESPIRATION limewater,
11 11 and anaerobic
R 2025 IN ORGANISMS charts of
respiration.
respiratory
Discussion:
systems
Different
(human, fish,
respiratory organs
cockroach).
in animals. Model
Making: Human
respiratory system.

Activity:
Dissecting a flower
Various
to identify
flowers,
reproductive parts.
seeds,
Discussion:
diagrams of
Types of
sexual and
NOVEMBE REPRODUCTIO reproduction
12 10 asexual
R 2025 N IN PLANTS (asexual, sexual),
reproduction,
pollination,
slides of
fertilization.
spores/buds
Observation:
(microscope if
Budding in yeast (if
available).
possible), spore
formation in ferns.

Activity: Collecting
Various types
and classifying
of seeds (with
seeds based on
DECEMBER SEED wings, hooks,
13 9 dispersal methods.
2025 DISPERSAL buoyant),
Discussion:
pictures/video
Importance of seed
s of seed
dispersal for plant
 dispersal survival. Field
mechanisms. Trip: Observing
seed dispersal in
the school
garden/local area.
Project: Creating a
"seed collection"
with explanations.

Experiment:
Simple water
purification
Water methods (filtration,
samples (tap, decantation).
pond, Activity:
filtered), filter Discussing sources
DECEMBER paper, of water, water
14 WATER 10
2025 funnels, scarcity, water
charts of pollution. Debate:
water cycle "Is rainwater
and water harvesting feasible
pollution. in our area?"
Poster Making:
Water conservation
slogans.

Experiment:
Investigating water
holding capacity of
different soil types.
Activity:
Soil samples Identifying
(different components of soil
types), (sand, clay,
JANUARY SOIL: OUR
15 11 beakers, humus).
2026 LIFE
sieves, hand Discussion:
lens, charts of Importance of soil,
soil profile. soil erosion and
conservation. Field
Investigation:
Observing soil
profile in a digging
site.

Discussion:
Pictures/video
Importance of
s of different
forests (products,
forest
ecological balance,
ecosystems,
JANUARY FOREST: OUR habitat),
16 11 charts of
2026 LIFE deforestation.
forest
Activity: Tracing a
products, food
food chain/web in a
chains in a
forest ecosystem.
forest.
Project: Creating a
 miniature forest
ecosystem. Guest
Speaker: Forest
official/environment
al activist.

Experiment:
Demonstrating
Ice, water, reversible and
candle, paper, irreversible
matchsticks changes. Activity:
(teacher Identifying physical
FEBRUARY CHANGES
17 10 supervised), and chemical
2026 AROUND US
balloons, changes in daily
baking soda, life. Discussion:
vinegar, Factors causing
rusting iron. changes. Concept
Mapping: Types of
changes.

Review:
Comprehensive
revision of all units.
Problem Solving:
Solving numerical
Textbooks,
problems from
previous
physics and
activity
chemistry. Doubt
sheets,
Clearing:
MARCH question
18 REVISION 20 Dedicated
2026 papers,
sessions for
concept
student queries.
maps,
Assessment:
interactive
Practice tests,
quizzes.
mock exams.
Crossword
Puzzles/Games:
Reinforcing
concepts.

5. Teacher Responses:
 "I will continuously assess student understanding through formative assessments, including
classroom discussions, short quizzes, observation of practical skills during experiments, and
project presentations. Summative assessments will be conducted at the end of each term,
incorporating a mix of theoretical questions and practical application scenarios."
 "To cater to diverse learning styles, I plan to integrate a variety of instructional methods:
hands-on experiments for kinesthetic learners, visual aids like charts and videos for visual
learners, and group discussions for auditory learners. Differentiated activities will be provided
for students requiring extra support or enrichment."
 "A potential challenge might be ensuring the availability of all experiment materials. I will
maintain a flexible approach, utilizing low-cost alternatives, virtual simulations, or
 demonstrations where necessary. Safety protocols will be strictly enforced during all
experiments, especially those involving heat or chemicals."
 "I anticipate that units like 'Electricity,' 'Heat – Measurement,' and 'Motion and Time' will be
particularly engaging due to their direct relevance to daily life and the opportunities for hands-
on experimentation. The project-based learning and field investigations in units like 'Forest:
Our Life' and 'Soil: Our Life' should also foster a deeper connection to environmental
concepts."

 6. Suggestions of Headmaster:
 Recommendations on integrating cross-curricular themes (e.g., linking science with mathematics for
data analysis in 'Motion and Time').
 Advice on incorporating technology more effectively into lessons.
 Suggestions for inter-class competitions or science fairs based on the topics.
 Guidance on resource allocation or professional development.

.
 LESSON PLAN: UNIT 01 - FOOD COMPONENTS
1. Class: VII

2. Unit/Lesson: 01 - FOOD COMPONENTS

3. Number of Periods Required: 10

4. Academic Standards (Particular to this unit only):

* Conceptual understanding

* Asking questions and making hypotheses

* Experimentation and field investigation

* Information Skills and projects

* Communicating through Drawing and model making

* Appreciation and Aesthetic sense

* Application to Daily life and concern to Biodiversity

5. Period-wise Breakdown:
PER
Assessm
IOD Learning TLM/Resou
Concepts Teaching Strategies ent
NUM Outcomes rces
[CCE]
BER

Introductio
- Engage: Discussion
n to Food - Students
on personal
and will explain Formativ
experiences with
Energy<b why food is e (Oral):
hunger/energy.<br>
r> - Need for essential for Observe
- Explore: Pose
food life.<br> - participati
questions: "Do we
(energy, Students will on in
need energy when we
growth, identify daily Whiteboard/ discussio
sleep? Why/why not?"
repair)<br activities Blackboard, ns.<br>
"More activities during
> - Energy requiring Chart paper Written
1 sleep?"<br> -
for all energy.<br for (Quick
Discuss: "What
activities > - Students brainstormin Write):
happens if you don't
(even will g. Students
get food for lunch/a
involuntary understand list 2
day/many days?" (text
ones like the reasons
prompts).<br> -
sleep)<br> continuous why food
Explain: Summarize
- energy is
food as source of
Consequenc needs of the essential.
energy for all bodily
es of food body.
functions.
deprivation

Identifying - Students - Engage: Recap Empty food Formativ

2
Food will energy needs. packets/labe e
 Component recognize Introduce the ls (chips, (Observa
s (Initial that food is a question: "What is coffee, tion &
Observatio mixture of food made of?"<br> biscuit, milk Workshe
n from components. - Activity: "Let us do powder), et):
Labels)<b <br> - – 2: Listing out food Whiteboard/ Observe
r> - Food is Students will components." Blackboard group
composed practice Distribute empty food for Table 1 collaborat
of various extracting packets/labels (milk template. ion and
substances. information powder, chips, accuracy
<br> - from food biscuit). Students fill in filling
Food labels out Table 1 (Food Table 1.
packaging (Information Items, Carbohydrates, <br>
labels Skills).<br> Protein, Fat, Vitamins Question
provide - Students & Minerals, ing: Ask
component will identify Other).<br> - students
information. common Discuss: Go through to identify
components questions from the text a
listed on (components in compone
labels. biscuits, most nt from a
common, label.
vitamins/minerals,
salt/sugar placement,
similar components).

Introductio
n to Major
Nutrients & - Recap: Review
- Students
Hypothesis Table 1 and introduce
will name the
Formulatio 'nutrients'.<br> -
five major Formativ
n<br> - Explain: Formally
nutrients.< e (Oral &
Formal introduce the 6
br> - Discussi
introduction essential components
Students will on):
of (Carbohydrates,
understand Assess
Carbohydrat Proteins, Fats,
that foods recall of
es, Proteins, Vitamins, Minerals,
vary in nutrient
Fats, Water, Fibres).<br>
nutrient names
Vitamins, - Hypothesize: Refer
proportions. Whiteboard/ and ability
Minerals to their food lists. Ask:
<br> - Blackboard, to make
3 (nutrients).& "Which foods might
Students will previous hypothes
lt;br> - have more
formulate Table 1. es.<br>
Water and carbohydrates/protein
simple Quick
Fibres as s/vitamins/minerals?"
hypotheses Write:
essential (Asking questions and
about food Students
components making
content.<b list the six
.<br> - hypotheses).<br> -
r> - Students essential
Varying Transition: Introduce
will compone
quantities of "The components
appreciate nts of
nutrients in present in food
the need for food.
different substances can be
experimental
foods.<br> tested easily through
confirmation.
- Idea of simple experiments."
scientific
testing for
 confirmation
.

Experiment
1: Test for - Engage: "Let's test
- Students
Starch our hypotheses!"
will safely
(Carbohydr Introduce "Let us do –
perform the
ates)<br> 3."<br> - Formativ
starch test Iodine
- Scientific Demonstrate/Experi e
(Experiment solution, test
method ment: Conduct (Observa
ation and tubes/cups,
(observation Experiment – 1: Test tion &
field droppers,
, for Starch.<br> - Lab
investigation water, food
interpretatio Demonstrate iodine Noteboo
).<br> - samples
n).<br> - dilution (light k):
Students will (potato, rice,
4 Preparation yellow/brown).<br> - Observe
correctly ripened
of dilute Test various samples practical
interpret the banana,
iodine (potato, rice, banana, skills and
color change curry
solution.< bread).<br> - accuracy
for banana,
br> - Starch Discuss: "What did of
starch.<br bread).
test you find? What does recorded
> - Students Safety
procedure dark-blue/black observati
will identify goggles.
and mean?"<br> - ons.
common
indicator Record: Students
starch-rich
(dark- note observations in
foods.
blue/black their notebooks.
color).

- Students - Engage: Recap

Food
will perform starch. "How to test for
samples for Formativ
Experiment the fat test fats?"<br> -
fat test (oil, e (Oral &
2: Test for and interpret Demonstrate/Experi
ghee, butter, Observat
Fats & results ment (Fats): Conduct
groundnuts, ion):
Experiment (Experiment Experiment – 2: Test
chips), Assess
3: Test for ation).<br> for fats. Rub samples
pieces of understan
Proteins - Students (oil, ghee, nuts) on
paper. ding of fat
(Part 1 - will relate fat paper. Discuss
Copper test
Preparation test to daily "translucency" and
sulphate, principle.
)<br> - Fat life connect to "vada on
sodium Observe
5 test experiences. paper plate."<br> -
hydroxide, attention
(translucenc <br> - Introduce (Proteins):
distilled during
y) and its Students will Begin Experiment – 3:
water, chemical
principle.< understand Test for Proteins.
measuring prep
br> - Need the Focus on
cylinder, demo.<
for precise importance demonstrating
balance, br> Mini-
chemical of safe and preparation of 2%
test tubes, Quiz:
preparation accurate copper sulphate and
safety "How do
for protein chemical 10% sodium hydroxide
goggles/glov you test
test. preparation solutions. Emphasize
es (for for fat?"
(teacher safety (corrosive
teacher).
demo). nature of NaOH).

Experiment - Students - Engage: Recap Prepared Formativ

6 3: Test for will perform protein solution copper e
Proteins the protein prep.<br> - sulphate (Observa
 (Part 2 - test Demonstrate/Experi and sodium tion &
Procedure (Experiment ment: Conduct the hydroxide Lab
& ation).<br> second part of solutions, Noteboo
Observatio - Students Experiment – 3: Test test tubes, k):
n)<br> - will correctly for Proteins.<br> - droppers, Observe
Protein test interpret the Grind solid samples food students'
procedure color change (dal, egg).<br> - Add samples for ability to
using for water, copper protein test follow
copper protein.<br sulphate, and sodium (milk, steps and
sulphate > - Students hydroxide.<br> - cooked dal, record
and sodium will identify Guide observation of egg white, accurate
hydroxide.&l common violet/purple cheese), observati
t;br> - protein-rich color.<br> - mortar and ons.
Observation foods. Discuss: Interpret pestle.
and results.<br> -
interpretatio Record: Students
n of color note observations for
change protein test.
(violet/purpl
e).

- Students
- Engage: "Let's test
will apply all
more foods!"<br> -
learned tests
Activity: "Let us do –
Testing to various
4: Testing of food
Food Items food items Formativ
items." Students (in
(Consolidat (Experiment e
groups) test additional
ion) & ation).<br> (Practical
food samples (Table
Analysis of - Students &
2: Rice, Potato, Milk,
Results<b will All previous Written):
Curd, Egg + own
r> - accurately experimenta Assess
examples) using all
Application record and l materials, group
three tests. Record in
of all three analyze data additional testing,
Table 2.<br> -
7 tests.<br> in Table 2 food complete
Analyze: Facilitate
- Analysis of (Information samples, ness of
discussion using
experimenta Skills).<br> printed/draw Table 2,
questions after Table
l data.<br> - Students n Table 2 and
2: "Which foods show
- will draw template. response
starch? Nutrients in
Understandi conclusions s to
milk? Component in
ng varying about analysis
potatoes? More fat?
proportions nutrient questions
More protein?"<br> -
of nutrients distribution .
Explain: Reiterate
in foods. in foods
that all foods have
(Conceptual
components, but
understandin
quantities vary.
g).

Roughages - Students - Engage: "Why eat Samples of Formativ

/Dietary will define salad/peels?"<br> - fibrous e (Oral &
Fibres & roughages Explore: "Let us do – vegetables, Activity):
8 Water<br and explain 5: Roughages in some sponge, Observe
> - Role of their food items." Observe pipe, water, understan
roughages function.<b fibrous vegetables examples of ding of
(indigestible r> - Students (ribbed gourd, beans). water-rich roughage/
 carbohydrat will identify "What are these fruits/vegeta water
es) in sources of strands called?"<br> bles. function.
digestion roughages.& - Explain: Introduce <br>
and lt;br> - roughages, their role Drawing:
preventing Students will (bowel movement, Students
constipation. explain the constipation), sources. draw
<br> - importance Discuss washing sources
Sources of of water produce due to of
roughages. (Conceptual pesticides.<br> - roughage/
<br> - understandin Transition: "What water.
Importance g).<br> - else is vital besides
of water for Students will solid food?"<br> -
bodily recognize Explain (Water):
functions.&lt water in Discuss water's
;br> - Water fruits/vegeta functions. <br> -
content in bles.<br> - Explore (Water
fruits and Students will Activity): "Let us do –
vegetables. understand 6: To know the use of
the need to water." Sponge-in-
wash pipe analogy. Show
fruits/vegeta water-rich
bles fruits/vegetables.
thoroughly
(Application
to Daily life).

Formativ
Balanced - Students - Engage: "Let us do
e
Diet - will define a – 7: List food eaten
(Reflecti
Concept balanced yesterday. Is it
on &
and diet balanced?"<br> -
Oral):
Component (Conceptual Explore: "Let us do –
Assess
s<br> - understandin 8: Look at the food
self-
Definition of g).<br> - ‘THALI’ (Fig. 10)." List
reflection
a balanced Students will items & components
on diet
diet.<br> - identify (Table 3
and
Importance characteristi concept).<br> - Whiteboard/
understan
of adequate cs of a Explain: Formal Blackboard,
ding of
proportions balanced definition of balanced image of a
9 balanced
of all diet.<br> - diet, emphasizing "food
diet.<br
nutrients.< Students will "adequate quantity." THALI" (Fig.
> Short
br> - understand Discuss how to make 10).
Answer:
Varying varying diet balanced (salads,
"What is a
individual dietary cereals, pulses, milk,
balanced
dietary needs.<br small fat, seasonal
diet? Give
needs (age, > - Students fruits). Discuss "Do
two
activity).< will you know? Dry
examples
br> - Role of appreciate fruits..."<br> -
of making
dry fruits in the value of Discuss: Growing
your diet
a healthy diverse food children's protein
balanced.
diet. choices. needs.
"

Balanced - Students - Engage: "Is Whiteboard/ Summati

10
Diet - will balanced diet costly?" Blackboard. ve
 Practical understand Discuss "Balanced (Written
Aspects, that a diet is cheap Test):
Junk Food, balanced indeed."<br> - Unit-end
and History diet is Discuss: Proper quiz
of affordable cooking to prevent covering
Nutrition< (Appreciatio nutrient loss. "Is your all
br> - n).<br> - mid-day meal concepts.
Affordability Students will balanced?"<br> - <br>
of balanced identify good Categorize: Discuss Project
diet.<br> - cooking foods to be eaten (Applicat
Impact of practices.< plenty, adequately, ion &
cooking br> - moderately, sparingly Commun
methods on Students will (Table 4 ication):
nutrients.< categorize concept).<br> - Students
br> - foods based Debate/Discuss: create a
Categorizati on "Avoid junk foods." poster/pre
on of foods consumption Discuss harmful sentation
for levels.<br> effects (Information on "My
consumptio - Students Skills & Balanced
n (plenty, will explain Application).<br> - Diet Plan"
adequately, why junk Information: Read or "Why
moderately, food is "History of food and Junk
sparingly).&l harmful Nutrition" (Lavoisier, Food is
t;br> - (Application James Lind). Discuss Harmful"
Harmful to Daily cultural food habits (Drawing
effects of life).<br> - (rice vs. and
junk Students will chapathies).<br> - model
food.<br> gain Review: Go over making).
- Brief historical "What have we
history of perspective learnt?" and Key
nutrition on nutrition words.
science.< (Appreciatio
br> - n).<br> -
Cultural Students will
influence on understand
food habits. cultural
influence on
food habits
(Appreciatio
n).

6. Teacher's Notes: (Additional Resources, Activities)

 Field Trip/Guest Speaker: Arrange a visit to a local market to identify different food groups or
invite a nutritionist to speak about healthy eating.
 Food Diary Project: Students maintain a food diary for a week and then analyze it for nutrient
balance. This fosters Application to Daily life and Information Skills.
 Recipe Analysis: Bring in simple, popular recipes and have students identify the main
nutrients present in each ingredient.
 Debate/Role Play: Organize a debate on "Vegetarian vs. Non-vegetarian Diet for a Balanced
Meal" or role-play scenarios about making healthy food choices. This promotes
Communicating and Asking questions and making hypotheses.
 Community Survey: Students interview family members or community members about their
food habits and challenges in maintaining a balanced diet, linking to Application to Daily life.
  Interactive Games: Use online quizzes (if internet access is available) or create physical
board games based on food components and balanced diet.
 Visual Aids: Utilize food pyramids or "MyPlate" diagrams (if suitable for the curriculum
context) to visually demonstrate balanced proportions.
 Safety First: Reiterate safety precautions diligently, especially when handling chemicals in
experiments. Ensure proper ventilation, use of safety goggles (for teacher and students if
applicable), and correct disposal of chemical waste.
 Differentiation:
o Support: Provide simplified handouts, pair weaker students with stronger ones for
group activities, offer sentence starters for explanations.
o Challenge: Encourage advanced students to research specific nutrient deficiency
diseases, explore the basic molecular structure of nutrients, or design a balanced meal
plan for individuals with specific dietary needs (e.g., athletes, diabetics). This
encourages deeper Conceptual understanding and Information Skills.
 Biodiversity Link: While discussing sources of food, emphasize the importance of diverse
food crops and traditional varieties for a balanced diet, connecting to concern to
Biodiversity.

7. Teacher Responses: FOOD COMPONENTS

 "Do we need energy when we sleep? Why / why not?"
o "Yes, absolutely! Even when we're sleeping, our body is performing many vital,
involuntary functions. Our heart continuously pumps blood, our lungs breathe, our brain
is active (processing memories, dreaming), and cells are constantly repairing and
regenerating. All these essential life processes require a continuous supply of energy,
which comes from the food we eat."
 "Can you add some more activities performed by our body during sleep?"
o "Certainly! Beyond breathing and blood circulation, during sleep, our body also works
on muscle repair and growth, hormone production and regulation, maintaining body
temperature, and further digestion and absorption of nutrients from the last meal."
 "Suppose you don’t get food for lunch how do you feel?"
o "You would likely start feeling hungry, perhaps a bit tired, might lose concentration, and
could even become irritable. Your body's immediate energy supply would be low,
impacting your ability to focus."
 "If you don’t get anything for more than a day how will you feel?"
o "The feelings of hunger and fatigue would become much more intense. You'd probably
feel very weak, dizzy, and lack the energy for even simple daily tasks. Your body would
begin to tap into its stored energy reserves more significantly."
 "If you don’t get food for many days what will happen to you?"
o "This is a very serious situation. Without food for an extended period, your body would
start breaking down its own tissues, including muscles and fat, for energy. This leads to
severe weakness, malnutrition, organ damage, and if prolonged, can be life-
threatening. Food is fundamental for our survival and overall health."
 "Why should we take food? What are the components in it?"
o "We should take food because it provides the essential energy our bodies need for all
activities – from playing and studying to breathing and sleeping. Food also enables our
body to grow, repair itself when damaged, and maintain its functions to keep us healthy
and protect us from diseases. The main components, also called nutrients, are
Carbohydrates, Proteins, Fats, Vitamins, and Minerals. Additionally, Water and Fibres
are also crucial for our body's proper functioning."
 "What are the components found in biscuits?"
 o "Biscuits primarily contain Carbohydrates (from flour and sugar), Fats (from the oils or
butter used), and typically a small amount of Protein. Some biscuits are also fortified
with added Vitamins and Minerals."
 "What components are most common in your list?"
o (Based on typical student observations from common packaged foods like chips,
biscuits, etc.) "Carbohydrates (from flour, sugar, potato) and Fats (from oils) are often
the most common components found in many of the packaged foods we observed.
Proteins are also common in products like milk powder or biscuits with added milk
solids."
 "Do you find any vitamins and minerals in them? What are they?"
o "Yes, if you examine the nutrition labels carefully, you might find specific vitamins listed,
such as Vitamin A, Vitamin D, or various B-vitamins. For minerals, you might see
Calcium or Iron. These are often added to packaged foods during processing to
enhance their nutritional value or to address common dietary deficiencies."
 "Where do you write salt and sugar? Why?"
o "Sugar is a type of Carbohydrate, so it would be included under the Carbohydrates
column. Salt, which is sodium chloride, contains the mineral Sodium, so it would fall
under Minerals. Sometimes, especially on simplified labels, they might be listed under
'Other if any' or 'Ingredients' if their primary function is for taste rather than a major
macronutrient contribution."
 "Are there any food items with similar components?"
o "Yes, absolutely! For instance, most cereal grains like rice, wheat, and maize are
primarily rich in carbohydrates. Dairy products such as milk, curd, and cheese are good
sources of both protein and fats. Oils and ghee are almost entirely fats. Many fruits and
vegetables, while varying in specific nutrient content, generally provide similar types of
vitamins, minerals, and fibers."
 "Why did the paper plate turn translucent?"
o "The paper plate turned translucent because the vada (or other food item) contained
fats. Fats are oily and greasy substances. When they come into contact with paper,
they are absorbed into the paper fibers, making the paper appear somewhat see-
through or translucent when light passes through it."
 "Which foods show the presence of starch?"
o "Based on our iodine test, foods like potato, rice, and even unripe bananas clearly show
the presence of starch by turning a dark-blue or black color."
 "What nutrients are present in milk?"
o "Milk is a very wholesome food. It contains Carbohydrates (in the form of lactose, milk
sugar), Proteins (casein and whey), Fats, and is a good source of essential Vitamins
(like A, D, B12) and Minerals (like Calcium and Phosphorus)."
 "Which component of food could you identify in potatoes?"
o "In potatoes, the most abundant food component that we would identify through our
experiments is starch, which is a type of Carbohydrate."
 "Which food item contains more fat?"
o "Food items such as cooking oil, ghee, butter, nuts (like groundnuts), and deep-fried
snacks generally contain a higher proportion of fat."
 "Which food items contain more protein?"
o "Food items such as milk, eggs, pulses (like dal), meat, fish, and paneer are typically
rich sources of protein."
 "Do you find some fine strands or thread like structures?"
o "Yes, especially in certain vegetables like ribbed gourd, bunch beans, lady's finger, or
even when you observe boiled sweet potato closely, you can clearly see these fine,
fibrous strands or thread-like structures."
 "What are these strands called?"
o "These strands are called roughages or dietary fibres."
 "Discuss with your teacher how dietary fibres help in preventing constipation."
o "Dietary fibres are indigestible by our bodies, but they play a crucial role. They add bulk
to the food passing through our digestive system. This bulk helps to soften the stool and
promotes regular bowel movements, preventing the stool from becoming hard and
difficult to pass, which is what causes constipation. They essentially 'clean' our food
canal."
 "Can you find water in them (fruits and vegetables)?"
o "Yes, definitely! If you cut open fruits like watermelon, oranges, papaya, or vegetables
like cucumber, tomatoes, and gourds, you will observe and feel the moisture, indicating
their high water content. Many fruits and vegetables are over 80% water."
 "Why does our body need water?"
o "Our body needs water for numerous vital functions. It helps transport nutrients to every
cell, remove waste products from our body through urine and sweat, regulate body
temperature, lubricate our joints, and is essential for the digestion and absorption of
food. Just like the sponge moved smoothly through the pipe when it was wet, water
helps food move easily through our digestive tract."
 "Does your diet contain all the necessary components of food in it? Think and discuss
with your friends."
o "This is a great question for us to reflect on personally. It's often challenging for a single
meal to contain every nutrient in the perfect proportion. The goal is to ensure that
across all the meals you eat throughout the day, or even over a few days, your diet
provides a balanced mix of carbohydrates, proteins, fats, vitamins, minerals, water, and
fiber from various food sources."
 "Name some of the dry fruits you know."
o "Some common dry fruits include dates, raisins, almonds, cashews, pistachios, walnuts,
and dried apricots."
 "Think! Is your mid-day meal a balanced one? Write your observations and display
them in bulletin board."
o "To determine if your mid-day meal is balanced, consider if it includes a good source of
carbohydrates (like rice or roti), protein (such as dal, egg, or paneer), a variety of
vegetables (for vitamins, minerals, and fiber), and a small amount of healthy fats.
Reflecting on these components will help you identify if your meal provides
comprehensive nutrition."
 "In what way are they (junk food) harmful to us?"
o "Junk foods are harmful because they are typically very high in unhealthy fats,
excessive sugar, and too much salt, while being deficient in essential nutrients like
vitamins, minerals, and dietary fiber. Regular consumption can lead to weight gain,
obesity, increased risk of chronic diseases such as type 2 diabetes and heart disease,
and can impair our digestive system, making us feel sluggish and depriving our bodies
of the vital components needed for proper growth and health."
 LESSON PLAN: UNIT 02 - ACIDS AND BASES
1. Class: VII

2. Unit/Lesson: 02 - ACIDS AND BASES

3. Number of Periods Required: 10

4. Academic Standards (Particular to this unit only):

* Conceptual understanding

* Asking questions and making hypotheses

* Experimentation and field investigation

* Information Skills and projects

* Communicating through Drawing and model making

* Appreciation and Aesthetic sense

* Application to Daily life and concern to Biodiversity

5. Period-wise Breakdown:
PERI
OD Learning Teaching Assessm
Concepts TLM/Resources
NUM Outcomes Strategies ent [CCE]
BER

Introduction - Engage (10 Formativ

to - Students will min): Pose e
Indicators & understand that questions (Observa
Turmeric as certain from text: tion &
Indicator< substances "Do Oral):
br> - (indicators) substances Observe
Substances change change color students'
change color color.<br> - when added participati
Turmeric
when Students will to others?" on in
powder, water,
mixed.<br> observe and "Observed activity
white paper,
- Introduction describe lime water + and ability
pencil, soap
1 to specific color turmeric?" to
water, brush,
indicators.&lt changes in "Rani & Sai's describe
lime water (pre-
;br> - turmeric red spot on color
prepared),
Turmeric as (Experimentatio sheet after changes.
beaker/cup.
a natural n and field soap?" <br>
indicator investigation).&l Facilitate Written
(color t;br> - Students discussion.&l (Quick
change).<b will appreciate t;br> - Check):
r> - the concept of a Activity (30 Students
Observing natural min): "Let us write
changes with indicator. do - 1." down
soap water Students what
 and lime prepare happened
water. turmeric to
paste, rub on turmeric
paper. Draw when
flower, color soap
with soap water was
water. Test added.
lime water on
turmeric
paper.<br>
- Discuss (5
min): "Does
color remain
same with
soap water?"
"Is changed
color same in
both cases?"
Explain that
turmeric
changes
color and
introduce the
term
'indicator'.

Exploring - Students will - Recap (5

Indicators apply the min): Review
with turmeric test to turmeric as
Various multiple an
Substances common indicator.<
& Other substances br> - Activity
Formativ
Natural (Experimentatio (30 min):
e
Indicators&l n).<br> - "Let us do -
(Practical
t;br> - Students will 2." Provide
&
Applying categorize turmeric
Written):
turmeric substances paper strips. Turmeric paper,
Assess
paper to based on their Students test various
students'
diverse observed color various substances from
ability to
substances. changes on substances Table 2 (as
2 conduct
<br> - turmeric paper from Table 2 available),
the test
Generalizing (Information (soap water, droppers/spatula
and
the concept Skills).<br> - lime water, s, Table 2
record
of Students will baking soda, template.
observatio
indicators.&lt recognize vinegar,
ns
;br> - indicators as lemon juice,
accurately
Introducing tools to sugar
in Table
other determine the solution,
2.
potential nature of a common salt,
natural substance.<br cool drinks)
indicators > - Students will and other
(e.g., identify other available
hibiscus possible natural household
petals). indicators. items.
 Record
observations
in a prepared
Table 2
template.<
br> -
Discuss (10
min): "What
do you
observe?
Any color
change?"
"Which
substances
changed
color?"
Introduce
"The
substances
which
indicate a
change in
colour... are
known as
indicators."
Discuss
preparing
other natural
indicators
(e.g.,
hibiscus
petals).

Litmus - Students will - Recap (5

Formativ
Paper as perform litmus min): Recap
e
Indicator: tests safely and indicators.< Blue & red litmus
(Practical
Acids and accurately br> - Explain papers, various
&
Bases (Experimentatio (5 min): liquid samples
Written):
Introduction n and field Introduce (lemon juice,
Assess
<br> - investigation).&l litmus paper vinegar, soap
students'
Introduction t;br> - Students and its two water, baking
ability to
of litmus will classify forms (blue soda solution,
conduct
paper (blue substances as and cool drinks, milk,
litmus
3 and red) as acidic, basic, or red).<br> - sugar solution),
tests and
indicators.&lt neutral based Activity (25 test
classify
;br> - on litmus paper min): "Let us tubes/beakers,
substance
Classification results do - 3." droppers, Table
s in Table
of (Conceptual Students test 3 template. Lime
3.<br>
substances understanding). various fruit (for
Quick
as acidic or <br> - juices, demonstration/pr
Check:
basic based Students will vegetable eparation of lime
"Which
on litmus understand the juices, cool water).
substance
test.<br> - characteristic drinks, and
s changed
Concept of properties of various
 neutral acids (turn blue solutions red litmus
substances. litmus red) and (from to blue?"
<br> - bases (turn red provided list
Preparation litmus blue, or collected)
of Lime soapy touch). with both
Water. blue and red
litmus
papers. List
results in
Table
3.<br> -
Demonstrati
on (5 min):
Demonstrate
the
"Preparation
of Lime
water"
(emphasize
allowing to
stand
overnight
and filtering
for
clarity).<br
> - Explain
(5 min):
Discuss
observations.
Formalize
definitions:
"Substances
that turn blue
litmus to red
are acidic."
"Substances
that are
soapy to
touch and
turn red
litmus to blue
are basic."
"Those that
don't change
either are
neutral."
Emphasize
precautions.

Classifying - Students will - Recap (5 Completed Formativ

Substances apply their min): Review Tables 2 & 3, e
4 & litmus test acid, base, Table 4 (Written):
Properties knowledge to neutral template, Evaluate
of Acids classify definitions Whiteboard/Blac accuracy
(Natural substances into from kboard for Table of
Acids)<br acidic, basic, previous 5. classificati
>- and neutral period.<br> on in
Classifying categories - Activity (15 Table
substances (Application to min): "Let us 4.<br>
based on Daily life, do - 4." Oral: Ask
litmus test Information Students students
observations Skills).<br> - classify the to name
.<br> - Students will substances two
Introduction identify and they tested in natural
to acidic name common previous acids and
nature and natural acids activities their
natural acids and their (from Tables sources.
(formic acid, sources.<br> 2 & 3) into
acids in - Students will Acidic, Basic,
Table differentiate Neutral
5).<br> - between categories
Distinguishin naturally based on
g natural occurring acids their
acids from and laboratory- observations.
mineral prepared Fill Table
acids. mineral acids. 4.<br> -
Engage (10
min): "Why
do ants
sting? What
makes some
fruits
sour?"<br>
- Explain (15
min):
Introduce
"Acidic
Nature."
Discuss
formic acid in
ant bites. List
natural acids
(from Table
5: Acetic
acid, Lactic
acid, Citric
acid, Oxalic
acid,
Ascorbic
acid, Tartaric
acid) and
their
common
food sources.
Introduce
important
mineral acids
(Hydrochloric
 acid,
Sulphuric
acid, Nitric
acid)
prepared
from
minerals.

- Engage (10
min): "How
do you feel
when you
touch a cake
of soap? Any
other
substances
that feel
Properties - Students will
soapy?"<br
of Bases identify bases
> - Explain
(Soapy by their
(10 min):
Touch) & characteristic
Discuss
Oxides of 'soapy'
"Basic Formativ
Metals<br texture.<br> -
Nature," e
> - Basic Students will list
emphasizing (Observa
nature common basic Soap, glass
the "soapy to tion &
characterize substances cleaner, other
touch" Oral):
d by 'soapy encountered in basic
property. List Observe
to daily life.<br> substances (if
examples of understan
touch'.<br> - Students will available).
substances ding of
- Examples understand that Magnesium
containing 'soapy
of basic certain metal ribbon, tongs,
bases (from touch'
5 substances oxides can form spirit
Table 6: property.
(soap, glass basic solutions lamp/burner,
soap, glass Assess
cleaners, when reacted beaker, water,
cleaners, observatio
Table with water blue & red litmus
etc.).<br> - ns during
6).<br> - (Conceptual papers,
Activity (20 magnesiu
Metal oxides understanding). Whiteboard/Blac
min): "Let us m burning
(Magnesium, <br> - kboard for Table
do - 5." and litmus
Potassium, Students will 6.
Teacher test on
Sodium) observe
Demonstrati the
forming chemical
on (due to solution.
hydroxides reactions in a
burning and
(bases) practical setting
handling
when (Experimentatio
ash): Burn a
dissolved in n and field
small piece
water. investigation).
of
Magnesium
ribbon using
tongs.
Collect the
white ash.
Dissolve it in
a little water.
Touch the
 resulting
solution and
test it with
blue and red
litmus
papers.<br
> - Discuss
(5 min):
"What do you
observe?"
Explain that
Magnesium
oxide (ash)
forms
Magnesium
Hydroxide (a
base) in
water.
Generalize to
oxides of
Potassium
and Sodium.

- Students will - Recap (5 Formativ

understand the min): Recap e
Chemical
purpose and natural (Practical
Indicators:
importance of indicators &
Phenolphth
chemical and metal Written):
alein and
indicators.<br oxides Assess
Methyl
> - Students will forming accuracy
Orange<br
observe and bases.<br> in Table 7
>-
recall the - Explain (10 completio
Introduction
specific color min): n and
to chemical
changes of Introduce ability to
indicators.&lt Phenolphthalein
phenolphthalein "Chemical interpret
;br> - solution, Methyl
and methyl Indicators: results
Specific Orange solution,
orange in acidic Methyl based on
color substances from
and basic orange and known
changes of Table 3
6 media phenolphthal color
Phenolphthal (selected acids
(Conceptual ein." Explain changes.
ein and and bases), test
understanding). their role in <br>
Methyl tubes, droppers,
<br> - testing acids Concept
Orange in Table 7
Students will and Check:
acidic and template.
apply chemical bases.<br> "What
basic
indicators to - Activity (25 color does
solutions.<
classify min): "Let us phenolpht
br> -
substances do - 6." halein
Distinguishin
(Experimentatio Students test turn in a
g acids and
n).<br> - substances basic
bases using
Students will from Table 3 solution,
these
compare results (or selected and what
chemical
obtained with common color in an
indicators.
chemical acids/bases) acidic
indicators to with solution?"
those from Phenolphthal
litmus tests ein and
(Information Methyl
Skills). Orange
solutions.
Take a small
amount of
the
substance in
two separate
test tubes for
each
indicator.
Record
observations
in a drawn
Table
7.<br> -
Discuss (5
min): Pose
questions
from text:
"What can
you conclude
from the
above data?"
"Compare
the above
observations
with those in
case of
litmus test."
"Can you
distinguish
acids and
bases using
the
indicators?"
"What would
be the
criteria for
deciding
this?"
Summarize
the specific
color
changes for
each
indicator
(Methyl
orange: red-
acid, yellow-
base;
Phenolphthal
 ein:
colorless-
acid, pink-
base).

- Engage (5
min): Share
the
"magician
cutting
Reactions lemon" story
of Acids to link
with Metals chemical
& indicators to
Carbonates - Students will observable
(Hydrogen observe 'magic', then Formativ
& Carbon chemical reveal the e
Dioxide reactions of science (Observa
Formation)& acids with behind tion &
lt;br> - Acids metals and it.<br> - Oral):
react with carbonates Activity (20 Assess
metals to (Experimentatio min): "Let us understan
produce n and field do - 7." ding of
hydrogen investigation).&l <br> - Part the
gas (pop t;br> - Students A (Acid + Lemon juice, specific
sound will identify Carbonate): marble pieces, tests for
test).<br> - hydrogen gas Lemon juice egg shells, test hydrogen
Acids react using the 'pop' + Marble tubes, and
with sound pieces / Egg matchsticks, carbon
7 carbonates test.<br> - shells. lime water, small dioxide
(e.g., marble, Students will Observe pieces of metals gases.
eggshells) to identify carbon bubbling. (Copper, Zinc, <br>
produce dioxide gas Bring burning Magnesium, Problem
carbon using the flame matchstick Iron, Brass, Solving:
dioxide gas extinction and near test Aluminium). "Why
(extinguishes lime water tube should
flame, turns tests.<br> - ("extinguishe you not
lime water Students will s"). Pass gas store
milky).<br> apply into lime lemon
- Practical conceptual water ("milky pickle in a
applications understanding white"). copper
related to to explain real- Conclude it's vessel for
these life scenarios CO2. a long
reactions (Application to (Teacher can time?"
(coating Daily life). demonstrate
brass/copper passing gas
vessels, safely).<br
preserving > - Part B
pickles). (Acid +
Metal):
Lemon juice
+ small
pieces of
Copper, Zinc,
 Magnesium,
Iron, Brass,
Aluminium
(in separate
test tubes).
Observe gas
formation.
Bring burning
matchstick
near test
tube ("pop
sound").
Conclude it's
H2. (Briefly
mention
Henry
Cavendish).&
lt;br> -
Discuss (20
min): Based
on
observations,
discuss
properties of
acids. Pose
questions
from text:
"Why are
inner sides of
brass and
copper
vessels
coated with
tin?" "Why
are pickles,
jams, jellies
preserved in
glass,
porcelain and
plastic
containers?"
Connect
answers to
acid
reactivity with
metals.

Acid Rains - Students will - Engage (5 Images/videos of Formativ

& define acid rain min): "Have monuments e (Oral &
Environmen and identify its you heard affected by acid Discussi
8 tal main acidic about Acid rain, industrial on):
Impact<br components Rains? Do smoke. Chart Assess
>- (Conceptual you know showing acid understan
Composition understanding). what acid rain formation. ding of
 of acid rains <br> - rains acid rain
(Carbonic Students will are?"<br> - causes
acid, identify the Explain (15 and
Sulphuric sources of air min): effects.
acid, Nitric pollutants that Discuss Acid <br>
acid).<br> lead to acid Rains: their Brainstor
- Sources of rain.<br> - acidic ming:
gases Students will components. Students
causing acid understand the Explain their suggest
rains significant formation ways to
(industrial environmental from reduce air
waste, and aesthetic industrial pollution
vehicular impact of acid waste gases that
pollution).< rain on (Sulphur contribute
br> - Harmful structures, dioxide, s to acid
effects of ecosystems, Nitrogen rain.
acid rains on and human Oxide,
buildings, health Carbon
monuments, (Appreciation dioxide)
skin, and the and Aesthetic mixing with
environment. sense, concern moisture.<
<br> - to br> -
Local Biodiversity).< Discuss (20
example of br> - Students min): Focus
acid rain will apply on harmful
(Visakhapatn knowledge to a effects:
am). local context damage to
(Visakhapatna buildings
m). (e.g., Taj
Mahal),
monuments,
skin, and the
environment.
Discuss the
Visakhapatn
am example:
"Can you
guess the
reason for
acid rain in
Visakhapatn
am?"
(Encourage
students to
think about
local
industries).
Show
relevant
images/video
s.

Neutralizati - Students will - Engage (5 Dilute Formativ

9
on Reaction understand that min): "We've Hydrochloric e
(Part 1 - mixing acids seen acids acid, Caustic (Practical
Practical)&lt and bases can and bases soda solution &
;br> - result in a have (equal Observati
Concept of neutral solution different concentration), on):
neutralizatio (Conceptual effects. What phenolphthalein Observe
n: mixing an understanding). happens indicator students'
acid and a <br> - when we solution, test carefulnes
base.<br> Students will combine tubes, droppers, s and
- Observing perform a them?"<br litmus paper. accurate
the process neutralization > - Activity observatio
of experiment and (30 min): n of color
neutralizatio observe precise "Let us do - changes
n using a color changes 8." Teacher during the
visual (Experimentatio Demonstrati titration-
indicator n and field on or like
(Phenolphth investigation).&l supervised activity.
alein color t;br> - Students student <br>
change).<b will identify the activity (due Oral: Ask
r> - point of to precision students
Understandi neutralization and chemical to explain
ng how to visually using handling):< what
convert an an br> - Put 10 happened
acidic indicator.<br> drops of when the
solution into - Students will dilute solution
a basic explain how to Hydrochloric turned
solution and change an acid in a test pink, and
vice-versa acidic solution tube, add 2 why it
through to basic and drops became
excess vice-versa. phenolphthal colorless
addition. ein (should again.
be
colorless).<
br> - Add
Caustic soda
solution
(equal
concentration
) drop by
drop, shaking
well after
each drop.
Observe
color change
to pink
(neutralizatio
n
point).<br>
- Add one
drop of HCl
to revert to
colorless.
Add one drop
of NaOH to
turn pink
 again. Check
final solution
with litmus
paper.<br>
- Discuss
(10 min):
Pose
questions
from text:
"What is the
color of the
resulting
solution?"
"Now what
kind of
solution does
the test tube
have (when
pink)?"
"What kind
when
colorless
again?" "On
the basis of
this
experiment,
how would
you convert
an acidic
solution into
basic/basic
to acidic?"

Neutralizati - Students will - Recap (5 Formativ

on Reaction understand the min): Review e
(Part 2 - chemical the practical (Written):
Theory) & reaction of neutralization Assess
Salts<br> - neutralization experiment Completed completio
Formal and its products from Period Table 8 & 9 n and
definition (Conceptual 9.<br> - templates, classificati
and chemical understanding). Explain (15 various salt on
equation of <br> - min): samples/solution accuracy
neutralizatio Students will Formally s (e.g., common in Tables
10 n (Acid + learn about salt define salt, baking 8 & 9.
Base = Salt formation and neutralization soda, washing <br>
+ their varied : "When soda, alum - with Summati
Water).<br properties acids and teacher's help), ve (Unit
>- (acidic, basic, bases are litmus papers. End
Formation of neutral).<br> mixed in Whiteboard/Blac Assessm
salts during - Students will equal kboard. ent): A
neutralizatio classify various concentration comprehe
n.<br> - salt substances s they give a nsive
Properties of based on litmus neutral written
salts (acidic, tests solution." test
basic, (Information Explain the covering
neutral Skills).<br> - chemical all
salts).<br> Students will reaction: concepts,
- connect the Acid + Base experime
Applications concepts of rightarrow ntal
of acids/bases/salt Salt + Water. observatio
neutralizatio s to practical Give ns, and
n (e.g., in applications like example: applicatio
soil soil treatment Hydrochloric ns from
management and body acid + the unit.
with functions Caustic soda
manures).&lt (Application to rightarrow
;br> - Why Daily Sodium
sweat is life).<br> - Chloride
salty; uses of Students will (common
acids, bases, synthesize the salt). Discuss
salts.<br> - unit's key Manures and
Final Unit learnings. how they
Summary. affect soil
acidity/basicit
y, relating to
chemical
fertilizers vs.
organic
manure.<br
> - Activity
(15 min):
"Let us do -
9" & "Let us
do - 10."
Students test
various salt
substances/s
olutions (e.g.,
common salt,
baking soda,
washing
soda, alum -
with
teacher's
guidance)
with red and
blue litmus
papers.
Record
observations
in Table 8
and classify
salts as per
Table 9
(acidic salts,
basic salts,
neutral
salts).<br>
 - Discuss
(10 min):
Pose
questions
from text:
"Remember:
All neutral
solutions are
not salt
solutions."
"Why is our
sweat salty?"
Discuss
general
"Uses of
some acids,
bases and
salts."
Review
"What have
we learnt?"
and Key
words.

6. Teacher's Notes: (Additional Resources, Activities)

 Lime Water Preparation: Emphasize that lime water must be clear and transparent. It's best
prepared in advance (e.g., overnight) by adding lime to water, stirring, and letting it settle, then
decanting the clear solution for use in experiments.
 Safety First: Crucially, all experiments involving chemicals, especially acids and bases,
must be conducted under strict teacher supervision. Ensure students understand and
follow all safety guidelines: not tasting substances, washing apparatus thoroughly between
uses, and wearing safety goggles where necessary. Dilute solutions should always be used.
 Availability of Chemicals: Ensure all required chemicals (dilute HCl, NaOH, copper sulphate,
phenolphthalein, methyl orange) are available in appropriate dilute concentrations suitable for
a school laboratory setting.
 Alternative Natural Indicators: Encourage students to research and potentially experiment
(under strict supervision) with other natural indicators like red cabbage juice, onion extract, or
grape juice to broaden their understanding of natural indicators. This directly addresses
Experimentation and field investigation.
 Real-Life Connections: Continuously reinforce the practical applications of acids, bases, and
neutralization. For instance, antacids for indigestion (neutralization), different cleaning agents
(bases), vinegar as a food preservative (acid), and the use of baking soda in cooking. This
enhances Application to Daily life.
 Communicating through Drawing and Model Making: Encourage students to draw detailed
diagrams of their experimental setups, illustrating the color changes of indicators, or create
simple models to explain concepts like acid rain's impact on structures or ecosystems.
 Project Work: Assign small group projects. Examples could include: "Investigating the pH of
Household Items" (using universal indicator if available), "Designing a Public Awareness
Campaign on Acid Rain," or "Researching Traditional Uses of Acids/Bases in Our Culture."
This promotes Information Skills and projects.
 Appreciation and Aesthetic Sense: Discuss the importance of preserving historical
monuments like the Taj Mahal from the damaging effects of acid rain, fostering an appreciation
for cultural heritage and environmental conservation.
  Concern to Biodiversity: Link the topic of acid rain to its effects on plant life, aquatic
ecosystems (acidification of lakes), and soil, highlighting the broader impact on biodiversity.
 Differentiation:
o For struggling learners: Provide simplified step-by-step instructions for experiments,
use larger print handouts, pair them with stronger students, and offer sentence starters
for written responses.
o For advanced learners: Challenge them to research the chemical formulas and
reactions involved in some simpler processes (e.g., HCl + NaOH), explore the concept
of pH scale (beyond indicators), or investigate specific industrial uses of acids and
bases. This encourages deeper Conceptual understanding and Information Skills.

7. Teacher Responses: ACIDS AND BASES

 "Do substances change colour when added to other substances?"
o "Yes, absolutely! As we'll discover through our experiments, many substances,
especially those we call 'indicators,' have a special property: they change color when
they come into contact with certain other substances. This color change is a key way
we can learn about the nature of the substance being tested."
 "Do you observed any change when lime water is added to turmeric?"
o "Yes, if you add lime water to turmeric, you will observe a distinct change in color.
Turmeric, which is normally yellow, will visibly turn to a reddish-brown or a dark reddish
color. This color change is a clear indication of turmeric acting as a natural indicator."
 "Does the colour of the flower remain the same when soap water is used?"
o "No, the color of the flower drawn with turmeric paste will not remain the same when
soap water is used. It will typically change to a reddish-brown or dark reddish color,
similar to what we see with lime water. This demonstrates how turmeric reacts to soap
water's chemical nature."
 "Similarly take some lime water. Add a few drops of it on a piece of turmeric paper.
Does the paper change its colour? Is the changed colour of turmeric paper the same in
both the cases?"
o "Yes, when lime water is added to turmeric paper, it will also change its color. You'll
notice that the changed color is indeed the same or very similar (reddish-brown/dark
reddish) in both cases (soap water and lime water). This is because both soap water
and lime water share a common chemical characteristic, which turmeric reacts to."
 "What is the reason for the red spot?"
o "The red spot appeared because the turmeric, which was present in the food Rani and
Sai dropped, acted as a natural indicator. When the sheet was washed with soap, the
basic nature of the soap reacted with the turmeric, causing it to change its typical yellow
color to a reddish-brown or red color."
 "What do you observe? Do you find any change in colour?"
o "Yes, you will observe distinct changes in color for some of the substances. For
example, highly acidic substances like lemon juice or vinegar might cause a subtle
change (or none, depending on the turmeric quality), while basic substances like soap
water or baking soda solution will definitely turn the turmeric paper reddish-brown/red."
 "We notice that the colour of turmeric paper changes with some substances when
added to it."
o "Indeed. This observation is fundamental. It signifies that turmeric is sensitive to certain
chemical properties of other substances. The substances that cause a color change
belong to one chemical group, and those that don't belong to another."
 "What are the substances which can change the colour of the petals of hibiscus
indicator?"
 o "Substances that are acidic will typically change the color of the hibiscus petal indicator
to a dark pink or red. Conversely, substances that are basic will change it to green or
blue."
 "Are there any substances which can change the colour of more than two indicators?"
o "Yes, absolutely! Strong acids (like lemon juice or vinegar) and strong bases (like soap
water or lime water) will cause characteristic color changes in multiple indicators. For
instance, they will affect turmeric, red litmus, blue litmus, phenolphthalein, and methyl
orange, each in a specific way for that indicator."
 "Is there any substance which cannot change the colour of the indicator?"
o "Yes, there are. Substances that are neutral in nature, such as pure water or a sugar
solution, will not cause any color change in common natural indicators like turmeric or
litmus paper. They also generally do not affect chemical indicators like phenolphthalein
or methyl orange in the same way acids or bases do."
 "Which of the above substances changed red litmus to blue?"
o "Based on our experiments, substances like soap water, lime water, and baking soda
solution would change red litmus paper to blue. This is a characteristic property of basic
substances."
 "Which of the above substances changed the blue litmus to red?"
o "Substances such as lemon juice, vinegar, and typically some cool drinks (if they
contain phosphoric or citric acid) would change blue litmus paper to red. This is a
characteristic property of acidic substances."
 "Now take things which are sour in taste and used as food e.g. curd, lemon juice etc.
Check with blue and red litmus, what happens?"
o "If you test sour-tasting substances like curd or lemon juice with litmus paper, you'll
observe that they turn blue litmus paper red, but they will not change the color of red
litmus paper. This confirms that sour substances are acidic in nature."
 "What do you observe?" (After burning Magnesium ribbon and dissolving ash in water,
testing with litmus)
o "You will observe that when the white ash (which is Magnesium oxide) dissolves in
water, the resulting solution will turn red litmus paper blue, but it will not affect blue
litmus paper. This clearly shows that the solution formed is basic in nature."
 "What can you conclude from the above data? Keep in mind that some substances are
acidic, some are basic and some are neutral."
o "From the data, we can conclude that each indicator (turmeric, litmus, phenolphthalein,
methyl orange) has a specific and predictable color response to acidic, basic, and
neutral substances. Acids will show one set of color changes across these indicators,
bases will show another distinct set, and neutral substances will either show no change
or different characteristic changes (like phenolphthalein remaining colorless in
acidic/neutral solutions)."
 "Compare the above observations with those in case of litmus test."
o "The observations with phenolphthalein and methyl orange reinforce and confirm what
we learned with litmus paper. Substances that turned blue litmus red (acids) also
showed their characteristic colors with phenolphthalein (colorless) and methyl orange
(red). Similarly, substances that turned red litmus blue (bases) also showed their
characteristic colors (pink with phenolphthalein, yellow with methyl orange)."
 "Can you distinguish acids and bases using the indicators?"
o "Absolutely! Indicators are specifically designed for this purpose. By carefully observing
the distinct color changes (or lack thereof) that an indicator undergoes when added to a
substance, we can reliably distinguish whether that substance is an acid, a base, or
neutral."
 "What would be the criteria for deciding this?"
 o "The criteria would be the specific color change produced by each indicator. For
example, if a substance turns blue litmus red AND keeps phenolphthalein colorless
AND turns methyl orange red, it's an acid. If it turns red litmus blue AND turns
phenolphthalein pink AND turns methyl orange yellow, it's a base. If it doesn't change
litmus colors and keeps phenolphthalein colorless, it's likely neutral."
 "Light a matchstick and introduce it into the test tubes. What do you observe?" (After
acid reacts with metals like Mg, Zn, Fe)
o "You will observe that when a burning matchstick is brought near the mouth of the test
tube, it extinguishes with a sharp 'pop' sound. This 'pop' sound is the characteristic test
for hydrogen gas."
 "Is it Hydrogen?"
o "Yes, the distinct 'pop' sound is the key confirmation for the presence of Hydrogen gas.
This experiment shows that when certain acids react with specific metals, hydrogen gas
is produced."
 "Why are the inner sides of vessels made up of brass and copper coated with tin?"
o "The inner sides of brass and copper vessels are coated with tin because copper and
brass (which is an alloy primarily of copper and zinc) can react with acids present in
food items, especially sour ones like curds or tamarind. This reaction forms harmful,
often greenish, compounds that can be toxic if consumed. The tin coating acts as a
protective layer, preventing this undesirable chemical reaction and making the vessels
safe for food storage."
 "Why are pickles, jams, jellies preserved in glass, porcelain and plastic containers?"
o "Pickles, jams, and jellies are typically acidic due to ingredients like vinegar, lemon
juice, or fruit acids. They are preserved in containers made of glass, porcelain, or
plastic because these materials are chemically inert (non-reactive) with acids. If these
acidic foods were stored in metal containers made of copper or brass, the acids would
react with the metal, corroding the containers and potentially forming harmful
compounds, rendering the food unsafe to eat."
 "Have you heard about Acid rains? Do you know what acid rains are?"
o "Yes, acid rain is a broad term referring to any form of precipitation (rain, snow, fog,
hail) with acidic components. It occurs when sulfur dioxide and nitrogen oxides are
released into the atmosphere, often from industrial activities and vehicles. These gases
react with water, oxygen, and other chemicals to form sulfuric and nitric acids, which
then fall to the Earth with precipitation."
 "Can you guess the reason for acid rain in Visakhapatnam?"
o "Given that Visakhapatnam is a significant industrial hub with a major port, the most
probable reasons for acid rain in the region would be the emissions from its various
industries (such as steel plants, oil refineries, and power generation units) as well as
vehicular pollution. These activities release sulfur dioxide and nitrogen oxides, which
are primary contributors to acid rain formation."
 "What do you observe?" (After lemon juice reacts with marble/egg shells)
o "You will observe vigorous bubbling or fizzing in both test tubes, indicating that a gas is
being produced as the acid reacts with the calcium carbonate in the marble and
eggshells."
 "Bring a burning match stick near the test tube. What happens?"
o "The burning matchstick will immediately extinguish (the flame will go out). This is a
strong indication that the gas produced is carbon dioxide, as carbon dioxide does not
support combustion."
 "Pass the gas into lime water. What happens? Can you see the formation of
precipitation? Lime water turned milky white. Is it Carbon dioxide?"
 o "Yes, when the gas produced is passed into clear lime water, the lime water will turn
milky white. This milky appearance is due to the formation of a white precipitate called
calcium carbonate. This is the conclusive test for carbon dioxide gas. So, yes, it is
indeed Carbon dioxide."
 "On the basis of this experiment can you explain how would you convert an acidic
solution into basic solution?"
o "Based on this experiment, if you have an acidic solution, you can convert it into a basic
solution by gradually adding a base (like the caustic soda solution) to it. As you
continue to add the base, the solution will first become neutral (as phenolphthalein
would turn faintly pink and then disappear), and if you add excess base, it will become
basic, which phenolphthalein would confirm by remaining pink."
 "If you are given a basic solution how can you turn it into an acidic solution?"
o "Conversely, if you have a basic solution, you can convert it into an acidic solution by
carefully and gradually adding an acid (like the hydrochloric acid solution) to it. As you
continue adding the acid, the solution will first become neutral (phenolphthalein would
turn colorless), and with excess acid, it will become acidic."
 "If you are given a solution of Hydrochloric acid how can you make it into a solution
which is neither acidic nor basic?"
o "To make an acidic hydrochloric acid solution neutral (neither acidic nor basic), you
would carefully add a basic solution, like caustic soda solution, drop by drop, while
continuously stirring. You would stop adding the base precisely when the solution,
which initially remained colorless with phenolphthalein, just turns a faint pink, indicating
neutralization. At this point, it is neutral."
 "If you are given a caustic soda solution, how can you make it into a solution which is
neither acidic nor basic?"
o "If you are given a basic caustic soda solution, to make it neutral, you would carefully
add an acidic solution, like hydrochloric acid, drop by drop, while continuously stirring.
You would continue adding the acid until the solution, which would have been pink with
phenolphthalein, just becomes colorless. At that exact point, the solution is neutral."
 "Why is our sweat salty?"
o "Our sweat is salty because it contains dissolved salts, primarily sodium chloride
(common table salt), along with other minerals, which are excreted from our body.
Sweating is a mechanism to help regulate our body temperature and also serves as a
way for the body to get rid of excess salts and waste products, maintaining the body's
internal balance."
 LESSON PLAN: UNIT 03 - SILK - WOOL
1. Class: VII

2. Unit/Lesson: 03 - SILK - WOOL

3. Number of Periods Required: 10

4. Academic Standards (Particular to this unit only):

* Conceptual understanding

* Asking questions and making hypotheses

* Experimentation and field investigation

* Information Skills and projects

* Communicating through Drawing and model making

* Appreciation and Aesthetic sense

* Application to Daily life and concern to Biodiversity

5. Period-wise Breakdown:
PERI
OD Learning Teaching TLM/Resour Assessmen
Concepts
NUM Outcomes Strategies ces t [CCE]
BER

Introduction - Students - Engage (10

to Silk - Life will min): Start with
Cycle (Eggs understand pictures of silk
to silk as an fabric. "Where Formative
Larva)<br> animal does silk come (Oral): Ask
- Silk as an product.<b from?" "Is it from questions
animal r> - plants or about the
Pictures of
fibre.<br> - Students will animals?"<br> first stage of
silk moths,
Silk moth describe the - the silk moth
silk eggs,
(Bombyx initial stages Storytelling/Rea life
newly
mori) of the silk ding (25 min): cycle.<br>
hatched
1 characteristics moth life Read/narrate Written
larvae
.<br> - Egg cycle (egg "Stall-1 (Egg to (Quick
(images/diagr
laying by to Larva)" section Check):
ams).
female silk larva).<br (Prathima's visit, "What is the
Whiteboard/B
moth.<br> - > - Students Fig. 1-4, scientific
lackboard.
Hatching of will identify 'Chilakalu', name of the
eggs into tiny 'Grinages' Bombyx mori, silk moth?"
worms as silk seed egg laying, "What are
(caterpillars/la growing hatching of tiny 'Grinages'?"
rva).<br> - centres worms).<br> -
Role of (Information Explain (10
'Grinages' in Skills).<br min): Discuss
 egg > - Students the role of
production. will 'Grinages' and
appreciate seed growing
the starting centers (e.g.,
point of silk Horsely Hills).
production. Emphasize the
large number of
eggs laid.

- Students
- Recap (5 min):
will describe
Where we left off
the feeding
(tiny
and growth
worms).<br> -
of silk
Silk Moth Storytelling/Rea
worms.<br
Life Cycle ding (30 min):
> - Students
(Larva to Read/narrate
will explain
Cocoon)<br "Stall-2 (Egg to
how silk
> - Feeding Cocoon)" section Formative
fibre is
stage of (Rehman's story, (Observatio
secreted
caterpillars on feeding on n&
and forms a
mulberry mulberry, Drawing):
cocoon
leaves.<br> transferring to Images/diagr Observe
(Conceptual
- Growth and 'Cocoonage', ams of silk clarity and
understandi
transfer to caterpillar worms detail in
ng).<br> -
'Cocoonage' stopping eating, feeding on student
Students will
2 (Chandrikalu). secreting mulberry drawings of
identify
<br> - substance, leaves, cocoon
'Cocoonage'
Secretion of forming silk 'Cocoonage' formation.&lt
structures.&l
silk fibre and fibre/cocoon). frames, ;br> Oral:
t;br> -
cocoon Explain the cocoons. "What do
Students will
formation.< composition of silk worms
know the
br> - Silk fibre silk (sericin and eat?" "What
protein
composition fibroin).<br> - is a cocoon
composition
(sericin and Activity (10 made of?"
of silk
fibroin).<br> min): Students
fibre.<br>
- Pupa stage draw the cocoon
- Students
inside structure with the
will
cocoon. larva inside
appreciate
(Communicating
the delicate
through Drawing
process of
and model
cocoon
making).
formation.

Stiffling - Students - Recap (5 min): Images/video Formative

Process & will Cocoon s of stiffling (Oral): Ask
Types of understand formation.<br> process students to
Silk<br> - the purpose - Explain (20 (steam oven). explain
Transformatio and method min): Discuss Samples of 'stiffling' and
3
n of larva into of stiffling the different its
moth inside cocoons metamorphosis types of silk importance.
cocoon.<br (Conceptual inside the (if available). <br>
>- understandi cocoon. Explain Map showing Written
Importance of ng).<br> - why stiffling is silk (Short
 'stiffling' Students will necessary (to markets/prod Answer):
(killing larvae) explain why prevent moths uction areas. "Why is
to obtain continuous from cutting the stiffling
continuous silk thread is cocoon and necessary in
silk essential for spoiling the silk
thread.<br> quality continuous production?"
- Methods of fabric.<br> thread). Describe
stiffling - Students the stiffling
(steam will identify process (steam
oven).<br> - different oven, Fig. 5).
Storage and varieties of Discuss storing
marketing of silk beyond and selling
cocoons.<br Mulberry silk cocoons (market
>- (e.g., Tasar names like
Introduction to silk) and Hindupur,
different types their Madanapally).<
of silk (Tasar sources br> -
silk). (Biodiversity Information (15
).<br> - min): Discuss
Students will "Do you Know?
appreciate Apart from
the need for Mulberry, Tasar
careful silk..."
handling in highlighting its
silk source
production. (termanalia/oak
trees) and tribal
involvement in its
rearing (concern
to
Biodiversity).<b
r> - Asking
Questions (5
min): "What
would happen if
we didn't stifle
the cocoons?"

Reeling: - Students - Recap (5 min): Formative

Cocoon to will describe Stiffling and (Oral): Ask
Fibre the process cocoons ready students to
Images/video
(Process of of reeling for explain the
s of silk
Reeling)<br silk fibre processing.<br purpose of
reeling
> - Boiling from >- boiling
process
cocoons to cocoons Storytelling/Rea cocoons.<
(boiling
loosen silk (Conceptual ding (20 min): br> Written
4 cocoons,
fibre.<br> - understandi Read/narrate (Diagram/Fl
reeling
Definition of ng).<br> - "Stall 3 (Cocoon owchart):
machines,
'reeling'.<br Students will to fibre – process Students
Fig. 6-7). Silk
> - Machines understand of reeling; fibre to draw a
yarn samples
used in the role of yarn)" simple
(if available).
reeling boiling in (Prasanth's diagram
(reelers and loosening explanation, showing
twisters).<br silk.<br> - boiling cocoons, cocoon
 > - Collection Students will Fig. 6-7).<br> - rightarrow
of silk fibres to identify the Explain (15 boiling
make yarn. machinery min): Elaborate rightarrow
used in on 'reeling'. reeling
reeling.<br Explain how rightarrow
> - Students boiling loosens yarn.
will the protein gum
understand (sericin) holding
how the fibres.
individual Discuss reelers
silk threads and twisters.
are Explain that 3-8
combined to threads are
form yarn. wound together
to make
yarn.<br> -
Demonstration/
Video (5 min):
Show a simple
video of reeling
(if possible) or
demonstrate how
thin threads can
be gently pulled
from a "pretend"
cocoon.

Weaving: - Students - Recap (5 min):

Fibre to will Silk yarn is
Fabric & understand ready.<br> -
Types of Silk the steps Storytelling/Rea
Fabrics<br involved in ding (20 min):
> - Cleaning, processing Read/narrate
bleaching, silk yarn into "Stall 4 Weaving"
Formative
and coloring fabric.<br> (Bhupathi's
(Drawing &
of silk - Students explanation,
Oral):
yarn.<br> - will identify Pochampally Images of
Evaluate the
Weaving different pattu, looms
completenes
process on types of silk Dharmavaram, (handlooms,
s and
looms fabrics and other silk types, power looms,
accuracy of
5 (handlooms, their origins handlooms/powe Fig. 8-9),
the silk moth
power (Information r looms, Fig. 8- various silk
life cycle
looms).<br> Skills).<br 9). Discuss 'tie fabrics. Chart
flowchart.
- Warp and > - Students and dye' of silk moth
Ask students
Weft will (Jamdani) life cycle.
to name two
threads.<br appreciate technique.<br>
types of silk
> - Famous the art and - Activity (15
fabrics.
Indian silk tradition of min): "Neelima
fabric types silk weaving tried to make a
(Pochampally, (Appreciatio flowchart
Dharmavaram n and showing the life
, Banaras, Aesthetic cycle of silk moth
Kanchipuram, sense).<br (Fig. 10)." Guide
etc.).<br> - > - Students students to draw
 Life cycle of will create a the life cycle
silk moth flowchart of flowchart (Eggs
(flowchart the silk moth rightarrow Larva
activity). life cycle rightarrow Pupa
(Communic rightarrow
ating Adult/Imago).<
through br> - Discuss (5
Drawing and min): Discuss
model the immense
making). length of silk
thread from
cocoons and
labor involved
("Do you Know?
The thread you
get...").

- Engage (10
- Students min): Show a
will identify woolen sweater.
wool as an "Where does this
animal come from?" "Is
Introduction
product.<b it from sheep
to Wool -
r> - only?" Introduce
Sources and
Students will Neelima's visit to
Properties<
list various the wool
br> - Wool as
animals that exhibition (big
an animal
provide wool sheep
fibre.<br> -
(Biodiversity entrance).<br>
Various
).<br> - - Formative
animals Pictures/mod
Students will Storytelling/Rea (Oral): Ask
yielding wool els of sheep,
know the ding (20 min): students to
(sheep, goat, goat
protein Read/narrate name 3
yak, llama, (Angora),
composition "Story of Wool" animals that
camel, yak, llama,
of section give
alpaca).<br camel,
6 wool.<br> (Grandpa's wool.<br>
> - Wool alpaca.
- Students explanation Written
composition Samples of
will about different (Short
(Keratin wool from
understand animals, Answer):
protein).<br different
that wool fleece/fur, "What is
> - Good animals (if
quality Keratin protein, wool made
quality wool available).
varies by Merino sheep, of?"
from Merino
animal and yield).<br> -
sheep.<br>
breed (e.g., Discuss (15
- Difference in
Merino min): "Grandpa
hair texture
sheep).<b do we find any
(coarse vs.
r> - difference among
soft hair)
Students will hair of different
among
differentiate animals?"
animals.
between Discuss camel's
coarse and rough hair vs.
soft animal Angora
hair. goat/Merino
sheep's soft hair.
 Discuss regions
where
sheep/goat are
found (Jammu &
Kashmir etc.).

- Recap (5 min):
Wool
sources.<br> -
Explain (15
- Students
min): Introduce
will describe
shearing (Fig.
the
11), discuss
processes
using a
of shearing,
shear/razor.
Wool scouring,
Pose question:
Processing: and sorting
"Why is shearing
Shearing, (Conceptual
done during
Scouring, understandi
spring season?"
Sorting<br ng).<br> -
(Allow students
> - Shearing: Students will
to guess and
removal of understand Formative
write in notebook
fleece from the reasons (Oral &
- Asking Images/video
sheep.<br> behind Written):
questions and s of shearing,
- Importance performing Evaluate
making scouring, and
of shearing these students'
hypotheses). sorting
season steps.<br> guess for
Discuss use of processes
(spring).<br - Students 'shearing
7 grease to (Fig. 11-12).
>- will identify season'
prevent skin Samples of
Washing/Sco the tools reason. Ask
damage.<br> - raw fleece,
uring: and students to
Explain (15 washed wool,
cleaning methods explain the
min): Introduce sorted wool
fleece from used.<br> purpose of
Washing/Scourin (if available).
grease, dirt, - Students scouring and
g (Fig. 12).
dust.<br> - will use sorting.
Explain dipping
Sorting/Wool critical
in tanks, stirring,
Classing: thinking to
chemicals for
separating deduce why
cleaning. <br>
different shearing is
- Explain (10
qualities of done in
min): Introduce
wool. spring
Sorting/Wool
(Asking
Classing (Fig.
questions
12). Explain
and making
separating
hypotheses)
coarse/soft,
.
broken/long,
removing
unwanted
materials.

Wool - Students - Recap (5 min): Images/video Formative

Processing: will describe Sorted s of (Oral): Ask
8
Bleaching, the fleece.<br> - bleaching, students to
Dyeing, processes Explain (15 dyeing, explain
 Combing, of min): Introduce combing, 'combing'
Rolling, bleaching, Bleaching and rolling, and
Spinning<b dyeing, Dyeing (Fig. 12 – twisting, and 'spinning'.&lt
r> - Bleaching combing/car tubs). Explain spinning ;br> Written
and dyeing ding, rolling, how different processes (Flowchart):
wool twisting, and colors are (Fig. 13-14). Students
fibres.<br> - spinning achieved. <br> Samples of create a
Combing/Car wool - Explain (15 dyed wool, simple
ding: (Conceptual min): Introduce combed flowchart of
preparing understandi Combing/Cardin wool, spun the wool
wool for ng).<br> - g (Fig. 13). yarn (if processing
spinning.<br Students will Explain pulling available). steps
> - Rolling understand wool through covered so
and twisting how wool teeth to far.
wool into thick fibres are straighten fibers.
rope and then transformed <br> - Explain
thread.<br> into (10 min):
- Spinning: yarn.<br> Introduce Rolling
process of - Students and Twisting
making yarn. will (Fig. 14). Explain
appreciate how machines
the pull wool into
technologica thick rope, then
l aspects of twist it into long
wool thread
processing (spinning). Show
(Appreciatio winding on
n). spools.

Wool - Students - Recap (5 min):

Processing: will describe Spun wool
Weaving, the yarn.<br> -
Knitting & processes Explain (15
Flowchart of weaving min): Introduce
Review<br> and knitting Knitting (Fig. 15). Formative
- Weaving woollen Explain using (Oral &
woollen fabric fabrics needles, loops, Written):
on looms (Conceptual knots. Discuss Evaluate
Images/video
(warp, weft, understandi wool's natural students'
s of knitting
shuttle, ng).<br> - crimp. <br> - understandi
and weaving
harness).<b Students will Explain (15 ng of
(Fig. 15-16).
9 r> - Knitting identify warp min): Introduce knitting/wea
Samples of
woollen and weft Weaving (Fig. ving terms.
knitted and
fabrics threads in 16). Explain warp Assess
woven wool
(needles, weaving.< and weft threads, ability to
fabric.
loops, br> - shuttle, harness. correct the
knots).<br> Students will Discuss wool
- Comparing communicat handlooms vs. processing
handlooms e processes power looms. flowchart.
and power through <br> - Activity
looms.<br> flowchart (10 min): Review
- Review and correction Neelima's wool
correction of (Communic processing
Neelima's ating flowchart
 wool through (SHEARING ->
processing Drawing and SCOURING ->
flowchart. model SORTING ->
making).< BLEACHING ->
br> - DYEING ->
Students will COMBING/CAR
appreciate DING ->
traditional ROLLING AND
and modern TWISTING ->
weaving SPINNING ->
techniques. WEAVING OR
KNITTING ->
WOOLLEN
FABRIC). Ask
students to
identify and
correct any
misplaced steps
(Asking
questions and
making
hypotheses).

- Students - Engage (5 Summative

Properties of
will compare min): "Why do (Unit End
Wool, Silk
and contrast we wear wool in Assessmen
vs. Cotton, &
silk and winter?"<br> - t): A
Health
cotton Compare (10 comprehensi
Issues<br>
based on min): "Silk vs. ve written
- Differences
their Cotton." Discuss test covering
between Silk
composition the key silk and wool
and Cotton
(Conceptual difference production,
(protein vs.
understandi (protein vs. properties,
cellulose).<
ng).<br> - carbohydrate/cell differences,
br> - Thermal Samples of
Students will ulose).<br> - and
properties of silk, cotton,
explain why Explain (15 applications.
wool (poor and wool
wool keeps min): Discuss <br>
conductor of fabrics (for
us warm "Wool is a poor Project
heat, air tactile
10 and its use conductor of (Applicatio
trapping).<b comparison).
in fire safety heat." Explain n to Daily
r> - Wool's Chart
(Application the role of life &
use in comparing
to Daily trapped air. Pose Concern to
dousing silk and
life).<br> - "Give reasons. Biodiversity
fire.<br> - cotton.
Students will Why?" "Why is it ): Students
Health issues
recognize good to wrap a research
faced by
health person, who are and present
workers in silk
hazards in caught fire, with on a specific
and wool
the animal a health
industries.<
fibre blanket?"<br> - hazard in
br> - Overall
industry.< Discuss (10 the textile
unit summary
br> - min): Health industry or a
& connection
Students will problems of unique
to
appreciate workers in silk wool/silk
Biodiversity.
the journey and wool producing
 of natural industry (skin, animal and
fibres from respiratory its habitat.
animal to problems).
fabric.<br> Reinforce
- Students connection to
will Biodiversity by
understand mentioning the
the variety of
biodiversity animals/plants
aspect of for
different silk/wool.<br> -
wool/silk Review (5 min):
sources. Summarize key
learnings of the
entire unit.

6. Teacher's Notes: (Additional Resources, Activities)

 Real Samples: Whenever possible, bring real samples of silk cocoons (sterilized), silk yarn,
different silk fabrics, raw wool, wool yarn, and woollen fabrics for students to touch and
observe. This significantly enhances Conceptual understanding and Appreciation and
Aesthetic sense.
 Video Resources: Utilize educational videos showing the silk and wool production processes.
Many excellent documentaries are available online that can bring the abstract concepts to life,
aiding Conceptual understanding.
 Guest Speaker: Invite a local weaver or someone involved in textile production to share their
experiences and knowledge, connecting to Application to Daily life.
 Field Trip: If feasible, arrange a visit to a local handloom center, a sheep farm (for wool), or a
sericulture unit (if available in the region like Karimnagar, Chittoor districts mentioned in text).
This directly involves Experimentation and field investigation.
 Art Integration: Encourage students to create art pieces using different types of fibres, or
design their own silk/wool patterns, fostering Communicating through Drawing and model
making and Appreciation and Aesthetic sense.
 Research Projects: Assign small research projects on topics like: "Different breeds of sheep
and the quality of wool they produce," "The history of silk road," "Types of silk produced in
India," or "Sustainable practices in the textile industry." This develops Information Skills and
projects.
 Debate: Organize a short debate on "Natural vs. Synthetic Fibres: Which is better for the
environment?" to foster critical thinking and Asking questions and making hypotheses,
linking to Concern to Biodiversity.
 Health and Safety: Discuss the importance of safety measures for workers in these industries
(e.g., masks for respiratory issues, gloves for skin problems).
 Differentiation:
o Support: Provide pre-labeled diagrams of life cycles and processes. Use simpler
language and visual aids. Pair students for activities.
o Challenge: Encourage advanced students to investigate the chemical structure of
proteins (keratin, fibroin) at a very basic level, or research the economic impact of
sericulture/wool industry in specific regions.

7. Teacher Responses:
 "Does the colour of the flower remain the same when soap water is used?"
o "No, the color of the flower drawn with turmeric paste will not remain the same when
soap water is used. It will typically change to a reddish-brown or dark reddish color,
showing that soap water1 has a particular chemical property that reacts with turmeric."
  "Similarly take some lime water. Add a few drops of it on a piece of turmeric paper.
Does the paper change its colour? Is the changed colour of turmeric paper the same in
both the cases?"
o "Yes, when lime water is added to turmeric paper, it will also change its color. You'll
notice that the changed color is the same or very similar (reddish-brown/dark reddish) in
both cases (soap water and lime water). This indicates that both these substances
share a similar chemical nature that reacts with turmeric."
 "What is the reason for the red spot?"
o "The red spot appeared because turmeric, which was present in the food Rani and Sai
dropped, acted as a natural indicator. When the sheet was washed with soap, the basic
nature of the soap reacted with the turmeric, causing it to change its typical yellow color
to a reddish-brown or red color."
 "Neelima replied: (Guess what her answer is ? Write it down in your note book)"
o "Neelima would likely reply that shearing is done during the spring season (or warmer
months) so that the sheep are not left without their protective fleece during the cold
winter. The fleece grows back by the time winter returns, keeping them warm."
 "Grandpa asked Neelima to check and make corrections in the sequence. What
corrections do you think Neelima needs to make?"
o "Neelima's flowchart for wool processing is mostly correct, but the 'BLEACHING' and
'DYEING' steps generally occur after 'SCOURING' and 'SORTING' and before
'COMBING/CARDING' or 'ROLLING AND TWISTING' when the wool is in its cleaned
fibre form, but before it is spun into yarn or woven. So, the correction would be to place
'BLEACHING' and 'DYEING' directly after 'SORTING' or just before
'COMBING/CARDING', not in their current position."
 "Wool is a poor conductor of heat. Air trapped in between the woollen fibres and
prevents the flow of heat from our body to our surroundings. So we feel hot and are
protected from cold. Give reasons. Why?"
o "The reason wool keeps us warm is precisely because it's a poor conductor of heat and,
more importantly, because its natural crimp and structure trap a lot of air in between its
fibers. Trapped air is an excellent insulator. It prevents the warm air from our body from
escaping into the cold surroundings, and it also stops cold air from reaching our skin.
This layer of trapped air creates a thermal barrier, keeping us warm."
 "People in desert area also use woollen clothes. Woollen cloth also helps to douse fire.
Think why is it good to wrap a person, who are caught fire, with a blanket."
o Desert area: "People in desert areas use woolen clothes not to keep warm, but to
protect themselves from the intense daytime heat. Wool provides a layer of insulation
that prevents the external heat from reaching the body, and it also wicks away moisture
(sweat), helping to regulate body temperature. At night, when deserts get very cold, the
same insulating property helps to keep them warm."
o Dousing fire/wrapping person: "It is good to wrap a person who has caught fire with a
woolen blanket because fire needs oxygen to burn. A woolen blanket, being thick and
relatively non-flammable (as a protein fiber, it tends to char rather than melt or burn
readily like synthetics), effectively cuts off the oxygen supply to the flames, thus dousing
the fire and preventing further burns."

.
 LESSON PLAN: UNIT 04 - MOTION & TIME
1. Class: VII

2. Unit/Lesson: 04 - MOTION & TIME

3. Number of Periods Required: 11

4. Academic Standards (Particular to this unit only):

* Conceptual understanding

* Asking questions and making hypotheses

* Experimentation and field investigation

* Information Skills and projects

* Communicating through Drawing and model making

* Appreciation and Aesthetic sense

* Application to Daily life and concern to Biodiversity

5. Period-wise Breakdown:
PERI
OD Learning Teaching TLM/Resourc Assessm
Concepts
NUM Outcomes Strategies es ent [CCE]
BER

Introduction - Engage (10

to Motion min): Show Fig.
- Students will
and Rest 3 & 4 (car and
define motion
(Relative tree). Pose
and rest
Nature)<br questions: "Why
conceptually.
> - Definition difference Formativ
<br> -
of motion occurred?" "Tree e (Oral &
Students will
(change in moved or car Workshe
identify
position moved?"<br> - et):
objects in
relative to Explain (15 Observe
motion or at Figures 3 & 4
surroundings) min): Define response
rest relative to (from text),
1 .<br> - motion and rest s to initial
their Whiteboard/Bl
Definition of based on questions.
surroundings ackboard.
rest (no change in Check
(Conceptual
change in position w.r.t. true/false
understanding
position surroundings statement
).<br> -
relative to over time. Use s in "Let
Students will
surroundings) car/tree example us do - 1."
understand
.<br> - to
that motion is
Motion is illustrate.<br> -
relative (e.g.,
relative to the Activity (15
car vs. tree).
observer/surr min): "Let us do
oundings. - 1: Observing
 motion of the
car." Analyze
statements (i-iv)
in Fig. 3/4.
Discuss. Ask for
more examples
of objects at
rest/in
motion.<br> -
Discuss (5
min): Imagine
sitting in the car.
"Would you
observe any
change in
driver's
position?"
"Change in view
through
window?" Lead
to "motion is
relative to the
observer."

- Recap (5 min):
Motion is
- Students will relative. Use the
apply the car/driver vs.
concept of outside
relative surroundings
Relative motion to example.<br> -
Formativ
Motion: complex Activity (30
e
Deeper situations.< min): "Let us do
(Written
Exploration& br> - Students - 2: Observing
& Oral):
lt;br> - A body will express certain motions."
Evaluate
can be at rest observations Students
complete
w.r.t. one of motion observe Fig. 5-7
d
surrounding relative to (man in boat, girl Figures 5, 6, 7
statement
and in motion different on swing, girl on (from text),
2 s for "Let
w.r.t. frames of bicycle). Whiteboard/Bl
us do - 2."
another.<br reference Complete the ackboard.
Ask
>- (Application to statements for
students
Application of Daily each picture,
to give a
relative life).<br> - identifying
new
motion Students will motion/rest
example
concept to communicate relative to
of relative
various their different
motion.
scenarios. understanding objects/surroundi
of relative ngs.<br> -
motion Discuss (10
(Communicati min): Review
ng). student answers
for Fig. 5-7.
Ensure clear
 understanding of
how the
reference point
changes the
observation of
motion.

- Engage (10
min): Show Fig.
8 (clock) and
Fig. 9 (butterfly).
"What difference
in their
Uniform and - Students will
movements?"
Non-Uniform differentiate
"Which is
Motion (Part between
constant?"<br>
1)<br> - uniform and
- Explain (15
Introduction non-uniform
min): Define
to uniform motion
uniform and non- Formativ
motion (equal conceptually.
uniform motion. e
distance in <br> -
Use clock hands (Written):
equal time Students will
(minute hand Students'
intervals).< interpret data
angle change) answers
br> - tables to
as example for Figures 8 & 9, to Car
Introduction identify
uniform and Car A & Car B A/B
to non- uniform/non-
butterfly for non- tables (from questions.
3 uniform uniform
uniform text), <br>
motion motion
motion.<br> - Whiteboard/Bl Oral: Ask
(unequal (Information
Activity (20 ackboard. for an
distance in Skills).<br>
min): "Let us do example
equal time - Students will
- 3: Observing of uniform
intervals).< relate clock
time and motion
br> - hand
distance values." from daily
Comparing movement to
Students life.
constant vs. uniform
analyze Car A
varying motion and
and Car B
position butterfly
tables. Answer
changes movement to
questions:
(clock vs. non-uniform
"Which car
butterfly). motion.
travelled equal
distances in
equal intervals?"
"Which car
travelled unequal
distances?"

Uniform and - Students will - Recap (10 Formativ

Non-Uniform correctly min): Review e
"Let us do - 4"
Motion (Part classify definitions of (Workshe
examples
2- various uniform and non- et &
4 (from text),
Identifying examples as uniform Oral):
Whiteboard/Bl
Examples)&lt uniform or motion.<br> - Evaluate
ackboard.
;br> - non-uniform Activity (30 accuracy
Reinforce motion min): "Let us do of
 definitions (Application to - 4: Identifying (U)/(NU)
through Daily Uniform and markings
identification. life).<br> - Non-Uniform and
<br> - Students will motion." justificatio
Application of justify their Students read ns during
uniform/non- classifications the examples discussio
uniform based on (Movement of n.
concept to conceptual clock hands, boy
real-world understanding cycling, housefly,
examples. . fan, train
entering station,
kite, Earth's
rotation) and
mark (U) or
(NU).<br> -
Discuss (5
min): Review
answers as a
class, prompting
students to
explain their
reasoning for
each
classification.

- Engage (10
Types of min): Show Fig.
Motion: 10-12 (car, fan,
Translatory sewing machine,
Motion pendulum).
- Students will
(Rectilinear "What
categorize
and differences in
motion based
Curvilinear)& direction?" Lead
on the path
lt;br> - to classifying Formativ
taken.<br> -
Introduction motion by e (Oral &
Students will
to different path.<br> - Workshe
define
types of Explain (15 et):
translatory, Figures 10-14,
motion based min): Introduce Check
rectilinear, Table for "Let
on Translatory understan
and us do - 5"
5 path.<br> - Motion using Fig. ding of
curvilinear (from text),
Translatory 13 (bus). definitions
motion Whiteboard/Bl
motion (all Discuss "Do all . Evaluate
(Conceptual ackboard.
parts move in parts move?" "Is path
understanding
same direction markings
).<br> -
direction).< straight/curved?" in "Let us
Students will
br> - Define do - 5."
identify
Rectilinear translatory
examples of
motion motion. Then
these types of
(straight define rectilinear
motion.
line).<br> - and curvilinear
Curvilinear motion.<br> -
motion Activity (20
(curved path). min): "Let us do
- 5: Observing
 the path of the
motion."
Students
complete the
table (Bus on
straight road, car
on curved road,
stone falling,
bullet fired, ball
rolling) by
marking the path
of motion
(straight/curved).
Discuss "Do all
points move in
same direction?"

- Recap (5 min):
Translatory
motion.<br> -
Engage (10
min): Show Fig.
- Students will 15-20 (wheel,
define potter's wheel,
rotatory fan, spinning top,
motion and merry-go-round,
axis of globe). "What
Types of
rotation similarity?" "Path
Motion: Formativ
(Conceptual of
Rotatory e
understanding motion?"<br> -
Motion<br> (Drawing
).<br> - Explain (15
- Definition of & Oral):
Students will min): Use Fig.
rotatory Evaluate
identify 21 (fan blade
motion students'
examples of points) to explain
(circular path Figures 15-25 drawings
rotatory rotatory motion
around a (from text), of axis of
6 motion from and the concept
fixed Whiteboard/Bl rotation.
daily of a fixed axis of
center/axis).& ackboard. Assess
life.<br> - rotation. Define
lt;br> - ability to
Students will rotatory
Examples of provide
visualize and motion.<br> -
rotatory new
draw the axis Activity (15
motion.<br> examples
of rotation for min): "Let us do
- Concept of of rotatory
rotating - 8." Students
axis of motion.
objects observe Fig. 22-
rotation.
(Communicati 25 (fan, bicycle
ng through wheel, spinning
Drawing and top, globe). State
model if in rotatory
making). motion and draw
axis of rotation
with a
pencil.<br> -
Discuss (5
min): Ask for
 more examples
of rotatory
motion.

- Engage (10
min): "Let us do
- 9." Take a table
tennis ball, push
it on a table (Fig.
26). "Is it
Rotatory or
Translatory?"
Allow
discussion.<br
> - Explain (15
- Students will
min): Explain Formativ
Types of identify
that the rolling e (Oral &
Motion: objects that
ball exhibits Workshe
Combined possess both
both: translatory et):
Translatory translatory
(moves from one Observe
and Rotatory and rotatory Figure 26, "Let
end to other) and understan
Motion<br> motion.<br> us do - 10"
rotatory (spins ding
- Objects - Students will examples
7 on its during
exhibiting analyze and (from text),
axis).<br> - ball
both classify Table tennis
Activity (20 activity.
translatory motions into ball.
min): "Let us do Evaluate
and rotatory appropriate
- 10." Students classificati
motion categories
observe motion ons in
simultaneousl (Translatory,
of bodies and "Let us do
y. Rotatory, or
label them as - 10."
Combined).
Rotatory (R),
Translatory (T),
or Translatory
and Rotatory
(TR). Examples:
moving car,
opening a door,
rolling ball,
spinning top.
Review answers
as a class.

Types of - Students will - Recap (5 min): Formativ

Motion: define Previous types e
Oscillatory oscillatory of motion.<br> (Workshe
Motion<br> motion - Engage (10 et &
- Definition of (Conceptual min): Show Fig. Figures 27-30, Oral):
oscillatory understanding 27-30 (swing, "Let us do - Evaluate
8
motion (to ).<br> - bell, tuning fork, 11" examples accuracy
and fro/up Students will pendulum). (from text). of
and down identify "What identifying
motion about examples of similarity?" oscillatory
a fixed oscillatory "Same path motion.
point/line, motion from again and Ask for
 following given again?" new
same scenarios "Direction examples.
path).<br> - (Application to constant?"<br>
Examples of Daily - Explain (15
oscillatory life).<br> - min): Define
motion. Students will oscillatory
differentiate motion: "to and
oscillatory fro motion about
motion from a fixed point
other types. always following
the same paths."
Use swing
example.
Discuss other
examples.<br>
- Activity (15
min): "Let us do
- 11." Students
identify
oscillatory
motion among
examples
(spinning top,
bullet, typewriter
key, potter's
wheel, sitar
string, car taking
turn, ringing bell,
bouncing ball)
and mark
(9).<br> -
Discuss (5
min): Review
answers to "Let
us do - 11,"
clarifying any
misconceptions.
Ask for more
examples of
oscillatory
motion.

Slow and - Students will - Engage (10 Formativ

Fast Motion compare min): "How do e
& motions as we know if (Workshe
"Let us do -
Introduction slow or fast something is et &
12" table (from
to based on moving slow or Oral):
text), running
Time<br> - relative speed fast?" Bicycle vs. Evaluate
9 race example
Distinguishing (Conceptual bus speed
details, time
between slow understanding example.<br> - comparis
examples
and fast ).<br> - Activity (15 ons.
(from text).
motion based Students will min): "Let us do Assess
on distance understand - 12: Comparing answers
covered in the concept of the motion of to
 given time as a objects." Ravi/Sathi
time/time measure of Students sh
taken for duration observe pairs of scenario.
given (Conceptual objects and
distance.<b understanding decide which
r> - ).<br> - moves
Introduction Students will slower/faster.
to the concept estimate time Mark (9).
of 'time' in differences in Discuss
daily daily observations.<
life.<br> - scenarios br> - Explain (10
Estimating (Application to min): Use
time Daily life). running race
difference example (Priya,
(early/late). Karthik, Divya,
Kiran) to
demonstrate
'fastest' by
shortest time for
same distance.
Emphasize
"distance
travelled by an
object in a given
interval of
time."<br> -
Introduce Time
(10 min): Read
examples of
'time' usage
(watch, train,
slow person).
Discuss how
'time' is used
differently. "How
do we
measure/estimat
e time?" "Let us
do - 13:
Estimating time"
(Ravi/Sathish
going to school).

Measuring - Students will - Recap (5 min): Formativ

Figures 31-34,
Time: Units identify Need for e
various types
of Time & various accurate time (Practical
of
Stop instruments measurement &
clocks/watche
Clocks<br> for measuring (Ravi/Sathish).&l Written):
s, cell phone
10 - Need for time t;br> - Explain Observe
with stop clock
accurate time (Information (10 min): students'
feature. Table
measurement Skills).<br> Discuss modern ability to
for "Let us do -
.<br> - - Students will instruments use stop
14" (from
Various time understand (electronic, clock.
text).
measuring the basic unit digital, quartz Evaluate
 instruments of time clocks, table
(clocks, (second) and pendulum completio
watches).<b larger clocks). n for "Let
r> - Historical units.<br> - Introduce us do -
methods of Students will historical 14."<br
time appreciate instruments >
measurement historical (sand clock, Concept
(sand clock, methods of water clock, sun Check:
water clock, time dial).<br> - "What is
sun measurement Activity (20 the basic
dial).<br> - (Appreciation) min): "Let us do unit of
Use of stop .<br> - - 14." Use a cell time?"
clocks for Students will phone's stop
short use a stop clock. Measure
intervals. clock to time for events:
measure school bell,
event prayer song,
durations 200m run,
(Experimentat pledge, national
ion and field anthem.
investigation). Students record
in table.<br> -
Explain (10
min): Introduce
Units of time:
basic unit
(second), larger
units (minute,
hour, day, year,
decade, century,
millennium).
Discuss the table
of units.

Speed: - Students will - Engage (10 Summati

Definition, define speed min): Show ve
Units, and average speedometers (Problem
Calculation speed (Car 1/Car 2). Solving
& (Conceptual "Which is &
Comparison understanding slower?" "Seen Written):
Speedometer
<br> - ).<br> - speedometers in Evaluate
images (from
Definition of Students will other calculatio
text). Car
speed identify vehicles?"<br> ns of
journey data
(distance per speedometer/ - Explain (15 average
11 table (from
unit odometer and min): Define speed
text).
time).<br> - their speed. Explain and unit
Whiteboard/Bl
Average functions.<b Odometer conversio
ackboard for
speed r> - Students (distance) and ns.
calculations.
calculation.&lt will perform Speedometer Assess
;br> - Units of speed (instantaneous problem-
speed (m/s, calculations speed). solving for
km/h) and and unit Introduce comparin
conversion.&lt conversions average speed g
;br> - (Application to formula. Discuss speeds.&l
 Speedometer Daily "Does speed t;br>
s and life).<br> - remain same Project
Odometers. Students will throughout?"< (Applicati
compare br> - on to
speeds of Activity/Proble Daily
different m Solving (15 life):
objects. min): Analyze Students
car journey data note
(Time, Distance speedom
Covered table). eter
Calculate readings
average speed. during a
Solve the short car
problem: "Bus journey
(72 km/h) vs Car with
(12.5 m/s) - parent
Which is faster?" and
Demonstrate unit calculate
conversion (km/h average
to m/s and vice- speed.
versa).<br> -
Discuss (5
min): Reinforce
concept of
constant vs.
average speed.

6. Teacher's Notes: (Additional Resources, Activities)

 Practical Demonstrations: Whenever possible, conduct simple demonstrations to illustrate
concepts. For example, use a toy car on a straight line and a curved path to show rectilinear
and curvilinear motion. Use a pendulum for oscillatory motion.
 Video Resources: Utilize educational videos to show different types of motion, functioning of
speedometers/odometers, and historical timekeeping devices.
 DIY Timekeepers: Challenge students to research and try to build simple sundials or water
clocks, connecting to Experimentation and field investigation and Appreciation and
Aesthetic sense.
 Real-Life Data Collection: Encourage students to observe and record distances and times for
simple events at home or school (e.g., walking distance, time to climb stairs) to calculate
speeds. This fosters Information Skills and projects and Application to Daily life.
 Graphing Motion (Optional for advanced): For advanced students, a brief introduction to
distance-time graphs for uniform motion could be considered, fostering Communicating
through Drawing.
 Discussion on Biodiversity: While less direct, discussing the motion of various animals (e.g.,
cheetah, snail, bird flight patterns) can indirectly link to biodiversity and observe varied speeds
and types of motion in nature.
 Safety First: When discussing observations in real vehicles, emphasize the importance of
safety (e.g., observing speedometer only when vehicle is stationary or by a passenger, not the
driver).
 Differentiation:
o Support: Provide pre-drawn tables for data recording, use simplified language for
definitions, and offer sentence starters for explanations.
o Challenge: Encourage advanced students to research concepts like instantaneous
speed vs. average speed, or delve into the working principles of quartz clocks. They
could also research the fastest/slowest animals and discuss their speeds.
7. Teacher Responses:
 "Why has this difference occurred?"
o "This difference has occurred because the car itself has changed its position relative to
the tree. The tree, however, has not changed its position relative to its own
surroundings like the road or the ground."
 "Is it because the tree moved to the right of the car or the car moved to the left of the
tree?"
o "It's because the car moved to the left of the tree. The tree remained stationary relative
to its environment, while the car changed its location."
 "The distance between the driver and the car changes. ( )"
o "False. The driver is inside the car, so their distance relative to the car itself (and its
parts like the steering wheel, seats) remains constant."
 "The distance between the car and gate of the house is changed ( )"
o "True. As the car moves, its position relative to fixed objects like the gate changes, so
the distance between them changes."
 "There is no change in the position of gate of the house with respect to its
surroundings ( )"
o "True. The gate of the house is fixed to the ground and does not move relative to its
surroundings (e.g., the ground, other parts of the house)."
 "There is no change in the position of the car with respect to its surroundings ( )"
o "False. The car is moving, which means its position is continuously changing with
respect to its surroundings (the road, the gate, trees, etc.)."
 "Imagine that you sat in the above moving car beside the driver. Would you observe
any change in the driver’s position? Is there any change in the scene you view through
the window (buildings, trees etc.)?"
o "If you sat beside the driver in the moving car, you would not observe any change in the
driver's position relative to yourself. You both are moving together with the car.
However, you would observe a continuous change in the scene through the window –
buildings, trees, and poles would appear to move past you, indicating the car's motion
relative to the outside surroundings."
 "The girl on the swing is moving with respect to the seat of the swing."
o "The girl on the swing is at rest with respect to the seat of the swing (she is sitting on it,
her position relative to the seat doesn't change)."
 "She is moving with respect to the garden."
o "She is moving with respect to the garden (her position changes relative to the trees,
flowers, and ground in the garden)."
 "The girl on the bicycle is moving with respect to the road."
o "The girl on the bicycle is moving with respect to the road (her position changes
relative to the road surface)."
 "She is at rest with respect to the bicycle."
o "She is at rest with respect to the bicycle (she is riding it, her position relative to the
bicycle's handlebars, seat, pedals doesn't change)."
 "What difference do you find in the movement of the hands of a clock and the body of a
butterfly?"
o "The hands of a clock move steadily and predictably; they cover the same amount of
distance (or angle) in the same amount of time. This is a constant, fixed movement. A
butterfly, on the other hand, moves erratically, changing speed and direction frequently;
its change in position is not constant in equal time intervals."
 "In which case is the change of position with time constant?"
o "In the case of the wall clock, the change of position (or angle) of its hands with time is
constant."
 "Which car has travelled equal distances in equal intervals of time?"
o "Car A has travelled equal distances (150m) in equal intervals of time (every 10
seconds)."
 "Which car has travelled unequal distances in equal intervals of time?"
o "Car B has travelled unequal distances (50m, 40m, 90m, 50m) in equal intervals of time
(every 10 seconds)."
 "1. Movement of hands of a clock. (U)"
 "2. A boy cycling in a crowded place. (NU)"
 "3. Movement of a housefly. (NU)"
 "4. The fan in an air cooler running at fixed speed. (U)"
 "5. A train entering into a railway station. (NU)" (It slows down)
 "6. Kite in the air. (NU)" (It changes direction and speed with wind)
 "7. Rotation of Earth. (U)"
 "Considering the direction of motion what differences do you notice in the above
examples?"
o "The car moves in a single, straight direction. The fan blades rotate in a circular path
around a fixed center. The sewing machine needle moves up and down (back and
forth) along a straight line. The pendulum swings back and forth along a curved arc."
 "1. Do all the parts of bus (like wheels, head lights, windows etc.,move along from point
‘A’ to ‘B’?"
o "Yes, in translatory motion, all parts of the moving body move in the same direction and
cover the same distance."
 "2. Is the direction of motion of bus along a straight line or a curved line?"
o "The direction of motion of the bus could be along a straight line (rectilinear) or a curved
line (curvilinear), but in both cases, all parts of the bus move in the same direction."
 "Can you give some more examples of motion in which all points of moving body move
in the same direction as that of the body?"
o "Examples include a sliding box, a person walking in a straight line, a train moving on a
straight track, a car driving on a straight road, a ball rolling down a ramp without
spinning."
 "In all the above cases of motions, do all the points of moving objects move in same
direction of motion?"
o "Yes, for the examples of translatory motion (bus, car on curved road, stone falling,
bullet fired, ball rolling), all points of the moving object move in the same direction as
the object itself."
 "1. Seconds hand of a watch. (C)" (Each point on the hand moves in a circle)
 "2. Movement of a train on tracks. (RC)" (Translatory motion along tracks, which can be
straight or curved; wheels also rotate).
 "3. Movement of a tape in a tape recorder. (R)" (The tape itself moves linearly from one reel
to another, but the reels are in rotatory motion. If referring to the tape itself moving forward, it's
rectilinear. If referring to the reels, it's rotatory.)
 "4. Movement of a needle in a speedometer of car. (R)" (The needle pivots around a fixed
point, moving in an arc).
 "5. Movement of a bus on hill station road. (RC)" (The bus moves forward (translatory)
along a curved path (curvilinear)).
 "6. Motion of coins on a carrom board. (R)" (Rectilinear, unless they spin).
 "7. Motion of the ball in pin board. (RC)" (Translatory motion, but the path is often curved as
it bounces and spins).
 "8. Motion of a mango falling from tree. (R)" (Rectilinear, assuming it falls straight down).
 "1. What similarity do you find in all the motion?"
o "In all these motions (wheel, potter's wheel, fan, spinning top, merry-go-round, globe),
the objects are spinning or turning around a central point or axis."
 "2. What is the path of motion of each particle of the body that moves?"
o "Each particle of the body that moves follows a circular path around a fixed center or
axis."
 "3. Is there any change in the position of a body while it is in motion?"
o "No, the overall position of the body (e.g., the fan itself) does not change; only its parts
are rotating around a fixed point."
 "1. Are all the objects shown in activity - 7 in rotatory motion?"
o "Yes, all the objects shown in activity - 7 (wheel, potter's wheel, fan, spinning top,
merry-go-round, globe) are indeed in rotatory motion."
 "2. Can you give some more examples of rotatory motion?"
o "Examples include a grinding wheel, a CD spinning in a player, a carousel, the Earth
rotating on its axis, a drill bit spinning."
 "Is it in Rotatory motion or in Translatory motion?" (Table tennis ball pushing)
o "When you push a table tennis ball and it rolls, it is in both Rotatory motion (it spins on
its axis) and Translatory motion (it moves from one place to another across the table)."
 "Can you give some more examples of objects having both translatory and rotatory
motion?"
o "Examples include a bicycle wheel when the bicycle is moving, a car wheel when the
car is moving, a ball rolling down a slope, a screw being driven into wood, a bowling ball
moving down a lane."
 "• What similarity do you find in the motions of the above given situations?"
o "In all these situations (swing, bell, tuning fork, pendulum), the objects move back and
forth, or to and fro, or up and down, repeatedly over the same path."
 "• Are the objects in motion following the same path again and again?"
o "Yes, in all these cases, the objects are following essentially the same path repeatedly."
 "• Is the direction of motion constant?"
o "No, the direction of motion is constantly changing; it reverses direction at the ends of
its swing or vibration."
 "1. A spinning top ( )" (R - Rotatory)
 "2. Bullet fired from a gun ( )" (T - Translatory/Rectilinear)
 "3. Typewriter key ( )" (O - Oscillatory - moves up and down)
 "4. Motion of a potter’s wheel ( )" (R - Rotatory)
 "5. Motion of a vibrating sitar string ( )" (O - Oscillatory)
 "6. Motion of a car taking a turn while moving ( )" (TR - Translatory and Rotatory)
 "7. Ringing of a bell ( )" (O - Oscillatory)
 "8. A bouncing ball ( )" (O - Oscillatory - up and down motion, though path may change)
 "Who reaches the school first? Why?"
o "Ravi will reach the school first because he is traveling on a bicycle, which is generally
faster than walking. He covers the distance in less time."
 "Do you find any difference in the time taken by bicycle and bus to reach the school?"
o "Yes, there will be a significant difference. The bus, being a much faster mode of
transport than a bicycle, will take considerably less time to reach the school."
 "How can you decide whether the motion of a body is slow or fast?"
o "We can decide whether the motion of a body is slow or fast by comparing the distance
it covers in a given amount of time, or by comparing the time it takes to cover a given
distance."
 "Do we need to know about distance covered, time taken by the body in motion to
decide whether the motion is slow or fast?"
o "Yes, absolutely. To accurately determine if a motion is slow or fast, we must know both
the distance covered and the time taken by the body in motion. These two factors are
essential for calculating speed."
  "Who do you think ran the fastest and whose running is slowest? Why?"
o "Priya ran the fastest because she took the shortest time (20 s) to cover the same
distance (100 m). Kiran ran the slowest because she took the longest time (28 s) to
cover the same 100 m distance."
 "Have you seen any other vehicles having speedometers? Write their names?"
o "Yes, many vehicles have speedometers. Some examples include motorcycles, trucks,
buses, airplanes, and even some boats."
 "Does the speed of the vehicle remain the same throughout the journey?"
o "No, in everyday journeys, the speed of a vehicle rarely remains exactly the same
throughout. It changes due to traffic, road conditions, turns, and stops."
 "If not, what can you say about the speed of the vehicle during the journey?"
o "If the speed does not remain the same, we can say that the speed of the vehicle during
the journey is non-uniform or variable. In such cases, we typically refer to its average
speed."
 "What is the total distance travelled by the car?"
o "The total distance travelled by the car is 60 km."
 "What is the time taken to travel the distance?"
o "The total time taken to travel the distance is 40 minutes."
 "How do you find the speed of the car?"
o "We find the speed of the car by dividing the total distance travelled by the total time
taken. Speed = Total distance / Total time."
 "Is the speed of the car uniform throughout the journey?"
o "No, the speed of the car is not uniform throughout the journey. This is evident because
it covered unequal distances in equal intervals of time (e.g., 15 km in first 10 min, then
10 km in next 10 min, etc.)."

.
 LESSON PLAN: UNIT 05 - HEAT - MEASUREMENT
1. Class: VII

2. Unit/Lesson: 05 - HEAT - MEASUREMENT

3. Number of Periods Required: 12

4. Academic Standards (Particular to this unit only):

* Conceptual understanding

* Asking questions and making hypotheses

* Experimentation and field investigation

* Information Skills and projects

* Communicating through Drawing and model making

* Appreciation and Aesthetic sense

* Application to Daily life and concern to Biodiversity

5. Period-wise Breakdown:
PERI
OD Learning Teaching TLM/Resour Assessmen
Concepts
NUM Outcomes Strategies ces t [CCE]
BER

- Students - Engage (10

will min): Ask
Introduction
understand students to
to Hotness &
that touch is describe
Coldness
an unreliable feelings of Formative
(Sense of
indicator of hot/cold. "How (Observatio
Touch)<br>
temperature. do you know n & Oral):
- Initial
<br> - something is Observe
perception of
Students will hot/cold?"<br> student
temperature
identify the - Activity (30 Three reactions
by
need for a min): "Let us do tubs/beakers, and
touch.<br> -
1 more – 1 (The Three cold water, discussion
Limitations of
accurate Tub Experiment warm water, during the
touch as a
method to - Fig. 2)." hot water. activity.
reliable
measure Prepare three Assess their
measure of
hotness/cold tubs: A (cold articulation
hotness/coldn
ness (Asking water), B (warm of the
ess.<br> -
questions water), C (hot limitations of
Need for a
and making water). Students touch.
precise
hypotheses). place left hand
method of
<br> - in A, right in C
measurement.
Students will for 2 mins, then
demonstrate both in B. Pose
 observation questions: "Do
skills both fingers feel
(Experiment same hotness in
ation and B?" "Can we
field exactly decide
investigation hotness/coldnes
). s by touching?"
(Text's prompt:
"Can we say
hotness and
coldness of the
water?").<br>
- Discuss (5
min): Lead
discussion to
the conclusion
that touch is
unreliable for
precise
measurement.

- Engage (10
min): "Why do
we feel hot in
- Students sun/near fire?
will Cold with ice?"
understand Pose question:
that heat is a "When rice is
form of cooked, why
Heat - A energy does the plate
Form of (Conceptual jump?" (Fig. 4).
Energy<br> understandin "Why does a lid Formative
- Heat as a g).<br> - move on boiling (Oral &
form of Students will water?"<br> - Observatio
Boiling water
energy.<br> explain that Explain (15 n): Assess
setup (rice
- Transfer of heat min): Discuss understandi
cooker/vessel
heat from transfers the jumping ng of heat
with lid), iron
2 hotter to from a plate/lid moving as energy.
piece,
colder higher due to steam Observe
hammer,
objects.<br> temperature (water vapour's participation
soapnut seed,
- Energy object to a increasing in
stone.
conversions lower volume) 'Conversion
involving heat temperature needing energy. of Energy'
(Mechanical object.<br Conclude: "Heat activity.
rightarrow > - Students is a form of
Heat). will identify energy." Explain
examples of heat transfer
mechanical from higher to
energy lower
converting to temperature.<
heat. br> - Activity
(15 min): "Let
us do -
Conversion of
 Energy." Rub
palms, observe
iron beaten with
hammer, rub
soapnut seed
on stone.
Discuss how
mechanical
energy converts
to heat
energy.<br> -
Discuss (5
min): Ask for
more examples
of heat being
transferred or
generated
through
mechanical
means.

- Recap (5
- Students min): Heat as
will identify energy,
various mechanical to
forms of heat.<br> -
energy Engage (10
converting min): "Did you
Energy Formative
into heat bathe with cold
Conversions (Oral): Ask
energy water in winter?
involving students to
(Conceptual What do you
Heat provide
understandin do?" "How do
(Electrical, examples of
g).<br> - you get hot
Chemical, different
Students will water?" "How do
Solar)<br> - Images of energy
identify you heat water
Heat energy electric conversions
instances generally?"<br
conversions heater, gas involving
where heat > - Explain (20
from stove, solar heat.<br>
3 energy is min): Discuss
electrical, heater, Written
converted various sources
chemical, and thermal (Short
into other for heating
solar power plant, Answer):
forms of water (electric
energy.<br> steam engine. "Name two
energy (e.g., heater: electrical
- Heat energy ways heat
thermal rightarrow heat;
converting to energy can
power gas stove:
other forms of be produced
plants, chemical
energy from other
steam rightarrow heat;
(electrical, forms of
engines).< solar heater:
mechanical). energy."
br> - solar rightarrow
Students will heat, Fig. 7-8).
apply this Give examples
understandin where heat
g to daily life energy is
examples. converted to
other forms
 (thermal power
station: heat
rightarrow
electrical; steam
engine: heat
rightarrow
mechanical).<
br> - Discuss
(10 min): "Give
examples where
heat energy
gets converted
into other forms
of energy and
vice versa."
Brainstorm
more examples
from daily life.

- Recap (5
min): Heat is
energy.<br> -
Explain (20
min): Clarify the
- Students
common
will
misconception:
distinguish
"Heat and
between
Heat and temperature are
heat and
Temperature: not the same." Formative
temperature
The Define (Oral): Ask
(Conceptual
Difference< temperature: students to
understandin
br> - "Temperature is A simple explain the
g).<br> -
Differentiating a measure of laboratory difference
Students will
between heat the heat energy thermometer between
understand
and in a body and (for heat and
that
temperature.& which indicates observation), temperature
temperature
4 lt;br> - the ability of a images of .<br>
is a
Temperature body to give different types Observatio
quantitative
as a measure heat to another of n: Assess
measure of
of body or absorb thermometers students'
heat
hotness/coldn heat from (doctor's, ability to
energy.<br
ess.<br> - another body." hospital). identify
> - Students
Thermometer Use the parts of a
will identify
s as tools for example of thermomete
thermometer
measuring standing close r.
s as
temperature. to fire/warm
instruments
object to cooler
for
object.
measuring
Introduce
temperature.
thermometers.&l
t;br> - Activity
(15 min): "Let
us observe a
thermometer."
 Hold a simple
thermometer.
"What is it made
of?" "What's
inside?" "What's
at ends?" "Any
markings?" (Fig.
9). Discuss its
parts.<br> -
Discuss (5
min): "Have you
observed any
thermometers in
daily life?"
"Seen doctor's
thermometer?"

- Students - Recap (5
will min):
understand Thermometers
the principle measure
of thermal temperature.<
expansion of br> - Explain
liquids (10 min): All
(Conceptual thermometers
Formative
understandin rely on matter
Working (Observatio
g).<br> - expanding on
Principle of n & Oral):
Students will heating.
Thermometer Observe
explain why Introduce
: Expansion Flat bottom participation
mercury or "Expansion of
of flask, cork in expansion
alcohol are liquid due to
Liquids<br with capillary experiment.
used in heat."<br> -
> - Matter tube, colored Assess
thermometer Activity (20
expands on water, metal understandi
s.<br> - min): "Let us
heating and trough, boiling ng of why
Students will do: Expansion
contracts on hot water. mercury/alc
5 list key of liquid due to
cooling.<br> Mercury and ohol are
properties of heat" (Fig. 9 &
- Mercury and alcohol (for used.<br>
mercury and 10). Fill a flat-
Alcohol as discussion of Written
alcohol bottom flask
thermometric properties, (List):
relevant to with colored
liquids.<br> not for direct Students list
thermometer water, insert
- Properties of handling by 2 properties
s.<br> - capillary tube.
Mercury and students). of mercury
Students will Place in trough
Alcohol for that make it
perform a of boiling hot
thermometer suitable for
simple water. Observe
use. thermomete
experiment water level.
rs.
to observe Then remove
liquid and observe
expansion contraction.
(Experiment <br> -
ation and Discuss (10
field min): "Why do
investigation we use mercury
). or alcohol as
 thermometer
liquids?"
Discuss
Properties of
Mercury and
Properties of
Alcohol as listed
in the text.

- Recap (5
min): Working
principle of
thermometer.&lt
;br> - Explain
(10 min): "How
- Students to use a
Calibrating a will learn the thermometer?"
Thermometer procedure to Explain placing
: Fixed read a bulb in contact,
Formative
Points thermometer watching
(Observatio
(Melting & correctly.< mercury rise,
n & Oral):
Boiling br> - reading steady
Observe
Points)<br> Students will level. Example:
students'
- How to use identify measuring palm
ability to
a melting point temp.<br> -
follow
thermometer of ice (0°C) Activity (30
calibration
to measure and boiling min): "If
steps.
temperature.& point of markings on Beaker, ice,
Assess
lt;br> - water thermometer water, heat
understandi
Identifying (100°C) as are wiped out, source,
ng of fixed
fixed points fixed points how do we thermometer
points and
6 on a (Conceptual create new (laboratory
constant
thermometer understandin markings?"<br type
temperature
(melting point g).<br> - > - Part A recommende
during
of ice, boiling Students will (Melting Point): d), stand,
phase
point of understand Immerse clamp.
change.<b
water).<br> that thermometer in
r> Written
- Concept of temperature ice. Mark level
(Short
0°C and remains (0°C). Observe
Answer):
100°C as constant no change as
"What are
fixed during phase ice melts.
the two fixed
points.<br> changes.< Explain melting
points used
- Idea of br> - point.<br> -
for a Celsius
constant Students will Part B (Boiling
scale?"
temperature appreciate Point): Immerse
during phase the basis of thermometer in
change. temperature boiling water.
scales. Mark level
(100°C).
Observe
constant level
as water boils.
Explain boiling
point. (Fig.
 10).<br> -
Discuss (5
min): Discuss
dividing the
scale into 100
equal parts (1°C
and 0.1°C
divisions).
Revisit the 3-
beaker
experiment with
new knowledge.

- Recap (5
- Students
min): Fixed
will learn
points for
how to
temperature
measure air
scales.<br> -
temperature.
Explain (10
<br> -
Temperature min): Introduce
Students will
of Air & Galileo's
observe and
Extreme thermometer
explain
Temperature (first
variations in
s<br> - thermometer).
air
Measuring air Discuss the
temperature
temperature.& substance used
(Experiment Formative
lt;br> - (air) and its
ation and (Observatio
Variation of properties.<br
field n&
air > - Activity (15
investigation Written):
temperature min): "Let us do
, Conceptual Laboratory Evaluate
with time and this: Do you find
understandin thermometer, completion
place (sun vs. any difference in
g).<br> - Table 2 of Table 2.
shade, temperature of
Students will template. Assess
7 morning vs. air in shadow
understand Images of ability to
night).<br> - and in the sun?"
the concept extreme explain
Introduction to Students
of negative weather temperature
extreme measure air
temperature conditions. variations.&l
temperatures temperature in
s.<br> - t;br> Oral:
(highest, shade and sun
Students will "What does
lowest) on (at 12 noon),
be aware of -89°C
Earth.<br> - and then
extreme mean?"
Concept of morning (8 am)
temperature
negative and night (8 pm)
s on Earth
temperatures. (Fig. 11-13).
(Information
<br> - Six’s Record in Table
Skills).<br
maximum- 2. Discuss how
> - Students
minimum to keep
will
thermometer. thermometer in
recognize
contact with air
the Six's
(suspend
maximum-
it).<br> -
minimum
Discuss (15
thermometer
min): Analyze
.
Table 2. "Any
 difference in
temperature
with variation of
time or place?"
"Why use
umbrella?"
Discuss
extreme
temperatures
(Libya,
Antarctica,
Telangana high
temps).
Introduce
negative
temperatures
and Six's
maximum-
minimum
thermometer
(Fig. 15-16).

- Students - Engage (10

will identify a min): "When do
clinical doctors use a
Clinical thermometer thermometer?
Thermometer and its Why is it
: Design & purpose.< different?" (Fig.
Use<br> - br> - 17).<br> -
Purpose of Students will Explain (20
clinical differentiate min): Discuss Formative
thermometer between parts of clinical (Observatio
(measuring Celsius and thermometer. n & Oral):
human body Fahrenheit Introduce Observe
temperature). scales on a Celsius (35- students'
<br> - clinical 45°C) and Clinical ability to
Celsius and thermometer Fahrenheit (95- thermometer describe/de
Fahrenheit (Information 110°F) scales. (real or large monstrate
9
scales on Skills).<br Explain the 'kink' model), proper
clinical > - Students and its function antiseptic clinical
thermometer. will explain (prevents solution. thermomete
<br> - the function mercury from r usage.
Significance of the 'kink' falling on its Assess
of the 'kink' in (Conceptual own).<br> - understandi
clinical understandin Demonstrate ng of the
thermometer. g).<br> - (15 min): 'kink'.
<br> - Students will Demonstrate
Procedure for correctly "How to use a
using a demonstrate clinical
clinical the thermometer?"
thermometer. procedure (wash, jerk,
for using a ensure below
clinical 35°C/95°F,
thermometer place bulb
 (Experiment under
ation and tongue/armpit,
field read after 1
investigation min).
). Emphasize
hygiene and
safety.

- Recap (5
- Students
min): Using
will know the
clinical
normal
thermometer.&lt
human body
;br> - Activity
temperature.
(15 min): "In the
<br> -
picture first
Students will
thermometer
interpret
Human Body shows the body
clinical
Temperature temperature of
thermometer
& Srikar. Second
readings to
Thermister/D thermometer
identify fever
igital shows the
(Application
Thermometer temperature of
to Daily
s<br> - Srinath (Fig. 19-
life).<br> -
Normal 20). Who is Formative
Students will
human body suffering from (Written &
understand
temperature fever? How can Oral):
that body
(37°C/98.4°F). you say that?" Evaluate
temperature
<br> - Discuss based Table 3
can vary Clinical
Interpreting on normal temp completion
slightly thermometer,
clinical (37°C/98.4°F).&l and
among Digital
thermometer t;br> - Activity analysis.
10 healthy thermometer
readings for (15 min): "Let Assess
individuals.& (if available),
fever us do this." (Fig. understandi
lt;br> - Table 3
diagnosis.< 21-22). ng of normal
Students will template.
br> - Students body temp
identify
Variability of estimate body and fever.
modern
body temp by hand Ask about
alternatives
temperature on forehead, mercury
(Thermister,
among then measure concerns.
Digital
individuals.< with clinical
thermometer
br> - thermometer.
s) to
Introduction to Record in Table
mercury
Thermister 3. Compare
clinical
and Digital values. Discuss
thermometer
thermometers questions: "Are
s
. estimated/meas
(Information
ured temps
Skills).<br
same?" "Is
> - Students
every person
will
37°C?"
understand
"Average body
the concerns
temp?"<br> -
regarding
Explain (10
mercury.
min): Introduce
 Thermister
thermometer
(Fig. 23) and
Digital
thermometer
(Fig. 25).
Discuss reasons
for their use
(safety - no
mercury,
particularly for
infants).
Mention
mercury toxicity
and disposal
issues.

- Recap (5
- Students
min): Clinical
will identify a
thermometer
laboratory
limitations.<br
Laboratory thermometer
> - Explain (10
Thermometer and its
min): Introduce
: Design & purpose.<
laboratory
Use<br> - br> -
thermometer
Purpose of Students will
(Fig. 26).
laboratory read a
Discuss its
thermometer Celsius
purpose and Formative
(measuring scale
range. Explain (Observatio
temperature accurately
"minus degree n & Oral):
of objects on a
Celsius" (less Observe
other than laboratory
than students'
human thermometer
0°C).<br> - ability to
body).<br> - .<br> - Laboratory
Demonstrate follow
Range of Students will thermometer,
(15 min): "How laboratory
laboratory understand beaker, tap
11 to use it" (Fig. thermomete
thermometer the meaning water, hot
27). Dip in tap r usage.
(e.g., -10°C to of negative water, stand,
water, hold Assess
110°C).<br> temperature clamp.
vertically, bulb understandi
- Reading s (less than
not touching ng of its
Celsius scale 0°C).<br>
bottom/sides, differences
on laboratory - Students
wait for steady from clinical
thermometer. will
mercury, read. thermomete
<br> - differentiate
Explain reading r.
Difference between
Celsius scale
between clinical and
(1°C/10
laboratory and laboratory
divisions =
clinical thermometer
0.1°C).<br> -
thermometers s, especially
Activity (10
(absence of regarding
min): "Let us do
kink). the 'kink'
this." Take hot
(Conceptual
water, dip
understandin
thermometer,
g).
record temp
 while in water.
Then remove
and observe
mercury falling
(Fig. 28). "What
do you notice?
Why?"<br> -
Discuss (5
min): "Why are
we advised not
to use
laboratory
thermometer for
body
temperature?"
(Hint: Think
about the kink).
"How does
laboratory
thermometer
differ from
clinical
thermometer?"

- Students - Recap (15 Summative

will min): Quick (Unit End
demonstrate summary of all Assessmen
comprehensi concepts: heat t): A
Heat
ve as energy, comprehens
Measuremen
conceptual temperature vs. ive written
t: Revision &
understandin heat, types of test
Application&l
g of heat thermometers, covering all
t;br> -
and their working, concepts,
Consolidation
temperature fixed points, definitions,
of all concepts
measureme temperature experimenta
of heat and
nt.<br> - scales, l
temperature Whiteboard/Bl
Students will differences observation
measurement. ackboard,
compare between clinical s, and
<br> - markers. Any
and contrast and lab applications
12 Revision of relevant
different thermometers.&l from the
thermometer visual aids
types of t;br> - Problem unit.<br>
types, their from previous
thermometer Solving/Case Project
uses, and periods.
s Studies (15 (Informatio
principles.<
effectively.&l min): Present n Skills &
br> -
t;br> - scenarios: e.g., Communic
Application of
Students will "Why do cracks ating):
knowledge to
apply appear in glass Students
various
learned tumblers when prepare a
temperature-
concepts to hot water is poster
related
new poured into comparing
phenomena.
scenarios them quickly?" clinical and
and solve "Why do laboratory
problems electricity wires thermomete
related to sag in rs, or
 temperature summer?" "Why research
(Application do we wear and present
to Daily light-colored on the
life).<br> - clothes in working of a
Students will summer?" specific
communicat (Connecting to temperature
e their thermal -sensing
understandin expansion/contr device (e.g.,
g through action or heat infrared
various absorption/refle thermomete
formats ction).<br> - r).
(projects, Q&A/Con
discussions). cept Map (15
min): Facilitate
a Q&A
session. As a
class, build a
concept map of
the unit on the
board.
Encourage
questions and
hypothesis
formulation for
unsolved
problems.

6. Teacher's Notes: (Additional Resources, Activities)

 Safety First: Emphasize and enforce all safety precautions, especially when handling hot
water, glass apparatus, and thermometers. Avoid direct student handling of mercury if
possible; use alcohol-filled or digital thermometers for student activities.
 Accuracy vs. Precision: Discuss the difference between accuracy (how close to the true
value) and precision (consistency of measurements) when using thermometers.
 Digital Thermometer Comparison: If available, demonstrate the use of digital thermometers
and compare their readings with clinical thermometers to highlight the mercury concern.
 Thermal Expansion Demonstrations: Beyond the textbook activity, consider demonstrating
expansion of solids (e.g., ball and ring apparatus if available) or gases (e.g., balloon on a flask
heated in hot water) to reinforce the general principle that 'matter expands on heating'.
 Historical Context: Encourage students to research more about the history of thermometers
and different temperature scales (Fahrenheit, Celsius, Kelvin - brief mention). This fosters
Appreciation and Aesthetic sense.
 Daily Life Connections: Continuously prompt students to think about how heat and
temperature concepts apply to their daily lives – cooking, weather, clothing choices,
engineering (bridges expanding), etc. This directly enhances Application to Daily life.
 Problem-Solving Challenges: Provide additional word problems involving temperature
conversions or simple heat transfer scenarios.
 Differentiate:
o Support: Provide labeled diagrams, fill-in-the-blanks, or simplified vocabulary lists.
Offer peer support for activities.
o Challenge: Encourage advanced students to explore the concept of heat capacity,
specific heat, or the kinetic theory of matter (very basic level – particles moving faster
when heated).
7. Teacher Responses:
 "What do you feel about hotness of water now? Do both of your fingers feel the same
hotness? Though both fingers are in the same glass of water, one finger we feel it cold
and the other feel it hot! Look how our fingers are confused. Can we say hotness and
coldness of the water?"
o "You'll feel that the water in the middle tub (B) seems cold to the finger that was in the
hot water (C), and warm to the finger that was in the cold water (A). No, your fingers
don't feel the same hotness, even though both are in the same water! Our sense of
touch is clearly confused and unreliable. This experiment shows us that we cannot
precisely determine the hotness or coldness of water just by touching it; our perception
is relative to what our hands were feeling before."
 "Can we exactly decide hotness/coldness of a substance just by touching it? Why?"
o "No, we cannot exactly decide the hotness or coldness of a substance just by touching
it. Our sense of touch is subjective and relative. It can only tell us if something is hotter
or colder than our hand, and it gets confused when our hand's temperature changes.
We need a reliable and objective method to measure temperature."
 "When rice is being cooked you observe the plate on the rice bowl jumps! Why is it
happening?"
o "This happens because the water at the bottom of the bowl is heated and turns into
steam (water vapor). As steam forms, its volume increases dramatically. This
expanding steam needs space and exerts pressure, pushing the plate (or lid) up,
causing it to jump and sometimes even make a sound."
 "Have you observed water boiling in a vessel with a lid on it? What do you notice? Have
you seen the lid moving up and down and listened to the sound coming out of it?
Where does the sound come from? Why is the lid moving? Sometimes the lid might be
thrown away too. What is the reason ?"
o "When water boils, you notice steam coming out. The lid moves up and down, and you
hear a rattling or hissing sound. The sound comes from the lid hitting the vessel. The lid
moves because the water inside is turning into steam, and this steam expands and
pushes the lid upwards. The reason the lid might be thrown away is that the pressure of
the expanding steam becomes so great that it overcomes the weight of the lid."
 "We know that boiled water is being converted to water vapour. The volume of the water
vapour increases. The increasing volume of vapour tries to go out. In this process it
tries to lift the lid up. What makes the lid lift up? We need energy to lift any object.
Where does this energy come from? It comes from the heated water. Where did this
water get energy from? From the heat of the fire! Thus heat is a form of energy."
o "This is a great explanation! The energy to lift the lid indeed comes from the heat
supplied by the fire. This heat energy is transferred to the water, causing it to boil and
convert into high-pressure steam. The steam then possesses enough energy to perform
work, like lifting the lid, demonstrating that heat is indeed a form of energy."
 "Give examples where heat energy gets converted into other forms of energy and vice
versa."
o Heat to other forms:
 Heat to Mechanical: In a steam engine, heat from burning coal/fuel boils water,
producing steam that pushes pistons, converting heat into mechanical energy to
move the engine.
 Heat to Electrical: In a thermal power station, heat from burning coal (or nuclear
reactions) boils water to produce high-pressure steam, which then spins turbines
connected to generators to produce electrical energy.
 Heat to Light: When an electric stove coil glows red hot, heat energy is
converted into light energy.
o Other forms to Heat:
 Electrical to Heat: An electric heater or an electric kettle converts electrical
energy into heat energy.
  Chemical to Heat: Burning of wood, coal, or cooking gas (LPG) converts stored
chemical energy into heat energy.
 Mechanical to Heat: Rubbing your hands together, braking a bicycle, or beating
a metal with a hammer converts mechanical energy into heat energy.
 Solar to Heat: A solar water heater or solar cooker converts solar energy (light
energy from the sun) into heat energy.
 "Have you observed any thermometers in daily life? Have you seen the thermometer
used by doctor’s in hospitals? What does it contain? How does it help us to measure
the temperature?"
o "Yes, we see thermometers in various places – at home for measuring body
temperature, sometimes in weather stations to show outdoor temperature, or even in
ovens. The thermometer used by doctors is a clinical thermometer, and it typically
contains Mercury. It helps us measure temperature because Mercury expands when
heated and contracts when cooled. The amount of expansion corresponds to a specific
temperature on the marked scale."
 "Hold the thermometer and observe it carefully. What is it made up of? What do you
find inside the thermometer? What do you find at both ends of the tube? How do they
differ from each other? At one end of the tube you observe a bulb. It is filled with
Mercury. What do you observe at the other end of the tube?"
o "A thermometer is typically made up of a long, narrow glass tube. Inside the tube, you
find a thin, shiny column of Mercury (or sometimes alcohol). At one end of the tube,
there's a small, round or cylindrical bulb, which is filled with Mercury. The other end of
the tube is usually sealed after the air has been removed, creating a vacuum above the
mercury column, which allows the mercury to expand freely."
 "If markings on thermometer are wiped out, how do we create new markings?"
o "To create new markings (calibrate) a thermometer: First, immerse the bulb in pure
melting ice and mark the level where the mercury becomes steady. This is 0°C. Then,
immerse the bulb in pure boiling water (at standard atmospheric pressure) and mark the
steady mercury level. This is 100°C. Finally, divide the distance between the 0°C and
100°C marks into 100 equal parts, with each part representing 1°C. You can further
divide each 1°C into 10 smaller divisions (0.1°C)."
 "If you take the flask out of the trough and keep it outside for some time, what do you
observe? In the above activity we see that water expands on heating and contracts on
cooling. So does Mercury. It is used as liquid for indicating temperature in
thermometers. Apart from Mercury we also use alcohol as thermometer liquid."
o "If you take the flask out of the hot trough and keep it outside (at room temperature),
you will observe that the level of the colored water in the capillary tube slowly starts to
fall. This shows that as the water cools, it contracts. This demonstrates the general
principle that most substances, including liquids like water and mercury, expand when
heated and contract when cooled."
 "Why do we use mercury or alcohol as thermometer liquids?"
o "We use mercury or alcohol as thermometer liquids because they both have specific
properties that make them suitable:
 Uniform Expansion: Their expansion is uniform; for equal amounts of heat, they
expand by equal lengths, allowing for a linear scale.
 Visible: Mercury is opaque and shining, easily visible. Alcohol can be colored
brightly for visibility.
 Non-sticking: They do not stick to the sides of the glass tube.
 Low Freezing Point (Alcohol): Alcohol can record very low temperatures.
 High Boiling Point (Mercury): Mercury has a high boiling point, suitable for
higher temperatures.
 Good Conductor (Mercury): Mercury is a good conductor of heat, allowing it to
quickly respond to temperature changes."
 "Can you precisely determine which water is cooler and which is hotter than the other
in the 3 beaker experiment? If the temperature of the beaker in which we immersed both
the hands is 25°C, what can be said about the temperature of water in other beakers?"
o "Yes, with a thermometer, we can precisely determine which water is cooler and which
is hotter. If the middle beaker (where both hands were immersed) is 25°C:
 The beaker that felt 'hot' to the hand coming from cold water must have had
water cooler than 25°C (as your hand would feel hot when moving from cold to
25°C).
 The beaker that felt 'cold' to the hand coming from hot water must have had
water hotter than 25°C (as your hand would feel cold when moving from hot to
25°C).
o (Note: The text's conclusion for this question is: "The beaker containing cooler water will
record temperature less than 25°C. The beaker containing hotter water will record
temperature more than 25°C." This implies the middle beaker was the one that felt both
hot and cold to the respective fingers, which is correct relative to the two extreme
temperatures.)"
 "Do you find any difference in temperature of air in shadow and in the sun?"
o "Yes, you will find a significant difference in the temperature of the air in the shade
compared to the air in the sun. The air in direct sunlight will be noticeably hotter than
the air in the shade."
 "Measure temperature of air using a thermometer. What will you do to keep
thermometer in close contact with air?"
o "To keep the thermometer in close contact with the air, you would typically suspend it in
the air using a thread or string, or place it on a stand in the desired location (shade or
sun), ensuring the bulb is not touching any surfaces that might affect the reading (like
the ground or a wall)."
 "What did you observe? Is there any difference in temperature with variation of time or
place?"
o "Yes, you will observe a clear difference in temperature with variation of time and place.
Air in the sun is hotter than in the shade. The temperature is also generally lower in the
morning/night compared to noon. This demonstrates how environmental factors like
sunlight and time of day influence temperature."
 "Why do you use an umbrella in the hot sun during summer?"
o "We use an umbrella in the hot sun during summer because it provides shade, blocking
the direct sunlight from reaching our body. This prevents the heat energy from the sun's
rays from falling on us, making us feel cooler and protecting us from sunburn."
 "Can you find how much the body temperature has increased?" (When suffering from
fever)
o "Yes, you can find out how much the body temperature has increased by using a
clinical thermometer. You would compare the reading on the thermometer to the normal
human body temperature (37°C or 98.4°F)."
 "Do you see a kink in the capillary near the bulb?"
o "Yes, if you observe a clinical thermometer carefully, you will notice a small bend or
constriction, called a 'kink,' in the capillary tube very close to the bulb."
 "This kink prevents Mercury level from falling on its own."
o "That's exactly right. The kink is a crucial design feature of a clinical thermometer. It
prevents the mercury from contracting and falling back into the bulb immediately after
the thermometer is removed from the patient's mouth or armpit. This allows the doctor
or individual to read the temperature accurately before the mercury level drops."
 "What did you record as your body temperature?"
 o (Student's individual answer, e.g., "I recorded my body temperature as 37.2°C" or
"98.8°F.")
 "In the picture first thermometer shows the body temperature of Srikar. Second
thermometer shows the temperature of Srinath. Who is suffering from fever? How can
you say that?"
o "To answer this, we need to know the normal body temperature (37°C or 98.4°F). If
Srikar's thermometer reads significantly above 37°C/98.4°F (e.g., 38.5°C or 101.3°F),
and Srinath's is near normal, then Srikar is suffering from fever. Fever is indicated by a
body temperature higher than the normal range."
 "What do you observe in the table? Are the estimated temperature and measured
temperature same? Is the body temperature of every person 37°C (98.4ºF)?"
o "You will likely observe that the estimated temperature by touching is often different
from the measured temperature with a clinical thermometer. No, the estimated and
measured temperatures are usually not the same; touch is not accurate. Also, no, the
body temperature of every person is not exactly 37°C (98.4ºF). There can be slight
variations among healthy individuals, and it can also fluctuate slightly throughout the
day for one person."
 "What is the average body temperature of your friends?"
o (This would be calculated by the students based on their recorded data, e.g., "The
average body temperature of my friends was around 37.1°C.")
 "Can you guess why?" (Thermister thermometer for infants/children)
o "Thermister thermometers are often preferred for infants and children because they are
digital, which means they are safer (no mercury, so no risk if broken), provide very
quick readings, and are easy to read. Their speed and safety make them ideal for
restless or very young patients."
 "Try this: Measure the temperature of a person with clinical and digital thermometers.
Are the temperature readings same or different? Explain your observations."
o "Ideally, the temperature readings from a clinical thermometer (mercury or digital) and a
digital thermometer should be very similar, if not exactly the same, as long as both are
accurate and used correctly. Any slight differences would likely be due to minor
calibration variations between the instruments or slight differences in technique."
 "We are advised not to use a clinical thermometer for measuring the temperature of any
object other than human body. Also we are advised to avoid keeping it in the sun or
near a flame. Why?"
o "We are advised against using a clinical thermometer for objects other than the human
body because its temperature range is very narrow (typically 35°C to 42°C or 95°F to
110°F), designed for body temperature. Most other objects (like boiling water or
extremely cold substances) would be outside this range, potentially causing the
mercury column to break or the thermometer to burst. We are also advised not to keep
it in the sun or near a flame for the same reason – the high temperatures would cause
the mercury to expand beyond the scale, potentially breaking the thermometer."
 "What do you mean by minus degree Celsius?"
o "Minus degree Celsius means a temperature that is below zero degrees Celsius (0°C).
For example, -5°C is five degrees colder than 0°C. Temperatures below 0°C indicate
freezing or extremely cold conditions."
 "What do you notice after some time? Why?" (Removing laboratory thermometer from
hot water)
o "After some time, you will notice that the mercury thread in the laboratory thermometer
starts to fall rapidly once it is removed from the hot water. This happens because the
laboratory thermometer does not have a kink. Without the kink, the mercury
immediately contracts and falls back into the bulb as soon as it is removed from the hot
object and the surrounding air cools the bulb."
 "We are advised not to use the laboratory thermometer to measure our body
temperature. Why? Hint: (Think about the kink)"
o "We are advised not to use a laboratory thermometer to measure our body temperature
precisely because it lacks the 'kink' (constriction). If you remove it from your body, the
mercury level would drop immediately, making it impossible to get an accurate reading
of your peak body temperature. Also, its larger bulb and longer scale range are not
ideal for quickly and accurately measuring human body temperature."
 "How does the laboratory thermometer differ from the clinical thermometer?"
o "The primary differences are:
1. Range: Clinical thermometers have a narrow range (e.g., 35°C to 42°C), suitable
for human body temperature. Laboratory thermometers have a much wider
range (e.g., -10°C to 110°C) for general experiments.
2. Kink/Constriction: Clinical thermometers have a 'kink' near the bulb that
prevents the mercury level from falling on its own, allowing time for reading.
Laboratory thermometers do not have this kink, so the mercury level drops
immediately upon removal from the heat source.
3. Purpose: Clinical thermometers are specifically designed for measuring human
body temperature. Laboratory thermometers are for measuring temperatures of
various objects in experiments."
 LESSON PLAN: UNIT 06 - WEATHER AND CLIMATE
1. Class: VII

2. Unit/Lesson: 06 - WEATHER AND CLIMATE

3. Number of Periods Required: 10

4. Academic Standards (Particular to this unit only):

* Conceptual understanding

* Asking questions and making hypotheses

* Experimentation and field investigation

* Information Skills and projects

* Communicating through Drawing and model making

* Appreciation and Aesthetic sense

* Application to Daily life and concern to Biodiversity

5. Period-wise Breakdown:
PERI
OD Learning TLM/Resour Assessm
Concepts Teaching Strategies
NUM Outcomes ces ent [CCE]
BER

Introducti - Students - Engage (10 min): Formative

on to will identify Start with current (Oral &
Weather: the key day's weather. "How Discussio
Compone components do you describe n):
nts & of weather today's weather?" Observe
Variability (Conceptual "What did you check student
<br> - understandin this morning?"<br> participatio
Definition g).<br> - - Analyze (20 min): n in
Table 1 (from
of Students will Introduce Table 1 analysis of
text),
weather.&lt understand (Hyderabad weather Table 1
Whiteboard/
;br> - that weather for 3 days). Pose and initial
Blackboard,
1 Various can vary questions from text: understan
newspaper
aspects/co significantly "What aspects do ding of
weather
mponents over short you see?" "On which weather
reports
of weather periods.<br day did it rain?" componen
(optional).
(temp, > - Students Discuss how these ts.<br>
humidity, will aspects change Written
rain, wind, appreciate daily.<br> - (Quick
sunrise/set) the impact of Explain (10 min): Check):
.<br> - weather on Define weather as Students
Weather as life the day-to-day list 3
a complex (Appreciation atmospheric aspects of
phenomen ). conditions. weather.
 on that Emphasize its
changes dynamic and
quickly. complex nature
(sunny to cloudy to
rain quickly). Discuss
its effect on life (e.g.,
Tsunami tribals'
observation as a
predictive
skill).<br> - Asking
Questions (5 min):
"Can weather be
predicted perfectly?"

- Recap (5 min):
Weather components
and variability.<br>
- Activity (35 min):
- Students "Let us do-2: Plotting
will collect Graph."<br> -
and record Instruct students to
weather data collect weather data Formative
Plotting (Information (max/min temp, (Practical
Weather Skills and rainfall, humidity, &
Graphs< projects).< wind) for 3 Drawing):
br> - Visual br> - cities/towns over a Assess
representat Students will week (can be students'
ion of plot weather homework for ability to
weather data on multiple days, or Newspapers/ correctly
data.<br> graphs shared data).<br> - TV news plot data
- Graphing (Communicat Focus on plotting access for points and
maximum ing through Max Temperature weather draw
2 temperatur Drawing and data on a graph data, graph graphs.
e, minimum model (referencing Fig. 1 paper, Evaluate
temperatur making).<b example from text, pencils, clarity of
e, and r> - Students Table 2). Guide them rulers, Table graph
humidity will interpret on axis labeling, 2. labeling.&l
over a variations plotting points, and t;br>
week.<br and trends connecting Project
>- from plotted them.<br> - Compone
Interpreting graphs.<br Encourage them to nt: Collect
trends from > - Students also draw graphs for weather
graphs. will minimum data over
appreciate temperature and a week.
the visual humidity data.<br>
representatio - Explain (5 min):
n of data. Discuss the
importance of graphs
in understanding
weather patterns
over time.

Understan - Students - Recap (5 min): Handouts of Formative

3
ding will Graphs help visualize Report 1 & 2 (Oral &
 Weather differentiate weather data.<br> (from text), Written):
Reports & between a - Activity (30 min): Whiteboard/ Evaluate
Forecasts weather "Let us do-3: Blackboard. student
<br> - report and a Understanding responses
Distinguishi weather weather reports." to
ng between forecast Distribute/display questions
weather (Conceptual Report 1 and Report about the
reports understandin 2 (from text).<br> - reports.
(past g, Students read and Assess
conditions) Information discuss in groups: their ability
and Skills).<br> "Which report to
weather - Students explains what will distinguish
forecasts will analyze happen?" "What report vs.
(future and extract aspects of weather forecast.
conditions). specific are discussed in both
<br> - information reports?" "What are
Analyzing from weather the differences in
information reports/forec weather
presented asts.<br> - situations?"<br> -
in weather Students will Explain (10 min):
reports/fore identify Formally define
casts. weather 'weather forecast'
aspects (future) and 'weather
discussed in report' (past). Clarify
reports. common usage.
Discuss why both
types of information
are useful for daily
life (Application to
Daily life).

Measuring - Students - Recap (5 min):

Temperatu will How weather
re: understand changes daily.<br>
Maximum- the need for - Engage (10 min):
Minimum specific "How do Formative
Thermome instruments meteorologists (Drawing
ter (MMT) - to measure measure max/min & Oral):
Structure& weather temperature in a Real Six's Assess
lt;br> - parameters.& day?" Introduce Maximum- clarity and
Need for lt;br> - "Measuring Minimum accuracy
specialized Students will components of Thermometer of MMT
4 instruments identify the weather."<br> - (if available), diagram.
to measure Six's Explain (25 min): large Ask
weather Maximum- Introduce MMT (Fig. diagram of students
component Minimum 2 from text). Explain MMT (Fig. 2 to name
s.<br> - Thermometer its purpose. Detail its from text). the key
Introductio and its structure: cylindrical componen
n to Six's purpose.<b bulb A (alcohol), U- ts of the
Maximum- r> - Students shaped tube MMT.
Minimum will describe (mercury), spherical
Thermomet the key bulb B (alcohol), and
er structural the two indicators (I1
(MMT).< components & I2). Emphasize its
 br> - of the MMT unique design.<br>
Detailed (Conceptual - Activity (5 min):
understand understandin Students draw a
ing of g, labelled diagram of
MMT's Communicati the MMT
structure ng through (Communicating
(cylindrical Drawing).< through Drawing and
bulb A, U- br> - model making).
shaped Students will
tube, draw a neat
spherical diagram of
bulb B, MMT.
alcohol,
mercury,
indicators
I1 & I2).

- Recap (10 min):

MMT
structure.<br> -
Measuring
Explain (20 min):
Temperatu - Students
Detail "How to use it
re: Using will explain
to measure the two
MMT & the working
temperatures."
Analyzing mechanism
Explain: temperature
Data<br> of the MMT
increase (alcohol in A
- How MMT (Conceptual
expands, pushes
works to understandin
mercury to B side, I1
record g).<br> -
moves up),
maximum Students will Formative
temperature
and understand (Oral &
decrease (alcohol in
minimum how to reset Written):
A contracts, mercury
temperatur the MMT (if Assess
moves to A side, I2
es.<br> - MMT.<br> available), understan
moves up). Explain
Resetting - Students Pravin's ding of
resetting with
the MMT will analyze graph (Table MMT
5 magnet.<br> -
using a temperature 4/Fig. from working.
Activity (15 min):
magnet.< data from a text), Table 3 Evaluate
"Activity 5." Students
br> - table and template, answers to
observe Pravin's
Analyzing graph graph paper. questions
graph (variation of
temperatur (Information about
max temp, Table 4).
e data and Skills).<br> Pravin's
Answer questions:
graphs - Students graph.
"For how many days
from MMT will compare
did Pravin observe?"
readings.&l local
"Highest temp?"
t;br> - observations
"Lowest temp?"
Comparing with regional
"Relation between
local weather
10th & 14th Dec?"
temperatur reports
"Make a graph with
e readings (Application
your max/min
with city to Daily life).
temps." (referencing
forecasts.
their data from
Period 2). Discuss
comparing school
 temp vs. radio/TV
forecast (Table 3).

- Engage (10 min):

"How do we know
- Students how much it rained?"
will recognize "How do farmers
traditional know if it's enough
Measuring
methods of rain?" Introduce
Rainfall:
rainfall 'Padunu'.<br> -
Traditional
estimation.&lt Activity (20 min):
& Modern
;br> - "Let us do - 6."
Methods&l Formative
Students will Students set up a
t;br> - (Oral &
identify the simple rain gauge
Traditional Observati
rain gauge (10cm wide beaker +
methods of on):
as the funnel, Fig. 3).
estimating Assess
standard Explain measuring
rainfall understan
instrument collected water
('Padunu'). ding of
for depth. (Could be an
<br> - rain
measuring ongoing observation Beaker,
Modern measurem
rainfall activity).<br> - funnel, ruler
instrument ent.
(Information Explain (10 min): (for activity).
6 for Observe
Skills).<br> Introduce 'Rain Diagram of a
measuring setup of
- Students gauge' rain gauge
rainfall: simple rain
will (Udometer/Pulvinom (Fig. 3-4).
Rain gauge.
understand eter/Anthrometer) as
gauge.<b <br>
the units of the precise
r> - Project
rainfall instrument (Fig. 4).
Understand Compone
measuremen Discuss rainfall
ing rainfall nt:
t.<br> - expressed in
units (cm Research
Students will cm/mm.<br> -
or local rain
appreciate Discuss (5 min):
mm).<br traditions.
the cultural "How do farmers
> - Cultural
importance celebrate first
significanc
of rain for showers?" "Find out
e of rainfall
agriculture about this"
for farmers.
(Appreciation (encouraging
, Application interaction with
to Daily life). elders, collecting
songs - Information
Skills).

Measuring - Students - Recap (5 min): Cardboard Formative

Wind: will Rainfall pieces, nail, (Practical
Direction understand measurement.<br> glue, strong &
& wind as - Engage (10 min): base (for Written):
Speed<b moving "Why do we feel cool activity). Assess
r> - air.<br> - breeze? Can we Diagram of successful
7
Understand Students will guess wind wind constructio
ing wind as demonstrate direction?"<br> - direction n of wind
moving a simple Activity (20 min): arrow (Fig. arrow.
air.<br> - method to "Let us do-7." 5), Evaluate
Simple find wind Students construct a Anemometer completion
method to direction simple wind direction (Fig. 6). of wind
 determine (Experimenta arrow using Table 5 direction
wind tion and field cardboard and a nail template. observatio
direction investigation, (Fig. 5). Instruct them ns in
using a Communicati to set it up outside Table 5.
self-made ng through and observe wind
arrow.<br Drawing and direction throughout
> - Modern model a day. Record
instrument making).<b observations in Table
for r> - Students 5.<br> - Explain
measuring will identify (10 min): Introduce
wind speed the Anemometer (Fig. 6)
and Anemometer as the professional
direction: as the instrument for both
Anemomet instrument speed and direction.
er. for wind Explain how it works
speed and (rotating
direction cups).<br> -
(Information Discuss (5 min):
Skills).<br> "Does wind move in
- Students same direction whole
will observe day?" "Which
and record direction in
wind morning?"
direction
(Table 5).

- Students - Engage (10 min):

Understan
will define "Why is it sweaty in
ding
humidity as Vijayawada but less
Humidity&l
the quantity in Hyderabad in
t;br> -
of moisture in summer?" (Relate to
Concept of
the air current location's
moisture in Formative
(Conceptual coastal proximity if
the air (Observat
understandin possible).<br> -
(humidity). ion &
g).<br> - Activity (20 min):
<br> - Oral):
Students will "Let us do - 8."
Impact of Observe
explain why Students heat 10ml
humidity on students'
high humidity water in a test tube Test tube,
feeling explanatio
makes one with Bunsen stand,
sweaty.< ns for
feel burner/candle (Fig. Bunsen
8 br> - water
sweaty.<br 7). Observe bubbles, burner/candl
Relationshi disappeari
> - Students reducing water level, e, water (for
p between ng.
will relate and water activity).
humidity Assess
geographical disappearing. Pose
and understan
features questions: "Why
coastal/rive ding of
(coastal, bubbles?" "Why
rine humidity
rivers) to water level
regions.< and its
higher reducing?" "Where
br> - Basic effect.
humidity.<b did water go?"<br>
experiment
r> - Students - Explain (10 min):
demonstrat
will observe Explain that water
ing water
water turns into vapor and
turning into
converting to enters the air. Relate
vapor.
vapor when to sea water turning
 heated into vapor by sun's
(Experimenta heat. Define
tion and field humidity. Discuss
investigation) why coastal regions
. are more
humid.<br> -
Discuss (5 min):
"Why do people in
hot and humid
regions wear cotton
clothes?" "In which
season is moisture in
air high?"

- Engage (10 min):

"Are weather
conditions cyclic
- Students
during the years?"
will
Introducti "Why is it hot in
differentiate
on to equatorial regions,
clearly
Climate: cold in polar
between
Long- regions?" (Lead to
weather and
Term long-term
climate
Weather patterns).<br> -
(Conceptual
Patterns&lt Activity (25 min):
understandin
;br> - "Let us do - 9."
g).<br> -
Distinction Students observe Formative
Students will
between Table 6 (Average (Oral &
define
weather temp/rainfall for Written):
climate and
and Ramagundam and Assess
understand
climate.< Arogyavaram over 25 students'
its long-term
br> - years). Pose ability to
nature.<br
Definition questions from text: differentiat
> - Students
of climate "Max temp month?" Table 6 (from e weather
9 will analyze
as average "Comparatively which text). vs.
given climate
weather place is hot?" "How climate.
data
pattern can you say Evaluate
(temperature
over a long Hyderabad is cooler answers to
and rainfall)
time (e.g., than Ramagundam in questions
to describe a
25 summer?" about
place's
years).<b (Encourage data- Table 6
climate
r> - driven data.
(Information
Analyzing answers).<br> -
Skills).<br>
average Explain (10 min):
- Students
temperatur Formally define
will use data
e and 'Climate' as the
to compare
rainfall data average weather
climates of
to pattern over a long
different
understand period (e.g., 25
places
climate. years). Emphasize
(Asking
the consistency of
questions).
patterns. Explain how
we classify climate
(hot, rainy, cold).
 Climate
and - Recap (5 min):
- Students
Lifestyle, Climate
will explain
Adaptatio definition.<br> - Summativ
how climate
n, Climate Activity (15 min): e (Unit
influences
Shifts<br "Let us do-10." End
human
>- Students observe Assessm
lifestyle and
Influence of features of ent): A
activities
climate on states/places in India comprehe
(Application
lifestyle from an Atlas nsive
to Daily
(clothing, (Kerala, AP, written test
life).<br> -
housing, Rajasthan, J&K, covering
Students will
activities).& WB, Table 7). Try to all
understand
lt;br> - write about their concepts,
that living
Adaptation climate. Discuss definitions,
organisms
of living Indian Meteorological instrument
adapt to
organisms Department (IMD) s, and
climate
(including role.<br> - Explain application
(Appreciation
humans) to (15 min): Discuss Atlas of s from the
and
climatic "Do you know? The India, Table unit.<br>
Aesthetic
conditions. people living in an 7 template. Project
sense,
<br> - area adjust to the Pictures of (Informati
10 concern to
Concept of conditions of people/anima on Skills
Biodiversity).
climate climate." (Tribals, ls adapting to &
<br> -
shifts/chan Rayalaseema different Applicatio
Students will
ges over drought/floods). climates. n):
recognize
long Discuss climate and Students
that climate
periods.< lifestyle (clothing, research a
can shift over
br> - water choices, winter specific
long periods
Consequen precautions). Ask for animal's
and its
ces of examples of adaptation
consequence
climate unseasonal changes to its
s
change in their area. Link to climate or
(Conceptual
(e.g., adaptations of write a
understandin
floods from animals (e.g., polar note on
g).<br> -
unseasonal bears, camels) for precaution
Students will
rain).<br Biodiversity.<br> - s for
synthesize
> - Unit Review (10 min): visiting a
key learnings
summary Summarize key place with
of the unit
and concepts of weather extreme
and apply to
connection and climate, their climate.
real-world
to measurement, and
context.
Biodiversity impact on life.
.

6. Teacher's Notes: (Additional Resources, Activities)

 Continuous Weather Chart: Maintain a daily weather chart in the classroom throughout the
unit, recording temperature, humidity, and rainfall (if any) using school instruments or local
news. This provides real-time data for discussion and graphing.
 Weather Station Visit: If possible, arrange a virtual or actual visit to a local meteorological
center or a weather station to see instruments in action.
 Climate Change Awareness: While the text briefly touches on climate shifts, this unit
provides an excellent opportunity to introduce basic concepts of climate change (without going
 into complex science). Discuss its implications for local weather patterns and biodiversity. This
directly links to Concern to Biodiversity.
 Guest Speaker: Invite a local farmer or a meteorologist to talk about weather's impact on their
work or daily life.
 Role Play: Students can role-play as TV meteorologists giving weather reports/forecasts.
 Data Analysis Skills: Emphasize on interpreting graphs and tables. Bring in more varied
graphs from newspapers or online sources for practice. This strengthens Information Skills.
 Creative Writing/Drawing: Students can write short stories or draw pictures depicting life in
different climates or how weather affects their daily activities, fostering Communicating
through Drawing and model making and Appreciation and Aesthetic sense.
 Differentiate:
o Support: Provide pre-drawn graph axes, simplified definitions, and guided questions for
data analysis.
o Challenge: Encourage advanced students to research specific climate zones (e.g.,
tropical, desert, polar), study historical weather data for their region, or investigate
technologies used in weather forecasting.

7. Teacher Responses:
 "What aspects do you see in this weather record?"
o "In this weather record, we see various aspects like Maximum Temperature, Minimum
Temperature, Rainfall, Sky condition (Clear/Cloudy), Wind Velocity, Humidity, and Sun
rise/Sun set times."
 "On which day did it rain?"
o "According to Table 1, it rained on Day - 2, indicated by 'Light Shower' in the Rainfall
column."
 "Which report explains what will happen?"
o "Report 1 explains what will happen ('Isolated rain... are likely to occur,' 'dry weather will
prevail,' 'Sky may be cloudy for the next two days'). This is a weather forecast."
 "What aspects of the weather are discussed in both the reports?"
o "Both reports discuss aspects such as temperature (maximum/minimum), rainfall, and
sky conditions (cloudy/dry weather)."
 "What are the differences in the weather situation given by the two reports?"
o "Report 1 provides a forecast for future weather, mentioning likely conditions and
prevailing weather for specific districts. Report 2 gives a report of past weather, stating
recorded maximum and minimum temperatures, and recorded rainfall in specific
locations. Report 1 is about future possibilities, Report 2 is about observed facts."
 "How do we compare a place which is hot with a place which is cool?"
o "We compare a hot place with a cool place by measuring and comparing their
temperatures. A place with a consistently higher temperature (e.g., higher average daily
maximums) is considered hotter, while a place with consistently lower temperatures is
considered cooler."
 "How do we determine the hottest part of the day?"
o "We determine the hottest part of the day by continuously measuring the temperature
throughout the day using a thermometer, particularly a maximum-minimum
thermometer. The highest temperature recorded during that 24-hour period indicates
the hottest part of the day, which is usually in the afternoon, but not necessarily at
noon."
 "When was the maximum temperature recorded?"
o "The maximum temperature is usually recorded in the afternoon, often between 2 PM
and 4 PM, as the Earth's surface continues to warm up even after the sun is highest in
the sky."
 "When was the minimum temperature recorded? Why?"
 o "The minimum temperature is usually recorded in the early morning, just before sunrise.
This is because the Earth's surface has been radiating heat away throughout the night
without receiving new heat from the sun, allowing the temperature to drop to its lowest
point."
 "Is there any similarity in temperatures between your school and the nearest city?"
o "There might be some similarity, as they are in the same general geographic area and
affected by the same larger weather systems. However, there could also be differences
due to local factors like presence of concrete, green cover, water bodies, or elevation."
 "For how many days did Pravin observe the temperature of his village?"
o "Pravin observed the temperature of his village for 5 days (from December 10th to
December 14th, 2011), as shown in Table 4."
 "On which day was the highest temperature recorded?"
o "The highest temperature (32°C) was recorded on December 11th, 12th, 13th, and
14th, 2011, as per Table 4."
 "On which days did the lowest temperature recorded?"
o "The lowest temperature (31°C) was recorded on December 10th, 2011, as per Table
4."
 "Do you find any relation between 10th and 14th of December 2011? What is that?"
o "Yes, there's a relation. While the highest temperature for the 10th was 31°C, and for
the 14th it was 32°C, the general trend indicates a slight warming or stabilization of high
temperatures towards the end of the observed period. The highest recorded
temperature became consistently 32°C from 11th to 14th, showing a stable high
temperature."
 "How can we measure the amount of rainfall at a particular place?"
o "We can measure the amount of rainfall at a particular place using a specialized
instrument called a Rain Gauge (also known as a Udometer, Pulvinometer, or
Anthrometer). It collects rainwater in a calibrated container, allowing for precise
measurement in centimeters or millimeters."
 "How do farmers celebrate the first showers? Try to find out about this. Discuss with
your elders in your village/town. You can also collect the songs they sing at that time.
Display them on your school wall magazine."
o "Farmers in many regions celebrate the first showers with great joy, often considering it
a blessing for their crops. They might perform special prayers or rituals, sing traditional
songs (sometimes called 'rain songs' or folk songs related to agriculture), and begin
preparations for sowing their fields. Some might even have small community gatherings
or festivals to mark the occasion. (Students are encouraged to conduct local research
for specifics)."
 "Can we guess what the direction of wind is?"
o "Yes, we can guess the direction of the wind by observing simple indicators around us,
such as the direction leaves are blowing, flags are flapping, smoke is moving, or by
making a simple wind direction arrow like the one described in 'Let us do-7'."
 "Does the wind move in the same direction the whole day?"
o "No, generally the wind does not move in the same direction the whole day. Wind
direction can change throughout the day due to local temperature differences, land and
sea breezes, or larger atmospheric pressure systems."
 "In which direction does it move in the morning?"
o "The direction of the wind in the morning can vary greatly depending on the
geographical location and local atmospheric conditions. For coastal areas, it might be
an offshore breeze in the early morning."
 "Why is Vijayawada generally more humid?"
 o "Vijayawada is generally more humid than Hyderabad because it is located closer to the
coast (the Bay of Bengal) and the Krishna River. Proximity to large water bodies leads
to more water evaporating into the air, increasing the moisture content and thus the
humidity."
 "Why do bubbles appear in water?"
o "Bubbles appear in water when it is heated because dissolved gases (like air) that were
present in the water come out of solution as the water's temperature rises. As the water
gets hotter, more steam bubbles (water vapor) also begin to form at the bottom, which
then rise."
 "Why is the water level reducing?"
o "The water level is reducing because the water is converting into water vapor (steam)
due to heating. This vapor escapes into the air, leading to a decrease in the volume of
liquid water remaining."
 "Where did the water go?"
o "The water did not 'go' anywhere in the sense of being lost. It changed its state from
liquid water to an invisible gaseous form called water vapor (steam) and dispersed into
the air."
 "Why do people living in hot and humid region wear cotton clothes?"
o "People living in hot and humid regions wear cotton clothes because cotton is a good
absorber of sweat and allows air to circulate easily. This helps the sweat evaporate
more quickly, which cools the body down. Cotton is also lightweight and breathable,
making it comfortable in such climates."
 "In which season is the quantity of moisture in the air high?"
o "The quantity of moisture in the air (humidity) is generally highest in the rainy season
(monsoon season) and also in coastal regions during summer."
 "In which month was maximum temperature recorded? Why?"
o "For both Ramagundam and Arogyavaram (Table 6), the maximum average
temperature was recorded in May (41°C for Ramagundam, 33°C for Arogyavaram).
This is typically because May is the peak summer month, just before the onset of the
monsoon, when solar radiation is intense and rainfall is minimal."
 "Comparatively which place is hot? Why?"
o "Comparatively, Ramagundam is hotter than Arogyavaram. We can say this because
Ramagundam consistently records higher average temperatures across almost all
months compared to Arogyavaram, especially significantly higher maximums in summer
(e.g., 41°C vs 33°C in May)."
 "How can you say Hyderabad is cooler than Ramagundam in summer?"
o "Similar to the comparison with Arogyavaram, if we had data for Hyderabad, we would
likely see that its average summer temperatures are lower than Ramagundam's. This is
often due to Hyderabad's higher elevation and possibly different local geographic
factors that influence its climate compared to Ramagundam's more interior, lower-lying,
and often industrial setting."
 "When would you say that the climate of a place is rainy or cold?"
o "We would say that the climate of a place is 'rainy' if it receives a generally high amount
of rainfall consistently over a large part of the year, year after year (e.g., Cherrapunji).
We would say the climate is 'cold' if its temperature is generally low for a large part of
the year, consistently, with prolonged periods of freezing or near-freezing temperatures
(e.g., Kashmir, Ladakh)."

.
 LESSON PLAN: UNIT 07 - ELECTRICITY
1. Class: VII

2. Unit/Lesson: 07 - ELECTRICITY

3. Number of Periods Required: 12

4. Academic Standards (Particular to this unit only):

* Conceptual understanding

* Asking questions and making hypotheses

* Experimentation and field investigation

* Information Skills and projects

* Communicating through Drawing and model making

* Appreciation and Aesthetic sense

* Application to Daily life and concern to Biodiversity

5. Period-wise Breakdown:
PERI
OD Learning Teaching TLM/Resourc Assessm
Concepts
NUM Outcomes Strategies es ent [CCE]
BER

- Students will - Engage Formativ

understand that (10 min): e
Introduction to chemical Ask (Observa
Injection
Electricity & reactions can students: tion &
bottles, thick
Making a produce "What Oral):
copper wire,
Simple electricity powers your Observe
sandpaper,
Cell<br> - (Conceptual mobile students'
discharged
Electricity as a understanding). phone, torch, participati
dry cell (for
source of <br> - toys?" "What on and
zinc cover),
energy.<br> - Students will is precision
zinc strip,
Basic concept identify the electricity?" in cell
copper strip,
1 of a simple basic Show some making.
sulphuric acid,
voltaic cell components battery- Assess
LED,
(chemical needed for a powered their
connecting
reaction simple devices.<b understan
wires (as per
producing cell.<br> - r> - Activity ding of
text). Safety
electricity).<br Students will (30 min): basic
goggles,
> - Components follow "MAKE compone
gloves for
required to instructions for YOUR OWN nts and
teacher (when
make a basic a hands-on CELL" (Fig. safety.<
handling acid).
cell. activity 1-3). br> Quick
(Experimentatio Teacher Check:
n and field guides "What
 investigation).&l students type of
t;br> - Students through the energy
will ask steps conversio
questions about (injection n
the process bottles, happens
(Asking copper/zinc in this
questions). strips/wires, cell?"
sulphuric
acid, LED).
Emphasize
safety with
acid. "Did
the LED light
up?" "Any
problem?"&lt
;br> -
Discuss (5
min): "Do all
cells contain
liquid?"
(Leading to
dry cells).

- Recap (5
min): The
- Students will self-made
identify and cell Formativ
label the parts produced e
Structure and
of a dry cell electricity.&lt (Observa
Working of a
(Information ;br> - tion &
Dry Cell<br> -
Skills, Activity (20 Oral):
Components of
Communicating min): Observe
a dry cell (zinc
through "Activity - 1: student
container,
Drawing).<br> Cut open a engagem
carbon rod,
- Students will dry cell." ent during
ammonium
explain the Teacher Discharged dissection
chloride paste,
function of each demonstrati dry cell (for . Ask
carbon powder,
component on (for dissection), students
metal
2 (Conceptual safety) to cut knife/cutter to name
cap).<br> -
understanding). open a (teacher use parts and
Function of
<br> - discharged only), Fig. 4-5 their
each
Students will dry cell. diagram. functions.
part.<br> -
understand that Show and <br>
Energy
dry cells convert explain each Written
conversion in a
chemical part (Fig. 4- (Labellin
dry cell
energy to 5: Zinc g):
(chemical to
electrical Container, Students
electrical).<br
energy.<br> - Carbon rod, label a
> - Limitations
Students will Metal cap, diagram
of a dry cell.
recognize that Carbon of a dry
dry cells have a powder, cell.
limited lifespan. Ammonium
Chloride
Paste, Seal,
 Outer
cover).<br
> - Explain
(15 min):
Describe the
function of
each part.
Emphasize
that
chemical
reactions
between
components
produce
electricity.
Discuss how
the
chemicals
get
exhausted.&l
t;br> -
Discuss (5
min): "Why
are they
called 'dry'
cells if they
contain
paste?"

- Recap (5
- Students will min): Dry
understand the cell
importance of structure.<
standard br> -
symbols in Engage (10
Formativ
Symbols of circuit min):
e
Electric diagrams.<br Discuss the
(Written):
Components&lt > - Students will use of Chart with
Evaluate
;br> - identify and symbols in electric
accuracy
Importance of draw symbols daily life symbols (from
of drawn
symbols in for common (traffic signs, text),
symbols.
3 conveying electrical math Whiteboard/Bl
<br>
meaning components symbols). ackboard,
Quick
concisely.<br> (Information "Why are worksheets for
Check:
- Standard Skills, symbols drawing
"Draw the
symbols for Communicating important?"& symbols.
symbol
common electric through lt;br> -
for a
components. Drawing).<br> Activity (25
bulb."
- Students will min):
learn to "Activity - 2:
interpret basic Write the
electrical symbols for
symbols. given electric
components
 in the table."
Present the
table of
symbols
from the text
(cell, battery,
switch, bulb,
wire,
ammeter,
voltmeter,
resistance,
motor, bell).
Students
draw each
symbol.<br
> - Discuss
(5 min):
Review the
drawn
symbols.
Emphasize
their role in
universal
communicati
on in
electricity.

- Students will - Recap (5

understand min):
what a circuit Electric
Circuit diagram symbols.<
Diagram & represents br> - Formativ
Closed/Open (Conceptual Engage (10 e
Circuits<br> - understanding). min): Show (Drawing
What is a circuit <br> - Fig. 6 ):
diagram.<br> Students will (simple Actual bulb, Evaluate
- Drawing a draw simple switch battery, students'
circuit diagram circuit diagrams circuit). "Can switch, circuit
using using standard we draw this connecting diagrams
symbols.<br> symbols simpler?" wires (for for
4 - Concept of (Communicatin "How?"<br demonstration accuracy
closed circuit g through > - Activity of Fig. 6). Fig. and
(current Drawing and (20 min): 6 & 7 (from neatness.
flows).<br> - model "Activity - 3: text), <br>
Concept of making).<br> Drawing a Whiteboard/Bl Oral:
open circuit (no - Students will circuit ackboard. "When
current explain the diagram." does
flow).<br> - conditions for Guide current
Importance of current flow students to flow in a
continuity in a (closed circuit) draw the circuit?"
circuit. and no flow circuit
(open diagram for
circuit).<br> - Fig. 6 using
Students will symbols
 ask questions (referencing
about circuit Fig. 7).
connectivity Emphasize
(Asking drawing
questions). neat, straight
lines for
wires.<br>
- Explain
(10 min):
Discuss
'closed
circuit'
(switch ON,
complete
path, current
flows) and
'open circuit'
(switch OFF,
incomplete
path, no
current).
Stress that
wires must
have no
gaps. Pose
question: "Is
it
compulsory
to follow the
sequence
[Positive
terminal ->
Wire ->
Switch ->
Wire -> Bulb
-> Wire ->
Negative
terminal]?
Can you
change it
and still
make it
work?"

Series and - Students will - Recap (5 Formativ

Parallel define series min): e
Circuits and parallel Closed/Open (Practical
Dry cells,
(Introduction & circuits circuits.<br &
torch bulb,
Cells in conceptually > - Explain Observat
5 connecting
Series)<br> - (Conceptual (10 min): ion):
wires, Fig. 8-
Introduction to understanding). Introduce Observe
9.
series circuit <br> - 'Series and student
(single path for Students will Parallel connectio
electricity).<br connect cells in circuits' ns and
> - Introduction series and conceptually. brightnes
to parallel circuit observe the Define series s
(multiple effect on bulb circuit (one observati
paths).<br> - brightness path) and ons.
Connecting (Experimentatio parallel Assess
electric cells in n and field circuit (more their
series.<br> - investigation).&l than one ability to
Effect of series t;br> - Students path).<br> articulate
cell connection will hypothesize - Activity the
on bulb about the (25 min): change in
brightness. reason for "Activity - 4: brightnes
increased Connecting s.
brightness Electrical
(Asking cells in
questions and series."<br
making > - Connect
hypotheses). one dry cell
to a torch
bulb (Fig. 8).
Observe
intensity.<
br> -
Connect two
dry cells in
series
(positive of
1st to
negative of
2nd) and to
the bulb (Fig.
9). Observe
brightness.
"Difference
in
intensities?"
"When
brighter?"<
br> -
Students
add 3-4 cells
in series and
observe
brightness.&l
t;br> -
Discuss (5
min):
Conclude:
"Connecting
cells in
series, we
get a
battery."
"Bulb glows
brighter and
 brighter."
Pose "Think:
Can we
connect as
many cells
as we want?
Any
restriction?"

- Recap (5
min): Cells
in series and
brightness
increase.<
br> -
Activity (25
min):
"Activity - 5:
Connecting
- Students will Electric cells
connect cells in in
parallel and Parallel."<
Connecting observe the br> - Formativ
Cells in effect on bulb Students e
Parallel & brightness connect (Practical
Comparison< (Experimentatio three dry & Oral):
br> - n and field cells in Observe
Connecting investigation).&l parallel (all connectio
electric cells in t;br> - Students positive ns.
parallel.<br> - will compare the terminals Dry cells, Assess
Effect of parallel effects of series together, all torch bulb, student's
6 cell connection and parallel cell negative connecting comparis
on bulb connections on terminals wires, Fig. 10- on of
brightness.<br brightness together, 11. brightnes
>- (Conceptual then connect s between
Advantages/dis understanding). to a bulb, single
advantages of <br> - Fig. 10- cell,
series vs. Students will 11).<br> - series
parallel cell begin to infer Observe cells, and
connections advantages/dis brightness. parallel
(conceptual). advantages of "Any cells.
each difference in
connection type intensity
for cells. compared to
only one
cell?"
(Should be
similar).<br
> - Discuss
(15 min):
Compare
series vs.
parallel cell
connections
 in terms of
brightness
and duration
of glow
(though
duration is
not explicitly
covered in
text, it can
be inferred).
Discuss
where these
connections
are typically
used (e.g.,
torch vs.
heavy-duty
devices).

- Recap (5
min): Cell
connections.
<br> -
Activity (20 Formativ
- Students will min): e
Connecting
connect bulbs in "Activity - 6: (Practical
Bulbs in Series
series and Connecting & Oral):
&
parallel Electric Observe
Parallel<br> -
(Experimentatio Bulbs in students'
Connecting
n and field Series."<br connectio
electric bulbs in
investigation).&l > - Students ns and
series.<br> -
t;br> - Students connect observati
Effect of one
will observe and three torch ons of
bulb failing in a
explain the bulbs in bulb
series
consequence of series (Fig. Torch bulbs, failure.
circuit.<br> -
a bulb failing in 12) to a dry dry cells, Assess
Connecting
7 series vs. cell. Observe connecting answers
electric bulbs in
parallel circuits brightness. wires, Fig. 12- to 'Think!'
parallel.<br> -
(Conceptual Add more 13. questions.
Effect of one
understanding). cells in <br>
bulb failing in a
<br> - series.<br Drawing:
parallel
Students will >- Students
circuit.<br> -
identify real-life Disconnect draw a
Real-life
applications of one bulb. simple
examples
series and "What do series
(decorative
parallel bulb you and
lights vs.
connections observe?" parallel
household
(Application to (All stop). circuit
circuits).
Daily life). Relate to with
decorative bulbs.
serial
lights.<br>
- Activity
(15 min):
 "Activity - 6
(cont.):
Connecting
bulbs in
parallel."<b
r> - Students
connect
three bulbs
in parallel
(Fig. 13).
Observe
brightness.
Disconnect
one. "What
happens?"
(Others
glow). Relate
to household
circuits.<br
> - Discuss
(5 min):
Prompt
students to
answer
"Think!"
questions
from text:
"Why bulbs
in series
glow brighter
with more
cells?" "Do
house bulbs
glow with dry
cell?" "Torch
vs.
wristwatch
cells?" "Why
parallel in
household?"

Heating Effects - Students will - Engage Formativ

of Electric observe and (10 min): e
Current<br> - understand that Ask students Working bulb (Observa
Observation of current flow to touch a (demonstrate tion &
heat production produces heat switched-on heating), Written):
in a bulb (Conceptual bulb electric iron, Observe
8 filament.<br> - understanding). (carefully, heater, cooker student
Concept of <br> - not filament). (actual or engagem
heating effect of Students will "Why is it images). ent with
electric identify hot?"<br> - Table 1 for heating
current.<br> - appliances that Explain (15 Activity 7. demo.
Identification of work on the min): Evaluate
electric heating effect of Introduce classificati
appliances electric current 'Heating on of
based on (Application to effects of appliance
heating effect Daily Electric s in Table
(e.g., iron, life).<br> - Current'. 1.<br>
cooker, Students will Explain Quick
heater).<br> - understand filament Check:
Material, length, factors affecting heating. "Name
and thickness heat production Show Fig. 14 two
affecting heat in a wire. (bulb) and appliance
production. Fig. 15 s that use
(heater). the
Discuss heating
electric iron, effect of
cooker, electric
heater; current."
mention
Nichrome
coil/filament.
<br> -
Explain (10
min):
Discuss
factors
affecting
heat:
material,
length,
thickness of
wire.<br> -
Activity (10
min):
"Activity - 7:
Think of the
main use of
electrical
appliances
and write
their names
in the correct
column."
Provide the
list (Electric
kettle, lift,
street lamp,
tube light,
exhaust fan,
rice cooker,
cassette
player,
mixer, oven,
water pump).
Students
classify into
'Heating',
 'Lighting',
'Mechanical/
Others'.

- Recap (5
min):
Heating
effect of
current.<br
> - Explain
(15 min):
Discuss
'Wastage of
electricity' by
bulbs.
- Students will
Introduce
Energy understand the
FTLs (Fig.
Efficient importance of
16a) and
Lighting & energy Formativ
CFLs (Fig.
Electric efficiency in e (Oral &
16b) as
Fuses<br> - lighting Discussi
energy-
Need for (Appreciation, on):
saving
energy-efficient Application to Assess
options.
lighting Daily understan
Mention ISI
(reducing life).<br> - ding of
mark for FTLs/CFLs
electricity Students will energy
safety.<br (actual or
wastage).<br> identify FTLs efficiency.
> - Engage images),
- Introduction to and CFLs as Ask to
(10 min): various types
Fluorescent energy-efficient explain
"What of fuses
9 Tube Lights alternatives fuse
happens if (cartridge,
(FTLs) and (Information working.
too much wire type -
Compact Skills).<br> - <br>
current flows actual or
Fluorescent Students will Written
into our images, Fig.
Lamps understand the (Short
house 17).
(CFLs).<br> - purpose of an Answer):
wiring?"
Introduction to electric fuse as "What is
"What
electric fuses as a safety the
prevents
safety device.<br> - purpose
fires/damage
devices.<br> - Students will of an
?"<br> -
Working explain how a electric
Explain (15
principle of a fuse works to fuse?"
min):
fuse (melting break a circuit
Introduce
wire). (Conceptual
'Electric
understanding).
Fuses' (Fig.
17). Explain
their purpose
as a safety
device.
Describe
working:
special alloy
wire, melts if
current too
high, breaks
 circuit,
protects
appliances/p
revents fire.

- Recap (5
min):
Electric
fuses.<br>
- Explain
(20 min):
Introduce
'Miniature
Circuit
Breaker
(MCB)' (Fig.
- Students will
18). Explain
identify MCBs
its purpose
Miniature as modern
as an
Circuit Breaker electrical safety
automatic
(MCB) & devices
switch.
Comparison< (Information
Describe
br> - Skills).<br> -
working: Formativ
Introduction to Students will
turns OFF e (Oral &
Miniature Circuit explain the
when current Compari
Breakers working
exceeds son): Ask
(MCBs) as principle of an
limit, breaks students
modern MCB MCB (actual
circuit, can to list
alternatives to (Conceptual or image, Fig.
be reset by advantag
fuses.<br> - understanding). 18), Fuse
10 hand. es of
Working <br> - (actual or
Mention ISI MCB over
principle of Students will image, Fig.
mark.<br> fuse.
MCBs compare and 17).
- Compare Assess
(automatic turn- contrast MCBs
(15 min): understan
off, with traditional
Discuss "The ding of
reset).<br> - fuses
advantage MCB
Advantages of (Conceptual
miniature working.
MCBs over understanding).
circuit
fuses.<br> - <br> -
breakers
Potential Students will
have over
disadvantage of identify the
fuses..."
MCBs. advantages and
(reset vs.
disadvantages
replacement)
of MCBs.
. Pose
question:
"What can
be a
disadvantag
e of MCB?"
(e.g., might
be reset
repeatedly
without
identifying
 underlying
fault, leading
to safety
issues if not
checked).<
br> -
Discuss (5
min): Which
is better for
homes and
why.

- Engage
(10 min):
"Where does
electricity in
our homes
come from?"
"Is it free?"
- Students will Show Fig. 19
Electricity in understand the (Electric &
Our Home: basic supply Digital
Supply, chain of Meter).<br
Measurement, electricity to > - Explain Formativ
Units<br> - homes.<br> - (20 min): e (Oral &
AC (Alternating Students will Discuss Calculati
Current) supply interpret 'Electricity in on):
to homes from electricity meter our home': Assess
power readings AC, power understan
stations.<br> - (Information stations, ding of
Role of sub- Skills).<br> - sub-stations. Electric meter meter
stations.<br> - Students will Explain that (actual or reading.
Electricity as a define 'Kilowatt electricity is image, Fig. Ask
11
paid (KW)' and consumed 19). students
utility.<br> - 'Kilowatt-hour and paid for. Whiteboard/Bl to
Electric meters (KWH)' or 'unit' Describe ackboard. calculate
(digital vs. of electricity meter simple
analog) and (Conceptual reader's role KWH
meter understanding). and consumpti
readers.<br> - <br> - analog/digita on given
Concept of 'Unit' Students will l meters. appliance
(Kilowatt-hour - calculate Define wattage
KWH) and its electricity 'wattage' and time.
calculation.<b consumption (power).
r> - Wattage of based on Introduce
appliances. wattage and 'Kilowatt
usage time. (KW) = 1000
Watts
(W)'.<br> -
Explain (10
min): Define
'one unit' = 1
Kilowatt-hour
(KWH).
 Explain its
calculation
(KW x
hours).
Provide
examples:
1KW
appliance for
1 hour = 1
KWH.<br>
- Discuss (5
min): Any
initial
questions
about meters
or units.

- Recap (5 Summati
min): KWH ve (Unit
- Students will unit.<br> - End
perform Activity (20 Assessm
practical min): ent): A
calculations of "Exercise: comprehe
Electricity Bill electricity bills Electricity nsive
Calculation, (Application to Bill written
Conservation Daily Calculation." test
& Historical life).<br> - <br> - covering
Context<br> - Students will Solve Ayub's all
Practical understand the bill (January concepts,
calculation of ethical and 400 units, calculatio
electricity environmental Feb 580 ns, and
bill.<br> - reasons for units, cost applicatio
Importance of conserving Rs. ns from
electricity electricity 3.05).<br> the unit.
conservation.&lt (Appreciation - Solve the Whiteboard/Bl <br>
12 ;br> - Ways to and Aesthetic second ackboard for Project
save sense, concern problem calculations. (Informat
electricity.<br to (4x100W, ion Skills
> - Social Biodiversity).< 6x60W, &
implications of br> - Students 6x40W Applicati
electricity will identify bulbs, 2 on):
shortage.<br> ways to hrs/day, 30 Students
- Introduction to conserve days, Rs. create a
Michael electricity in 2.80/unit). poster on
Faraday daily life.<br> Guide 'Electricity
(inventor of - Students will through Conservat
electric recognize calculations ion Tips'
generator). Michael (Table or
Faraday's 2).<br> - research
contribution to Discuss (15 about a
electricity min): "Think! village
(Appreciation). Are there without
households electricity
without and
 electricity? suggest
Reasons?" solutions.
"Country
faces
shortage,
wasting
electricity
means
depriving
someone
else."
Brainstorm
ways of
saving
electricity.&lt
;br> -
Historical
Context (5
min):
Introduce
Michael
Faraday (Do
you Know?
box).
Discuss his
inventions
(generator,
transformer)
and impact.

6. Teacher's Notes: (Additional Resources, Activities)

 Safety First: When discussing electricity, always prioritize safety. Emphasize that students
should never touch exposed wires or attempt electrical repairs. All practical activities should be
low-voltage (e.g., dry cells, LEDs) and teacher-supervised.
 Virtual Circuit Simulators: Utilize online circuit simulation tools (if internet/computer access
is available) to allow students to build and test circuits virtually. This is a safe and effective way
for Experimentation and field investigation.
 Energy Audit: Encourage students to conduct a simple energy audit at home, noting down
appliances, their wattage, and estimated usage to calculate their own family's electricity
consumption. This is a practical Application to Daily life and develops Information Skills.
 Debate: Organize a debate on "The Pros and Cons of Thermal Power vs. Renewable Energy
Sources," linking to Concern to Biodiversity and Asking questions and making
hypotheses.
 Guest Speaker: Invite an electrician or an engineer from the local electricity board to talk
about household wiring, safety, and energy conservation.
 Creative Communication: Students can create posters, skits, or short presentations on
'Electricity Safety', 'Energy Conservation', or 'The Life of Michael Faraday', using
Communicating through Drawing and model making.
 Differentiation:
o Support: Provide pre-drawn tables for calculations, simplified explanations for complex
concepts, and step-by-step guides for activities.
o Challenge: Encourage advanced students to research different types of batteries (e.g.,
rechargeable vs. non-rechargeable), the concept of resistance, or explore the physics
behind AC and DC current (briefly).
7. Teacher Responses:
 "Did the LED light up? In case you have any problem, consult your teacher."
o "If the LED lights up, it means your homemade cell is working! If it doesn't, we need to
troubleshoot. Common problems could be: improper connections (wires not touching
terminals well), incorrect polarity (LED connected backward – remember LEDs are
usually polarity sensitive), zinc or copper strips not being clean (needs proper scraping),
or the sulphuric acid being too dilute or too concentrated. We'll check the connections
and components together."
 "Do all the cells contain liquid in them? Let us find out what the batteries in our torches
contain."
o "That's a good question! While our homemade cell uses a liquid (sulphuric acid), not all
cells contain free liquid. For example, the 'dry cells' we use in torches or remote
controls contain a moist paste, not a liquid, which makes them less prone to leakage
and more convenient to use. We'll open one up to see!"
 "What can you see inside it? Observe the chemical components in the dry cell. Inside a
dry cell there are certain chemicals which react with one another to produce electric
energy."
o "Inside a dry cell, you'll typically see a central carbon (graphite) rod, which is the
positive terminal. It's surrounded by a black paste, usually a mixture of carbon powder
and manganese dioxide, and a moist chemical paste like ammonium chloride. The
outer casing is often made of zinc, which acts as the negative terminal. It's the chemical
reactions between these components that generate the electricity."
 "Is it compulsory to follow the above sequence? Can you change the sequence and still
make the circuit work. Try this experiment and write other possible sequences."
o "No, it is not compulsory to follow that exact sequence. What is important is that there is
a complete and continuous loop from the positive terminal of the cell, through the
switch, through the bulb, and back to the negative terminal of the cell. You can change
the order of the switch and the bulb, or even reverse the direction of the connections to
the bulb (as long as it's not an LED, which is direction-sensitive), and the circuit will still
work. For example:
 Positive terminal rightarrow Wire rightarrow Bulb rightarrow Wire rightarrow
Switch rightarrow Wire rightarrow Negative terminal
 Positive terminal rightarrow Wire rightarrow Bulb rightarrow Wire rightarrow
Negative terminal (if the switch is removed or permanently 'ON')"
 "Is there a difference in the intensities of the bulb in the above case? When does the
bulb glow brighter?"
o "Yes, there is a clear difference! The bulb glows brighter when you connect two or more
dry cells in series. The more cells you connect in series, the brighter the bulb glows.
This is because connecting cells in series adds up their voltage, providing more
electrical 'push' to the bulb."
 "Can we connect as many cells as we want for making a bulb glow brighter and
brighter? Is there any restriction on the how many cells can be/should be used for a
given bulb?"
o "That's a very important question! No, we cannot connect as many cells as we want
indefinitely. There is a restriction. Every bulb is designed to work with a specific voltage
and current. If you connect too many cells in series, the voltage (and thus current)
supplied to the bulb will become too high for its design, causing the bulb's filament to
heat up excessively and burn out or fuse. So, you must use a number of cells that
matches the voltage rating of the bulb."
 "Is there any difference in the intensity of bulb glow compared to that in the case of
only one cell?" (Connecting cells in parallel)
o "When you connect cells in parallel, you'll notice that the intensity of the bulb's glow is
similar to that of a single cell, not significantly brighter like in a series connection. This is
 because connecting cells in parallel maintains the same voltage as a single cell, but it
increases the overall capacity to deliver current for a longer duration. So, the bulb
doesn't get brighter, but it would glow for a longer time."
 "Disconnect one of the three bulbs from circuit. What do you observe?" (Bulbs in
series)
o "When you disconnect one of the three bulbs in a series circuit, you will observe that all
the other bulbs in the series will also stop glowing. This is because in a series circuit,
electricity has only one path to flow. If one bulb is removed or fuses, it creates a break
in that single path, and the entire circuit becomes incomplete (open)."
 "Disconnect one of the bulbs. What would happen? Can you predict?" (Bulbs in
parallel)
o "When you disconnect one of the bulbs in a parallel circuit, you will observe that the
other bulbs in the circuit continue to glow. This is because in a parallel circuit, electricity
has more than one path to flow. If one bulb is removed or fuses, it only breaks the path
for that specific bulb, while the current can still flow through the other parallel paths to
the remaining bulbs."
 "1. Why does the bulb glow brighter and brighter when electric cells are connected in
series?"
o "When electric cells are connected in series, their voltages add up. This increased total
voltage pushes more electric current through the bulb, making it glow brighter."
 "2. Do the electric bulbs used in your house glow with a dry cell? Why?"
o "No, the electric bulbs used in our house (like a 60W or 100W bulb) typically do not
glow with a single dry cell (which provides about 1.5 volts). This is because household
bulbs are designed to work at much higher voltages (e.g., 230 volts in India). A dry cell
simply cannot provide enough voltage or current to make such a bulb glow."
 "3. Are the cells used in torch light and wrist watch the same?"
o "No, the cells used in a torch light and a wrist watch are generally not the same. Torch
lights usually use larger dry cells (like AA, AAA, C, or D batteries) to provide more
current for brighter light. Wristwatches use very small, button-cell batteries that are
designed to provide a very small current for a very long time, as watches consume very
little power."
 "4. What is the reason for connecting electric bulbs in parallel in a household electric
circuit?"
o "The main reason for connecting electric bulbs (and other appliances) in parallel in a
household electric circuit is that if one appliance or bulb fails or is switched off, the
others continue to work. Each appliance gets the full household voltage, and it has its
own independent path for current. If they were in series, turning off one light would turn
off everything else, and if one bulb fused, the whole house circuit would break."
 "When an electric current passes through a wire, the wire gets heated. Can you think of
some electric appliances that get heated up just like a bulb when electric current
passes through them?"
o "Yes, many appliances work on this principle! Some examples include: electric irons,
electric heaters (room heaters or water heaters/geysers), electric toasters, electric
kettles, electric ovens, and hair dryers. In all these, the primary function relies on the
wire or coil heating up due to the passage of electric current."
 "What can be a disadvantage of MCB?"
o "One potential disadvantage of an MCB is that because it can be easily reset, people
might repeatedly reset it without investigating the underlying cause of the circuit
overload or short circuit. This could lead to a false sense of security and potentially
mask a serious electrical fault that needs professional attention, potentially leading to
hazards like fire or damage if the problem isn't fixed."
 "What does the term ‘one unit’ mean? How is the usage of electricity measured?"
 o "The term 'one unit' of electricity means one Kilowatt-hour (KWH). It is a measure of the
electrical energy consumed. The usage of electricity is measured by an electric meter,
which records how many kilowatt-hours of electricity have been consumed."
 "Are there households in Telangana who do not have electricity ? Which areas of
Telangana are they found in large numbers? What may be the reasons for those people
having to live without electricity?"
o "Yes, unfortunately, there may still be some households in remote rural areas or tribal
habitations of Telangana that do not have access to grid electricity, though efforts are
continuously being made to connect them. They might be found in large numbers in
more inaccessible, forested, or underdeveloped areas. The reasons for living without
electricity can include:
 Geographical Isolation: Difficult terrain makes it challenging and expensive to
extend the electricity grid.
 Economic Viability: The cost of infrastructure (poles, wires, transformers) for a
small, scattered population might be deemed too high by utility companies.
 Low Demand: Very low initial consumption estimates might not justify the
investment.
 Socio-economic factors: Poverty might prevent households from affording
connection charges or monthly bills even if supply is available.
 Policy Gaps: Historically, some areas might have been overlooked in
electrification drives."
 "Think! Our country faces shortage of electricity. So wasting electricity means you are
depriving someone else of electricity. Your bill also goes up. So use electricity carefully
and only when it is needed. Think of the ways of saving electricity."
o "This is a crucial point. We must conserve electricity. Ways to save electricity include:
 Switching off lights and fans when leaving a room.
 Using energy-efficient appliances (like CFLs, LEDs, and 5-star rated appliances).
 Unplugging chargers and appliances when not in use.
 Maximizing natural light during the day.
 Opening windows instead of using air conditioners excessively.
 Using solar water heaters instead of electric geysers.
 Ensuring proper insulation in homes to reduce heating/cooling needs.
 Using pressure cookers for cooking to save energy."
 LESSON PLAN: UNIT 08 - AIR, WINDS AND CYCLONES
1. Class: VII

2. Unit/Lesson: 08 - AIR, WINDS AND CYCLONES

3. Number of Periods Required: 12

4. Academic Standards (Particular to this unit only):

* Conceptual understanding

* Asking questions and making hypotheses

* Experimentation and field investigation

* Information Skills and projects

* Communicating through Drawing and model making

* Appreciation and Aesthetic sense

* Application to Daily life and concern to Biodiversity

5. Period-wise Breakdown:
PERI
OD Learning Teaching TLM/Reso Assessmen
Concepts
NUM Outcomes Strategies urces t [CCE]
BER

- Engage Formative
- Students will (10 min): (Observatio
demonstrate Ask: "Is this n & Oral):
that air glass Observe
occupies space empty?" students'
Air Occupies (Experimentatio (Hold up an actions and
Space (Part n and field empty explanations
Clear
1)<br> - Air is investigation).&l glass). during
glass,
present t;br> - Students "What's activities.
crumpled
everywhere.<b will explain why inside?"<b Assess
paper,
r> - Air occupies containers r> - Activity ability to
bucket,
1 space, even in thought to be (25 min): conclude
water,
seemingly empty empty are full of "Let us do - that air
narrow-
containers.<br air (Conceptual 1 (Glass in occupies
mouthed
> - Nothing can understanding). Water - Fig. space.<br
bottle. Fig.
enter a container <br> - 1)." > Written
1, 2a, 2b.
unless air is Students will Students/Te (Quick
removed. ask questions acher Check): "Is
about air's immerse an an empty
presence inverted glass truly
(Asking glass with empty?
questions). crumpled Why/Why
paper in not?"
 water.
Observe if
paper gets
wet. Tilt
glass and
observe.<
br> -
Activity (10
min): "Let
us do - 2
(Bottle in
Bucket - Fig.
2a, 2b)."
Immerse
narrow-
mouthed
bottle in
water.
Observe
bubbles.<
br> -
Discuss (5
min): "Did
paper get
wet?"
"Something
come out of
bottle?"
Conclude:
"A glass or
bottle that
we think is
empty is
actually full
of air."

- Students will - Recap (5 Formative

Air Occupies explain why air min): Air (Oral &
Space (Part 2) & must be occupies Brainstormi
Air Exerts removed for space from ng): Assess
Pressure (Part other previous students'
1)<br> - substances to period.<br ability to
Reinforcing air enter a > - Discuss explain
occupies container.<br (15 min): dropper
Dropper,
space.<br> - > - Students will Rani's function and
2 balloon.
Introduction to provide statement: provide new
Fig. 3a-3c.
air exerting additional "Air is examples of
pressure.<br> - illustrations of everywhere.. air exerting
Evidence of air air occupying . nothing can pressure.<
pressure space be added br> Written
(bursting (Application to unless air is (Short
balloons, inflated Daily removed." Answer):
tubes). life).<br> - "Do you "How does a
Students will agree? bicycle tube
 recognize that Reasons?" stay in
air exerts "Give more shape?"
pressure from illustrations
daily (dropper,
observations syringe,
(Conceptual etc.)."
understanding). Explain
<br> - dropper
Students will functioning
ask questions (Fig. 3a-
about air 3c).<br> -
pressure Engage (10
phenomena. min): "Does
Air exert
pressure?"
Discuss
bursting
bicycle
tubes/balloo
ns, inflated
footballs.
"Why do
they burst?"
"Why do
tubes keep
shape?"<b
r> - Activity
(10 min):
Students
blow air into
a balloon
repeatedly
until it bursts
(under
supervision
if needed).
"Why does it
burst?"
"Does this
show air
exerts
pressure?"&l
t;br> -
Discuss (5
min):
Brainstorm
other
examples
where air
exerts
pressure.

Air Exerts - Students will - Recap (5 Syringe, Formative

3
Pressure (Part demonstrate min): Air injection (Observatio
2) & Air and explain air pressure bottle, ball n & Oral):
Expands on pressure using from point refill Observe
Heating (Part a syringe balloons, (empty, participation
1)<br> - (Experimentatio tubes.<br> pin in syringe
Syringe n and field - Activity removed), activity.
experiment investigation).&l (15 min): cork, Assess
demonstrating t;br> - Students "Let us do - water, ability to
air will identify 3 (Syringe - saucer, explain air
pressure.<br> - more examples Fig. 4)." cold water. expansion
Air pressure in of air pressure Students Fig. 4, 5. based on
real-world in action.<br> draw water drop's
scenarios.<br> - Students will plunger out, movement.&
- Introduction to observe and close lt;br>
thermal infer that air nozzle, Written
expansion of expands when press piston. (Quick
air.<br> - heated "Were you Check):
Experiment (Conceptual able to "What
showing air understanding). press?" happened to
expanding on <br> - "Feel the water
heating (water Students will pressure on drop when
drop on refill). make careful finger?" the bottle
observations "What was
during the exerted warmed?"
experiment. pressure?"&l
t;br> -
Discuss (5
min):
Summarize
evidence for
air
pressure.<
br> -
Engage (5
min): "What
happens to
air when
heated?"<
br> -
Activity (15
min): "Let
us do - 4
(Water drop
on refill -
Fig. 5)."
Students/Te
acher set up
injection
bottle with
refill and
water drop.
Rub hands
to warm
bottle.
Observe
 water drop's
behavior.
"What
happens to
water drop?"
"How does it
behave?"

- Recap (5
min): Water
drop activity
shows air
expands
when
heated.
"What
- Students will happens in
explain air cold water?"
expansion on (It
heating and contracts).&l
contraction on t;br> -
Formative
cooling Asking
Air Expands on (Observatio
(Conceptual Questions
Heating (Part 2) n & Oral):
understanding). (5 min): "Is
& Hot Air is Observe
<br> - hot air Two paper
Lighter than students'
Students will lighter or bags/cups
Cold Air (Part explanations
hypothesize heavier than (same
1)<br> - for the
that hot air is cold size),
Reinforce air disturbed
lighter than cold air?"<br> - broomstick
expansion on balance.
air (Asking Activity (30 , thread,
heating.<br> - Assess their
questions and min): "Let burning
4 Air contracts on inference
making us do-5: Hot candle,
cooling.<br> - that hot air
hypotheses).< air is lighter matchbox/l
Hypothesis: Hot is
br> - Students than cold air ighter. Fig.
air is lighter than lighter.<br
will perform an (Fig. 6a, 6a, 6b.
cold air.<br> - > Written
experiment to 6b)." Safety
Experiment (Short
test this Students/Te precaution
demonstrating Answer):
hypothesis acher set up s.
hot air being "Why did the
(Experimentatio balance with
lighter (paper bag over the
n and field two paper
bags balance). candle
investigation).&l bags/cups.
rise?"
t;br> - Students Place a
will safely burning
handle heat candle
sources in the below one
experiment. bag.
Observe
balance
disturbance.
"Why is the
balance
disturbed?"
Emphasize
careful
 handling of
candle.<br
> - Discuss
(5 min):
Relate
observation
to
conclusion:
hot air rises,
making the
bag lighter,
hence it
rises.

- Recap (5
min): Hot air
is
lighter.<br
> - Activity
(10 min): Formative
"Let us do - (Oral &
- Students will
6 (Balloon Observatio
Hot Air is observe and
heating)." n): Assess
Lighter than explain further
Students/Te understandi
Cold Air (Part 2) evidence of hot
acher slowly ng of air
& Air Movement air expansion
heat a filled movement
(Pressure and lightness
balloon. from high to
Difference)<br (Experimentatio
Observe low
> - Balloon n).<br> -
expansion. pressure.
heating Students will
"What Observe
experiment understand the Balloon,
happens if incense
(reinforcing hot fundamental Bunsen
tied end is stick smoke
air principle of air burner/can
opened?" and explain
expansion).<br movement dle (for
"Why?" (Air why it
5 > - Air moves (from high activity 6).
escapes due rises.<br>
from high- pressure to low Incense
to internal Written
pressure to low- pressure) stick,
pressure).&lt (Concept
pressure (Conceptual matchbox/l
;br> - Mapping):
regions.<br> - understanding). ighter.
Activity (15 Students
The greater the <br> -
min): "Let draw a
pressure Students will
us do - 7 simple
difference, the observe that
(Blowing air diagram
faster the air warm air rises
into showing
movement.<br (Experimentatio
balloon)." high
> - Incense stick n).<br> -
Blow air, pressure
experiment Students will
observe rightarrow
(warm air rises). relate density to
hardness. low pressure
air movement.
Open mouth air
slightly. "Air movement.
from balloon
comes out."
Explain: "Air
in balloon is
at high
 pressure
and it goes
towards low
pressure
area."
Define
wind.<br>
- Activity
(10 min):
"Let us do –
8 (Incense
stick)." Light
incense
stick.
Observe
smoke.
"Where does
it go?"
(Upwards).&
lt;br> -
Explain (5
min):
Summarize:
Warm air
rises,
expands,
becomes
less
dense/lighter
. This
creates low
pressure,
causing air
from high
pressure to
move in.

- Students will - Recap (5

explain the min): Air
Differential
formation of moves from Formative
Heating: Land
land and sea high to low (Oral &
and Sea
breezes due to pressure, Discussion)
Breezes<br> -
differential warm air : Assess
Uneven heating
heating rises.<br> Diagram of understandi
of land and water
(Conceptual - Engage Land and ng of the
as a cause for
6 understanding). (10 min): Sea mechanism
winds.<br> -
<br> - "Why do we Breeze of land/sea
Formation of sea
Students will feel a cool (Fig. 7). breezes.
breeze during
relate breeze near Ask
the day.<br> -
geographical the sea students to
Formation of
features to local during the draw simple
land breeze
wind patterns day?" Show diagrams.
during the night.
(Application to Fig. 7.<br>
Daily - Explain
 life).<br> - (20 min):
Students will Detail "Land
communicate and sea
this breeze."
understanding Explain why
through land heats
diagrams. up faster
than sea
during day
(sea breeze:
air over land
rises, low
pressure,
cool air from
sea moves
in). Explain
land cooling
faster than
sea at night
(land
breeze: air
over sea
rises, low
pressure,
cool air from
land moves
out to
sea).<br> -
Discuss (10
min): Ask
for examples
of how
people in
coastal
areas
experience
these
breezes.

Effects of - Students will - Recap (5 Formative

Moving Air understand that min): Land (Observatio
(Wind Speed & moving air and sea n & Oral):
Pressure)<br> creates areas of breezes.< Observe
- Moving air low pressure br> - Glass, students'
creates low (Conceptual Engage (10 postcard, participation
pressure.<br> - understanding). min): "Have water (for and
7 High speed <br> - you seen wetting explanation
winds are Students will high speed edges). of postcard
accompanied by observe the winds Fig. 8a, lifting.
reduced air effect of low blowing over 8b. Assess their
pressure.<br> - pressure roofs? What ability to
Practical created by happens?"&l connect
demonstration of moving air in an t;br> - experiments
moving air experiment Activity (20 to real-life
causing low (Experimentatio min): "Let phenomena
pressure.<br> - n and field us do – 9: (roofs).
Real-life investigation).&l Effects of
consequences of t;br> - Students Moving
high-speed will relate high- air."<br> -
winds (lifting speed winds to Part a
roofs). their destructive (Glass and
potential Postcard):
(Application to Place
Daily postcard on
life).<br> - glass. Wave
Students will hand above.
share Observe
experiences of postcard
strong winds lifting (Fig.
(Information 8a). Explain
Skills). due to low
pressure
above.<br
> - Part b
(Wet edges,
inverted
glass): Wet
edges, stick
postcard,
invert glass.
Wave hand
from under
the paper.
Observe it
falling.
Explain due
to air inside
pushing out
when
external
pressure is
reduced
(Fig.
8b).<br> -
Discuss (10
min): "If
roofs were
weak, they
could be
lifted. Heard
or seen any
such
experiences
?"
(Encourage
sharing -
Information
Skills).
 Reiterate:
"increased
wind speed
is
accompanie
d by a
reduced air
pressure."

- Recap (5
min): Local
winds
(land/sea
breezes)
and effects
of moving
air.<br> -
Explain (20
min):
Wind: Uneven
Introduce
Heating on
- Students will "WIND -
Earth (Global
understand that UNEVEN
Scale)<br> -
global winds HEATING
Uneven heating
are caused by ON THE
of Earth's Formative
uneven heating EARTH."
surface as (Oral &
between the Discuss "A.
primary cause of Discussion)
equator and Uneven
global : Assess
poles heating Globe or
winds.<br> - understandi
(Conceptual between the world map,
Uneven heating ng of global
understanding). equator and diagram
between equator wind
<br> - the poles." showing
and poles patterns due
8 Students will Explain how sun's rays
(straight sunlight, to uneven
explain why the equator striking
warm air heating.<b
equatorial gets more Earth at
rising).<br> - r> Asking
regions are direct equator
Movement of Questions:
warmer and sunlight, vs. poles.
cooler air from 0- "Why is the
how this drives warms air,
30° latitude equator
air which rises,
belts.<br> - hotter than
movement.<b and cooler
Link between the poles?"
r> - Students air from 0-
increased wind
will connect 30° latitudes
speed and
wind patterns to moves in.
reduced air
rainfall. (Use a
pressure leading
globe/map).
to rains.
<br> -
Explain (10
min):
Connect
increased
wind speed
with reduced
air pressure
and how this
aids
 rains.<br>
- Discuss
(10 min):
"How are
winds
produced,
how do they
bring rain,
and how can
they be
destructive?"
(Setting
stage for
cyclones).

- Recap (5
min): Global
winds,
- Students will
uneven
explain the
heating.<b
Uneven Heating formation of
r> - Explain
of Land and monsoon winds
(15 min):
Water due to
Revisit "B.
(Monsoon differential
Uneven
Winds) & heating of land
heating of
Cyclones and water
land and
Introduction< (Conceptual
water" in
br> - Reinforce understanding).
context of
uneven heating <br> - Formative
monsoon
of land and water Students will (Oral &
winds.
as cause for understand the World map Observatio
Explain how
monsoon significance of (for n): Assess
land heats
winds.<br> - monsoon winds monsoon understandi
faster in
Monsoon winds for agriculture winds), ng of
summer,
(June- (Application to diagram of monsoon
9 winds from
September) and Daily cyclone formation.
ocean to
their importance life).<br> - (Fig. 9). Observe
land
for Students will Straws, straw
(monsoon,
agriculture.<br recognize glass, activity and
June-Sept).
> - Reversal of cyclones as a water. explanation
Explain
wind direction in form of violent of low
reversal in
winter storm pressure.
winter (land
(December- (Conceptual
to ocean,
March).<br> - understanding).
Dec-March).
Introduction to <br> -
Discuss
cyclones as Students will
usefulness
violent storms, observe and
of winds
different names explain a
(rain for
(typhoons, demonstration
farmers,
hurricanes). of low pressure
energy
causing liquid to
generation).
rise.
"Other uses
of
wind?"<br
 > - Engage
(10 min):
"Have you
heard about
cyclones?
Typhoons?
Hurricanes?"
Introduce
Lyla, Bulbul
examples.&lt
;br> -
Activity (10
min): "Let
us do - 10
(Straw in
Glass - Fig.
9)."
Students/Te
acher blow
over a straw
placed in
water.
Observe
water spray.
"What
happens?"
"Why
spray?"
Explain: low
pressure
inside straw
pulls water
up.

Cyclone - Students will - Recap (5

Formation & describe the min): Straw Formative
Destruction<b process of activity (Oral &
r> - Detailed cyclone showing low Discussion)
process of formation pressure.< : Assess
cyclone (Conceptual br> - understandi
Diagram of
formation (warm understanding). Explain (20 ng of
cyclone
moist air rising, <br> - min): Detail cyclone
formation
low pressure, air Students will "How formation
(Fig. 10),
swirling, cloud understand the Cyclones steps.
10 images/vid
formation, role of warm are Formed" <br>
eos of
spinning moist air as (Fig. 10). Project
cyclone
system).<br> - 'fuel' for Explain: Component
destruction
Role of ocean's cyclones.<br> warm moist : Begin
(Fig. 11).
heat and - Students will air rises collecting
evaporating identify the rightarrow news on
water as main low pressure cyclones for
fuel.<br> - destructive rightarrow a scrap
Destruction effects of surrounding book.
caused by cyclones air pushes in
cyclones (heavy (Conceptual rightarrow
rain, strong understanding). new air
wind).<br> - <br> - warms and
Factors Students will rises
influencing collect rightarrow
destruction information and swirling
(intensity, size, communicate rightarrow
location). about cyclones clouds and
(Information winds spin.
Skills and Emphasize
projects, ocean's heat
Communicating and
). evaporating
water as
fuel.<br> -
Explain (10
min):
Discuss
"DESTRUC
TION BY
CYCLONES
." Explain
main effects
(heavy rain,
strong wind)
and factors
(intensity,
size,
location).<
br> -
Activity (10
min): "Have
you heard or
seen any
experiences
of cyclones?
Write about
these."
"Collect
information
regarding
cyclones
from news
papers.
Prepare a
scrap book
with news
paper
cuttings
followed by
small
report."
(Project
component).
 - Recap (5
min):
Cyclone
destruction.
<br> -
Explain (20
min): Go
through
"CYCLONE
S – Do’s and
Don’ts" (Fig.
11) section
- Students will
by section.
identify
Discuss
important safety
each point:
precautions
ignoring
before, during,
warnings,
and after a
passing
cyclone
information,
(Application to Formative
shifting
Daily (Oral &
goods/anima
life).<br> - Role Play):
ls, switching
Cyclone Safety: Students will Assess
off mains,
Do's and understand the understandi
emergency
Don'ts<br> - importance of ng of
numbers, Cyclone
Pre-cyclone heeding official cyclone
packing safety
measures/warnin warnings and safety
11 essentials.&l posters/ch
gs.<br> - avoiding measures.&l
t;br> - arts (if
During-cyclone rumors.<br> - t;br>
Explain (15 available).
precautions.<b Students will Written
min):
r> - Post-cyclone communicate (List):
Discuss
measures. safety Students list
"Post
guidelines 5 'Do's' or
cyclone
(Communicatin 'Don'ts' for a
measures"
g).<br> - cyclone.
(avoid
Students will
dangling
appreciate the
wires,
role of
contaminate
community
d water,
cooperation
going out for
during
fun,
disasters.
cooperate
with
neighbors).&
lt;br> - Role
Play/Scenar
io (5 min):
Create a
short
scenario for
students to
role-play
adhering to
 safety
guidelines.

- Recap (5
min):
Cyclone
safety.<br
> - Explain
(15 min):
Discuss
"Advanced
Technology
has
- Students will
Advanced helped..." Summative
appreciate the
Technology for Explain (Unit End
role of
Cyclone satellites, Assessmen
technology in
Prediction & radars, 48- t): A
disaster
Unit hour alerts, comprehens
preparedness
Summary<br> 24-hour ive written
(Appreciation).&
- Role of warnings, test covering
lt;br> - Students
advanced hourly all concepts,
will understand
technology broadcasts. experiments
the difference
(satellites, Mention , and
between
radars) in IMD.<br> - applications
cyclone alert
cyclone Review (15 from the
and
prediction.<br> min): unit.<br>
warning.<br>
- Issuance of Discuss the Project
- Students will Images of
cyclone alerts instrument (Informatio
recognize IMD weather
12 and for n Skills &
as the authority satellites,
warnings.<br> measuring Communic
for radar.
- Role of Indian wind speed ating):
weather/cyclon
Meteorological (Anemomete Students
e information
Department r). complete
(Information
(IMD).<br> - Summarize their cyclone
Skills).<br> -
Anemometer all key scrapbooks/
Students will
(brief mention of concepts reports. Or
recall key terms
wind speed from the research
(anemometer).
measurement).&l unit: air how a
<br> -
t;br> - Overall properties specific
Students will
unit summary (occupies plant/animal
synthesize the
and connection space, adapts to
unit's key
to exerts windy/cyclon
learnings
Biodiversity/Envir pressure, e-prone
(Conceptual
onment. expands on regions.
understanding).
heating, hot
air lighter),
wind
formation
(pressure
difference,
uneven
heating),
land/sea
breeze,
 monsoon,
cyclone
formation,
destruction,
safety, and
prediction.
Connect
back to
Concern to
Biodiversity
(impact on
ecosystems)
.<br> -
Q&A/C
oncept Map
(10 min):
Facilitate a
final
Q&A.
As a class,
create a
concept map
of the unit
on the
board.

6. Teacher's Notes: (Additional Resources, Activities)

 Real-time Weather Data: Utilize online weather websites (e.g., IMD website for India) or
weather apps to show current weather data, forecasts, and even live radar images during
relevant periods. This helps students connect to Information Skills and Application to Daily
life.
 Simple Models: If feasible, create simple models for experiments (e.g., a mini wind vane, a
more elaborate land/sea breeze model). This reinforces Communicating through Drawing
and model making and Experimentation and field investigation.
 Case Studies: Discuss recent local or national cyclone events (like Laila or Bulbul mentioned
in the text, or others relevant to your region) to make the learning more impactful and relevant.
This taps into Appreciation and Aesthetic sense and Application to Daily life.
 Community Preparedness: Extend discussions to broader community preparedness for
natural disasters, emphasizing individual and collective roles.
 Environmental Impact: Discuss how extreme weather events (cyclones, unseasonal
rains/droughts) relate to climate change and their impact on biodiversity and agriculture. This
connects to Concern to Biodiversity.
 Differentiate:
o Support: Provide guided notes, simplified instructions, or pre-drawn diagrams for
labelling. Allow pair work for data collection.
o Challenge: Encourage advanced students to research the Coriolis effect (briefly),
different types of winds (trade winds, westerlies), or delve deeper into how
satellites/radars collect weather data. They could also research specific adaptations of
flora and fauna in cyclone-prone areas.

7. Teacher Responses:
 "Did the paper in the glass get wet or not?"
 o "If the glass was kept perfectly straight and fully submerged, the paper in the glass
should not get wet. This is because the glass was already full of air, and the air trapped
inside prevents the water from entering and reaching the paper."
 "What would happen if you tilt the glass while immersing it in water? Try it."
o "If you tilt the glass while immersing it, you will see bubbles of air escaping from the rim
of the glass, and then water will enter to replace the escaped air. This will cause the
paper inside to get wet."
 "Did something come out of the bottle when water entered it?"
o "Yes, something definitely came out of the bottle! You would see bubbles rising from the
bottle's mouth as the water entered. These bubbles are the air that was originally inside
the bottle, now being displaced by the water."
 "How do you know whether something came out or not?"
o "You know something came out because you visibly saw bubbles rising to the surface
of the water in the bucket. Bubbles indicate that a gas (in this case, air) is escaping."
 "Would it be correct to say that a glass or bottle that we think is empty is actually full of
air?"
o "Yes, it would be absolutely correct to say that a glass or bottle that we think is empty is
actually full of air. Our experiments clearly demonstrated that air occupies space within
these containers."
 "Do you agree with Rani? Discus with your friends and write the reasons for your
answer."
o "Yes, I completely agree with Rani. The reasons are:
1. Air takes up space: Our experiments with the inverted glass and the bottle in
the bucket showed that air occupies the volume inside the container.
2. Air is matter: Since air occupies space, it is a form of matter.
3. Displacement: For water or any other substance to enter a container, the air
already present inside must be displaced or removed first. You can't put two
things in the same space at the same time."
 "Give a few more illustrations showing that air needs to be removed from a container
before something else can enter it."
o "1. Filling a balloon: You have to blow air into a balloon first to inflate it, displacing the
small amount of air already there. 2. Using a syringe: When you pull the plunger of a
syringe, air enters. To draw liquid, you first push the plunger to expel air, then draw the
liquid in. 3. Filling a water bottle from a tap: If you fill it directly from the tap, the water
will splash out and take a long time to fill because the air inside needs to escape. If you
tilt it, the air escapes as water enters. 4. Vacuum cleaners: They work by creating a
low-pressure area inside, which sucks in air (and dust) from the outside."
 "What are the steps needed to use a dropper? Explain its functioning."
o "Steps to use a dropper:
1. Squeeze the rubber bulb: Hold the dropper and squeeze the rubber bulb firmly.
This pushes out some of the air from inside the dropper.
2. Immerse the tip: While still squeezing the bulb, immerse the narrow glass tip of
the dropper into the liquid you want to draw.
3. Release the bulb: Slowly release the squeezed rubber bulb. Functioning:
When you squeeze the bulb, you reduce the amount of air inside the dropper,
creating a region of lower air pressure. When you release the bulb, the higher
atmospheric pressure acting on the surface of the liquid outside the dropper
pushes the liquid up into the dropper, filling the space previously occupied by
air."
 "You know that a bicycle tube or tube of any other vehicle can burst when it is over
filled with air. How does this happen? What does the excess air do to the tube? Discuss
with your friends on how the air in the vehicle’s tubes keeps them in shape."
 o "This happens because the air inside the tube exerts immense pressure on its inner
walls. When you overfill it, the amount of air (and thus the pressure) inside becomes
greater than what the tube material can withstand. The excess air pushes outwards with
such force that it causes the tube to tear or burst. The air in the vehicle's tubes keeps
them in shape by exerting an outward pressure that supports the weight of the vehicle
and its contents."
 "Why does it burst?" (Balloon)
o "The balloon bursts because as you keep blowing more and more air into it, the air
inside exerts increasing pressure on the elastic walls of the balloon. Eventually, the
internal pressure becomes greater than the elasticity and strength of the balloon
material, causing it to rupture or burst."
 "Can we say that this activity also shows that air exerts pressure?"
o "Yes, absolutely! This activity is a clear demonstration that air exerts pressure. The fact
that the balloon expands and eventually bursts is direct evidence of the outward force
(pressure) exerted by the air trapped inside."
 "Give reasons for your answer."
o "The reason is that the air inside the balloon is constantly pushing against the inner
surface of the balloon. As more air is added, there are more air particles colliding with
the walls, creating a greater total force, which is observed as increasing pressure.
When this pressure exceeds the balloon's structural limit, it breaks."
 "List other experiences of situations where air exerts pressure. For example these may
include a balloon being filled with air, the air filled football that becomes hard, water
rising through a hand pump, the tubes of cycle, scooter or car. Think of other examples
where we can see that the air exerts pressure."
o "Other examples include:
 Drinking with a straw: When you suck, you reduce air pressure in the straw,
and higher atmospheric pressure pushes the liquid up.
 Suction cups: They stick to smooth surfaces because the air between the cup
and surface is removed, allowing higher atmospheric pressure outside to push
the cup firmly against the surface.
 Vacuum packing: Air is removed, and external atmospheric pressure presses
the packaging tightly around the contents.
 Aeroplanes flying: Air exerts pressure on the wings, providing lift.
 Wind pushing a sailboat: Moving air (wind) exerts pressure on the sails,
propelling the boat."
 "Were you able to press the piston?"
o "When the nozzle is closed, you will find it very difficult, or even impossible, to press the
piston completely. You might be able to press it down a little, but then it becomes very
resistant."
 "Did you feel pressure on your finger while doing so?"
o "Yes, you would feel significant pressure on your finger. This pressure is the force
exerted by the compressed air inside the syringe pushing back against the piston."
 "What do you think exerted pressure on your finger?"
o "The air trapped inside the syringe exerted pressure on your finger. As you tried to push
the piston down, you compressed the air, making it exert more pressure outwards."
 "What makes the water drop inflate when the injection bottle is held in cupped hands?
What happens to it in cold water?"
o "When the injection bottle is held in cupped, warm hands, the air inside the bottle gets
heated. This warm air expands. As it expands, it pushes its way out through the refill,
causing the water drop at the top to inflate and sometimes even move outwards.
o When the bottle is then placed in cold water, the air inside the bottle cools down and
contracts. This causes the water drop to be sucked back into the refill and possibly
 even into the bottle, as the contracting air creates a lower pressure inside, pulling the
water in."
 "Can we infer from the first observation that air expands on heating?"
o "Yes, we can definitely infer from the first observation (water drop inflating when bottle
is warmed) that air expands on heating. The expanding air is what pushed the water
drop outwards."
 "Can you state what happens to the air in the bottle when it is cooled by keeping the
bottle in water?"
o "When the air in the bottle is cooled by keeping it in water, the air contracts (its volume
decreases). This contraction creates a slight vacuum or lower pressure inside the
bottle, which pulls the water drop back inwards."
 "Why is the balance of the bags disturbed?"
o "The balance of the bags is disturbed because the air inside the bag directly above the
burning candle gets heated. Hot air is lighter than cold air. As the hot air within that bag
becomes lighter, it exerts less downward force, causing that side of the broomstick to
rise, and the other side (with the cold air bag) to go down, disturbing the balance."
 "If the tied end is opened now, what would happen?" (Heated balloon)
o "If the tied end of the heated balloon is opened, the warm, high-pressure air inside the
balloon would quickly rush out into the surrounding cooler, lower-pressure air, causing
the balloon to deflate rapidly."
 "Why does that happen?"
o "This happens because the air inside the heated balloon is at a higher temperature and
therefore higher pressure than the surrounding air. Air naturally moves from a region of
higher pressure to a region of lower pressure until the pressure difference is equalized.
So, the air flows out of the balloon."
 "Where does it go?" (Incense stick smoke)
o "The smoke from the incense stick goes predominantly upwards. You can observe it
rising in a plume."
 "Write other uses of wind you can think of."
o "Other uses of wind include:
 Sailing boats: Wind fills the sails and propels boats across water.
 Drying clothes: Wind helps evaporate water from wet clothes, drying them
faster.
 Winnowing: Farmers use wind to separate lighter husks from heavier grains.
 Paragliding/Hang gliding: Wind provides lift for these aerial sports.
 Kites: Wind allows kites to fly.
 Seed dispersal: Wind carries seeds of some plants, helping them spread.
 Pollination: Wind carries pollen for some plants, aiding reproduction."
 "Can you say what happens to water?" (Straw in glass)
o "When you blow through the horizontal straw (above the vertical straw in the water), you
create a stream of fast-moving air. This fast-moving air creates a region of low pressure
above the vertical straw. The higher atmospheric pressure acting on the surface of the
water in the glass then pushes the water up into the vertical straw, causing it to spray
out along with the air you're blowing."
 "What do you observe?"
o "You observe that as you blow across the top of the vertical straw, the water level inside
the vertical straw rises, and then a fine spray of water comes out along with the air you
are blowing."
 "Why is the water spray coming out from the straw? Discuss with your friends."
o "The water spray comes out due to Bernoulli's principle. When you blow air horizontally
over the vertical straw, the speed of the air increases. According to this principle, an
increase in fluid speed (air in this case) occurs simultaneously with a decrease in
 pressure. This creates a low-pressure area directly above the vertical straw's opening.
The higher atmospheric pressure on the surface of the water in the glass then pushes
the water up the vertical straw and out as a spray."
 "Have you heard or seen any experiences of cyclones? Write about these in your
notebook."
o "Yes, living in Visakhapatnam, Andhra Pradesh, we are in a coastal region prone to
cyclones. I have heard and seen news reports, and perhaps experienced, the effects of
cyclones like Hudhud (2014) or Titli (2018). These cyclones bring extremely strong
winds that can uproot trees, damage roofs, and break power lines. They also cause
very heavy rainfall, leading to widespread flooding, disruption of transportation, and
damage to infrastructure and agriculture. Sometimes, there's also storm surge, where
seawater is pushed far inland, causing severe flooding and destruction in coastal
areas."
 "Collect information regarding cyclones from news papers. Prepare a scrap book with
news paper cuttings followed by small report prepared by you."
o (This is a student activity to be completed. Expected content would be news clippings
about cyclone names, dates, affected areas, damage, and relief efforts, along with a
student's summary report for each.)
 LESSON PLAN: UNIT 09 - REFLECTION OF LIGHT

1. Class: VII

2. Unit/Lesson: 09 - REFLECTION OF LIGHT

3. Number of Periods Required: 12

4. Academic Standards (Particular to this unit only):

* Conceptual understanding

* Asking questions and making hypotheses

* Experimentation and field investigation

* Information Skills and projects

* Communicating through Drawing and model making

* Appreciation and Aesthetic sense

* Application to Daily life and concern to Biodiversity

5. Period-wise Breakdown:
PERI
OD Learning Teaching TLM/Resource Assessme
Concepts
NUM Outcomes Strategies s nt [CCE]
BER

- Engage (10
Introductio - Students will
min): Ask:
n to Light understand that
"How do we
Rays & light travels in Formative
see things?"
Reflection&l straight lines (Observati
"What
t;br> - Light (Conceptual on &
happens
travels in understanding). Oral):
when light
straight lines <br> - Observe
hits a shiny Mirror strip,
(rectilinear Students will students'
surface?"< black paper,
propagation) define a 'ray of ability to
br> - Activity blade/scissors,
.<br> - light'.<br> - produce a
1 (20 min): sun/bright light
Concept of a Students will 'ray'.
"Let us do source, plain
'ray of observe Assess
this (2) (Rays paper. Fig. 2a,
light'.<br> reflection of their
of light - Fig. 2b, 2c, Fig. 3.
- light from a identificatio
2a, 2b, 2c)."
Introduction mirror n of
Teacher
to reflection (Experimentatio incident/ref
guides
as bouncing n and field lected
students to
back of light investigation).&l rays.
cover mirror
from a t;br> - Students
strip with
surface. will identify
black paper,
 incident and cut a slit, and
reflected rays. hold it to the
sun to see a
ray of
light.<br> -
Activity (10
min): "Let us
do this (3)
(Observing
reflection -
Fig. 3)."
Place paper
partly in
sun/shadow.
Let ray from
1st mirror fall
on it. Place
2nd mirror in
path. "What
do you
observe?"
"Did you see
any other
ray?"<br> -
Explain (5
min): Define
'reflection',
'incident ray',
and 'reflected
ray'.

Laws of - Recap (5
- Students will
Reflection min):
define Normal,
(Part 1: Incident and
Angle of
Angle of reflected
Incidence, and
Incidence = rays.<br> - Formative
Angle of
Angle of Activity (30 (Practical
Reflection
Reflection) min): "Let us &
(Conceptual
<br> - do this (4) Written):
understanding).
Introduction (Laws of Plain paper, Evaluate
<br> -
to Normal, reflection - ruler, protractor, accuracy
Students will
Angle of Fig. 4a, pencil, mirror of
experimentally
2 Incidence 4b)."<br> - strip with slit. measurem
verify the
(anglei), Draw AC, Table 1 ents and
relationship
Angle of Normal template. Fig. conclusion
between anglei
Reflection (perpendicula 4a, 4b. s in Table
and angler
(angler).<b r) at B. Draw 1. Assess
(Experimentatio
r> - lines at 30°, ability to
n and field
Experimenta 60° (lines 1, state the
investigation).&l
l 2, 3, first law.
t;br> - Students
determinatio 4).<br> -
will state the
n of the Place mirror
first law of
relationship strip on AC.
reflection.
between Let ray fall
 anglei and along line 4
angler.<br (incident ray).
> - First Law "Did reflected
of ray fall on
Reflection: any drawn
anglei=angle lines? Which
r. one?"
(Should be
line 2).
Identify
anglei and
angler.<br>
- Adjust ray
to fall along
line 3.
Observe
reflected ray.
(Should be
line 1).<br>
- Adjust ray
to fall along
normal.
"What
happens?
Where is
reflected
ray?" (Along
normal).<br
> - Record
observations
in Table
1.<br> -
Discuss (10
min): "Do
you see any
relationship
between
anglei and
angler?" Help
students
deduce the
first law of
reflection
(anglei=angle
r). Verify with
20°, 45°
examples.

Laws of - Students will - Recap (5 Large plain Formative

Reflection state the min): mirror (1ft x 1ft), (Observati
(Part 2: Co- second law of anglei=angler open space. Fig. on &
3
planarity) & reflection .<br> - 5 (candle image Oral):
Image (Conceptual Engage (10 explanation), Observe
Formation& understanding). min): "Can Fig. 7, 8, 9, 10. students'
lt;br> - <br> - you see a ability to
Second Law Students will person follow
of explain how an through a mirror
Reflection: image is window/door activity.
Incident ray, formed in a ? Can they Assess
reflected mirror see you? understand
ray, and (Conceptual Possible to ing of co-
Normal lie in understanding). see while planarity
the same <br> - hiding?" and basic
plane.<br> Students will (Leads to image
- How understand why Periscope formation.
images are images appear next
formed in behind the period).<br
mirrors mirror > - Activity
(reflection of (Appreciation (20 min):
light rays and Aesthetic "Let us do
reaching sense). this (6)
eye).<br> (Mirror on
- Human floor - Fig.
perception 7)." Place a
of image large mirror
location on the floor.
(behind the Students (A,
mirror). B, C, self)
stand around.
Adjust
positions to
see opposite
person's
image. Ask:
"Why can't
you see A/C's
images?"
"What if B
moves
aside?"
(Image
disappears).
<br> -
Explain (10
min):
Introduce the
concept of
the same
plane.
Explain that
incident ray,
reflected ray,
and normal
must all lie in
the same flat
plane for
reflection to
be seen.
 Discuss
image
formation
(Fig. 8, 9, 10
- light rays
reflecting
from object,
then mirror,
then to eye).
Explain why
image seems
to be behind
the mirror.

- Recap (5
min): Laws
of reflection
and image
formation.<
br> - Engage
(5 min):
"Remember
- Students will 'seeing while
Periscope:
understand the hiding'?"
Constructio
application of Introduce
n&
reflection in a "Make your
Working
periscope own Formative
(Applicatio
(Application to periscope."&lt (Practical
n of
Daily ;br> - & Oral):
Reflection)
life).<br> - Activity (30 Evaluate
<br> -
Students will min): "Let us Empty agarbatti the
Application
construct a do this (5) box, two mirror functionalit
of laws of
functional (Make your strips, scale, y of the
reflection in
periscope own pencil, blade, constructe
4 optical
(Communicatin periscope - glue/molten d
instruments.
g through Fig. 6a, 6b, wax, translucent periscope.
<br> -
Drawing and 6c, 6d)." paper. Fig. 6a- Assess
Construction
model making, Guide 6d. understand
of a simple
Information students to ing of why
periscope.&l
Skills and collect mirrors
t;br> -
projects).<br> materials must be
Working
- Students will (agarbatti parallel.
principle of a
explain the role box, 2 mirror
periscope
of parallel strips, scale,
(two parallel
mirrors in a pencil, blade,
mirrors).
periscope. glue). Follow
steps for
construction.
Emphasize
fixing mirrors
parallel and
facing each
other. Test it
(looking
 through
window 2 to
see things in
front of
window
1).<br> -
Discuss (5
min): "Why
should we
keep mirror
strips parallel
in periscope?
What
happens if
not parallel?"
(Relate to
second law of
reflection and
rays passing
through
windows).

- Recap (5
min):
Periscope
and parallel
mirrors.<br
Image > - Engage
- Students will
Characteris (10 min): "Is
observe and
tics (Lateral there any
identify lateral
Inversion)&l difference
inversion in a Formative
t;br> - between you
plane mirror (Observati
Comparing and your
(Conceptual on &
object and image?"
understanding, Plain mirror, Written):
image (size, "Which side
Experimentatio shirt with pocket Assess
distance, does your
n).<br> - (for demo), identificatio
orientation). shirt pocket
Students will drawing sheet, n of lateral
<br> - appear?"
5 explain lateral markers/pens, inversion.
Concept of (Fig.
inversion English/Telugu/ Evaluate
lateral 11).<br> -
(Conceptual Hindi/Urdu letter answers
inversion Activity (15
understanding). cutouts. Fig. 11, for
(right min): Raise
<br> - 12, 13. AMBULAN
appears left, right hand
Students will CE and
left appears (Fig. 12).
apply the letter
right).<br> "Which hand
concept to real- activity.
- Identifying of image
life examples
letters that appears
(e.g.,
show lateral raised?" "To
AMBULANCE).
inversion. make image
comb hair
with right
hand, what to
do?" Lead to
lateral
 inversion.<
br> - Explain
(5 min):
Define 'lateral
inversion':
"Right of an
object
appears left
and left
appears
right."<br> -
Activity (10
min): "Let us
do this (7)."
Write capital
English
letters on
paper.
Observe
images in
mirror (Fig.
13). "Which
appear
same? Which
reversed?
Why?"
Repeat with
other
languages/nu
mbers.
Discuss
AMBULANC
E example.

Image - Students will - Recap (5 Formative

Characteris verify that min): Lateral (Observati
tics (Size & image size and inversion.< on &
Multiple distance in a br> - Activity Written):
Large plain
Images)< plane mirror are (15 min): Evaluate
mirror, small
br> - Size of equal to object "Let us do observatio
plain mirror,
image in a size and this (8)." n of image
object (e.g.,
plane mirror distance Students size/distan
pencil, small
(equal to (Experimentatio stand in front ce. Assess
toy), two small
object n and field of big mirror. counting of
6 plain mirrors (for
size).<br> investigation).&l Move to and multiple
joining), cello
- Distance of t;br> - Students fro. Observe images
tape, protractor
image will observe image and
(to set angles),
(equal to and count movement. understand
small object for
object multiple images Estimate ing of
multiple images.
distance formed by two distances saloon
Fig. 14, 15.
from mirrors (you-mirror, mirrors.<
mirror).<br (Experimentatio mirror- br> Oral:
> - Multiple n).<br> - image). "How
images Students will Compare many
formed by understand the sizes. "Size images do
multiple application of of image you see
mirrors.<br multiple images equal to size when two
> - Practical in saloons of mirrors are
application (Application to object?"<br at 90
of multiple Daily life). > - Discuss degrees?"
images (hair (5 min):
cutting "Why does a
saloon). mountain
look tiny in
the mirror?"
(Poem
'Anuvugani
chota...').
Clarify that
plane mirrors
maintain size;
distance and
perspective
make
mountain
look
small.<br> -
Engage (5
min): "Gone
to a hair
cutting
saloon? How
many
mirrors?"
(Fig. 14).
"Why more
mirrors? How
many
images?"<b
r> - Activity
(15 min):
"Let us do
this (9)."
Take two
plain mirrors,
join with tape.
Place object.
Count
images by
changing
angle (90
degrees,
etc.). "What
to do for
more
images?"
 - Recap (5
min):
Multiple
images with
two
mirrors.<br
> - Engage
(5 min):
"Have you
seen patterns
like those in a
- Students will kaleidoscope
understand the in daily life?"
principle of Show
multiple pictures of
Multiple reflections in a kaleidoscope
Images: kaleidoscope patterns.<b
Kaleidosco (Conceptual r> - Activity
pe understanding). (30 min):
(Applicatio <br> - "Let us do
n)<br> - Students will this (11):
Formative
Application construct a Make your Three mirror
(Practical
of multiple functional own strips (same
& Oral):
reflections to kaleidoscope Kaleidoscope size), rubber
Evaluate
create (Communicatin (Fig. 17a, bands,
the
beautiful g through 17b, 17c)." translucent
functionalit
patterns.< Drawing and Guide paper,
7 y of the
br> - model making, students to cardboard
kaleidosco
Construction Information collect sheet, colored
pe. Assess
of a simple Skills and materials (3 glass bangle
students'
kaleidoscop projects).<br> mirror strips, pieces (small).
explanatio
e.<br> - - Students will rubber Fig. 17a, 17b,
n of the
Observation appreciate the bands, 17c.
patterns.
and aesthetic translucent
explanation aspect of paper,
of patterns symmetrical cardboard,
in a patterns colored glass
kaleidoscop created by pieces/bangl
e. multiple es). Follow
reflections steps for
(Appreciation construction.
and Aesthetic Emphasize
sense). reflecting
surfaces
facing
inwards. Test
it. "What do
you see?"
"Shake and
rotate slowly
- what
happens?"&lt
;br> -
Discuss (5
 min): "Can
you explain
why this
happens?"
(Multiple
reflections of
the bangle
pieces).

- Recap (5
min):
Kaleidoscope
patterns.<b
r> - Engage
Introductio (10 min):
n to "Have you
- Students will
Spherical ever
identify
Mirrors observed
concave and
(Concave & your image in
convex
Convex)< a rearview
surfaces from
br> - mirror?"
everyday
Observation "What about
objects (e.g.,
of images in a stainless
spoon)
curved steel spoon?"
(Application to Formative
surfaces (Fig.
Daily (Observati
(e.g., 19).<br> -
life).<br> - on &
spoon).<br Activity (15
Students will Oral):
>- min): "Let us
define concave Assess
Distinguishin do this (13)." Stainless steel
and convex understand
g between Students spoon, rubber
mirrors ing of
outer observe their ball, knife
(Conceptual image
8 (convex) image in both (teacher use
understanding). differences
and inner inner and only). Fig. 19,
<br> - in spoon.
(concave) outer portions 20, 21, 22a,
Students will Evaluate
surfaces of a of a stainless 22b.
understand that identificatio
spoon.<br steel spoon.
spherical n of
>- "How is the
mirrors are concave/c
Introduction image on the
parts of a onvex
to spherical outer
sphere surfaces.
mirrors portion? How
(Conceptual
(concave on inner?"
understanding).
and (Outer: small,
<br> -
convex).< upright.
Students will
br> - Inner:
draw simple
Understandi reversed/inve
diagrams of
ng spherical rted,
concave and
mirrors as magnified).&lt
convex mirrors.
part of a ;br> -
sphere. Explain (10
min):
Introduce
concave
mirror (inner
spoon
 surface, Fig.
22a) and
convex mirror
(outer spoon
surface, Fig.
22b). Explain
they are
"spherical
mirrors."<br
> - Activity
(5 min): "Let
us do this
(14)."
Teacher
demonstrati
on
(carefully):
cut a rubber
ball. Explain
inner
(concave)
and outer
(convex)
surfaces (Fig.
21). Explain
why they are
called
spherical
mirrors (part
of a sphere).

- Students will - Recap (5

Image observe image min): Types Formative
Formation characteristics of spherical (Observati
by (size, mirrors.<br on &
Spherical orientation) > - Activity Oral):
Mirrors formed by (30 min): Observe
(Concave & concave and "Let us do students'
Convex)< convex mirrors this (15)." ability to
br> - (Experimentatio Place set up
Observing n and field concave and Concave mirror, experiment
images investigation).&l convex Convex mirror, and
9 formed by t;br> - Students mirrors on V- V-stands, two describe
concave and will compare stands. Place candles (same image
convex image size with two same- size). Fig. 23. characteris
mirrors.<br object size for size candles tics.
>- different in front (Fig. Assess
Comparing spherical 23). Adjust understand
image sizes mirrors candle ing of
to object (Conceptual positions to basic
sizes in understanding). form clear image
spherical <br> - images. differences
mirrors. Students will Observe .
ask questions image sizes
 about the and compare
differences in with candle
image sizes. "What
formation. difference do
you notice
between
image and
object in a
convex
mirror?"
(Always
smaller,
upright).
"What
difference in
a concave
mirror?" (Can
be
magnified/di
minished,
inverted/uprig
ht depending
on
distance).<
br> -
Discuss (10
min):
Discuss the
observed
differences in
image
characteristic
s from the
two mirrors.
Emphasize
that a convex
mirror always
forms a
smaller,
upright
image, while
a concave
mirror can
form various
types of
images.

Real and - Students will - Recap (5 Concave mirror, Formative

Virtual define real and min): Images Convex mirror, (Practical
Images<b virtual images by spherical Plane mirror, V- & Oral):
10 r> - (Conceptual mirrors.<br stands, lighted Observe
Distinction understanding). > - Engage candle, thick students'
between real <br> - (10 min): white ability to
and virtual Students will "Can we paper/screen. obtain
images.<b experimentally obtain the Fig. 24. Dark images on
r> - determine images room setup. screen.
Experimenta which mirrors formed by Assess
l form real mirrors on understand
determinatio images the ing of real
n of real vs. (Experimentatio screen?"<b vs. virtual
virtual n and field r> - Activity images.<
images investigation).&l (25 min): br> Quick
(ability to be t;br> - Students "Let us do Check: "Is
formed on a will classify this (16) (Try the image
screen).<b images formed this in a dark formed by
r> - by plane, room)."<br a plane
Identifying concave, and > - Place a mirror real
image types convex mirrors concave or virtual?"
for plane, as real or mirror on V-
concave, virtual. stand, lighted
and convex candle in
mirrors. front. Place
white
paper/screen
behind
candle (Fig.
24). Adjust
distances
until clear
image
appears on
screen. "Is
image formed
on screen?"
(Yes, real
image).<br
> - Repeat
with convex
mirror and
plane mirror.
"Images of
which mirror
are formed
on screen?"
(Only
concave
mirror when
object is
outside focal
point).<br>
- Explain (5
min): Define
'Real Image'
(can be
obtained on
screen, seen
in mirror) and
'Virtual
 Image'
(cannot be
obtained on
screen, seen
only in
mirror).
"Every day
we see our
image in a
plane mirror.
Is it real or
virtual? How
decide?"
(Virtual).

- Recap (5
min):
Real/Virtual
images.<br
> - Engage
Formative
(10 min):
Application (Oral &
"Noticed
s of Discussio
surface of
Spherical - Students will n): Assess
reflection in a
Mirrors<b identify understand
torch/headlig
r> - practical ing of
ht?" "Dentists
Applications applications of mirror
use mirrors?"
of concave concave and application
(Fig. 25,
mirrors convex mirrors s. Ask
27).<br> -
(torch, (Application to students to
Explain (15
vehicle Daily Torchlight, explain
min):
headlights, life).<br> - vehicle why a
Discuss
dentist's Students will headlight (or convex
applications
mirror).<br explain why images), mirror is
of Concave
>- certain types of dentist's mirror used as a
11 mirrors: in
Applications mirrors are (image), rearview
torches/headl
of convex chosen for rearview mirror mirror.<b
ights (Fig. 25
mirrors specific uses (actual or r>
- collect light
(rearview (Conceptual image, Fig. 18). Drawing:
from small
mirrors in understanding). Plane mirror. Students
bulb to form
vehicles).< <br> - draw a
powerful
br> - Students will simple ray
beam),
Understandi compare diagram
dentist's
ng why images in plane showing
mirrors (Fig.
specific vs. rearview how a
27 - form
mirror types (convex) torch's
magnified
are used for mirrors. concave
images of
particular mirror
teeth).
applications. forms a
Discuss
beam.
"What
happens if
torch has
convex
surface?"
 (Light would
spread out,
not form
beam).<br>
- Engage (5
min):
"Observed
rearview
mirrors in
vehicles?"
(Fig.
18).<br> -
Activity (10
min): "Let us
do this (12)."
Students take
plane mirror
to a vehicle.
Observe
image in
rearview
mirror
(convex) and
plane mirror.
"What
difference?"
(Rearview:
smaller,
wider field of
view). "Why
is it like that?"
Explain
convex mirror
forms
smaller,
upright
image,
allowing
wider view of
traffic behind.

Regular - Students will - Recap (5 Summativ

and differentiate min): Mirror e (Unit
Irregular between applications. End
Window glass
Reflection regular and <br> - Assessme
panes
& Unit irregular Engage (10 nt): A
(smooth/rough,
Summary&lt reflection min): "Why comprehen
if available),
12 ;br> - (Conceptual do we see sive written
bowl of water,
Distinction understanding). our image on test
pebble. Fig.
between <br> - some window covering
28a, 28b, 29,
regular Students will glass but not all
30.
(specular) explain why others?" (Fig. concepts,
and irregular clear images 28a, definitions,
(diffused) form on smooth 28b).<br> - experiment
reflection.&lt surfaces and Explain (15 s, and
;br> - Clear unclear images min): Define application
vs. unclear on rough 'Regular s from the
images surfaces.<br> reflection' unit.<br>
based on - Students will (smooth Project
surface provide surface, clear (Communi
smoothness. examples of image, Fig. cating &
<br> - regular and 29) and Applicatio
Practical irregular 'Irregular n):
examples of reflection from reflection' or Students
regular vs. daily life.<br> 'Diffused create a
irregular - Students will reflection' collage of
reflection summarize key (rough real-life
(window concepts of the surface, examples
glass, unit unclear/no of different
still/disturbe (Conceptual image, Fig. types of
d understanding). 30). Relate to mirrors
water).<br window and
> - Overall glass. <br> reflections.
unit - Activity (10
summary min): "Let us
and try this."
concluding Observe
activities. image of
sun/tree in
still water.
Disturb water
with pebble.
Observe
change in
image.
"Why?" (Still
water
rightarrow
regular;
disturbed
rightarrow
irregular).<
br> - Activity
(5 min): "Let
us try this."
Keep mirror
close to face,
move
backward.
Observe
image. Try
with
convex/conca
ve. "In which
mirror do you
get an
inverted
image? At
 what
distance?"
(Concave,
beyond focal
point).<br>
- Review (5
min):
Summarize
key learnings
of the unit:
light rays,
laws of
reflection,
plane mirrors,
spherical
mirrors
(concave/con
vex),
real/virtual
images,
regular/irregu
lar reflection,
and
applications.

6. Teacher's Notes: (Additional Resources, Activities)

 Safety First: When conducting activities involving sunlight, mirrors, or sharp objects (like
cutting slits or rubber balls), prioritize safety. Ensure proper supervision, emphasize not
looking directly at the sun through slits/mirrors, and use adult assistance for cutting tasks.
 Laser Pointer (Carefully): A laser pointer (low power, strictly supervised, never pointed at
eyes) can be used to demonstrate light rays and reflection more vividly in a darkened room for
activities like "Let us do (4)".
 Virtual Labs/Simulations: If computer access is available, use online simulations for ray
diagrams, image formation by mirrors, and laws of reflection. This is a safe and effective way
to reinforce Experimentation and field investigation.
 Mirror Collection: Encourage students to bring different types of mirrors from home (e.g.,
small cosmetic mirror, bicycle rearview mirror, shaving mirror) to observe image characteristics
firsthand. This fosters Application to Daily life.
 Creative Project: Challenge students to design a "mirror maze" using principles of reflection,
or create a comic strip explaining the laws of reflection. This promotes Communicating
through Drawing and model making and Information Skills and projects.
 Historical Context: Briefly introduce scientists like Euclid, Alhazen, or Newton who
contributed to the understanding of light and optics, fostering Appreciation and Aesthetic
sense.
 Biodiversity Link (indirect): Discuss how reflection is used by animals for camouflage or to
attract mates (e.g., reflective scales on fish, iridescent feathers), linking to Concern to
Biodiversity.
 Differentiate:
o Support: Provide pre-drawn diagrams for labeling, fill-in-the-blanks for definitions, and
step-by-step guides for activities.
o Challenge: Encourage advanced students to research the concepts of focal length,
principal axis, or delve into the properties of light (e.g., spectrum, speed of light) in a
basic manner. They could also research more complex optical instruments using
multiple mirrors.
7. Teacher Responses:
 "How light reflects after striking an object?"
o "When light strikes an object, it can bounce off the surface. This bouncing back of light
is called reflection. How it reflects depends on the type of surface and the angle at
which the light hits it."
 "Light coming from such a slit or any other small hole looks like a ray of light."
o "That's right. When light passes through a very small opening, it appears as a thin,
straight line, which we call a 'ray of light'. This helps us visualize and study how light
travels and behaves."
 "What do you observe? Did you see any other ray of light, apart from the one from the
mirror slit, on the paper?"
o "When the light ray from the first mirror slit falls on the second mirror, you will observe
that a new ray of light bounces off the second mirror and falls onto the paper. This new
ray is the reflected ray from the second mirror."
 "Is there any relationship between the direction of the incident ray and the direction of
the reflected ray."
o "Yes, there is a very specific and predictable relationship, which we call the laws of
reflection. The direction of the reflected ray is directly related to the direction of the
incident ray and the angle at which it strikes the mirror."
 "Did the reflected ray fall on any of the lines you have drawn? If yes, on which line did it
fall?" (Activity 4, Incident ray on line 4 (60°))
o "Yes, if the incident ray falls along line 4 (which is at 60 degrees to the normal), the
reflected ray will fall along line 2 (which is also at 60 degrees to the normal on the other
side)."
 "Adjust the mirror strip with the slit so that its light ray falls along line 3 and observe on
which line the reflected ray falls?"
o "If the incident ray falls along line 3 (at 30 degrees to the normal), the reflected ray will
fall along line 1 (also at 30 degrees to the normal on the other side)."
 "Adjust the mirror strip with the slit so that its light ray falls along normal, then the
angle of incidence is 0o (the angle between normal and incident ray “that is also normal
here”, is 0o). What happens? Where did you find the reflected ray?"
o "If the light ray falls along the normal (angle of incidence is 0°), the reflected ray will
travel back along the same path as the incident ray. It reflects back along the normal
itself."
 "Do you see any relationship between the angle of incidence and the angle of
reflection? State this relationship in the form of a rule and write the rule here."
o "Yes, we observe that the angle of incidence is always equal to the angle of reflection.
Rule (First Law of Reflection): The angle of incidence is equal to the angle of
reflection (anglei=angler)."
 "If the two incident rays form angles of 20° and 45° respectively with the normal, what
will be the angles formed by the reflected rays with the normal? Verify your answer by
conducting the experiment."
o "Based on the law of reflection (anglei=angler):
 If the angle of incidence is 20°, the angle of reflection will be 20°.
 If the angle of incidence is 45°, the angle of reflection will be 45°.
o (Verification by experiment should confirm this.)"
 "We are able to see a person who is walking on the road through a window or a door. At
the same time that person can also see us. Is it possible to see that person while hiding
oneself?"
 o "No, generally it's not possible to see that person while hiding oneself using a simple
window or door. If you can see them directly, they can also see you directly because
light travels in straight lines and their line of sight to you is clear. To see them while
hiding, you would need an instrument that uses reflection, like a periscope."
 "Think: why should we keep mirror strips parallel to each other in periscope? What
happens if they are not parallel?"
o "We must keep the mirror strips parallel to each other in a periscope because for the
periscope to work, the light rays must reflect from the first mirror to the second mirror,
and then from the second mirror into your eye, while remaining within the confines of
the tube. If the mirrors are not parallel, the light ray reflected from the first mirror might
not strike the second mirror at all, or if it does, the light ray reflected from the second
mirror might not enter the viewing window of the periscope. In either case, you wouldn't
be able to see the object clearly through the periscope."
 "Your friends A, C are able to see images of each other in the mirror. Why can’t you see
their images?"
o "You can't see their images because the reflected rays from A (which go towards C)
and from C (which go towards A) are not reaching your eye. According to the laws of
reflection, the angle at which the light from A hits the mirror and reflects towards C is
specific, and those reflected rays are not directed towards your position."
 "Ask your friend – B, who is in front of you to move a feet aside from his place. What
happens? Did you see his image in the mirror? If not, why?"
o "If your friend B moves a foot aside, you will likely not see his image in the mirror
anymore. This is because when B moves, the angle at which light rays from B strike the
mirror changes, and therefore the angle at which they reflect also changes. Those
reflected rays will no longer be directed towards your eye."
 "Now think why the image of your friend B is not visible to you when he moves aside.
Where should you stand to see his image? Once again imagine the incident, reflected
rays and normal and assumed plane. What do you understand?"
o "The image of friend B is not visible when he moves aside because the reflected rays
from B no longer reach your eye. To see his image again, you would need to move to a
new position where the reflected rays from B (at his new position) intersect with your
line of sight. This reinforces the understanding that the incident ray, reflected ray, and
normal all lie in the same plane, and your eye must be in the path of the reflected rays."
 "Are the incident ray coming from your friend A, reflected ray going towards your friend
C and normal in the same plane?"
o "Yes, for friend C to see friend A's image, the incident ray coming from friend A, the
reflected ray going towards friend C, and the normal to the mirror at the point of
incidence must all lie in the same plane. This is the second law of reflection."
 "Can you see the image in the mirror though the object is not seen by you? Look at
figure 10. Take a mirror and an object and try."
o "Yes, it is possible to see the image in the mirror even if the object itself is not directly
visible to you. This happens when the object is positioned such that light from it reflects
off the mirror and then reaches your eye, but your direct line of sight to the object is
blocked. For example, if you place a mirror around a corner, you can see the image of
something that's hidden from your direct view."
 "Think: All of you are sitting in your classroom, where and how would you place a
mirror to see a tree which is outside the class? Can all of you see that tree at a time? If
not, what will you do so that each one of you can see the tree without changing your
seat?"
o "You would place a mirror outside the window, facing the tree, such that the reflected
light from the tree enters the classroom. No, typically not all of you can see that tree at
a time from a single mirror placement without changing your seat, because the reflected
 rays only go in specific directions. To allow everyone to see the tree simultaneously
without changing seats, you would need to use either:
 Multiple mirrors, strategically placed to reflect the image to different parts of the
classroom.
 A large, curved mirror (like a convex mirror), which provides a wider field of view,
though the image might be distorted."
 "Is there any difference between you and your image?"
o "Yes, there is a key difference. While the image is the same size and at the same
distance, it is laterally inverted. That is, your right side appears as the image's left side,
and your left side appears as the image's right side."
 "Raise your right hand in front of a mirror as shown in figure 12. Which hand of your
image appears raised?"
o "When you raise your right hand, the image in the mirror appears to raise its left hand."
 "To make your image to comb hair with its right hand, what will you have to do?"
o "To make your image comb hair with its right hand, you would have to comb your hair
with your left hand. This illustrates lateral inversion."
 "What do these observations suggest?"
o "These observations suggest that plane mirrors produce images that are laterally
inverted. Only the sides (left and right) are interchanged, while the top and bottom
remain the same."
 "In a mirror, right of an object appears ………………… and left of the object appears
…………………"
o "In a mirror, right of an object appears left and left of the object appears right."
 "i) Which of the images appear same as the original letter?"
o "Letters that appear the same as their original form (no reversal) are those with vertical
symmetry. In capital English letters, these would be: A, H, I, M, O, T, U, V, W, X, Y."
 "ii) Which of them appear reversed? Why?"
o "Letters that appear reversed are those without vertical symmetry. Examples include: B,
C, D, E, F, G, J, K, L, N, P, Q, R, S, Z. They appear reversed because of lateral
inversion; the left-right orientation is swapped."
 "Can you spell your name as it appears in a mirror?"
o (Student's individual answer. For example, if name is NEELIMA, it would appear as
AMILEEN (reversed, or if written and then reflected, it would be AMILEEN). If the
student writes their name on a transparent sheet and views it through the back, it's a
good approximation.)
o "Spelling of my name is [Your Name]."
o "It appears in the mirror as [Your Name Spelled Backwards/Laterally Inverted]."
 "Think: On the front side of ambulances, Why the word AMBULANCE is written like
AMBULANCE"
o "The word AMBULANCE is written in a laterally inverted (mirror image) fashion on the
front of ambulances so that when a driver in front of the ambulance looks at their
rearview mirror, they see the word correctly (not inverted). This allows them to quickly
read it and understand that an emergency vehicle is approaching, prompting them to
give way."
 "What do you notice? Did your image also move? Estimate the distance from you to the
mirror and the distance from the mirror to the image. Is the size of your image equal to
your size? Place an object in front of the mirror. Compare the size of the object with its
image. Is the size of the object and its image the same?" (Let us do this (8))
o "When you move backward, your image also moves backward. When you move
forward, your image also moves forward. The image moves at the same speed as you.
 o You will estimate that the distance from you to the mirror is approximately equal to the
distance from the mirror to your image.
o Yes, the size of your image is equal to your size. When you place an object in front of
the mirror, the size of its image is also equal to the size of the object."
 "What can you say about the size of your image when you stand in front of a small
mirror and a big mirror? Do you find any difference in the sizes of those images?"
o "You may notice that irrespective of the size of the mirrors (plane mirrors), the size of
the image and the size of the object are equal. A smaller mirror just shows a smaller
portion of your image, but the magnification (ratio of image size to object size) remains
1."
 "Why does a mountain look tiny in the mirror?" (Poem)
o "A mountain looks tiny in a plane mirror not because the mirror changes its size, but
because of the vast distance between the mountain and the mirror (and the observer).
Even though the image size is the same as the object size, the huge distance makes
the actual object appear very small in our field of vision, and thus its true-to-size image
also appears tiny. The poem is referring to how even something grand can appear
insignificant when viewed from a distance in a small reflective surface."
 "Why do they use more mirrors?" (Hair saloon)
o "Hair salons use more mirrors (typically one in front and one behind you, sometimes
portable ones) to allow you and the barber to see the back of your head and observe
the haircut from all angles. It helps both the customer and the stylist evaluate the
finished look comprehensively."
 "How many images do you see when you sit in the chair? Why?"
o "When you sit in the chair with mirrors in front and behind (parallel to each other), you
typically see an infinite number of images. This happens because the light from your
face reflects from the front mirror to the back mirror, then back to the front mirror, and
so on, creating reflections of reflections that appear to extend endlessly into the
distance. However, practically, the images become dimmer and less clear further down
the 'tunnel'."
 "What should we do to get more images?" (Let us do this (9))
o "To get more images when using two mirrors, you should decrease the angle between
the mirrors. As the angle between two plain mirrors decreases, the number of images
formed increases. If the mirrors are perfectly parallel (0 degrees), theoretically, an
infinite number of images are formed."
 "Keep the mirrors in such a way that the angle between the mirrors is 90 degrees and
observe the images and compare them with the object. What do you notice? Is there
any difference between those images? Imagine the reason for that."
o "When the angle between two plain mirrors is 90 degrees, you will observe three
images of the object. One image is formed by each mirror individually, and the third
image is formed by the light reflecting off both mirrors sequentially. You'll notice that the
two primary images are laterally inverted, but the central third image might appear to be
non-inverted in some ways, or you can think of it as two of the images overlapping. The
images will appear as large as the object."
 "How can we use the property of reflection in daily life?"
o "We use reflection in many ways: mirrors for seeing ourselves, rearview mirrors in
vehicles, periscopes in submarines, kaleidoscopes for patterns, reflecting surfaces in
solar cookers, in telescopes and microscopes, for security mirrors in shops, and in
reflective safety gear."
 "Have you seen any instrument (or) toy which works, based on reflection?"
o "Yes, besides mirrors themselves, a periscope and a kaleidoscope are
instruments/toys that directly work based on reflection. Also, a telescope uses mirrors
(or lenses) for light manipulation, and solar cookers use reflective surfaces to
concentrate sunlight."
 "Why does the small area look like a vast garden?" (Garden in a box)
o "The small area looks like a vast garden because of multiple reflections. When the two
mirrors are placed parallel to each other inside the box, the light from the flowers
reflects back and forth between them. Each reflection creates a new image of the
flowers and the previous images, giving the illusion of an endless series of reflections,
making the small space appear infinitely large like a vast garden."
 "What do you see? Shake the kaleidoscope and try to see through the hole slowly
rotating it. What happens? Can you explain why this happens?"
o "When you look through the hole of a kaleidoscope, you see beautiful, symmetrical
patterns created by the colored glass pieces. When you shake and slowly rotate it, the
colored pieces tumble and rearrange, and each new arrangement produces a new and
unique symmetrical pattern due to the multiple reflections from the three mirror strips
inside. This happens because the mirrors are arranged at angles (forming a triangular
tube), causing light from the small colored pieces to reflect repeatedly, creating multiple
images arranged in a symmetrical fashion."
 "Think: Have you seen these types of patterns (those observed in kaleidoscope) in your
daily life?"
o "While true kaleidoscope patterns are unique to the instrument, we see symmetrical
patterns in many places: in traditional art, architectural designs, rangoli, tile patterns, or
even in natural formations like snowflakes or flower petals."
 "Have you ever observed your image in a rearview mirror? Have you observed the
mirrors at both the sides of driver in motor vehicles like bus, car or motorcycle? See
figure 18."
o "Yes, most of us have observed our image in a rearview mirror or the side mirrors of a
vehicle. These mirrors are very common."
 "How is your image in that mirror?"
o "In a rearview mirror (the side mirrors of a car), your image appears smaller than your
actual size, and it is upright. The objects appear farther away than they actually are."
 "What difference do you find?" (Plane vs. Rearview mirror image)
o "In a plane mirror, your image is the same size as you. In a rearview mirror (which is a
convex mirror), your image is always smaller than your actual size. This smaller size
allows the rearview mirror to show a wider field of view, helping the driver see more of
the traffic behind them."
 "You might have noticed that the image formed by a rearview mirror is smaller than the
image in a plane mirror. Why it is like that? What is the difference between these two
mirrors? Observe their shapes and find the difference."
o "The image formed by a rearview mirror is smaller than in a plane mirror because
rearview mirrors are convex mirrors. The difference is in their shape: a plane mirror has
a flat reflecting surface, while a convex mirror has a reflecting surface that bulges
outwards towards the light source, like the outer surface of a spoon. This outward curve
causes light rays to diverge after reflection, making the image appear smaller and
giving a wider field of view."
 "Have you observed reverse image of yourself in any mirror?"
o "Yes, I have observed a reversed (inverted) image of myself in certain mirrors,
specifically in the inner curved surface of a shiny stainless steel spoon or in a concave
mirror when I stand at a certain distance from it."
 "How is the image on the outer portion of the spoon?"
o "The image on the outer portion of the spoon (convex surface) is typically upright and
smaller than the actual object."
 "How is the image on the inner portion of the spoon?"
o "The image on the inner portion of the spoon (concave surface) can be either inverted
(upside down) and smaller, or inverted and magnified, or sometimes upright and
magnified, depending on how close or far you hold the spoon."
 "Why do we call concave and convex mirrors as spherical mirrors?"
o "We call concave and convex mirrors 'spherical mirrors' because their reflecting
surfaces are actually part of a sphere. Imagine a large hollow glass sphere; if you cut
out a section and polish the inner surface, it acts as a concave mirror. If you polish the
outer surface, it acts as a convex mirror."
 "What difference do you notice between the image and object in a convex mirror?"
o "In a convex mirror, the image is always upright, virtual (cannot be obtained on a
screen), and smaller than the object, regardless of the object's distance from the
mirror."
 "What difference do you notice between the image and object in a concave mirror?"
o "In a concave mirror, the image characteristics vary greatly depending on the object's
distance:
 If the object is very far, the image is inverted and real (can be on screen), and
much smaller.
 As the object moves closer, the image can be inverted and real (smaller, same
size, or magnified).
 If the object is very close (closer than its focal point), the image is upright, virtual,
and magnified."
 "Images of which mirror are formed on the screen?"
o "Only the images formed by a concave mirror can be formed on a screen, provided the
object is placed at an appropriate distance (beyond its focal point). Images formed by
plane mirrors and convex mirrors cannot be obtained on a screen."
 "Think: Every day we see our image in a plane mirror. Is it a real or virtual image? How
can you decide?"
o "The image we see every day in a plane mirror is a virtual image.
o We can decide this because a virtual image cannot be obtained or projected onto a
screen. If you try to place a screen where your image appears to be behind a plane
mirror, you won't see your image on the screen, only in the mirror itself."
 "Have you noticed the surface of reflection in a torch light? Or in a head light of a
vehicle?"
o "Yes, if you look closely, the reflecting surface behind the bulb in a torch light or a
vehicle's headlight is curved inwards. It's a shiny, parabolic-shaped surface."
 "Imagine: What happens if the surface of reflection in the torch or in a head light of a
vehicle is convex like in figure 26?"
o "If the surface of reflection in a torch or headlight were convex, the light from the bulb
would spread out very widely in all directions after reflection, instead of being focused
into a strong, parallel beam. The light would be very diffused and not illuminate a
specific area effectively, making it useless for its purpose."
 "What type of mirrors are they? (Dentist mirrors)"
o "The mirrors used by dentists to examine teeth are concave mirrors. They use
concave mirrors because when the object (tooth) is placed very close to the mirror, a
concave mirror forms an upright and magnified (larger) image of the tooth, allowing the
dentist to see details clearly."
 "Why do certain glasses form clear images? Why are images in some other glasses not
clear?"
o "Certain glasses form clear images because their surfaces are very smooth and
polished. This leads to regular reflection (or specular reflection), where all parallel
incident light rays reflect as parallel reflected rays, forming a sharp image.
o Images in some other glasses are not clear (or absent) because their surfaces are
rough or irregular. This leads to irregular reflection (or diffused reflection), where
parallel incident light rays reflect in various scattered directions, preventing the
formation of a clear image."
 "Observe the image of the sun or a tree in still water. Later, disturb the water by
throwing a pebble. How does the image of the Sun or the tree appear now? Why?"
o "In still water, the image of the sun or a tree appears clear and sharp because the
smooth surface of still water acts like a plane mirror, causing regular reflection.
o When you disturb the water by throwing a pebble, the surface becomes rough and
uneven. Now, the image becomes distorted, blurred, or may even disappear. This
happens because the rough surface causes the light rays to reflect in many different
directions (irregular reflection), preventing a clear image from forming."
 "Keep a mirror close your face and look into it. Move the mirror backward and observe
the image. What change do you observe? Try this activity using Convex, Concave
mirrors. In which mirror do you get an inverted image? At what distance does it
happen?"
o "In a plane mirror: As you move it backward, your image moves backward at the same
rate. The image remains the same size and upright.
o In a convex mirror: As you move it backward, the image gets smaller but remains
upright. It also appears to move backward.
o In a concave mirror: This is where you observe different changes:
 When very close, the image is upright and magnified. As you move it backward,
the image gets larger but remains upright.
 At a certain distance, the image might become very large and inverted.
 As you move further back, the image becomes smaller and inverted.
 You get an inverted image in a concave mirror. This happens when your face
is placed beyond the focal point of the concave mirror. The specific distance
depends on the mirror's focal length."
 LESSON PLAN: 10 NUTRITION IN PLANTS
Class: VII

Unit/Lesson: 10 - NUTRITION IN PLANTS

Number of Periods Required: 10

Academic Standards (Particular to this unit only):

 Conceptual understanding
 Asking questions and making hypotheses
 Experimentation and field investigation
 Information Skills and projects
 Communicating through Drawing and model making
 Appreciation and Aesthetic sense
 Application to Daily life and concern to Biodiversity

5. Period-wise Tabular Form:

Learning
PERIO
Outcomes
D Teaching Assessment
Concepts (Students TLM/Resources
NUMB Strategies [CCE]
will be able
ER
to...)
Brainstorming on
Define "What do plants
nutrition and need to grow?".
its <br> Oral
importance. Discussion on questions on
<br> food for living plant needs
Describe organisms. Textbook (pages and Van
Van <br> Teacher 98-99), Helmont's
Introduction to Nutrition
Helmont's narrates Van Blackboard, Chart experiment.
1 & Van Helmont's
experiment Helmont's showing Van <br> Short
Experiment
and his experiment (as Helmont's answer
conclusions. provided in the experiment setup. questions on
<br> text). <br> Van
Critically Class discussion: Helmont's
analyze Van "Do you think findings.
Helmont's Von Helmont’s
conclusions. conclusions were
correct?"
Appreciate Teacher explains Ask students
the the contributions to summarize
contribution of Hales, Textbook (page the
s of Priestley, and 98-99), contribution
Historical Discoveries:
scientists Ingenhouz with Pictures/diagrams of each
2 Stephen Hales,
like Hales, relevant of Hales, Priestley, scientist.
Priestley, Ingenhouz
Priestley, diagrams/figures. and Ingenhouz <br>
and <br> experiments. "Think-Pair-
Ingenhouz Discussion on Share"
in the limitations of activity on
 understandi early "How did
ng plant experiments and Priestley's
nutrition. how they led to experiment
<br> further change
Understand investigations. beliefs about
the initial <br> Students air?"
ideas about analyze Fig 4, 5,
gas 6 from textbook.
exchange
and the role
of light.
<br>
Explain how
Priestley's
experiment
demonstrate
d gas
exchange.
Define
Introduce the
photosynthe
term
sis. <br>
"photosynthesis." Formative
List the four
<br> Guided Assessment:
major
discussion to List the
requirement
deduce the ingredients
s for
requirements of Textbook (page for
photosynthe
photosynthesis 99), Chart showing photosynthes
Photosynthesis: sis (Carbon
based on photosynthesis is. <br>
3 Definition and dioxide,
previous equation, Draw a
Requirements Water,
discussions. Flashcards of simple
Sunlight,
<br> Explain requirements. diagram
Chlorophyll).
the importance of showing
<br> Write
chlorophyll. where these
the basic
<br> Write and ingredients
word
explain the word come from.
equation for
equation for
photosynthe
photosynthesis.
sis.
Explain how
Revisit Class VI
plants Answer
concepts on
absorb questions:
plant parts and
water from "Where does
functions
the soil. water come
(especially roots Textbook (page
<br> from for
and stems). 99), Diagrams of
Describe the plants?" and
<br> root and stem
role of roots "How does it
Water Absorption and Discussion on showing water
4 and stem in reach the
Transport the path of water transport, A plant
water leaves?"
from roots to specimen (if
transport. <br>
leaves. <br> available) to show
<br> Discuss the
Teacher prompts roots.
Relate water "urea"
students to think
absorption questions
about the urea
to the from the
example from the
"Plants: textbook.
textbook.
Parts and
 Function"
chapter from
Class VI.
Identify
stomata as
the tiny
holes in Show
Draw and
leaves for diagrams/micros
label a
gas copic images of
stomata
exchange. stomata. <br>
Textbook (page diagram.
<br> Explain the
99, Fig 9), <br>
Explain the continuous
Exchange of Air: Microscope (if Explain in
5 function of exchange of air
Stomata available) with a own words:
stomata. through stomata.
leaf slide, "Why are
<br> <br>
Magnifying glass. stomata
Recognize Discussion on
important for
the other parts for air
photosynthes
importance exchange
is?"
of stomata (lenticels).
in
photosynthe
sis.
Teacher
Design and
demonstrates or
conduct an
guides students Observe and
experiment
through the record the
to prove that
experiment results of the
light is
described in the experiment.
necessary Textbook (page
textbook <br>
for starch 100, Fig 10), China
(covering a leaf Answer
formation. rose plant (or any
with black questions:
Experiment: Light is <br> other plant), Black
paper). <br> "Did the
6 Essential for Starch Explain the paper, Iodine
Emphasize entire leaf get
Formation procedure solution, Test
safety light...?" and
for tubes, Beaker,
precautions while "Did starch
decolorizing Alcohol (with
boiling leaves in form only in
a leaf. caution), Hot plate.
alcohol/hot those parts
<br>
water. <br> that were
Interpret the
Guide students exposed to
results of
to analyze the light?"
the
results and draw
experiment.
conclusions.
Identify Discuss what
Define
glucose and plants produce
macronutrient
starch as beyond just
s and
primary starch. <br>
micronutrient
Products of products of Introduce the Textbook (page
s with two
Photosynthesis & photosynthe terms 100), Chart listing
7 examples
Micronutrients/Macronu sis. <br> macronutrients macronutrients and
each. <br>
trients Differentiate and micronutrients.
Short quiz on
between micronutrients
products of
macronutrie with examples.
photosynthes
nts and <br> Explain
is.
micronutrien how plants
 ts for plants. absorb these
<br> Give nutrients.
examples of
each type of
nutrient.
Describe
parasitic
nutrition in
plants with
Introduce diverse
examples
modes of
(e.g., Compare and
nutrition in
Cuscuta). contrast
plants. <br>
<br> parasitic and
Show
Explain saprophytic
pictures/videos of Textbook (page
saprophytic nutrition.
Other Modes of Cuscuta and 101, Fig 11, 12),
nutrition with <br>
8 Nutrition: Parasitic and fungi. <br> Pictures/videos of
examples Identify
Saprophytic Discuss how Cuscuta, Fungi,
(e.g., fungi, whether a
these plants Bread mold.
mushrooms) given plant is
obtain nutrition.
. <br> autotrophic,
<br> Classify
Differentiate parasitic, or
plants based on
between saprophytic.
their mode of
autotrophic,
nutrition.
parasitic,
and
saprophytic
nutrition.
Explain
insectivorou
s nutrition
and why
certain
Show engaging
plants adopt
videos/images of
it. <br>
insectivorous
Provide
plants trapping Explain why
examples of
insects. <br> insectivorous
insectivorou
Discuss the plants trap
s plants Textbook (page
nitrogen insects.
(e.g., 101-102, Fig 13,
deficiency in their <br> Define
Other Modes of Nepenthes, 14, 15),
habitat. <br> symbiosis
9 Nutrition: Insectivorous Venus Videos/pictures of
Explain and give an
and Symbiotic flytrap). carnivorous plants,
symbiosis as a example.
<br> Root nodules,
mutually <br> Draw
Describe Lichens.
beneficial an
symbiotic
relationship. insectivorous
relationships
<br> Show plant.
in plants
pictures of root
with
nodules and
examples
lichens.
(e.g.,
legumes
and
Rhizobium,
lichens).
 Review all major
Summarize concepts of the
Concept map
all modes of unit through a
of different
nutrition. Q&A
types of
<br> session. <br>
nutrition.
Apply Conduct a
<br>
learned brainstorming
Discussion
concepts to session on the
on the
real-life application of All previous TLM,
Revision, Application, "Application
scenarios. learned concepts Whiteboard/Smart
10 and Biodiversity to Daily life
<br> (e.g., why board for concept
Connection and concern
Appreciate farmers use mapping.
to
the urea). <br>
Biodiversity"
importance Discuss the "Let
(e.g.,
of plants for us green our
deforestation
the environment"
impact).
environment message and its
<br> Unit
and importance.
Test.
biodiversity. <br> Prepare
for unit test.

6. Teacher's Notes: (Additional Resources, Activities)

 Additional Resources:
o Videos: Short educational videos on photosynthesis, Van Helmont's experiment,
insectivorous plants, and symbiotic relationships can significantly enhance
understanding. YouTube channels like "Crash Course Kids" or "Science Kids" often
have suitable content.
o Interactive Simulations: Online simulations for photosynthesis can help students
visualize the process.
o Field Trip (if possible): A visit to a botanical garden or even observing plants in the
school garden can provide real-world examples of different plant types and their
nutrition.
o Guest Speaker: If feasible, invite a local botanist or agricultural expert to talk about
plant nutrition and its importance.
o Reference Books: Encourage students to read age-appropriate science encyclopedias
or books on plants.
 Activities:
o "Plant Detectives" Activity: Students can observe plants around their homes or
school, identify different parts, and try to guess their mode of nutrition (e.g., a creeper
on a tree, mushrooms on decaying wood).
o Poster Making: Students can create posters illustrating the process of photosynthesis,
different types of plant nutrition, or the importance of greening the environment.
o Role-Playing: Students can role-play the parts of the photosynthesis equation
(sunlight, water, carbon dioxide, chlorophyll, glucose, oxygen) to understand their
interaction.
o Debate: A short debate on "Are all plants autotrophs?" after discussing parasitic and
saprophytic plants.
o "Nutrient deficiency" Case Study: Present images of plants with nutrient deficiencies
(e.g., yellowing leaves for nitrogen) and ask students to hypothesize the cause.
o Mini-Project: Students can grow a plant from a seed and observe its growth, noting the
role of water, sunlight, and soil.

7. Teacher Response:
The provided text on "Nutrition in Plants" for Class VII from SCERT, Telangana, offers a good
foundation. The content flows logically, starting with historical experiments and progressing to the
modern understanding of photosynthesis and various modes of nutrition.

Strengths of the provided text:

 Historical Context: Starting with Van Helmont's experiment provides an engaging historical
perspective on scientific discovery and challenges prior beliefs.
 Sequential Development: The text builds understanding step-by-step, from basic
requirements of photosynthesis to the detailed mechanism and then to other modes of
nutrition.
 Clear Explanations: Concepts like transpiration, stomata, macronutrients, and micronutrients
are explained clearly.
 Engaging Questions: Questions interspersed within the text (e.g., "Do you think Von
Helmont’s conclusions were correct?", "Why is it necessary to irrigate the fields after sprinkling
urea?") encourage critical thinking and active learning.
 Practical Examples: The experiment on light's role in starch formation is well-described and
can be replicated.
 Do You Know? Sections: These add interesting facts (herbarium, lichens) that broaden
student knowledge.
 Focus on Biodiversity: The concluding statement "Let us green our environment..." connects
the topic to broader environmental concerns.

Suggestions for Teacher's Implementation:

 Hands-on Activities: Emphasize practical demonstrations and student-led experiments. The

experiment on starch formation is crucial and should be conducted carefully, ensuring student
safety, especially when using alcohol.
 Visual Aids: Utilize diagrams, charts, models, and real plant specimens extensively. For
instance, show actual root nodules or various types of fungi (e.g., bread mold).
 Connect to Prior Knowledge: Explicitly link concepts to what students learned in Class VI,
particularly regarding plant parts and functions.
 Address Misconceptions: Be prepared to address common misconceptions, such as the
idea that plants "eat" soil.
 Interactive Discussions: Encourage open discussions where students can ask questions,
form hypotheses, and share their observations.
 Local Examples: Whenever possible, use examples of plants common in the local
environment to make the concepts more relatable.
 Environmental Awareness: Reinforce the message about the importance of plants for
oxygen, food, and maintaining biodiversity throughout the unit. The "Let us green our
environment" message should be a recurring theme.
 LESSON PLAN: RESPIRATION IN ORGANISMS
Class: VII

Unit/Lesson: 11 - RESPIRATION IN ORGANISMS

Number of Periods Required: 11

Academic Standards (Particular to this unit only):

 Conceptual understanding
 Asking questions and making hypotheses
 Experimentation and field investigation
 Information Skills and projects
 Communicating through Drawing and model making
 Appreciation and Aesthetic sense
 Application to Daily life and concern to Biodiversity

5. Period-wise Tabular Form:

Learning
PERIOD
Outcomes Teaching Assessment
NUMBE Concepts TLM/Resources
(Students will Strategies [CCE]
R
be able to...)
Begin with "Let us
do-1: What did you Oral
Define
feel after keeping questions:
respiration and
your mouth and "Why do we
breathing.
nose closed for so breathe?"
Introduction <br> Measure
long?" discussion. Textbook (page 105), <br> Record
to their own
<br> Conduct Stopwatch/Timer, individual
1 Respiration breathing rate.
"Let us do-2: How Notebooks, Finger for breathing
& Breathing <br>
many Breaths in a observation. rates. <br>
Rate Differentiate
Minute?" activity. Short answer:
between
<br> Introduce Define
inspiration and
terms: inspiration, respiration
expiration.
expiration, rate.
respiration rate.
Explain the
Discuss "Exercise
effect of
and breathing" and
physical activity Group
prompt for
on breathing discussion:
hypotheses.
rate. <br> "Why do we
Exercise <br> Conduct
Observe and pant after
and "Let us do - 3:
measure chest Textbook (page 105), running?"
2 Breathing & Expansion of
expansion Measuring tape/Twine. <br> Record
Chest chest with each
during chest
Expansion breath" activity.
breathing. measurement
<br> Discuss the
<br> s (inspired vs.
observed
Understand the exhaled).
differences and
physical
reasons.
changes during
 inhalation and
exhalation.
Measure the Practical
Guide students
approximate assessment:
through "Let us do
volume of air Observe
- 4: How much air
exhaled in a students
in your breath?"
single breath. performing
experiment. <br> Textbook (page 105),
<br> the
Measuring Emphasize careful Two-litre plastic bottle,
Compare experiment.
3 Exhaled Air construction of the 100 ml injection bottle,
exhaled air <br> Data
Volume measuring cylinder Bucket/large container,
volume among analysis:
and proper Water, Rubber tube.
peers. <br> Compare and
technique. <br>
Develop basic discuss the
Facilitate data
experimental range of
recording and
skills in exhaled air
comparison.
measurement. volumes.
Observation
of
Conduct "Let us experiments.
Demonstrate
do - 5: Difference <br>
that exhaled air
between inhaled Questions: "Is
is warm. <br>
and exhaled air" exhaled air
Demonstrate
Properties of (warmth test). warm?" "Does
the presence of Textbook (page 105-
Exhaled Air: <br> Conduct it contain
4 moisture in 106), Syringe, Mirror,
Warmth & "Let us day - 6: moisture?"
exhaled air. Cloth.
Moisture Moisture in our <br>
<br>
breath" (mirror Explain the
Differentiate
test). <br> difference
exhaled air from
Discuss why the between
ambient air.
syringe air differs. exhaled air
and syringe
air.
Understand the Narrate the story
Recalling prior
historical of Von Helmont's
knowledge:
context of and Joseph
What did Van
carbon dioxide Black's discoveries
Helmont
discovery. of "gas" and "fixed
Textbook (page 106), experiment on
Discovery of <br> Identify air" (carbon
Pictures of Von earlier?
5 Carbon contributions of dioxide). <br>
Helmont and Joseph <br> Define
Dioxide Von Helmont Explain the lime
Black. "fixed air."
and Joseph water test. <br>
<br>
Black. <br> Connect to
Describe the
Recognize lime previous unit's
lime water
water test for context of Van
test.
carbon dioxide. Helmont.
Understand the Narrate the story Who
historical of Priestley's discovered
Textbook (page 106),
context of "restoration" of air oxygen and
Pictures of Joseph
oxygen and Lavoisier's how? <br>
Discovery of Priestley and
6 discovery. identification of Explain the
Oxygen Lavoisier, Simple
<br> Identify oxygen. <br> significance of
diagram of Priestley's
contributions of Discuss the Priestley's
bell jar experiment.
Joseph significance of mint sprig
Priestley and these discoveries experiment.
 Lavoisier. for understanding
<br> respiration.
Appreciate the
collaborative
nature of
scientific
discovery.
Prepare
Set up an phenolphthalein
experiment to and lime water
compare solutions. <br>
Observation
inhaled and Guide students
of color
exhaled air carefully through
change.
(Phenolphthalei "Let us do - 7:
Textbook (page 107, <br>
n and Lime Gases in our
Gases in Fig 5, 6), Boiling tubes Questions:
water). <br> breath" (part 1:
Inhaled and (A, B), Rubber cork "Through
Observe and Phenolphthalein).
7 Exhaled Air with glass tubes, which tube
interpret <br> Discuss
(Experiment Phenolphthalein does air
changes in observations and
s 7) solution, Water, flow?" "What
indicator link them to
Syringe. did you
solutions. presence/absence
observe in the
<br> of certain gases
indicator
Conclude (though not
solution?"
differences in explicitly named
gas yet for
composition. phenolphthalein in
text).
Confirm the
Repeat "Let us do Explain
presence of
- 7" with lime findings from
carbon dioxide
water. <br> lime water
in exhaled air
Discuss the results test. <br>
Gases in using lime
and link them to Compare
Inhaled and water. <br>
carbon dioxide. inhaled and
Exhaled Air Analyze Textbook (page 107,
<br> Analyze the exhaled air
(Experiment quantitative Fig 5, 6, 7), Lime
8 table of gas composition
7 - Lime data on gas water, Data table on
quantities in based on the
Water) & composition of gas composition.
inhaled and table. <br>
Tabular inhaled and
exhaled air. <br> Explain the
Data exhaled air.
Introduce the term difference
<br>
"respiration" as a between
Conclude the
process beyond breathing and
overall process
breathing. respiration.
of respiration.
Identify different Match
Show
respiratory animals with
pictures/videos of
organs in their
fish, frogs, and
Respiration various animals. Textbook (page 108- respiratory
cockroaches.
in Other <br> Describe 109, Fig 8, 9, 10, 11), organs.
<br> Discuss
9 Animals: the breathing Pictures/videos of <br>
their habitats and
Fish, Frog, mechanism in animals, Aquarium (if Describe how
how their
Cockroach fish, frogs, and available). a fish
respiratory organs
cockroaches. breathes.
are adapted.
<br> <br>
<br> Encourage
Compare and Answer "How
 contrast their observations of does frog
respiratory aquarium fish. respire under
adaptations. the soil?"
Describe
Name animals
respiration in Show pictures of
that breathe
earthworms. earthworms and
Textbook (page 109- through skin.
<br> Identify discuss their moist
110), Earthworm <br> Draw
structures for skin. <br> Recall
specimen (if the
Respiration gaseous stomata and
available/video), experimental
in Other exchange in lenticels from the
Conical flask, Two- setup for plant
Animals: plants (stomata, previous unit.
holed rubber cork, respiration.
10 Earthworm lenticels). <br> Guide
Glass tubes, Rubber <br>
& <br> Conduct students through
tube, Funnel/Ink Explain why
Respiration experiments to "Let's do an
dropper, Test tube, lime water
in Plants demonstrate experiment to find
Lime water, turns milky in
respiration in out" (flowers/buds)
Flowers/buds, the
plants and "Let us do - 8:
Sprouted seeds. experiment
(flowers/buds, Respiration in
with sprouted
sprouted Sprouted seeds."
seeds.
seeds).
Summarize all
Full class review
concepts of
of the unit. <br>
respiration in
Discussion on Concept
various
applications: mapping:
organisms.
oxygen cylinders Respiration in
<br> Relate
in hospitals, different
Review, respiration to
importance of organisms.
Application daily life (e.g., All previous TLM,
respiration for life. <br>
11 & oxygen Whiteboard/Smartboar
<br> Emphasize Discussion:
Biodiversity cylinders). d for concept mapping.
the Why is
Connection <br>
interconnectednes oxygen
Appreciate the
s of all living important for
universal
organisms through us? <br>
process of
respiration. <br> Unit test.
respiration
Prepare for unit
across living
test.
beings.

6. Teacher's Notes: (Additional Resources, Activities)

 Additional Resources:
o Videos: Short, engaging animated videos on the human respiratory system, breathing
mechanisms, and respiration in different animals (e.g., fish gills, insect tracheae).
o 3D Models/Charts: Use detailed charts or 3D models of the human respiratory system
and the respiratory organs of other animals (gills, lungs, tracheae).
o Virtual Labs/Simulations: If available, utilize online virtual labs for respiration
experiments that might be difficult to perform in a classroom setting.
o Guest Speaker: A doctor or a nurse could talk about the importance of oxygen and the
respiratory system in human health.
o Picture Cards: Create picture cards of different animals and their respiratory organs for
a matching activity.
 Activities:
 o Breathing Rhythm and Exercise Chart: Students can monitor their breathing rate
before and after different physical activities (walking, jogging, jumping) and record the
data in a chart, then analyze it.
o Lung Model: Create a simple working model of the human lung using a plastic bottle,
balloons, and a rubber sheet to demonstrate the diaphragm's action during breathing.
o "Breathing Race": A fun activity where students compete to hold their breath, followed
by a discussion on why it's difficult.
o Observation Walk: Go for a short walk in the school garden/nearby park and observe
how different organisms (insects, birds) appear to breathe.
o Concept Web/Mind Map: Students create a concept web for "Respiration" with
branches for human respiration, respiration in plants, respiration in other animals, and
key terms.
o "What am I?" Game: Describe an animal's breathing mechanism, and students guess
the animal.
o "Pollution and Respiration" Discussion: Discuss how air pollution affects the
respiratory system and what actions can be taken to reduce pollution.

7. Teacher Response:

The provided text for "Respiration in Organisms" from SCERT, Telangana, is well-structured and
highly activity-oriented, which is excellent for Class VII students. It introduces complex concepts
through simple, relatable experiments.

Strengths of the provided text:

 Activity-Based Learning: The numerous "Let us do" activities are a major strength,
encouraging hands-on learning and direct observation, which is crucial for conceptual
understanding.
 Relatable Experiments: The experiments are designed to be easily performed with readily
available materials, making them accessible to students.
 Gradual Introduction of Concepts: The text starts with personal experiences (holding
breath, exercise) and then progressively introduces scientific terms and historical discoveries.
 Historical Context: Including the discoveries of Von Helmont, Joseph Black, Priestley, and
Lavoisier adds a valuable historical and scientific inquiry dimension.
 Comparative Approach: The section on respiration in other animals allows students to
compare different adaptations and understand the diversity of life.
 Connecting to Daily Life: The mention of oxygen cylinders in hospitals makes the abstract
concept of oxygen's importance tangible.
 Emphasis on Safety: The warning about inserting glass tubes in corks (page 107) is highly
commendable.

Suggestions for Teacher's Implementation:

 Prioritize Practical Work: Dedicate ample time for each "Let us do" activity. Ensure all
materials are prepared beforehand. Guide students thoroughly through each step, especially
the more complex ones like the exhaled air volume measurement and the gas comparison
experiment.
 Emphasize Safety: Always reiterate and supervise safety precautions, particularly when
handling glass tubes and chemicals (even simple ones like lime water).
 Facilitate Discussion: After each experiment, dedicate time for students to discuss their
observations, compare results, and draw conclusions. Encourage them to articulate why
something happened.
 Connect to Previous Unit: Explicitly draw connections to the "Nutrition in Plants" unit,
especially when discussing carbon dioxide, oxygen, and the role of plants in gas exchange.
 Visual Reinforcement: Supplement the experiments with visual aids like diagrams of
respiratory systems, videos of animals breathing, and microscopic views of stomata or
spiracles.
 Address Misconceptions: Students might confuse breathing with respiration. Clearly explain
that breathing is the physical act of inhaling and exhaling, while respiration is the biochemical
process of breaking down food to release energy within cells.
 Promote Inquiry: Encourage students to ask their own questions and formulate hypotheses.
The text's questions are a great starting point for this.
 Assess Continuously: Use the "Assessment [CCE]" column in the lesson plan to guide
ongoing formative assessment throughout the unit, rather than just relying on a final test. This
helps identify learning gaps early.
 LESSON PLAN: REPRODUCTION IN PLANTS
Class: VII

Unit/Lesson: 12 - REPRODUCTION IN PLANTS

Number of Periods Required: 10

Academic Standards (Particular to this unit only):

 Conceptual understanding
 Asking questions and making hypotheses
 Experimentation and field investigation
 Information Skills and projects
 Communicating through Drawing and model making
 Appreciation and Aesthetic sense
 Application to Daily life and concern to Biodiversity

5. Period-wise Tabular Form:

Learning
PERIOD
Outcomes Teaching TLM/Resource Assessment
NUMBE Concepts
(Students will be Strategies s [CCE]
R
able to...)
Begin with a
discussion: "Why
do plants produce
seeds/new
Define plants?" <br>
reproduction and Bring various Textbook (page
Introduction its importance. flowers to class 113), Variety of Oral questions on
to <br> Identify and (e.g., Hibiscus, flowers the purpose of
Reproductio label sepals and Dhatura). <br> (Hibiscus, reproduction.
n & Parts of petals of a flower. Teacher Dhatura, etc.), <br> Identify and
1
a Flower <br> Locate and demonstrates Hand lens, label sepals,
(Sepals, describe stamens careful dissection Forceps/Needle petals, stamens on
Petals, (anther and of a flower to , White paper a diagram. <br>
Stamens) filament) as the identify sepals, for dissection, Draw a stamen.
male reproductive petals. <br> Blackboard.
part (androecium). Introduce
stamens, anther,
filament. Students
observe and
draw.
Locate and Continue flower Textbook (page
describe the pistil dissection to 113-114), Same Draw a pistil.
Parts of a
(stigma, style, identify the pistil. flowers as <br> Label the
Flower
ovary) as the <br> Explain Period 1, Hand parts of a complete
(Pistil -
2 female stigma, style, lens, flower. <br> Fill
Gynoecium)
reproductive part ovary. Students Forceps/Needle in observation
& Flower
(gynoecium). observe and , White paper, table for at least 2
Whorls
<br> Understand draw. <br> Charts of floral different flowers.
that flower parts Introduce the parts (Fig. 5).
 are arranged in concept of flower
whorls. <br> whorls/circles.
Complete the <br> Guide
observation table students to fill
for collected "Table 2" (implied
flowers. table for flower
parts
observation).
Conduct "Let us
do - 2" (collecting
and observing
more flowers,
especially
gourd/melon
Classify flowers as flowers). <br> Textbook (page
Classify given
complete/incomplet Discuss 114-115, Fig 6),
Complete flowers as
e. <br> observations Variety of
vs. complete/incomplet
Differentiate regarding missing flowers
Incomplete e,
between unisexual parts. <br> (especially
3 Flowers & unisexual/bisexual.
and bisexual Introduce and cucumber/bottle
Unisexual <br> Answer: "Is
flowers. <br> explain complete, gourd, Datura,
vs. Bisexual an unisexual flower
Provide examples incomplete, Hibiscus), Chart
Flowers a complete flower?
for each unisexual, and for
Why not?"
classification. bisexual flowers classification.
with examples
from collected
specimens.
<br> Discuss
the "sunflower"
example.
Take stamens
from China rose,
tap on a slide to
collect pollen
grains. <br> Textbook (page
Prepare slides 116, Fig 7, 8a,
with water/sugar 8b),
Observe pollen
solution for Microscope,
grains under a Draw different
observation Slides,
microscope. <br> types of pollen
(introducing "Let Coverslips,
Pollen Identify ovules grains. <br>
us do - 5" concept Pollen grains
4 Grains & inside the ovary. Draw the internal
partly). <br> (Hibiscus/China
Ovules <br> Relate structure of an
Carefully dissect rose), Datura
pollen grains and ovary showing
the ovary of flower,
ovules to male and ovules.
Datura or other Razor/Blade
female gametes.
large flowers (L.S. (teacher use
and T.S.) to only), Hand
observe ovules lens.
with a hand lens.
<br> Students
draw what they
observe.
From Flower Conclude that the Conduct "Let us Textbook (page Compare and
5
Part to Fruit: ovary develops into do - 3" using 116-117, Fig 9), contrast the
 Ovary and fruit and ovules Datura, Various fruits internal structure of
Ovules into seeds. <br> cucumber, and their an ovary and its
Observe bhendi, cotton, corresponding corresponding fruit.
similarities beans (if flower ovaries <br> Explain the
between ovary and available). <br> (Datura, fate of ovary and
fruit cross-sections. Students cut T.S. Cucumber, ovules after
of ovary and fruit, Bhendi, Cotton, fertilization.
observe Beans), Hand
similarities, and lens,
draw conclusions. Razor/Blade.
<br> Discuss
the significance of
seeds for new
plants.
Introduce
pollination as the
transfer of pollen. Textbook (page
<br> Explain 117-118, Fig
self and cross- 10a, 10b, 10c),
Define pollination. Define pollination.
pollination with Diagrams of
<br> Differentiate <br> Give
diagrams/example self and cross-
Pollination: between self- examples of self-
s. <br> pollination,
Definition, pollination and pollinated and
6 Brainstorm and Pictures of
Self & Cross cross-pollination. cross-pollinated
discuss agents of various
Pollination <br> Identify flowers. <br> List
pollination (air, pollinators
agents of agents of
water, animals, (bees,
pollination. pollination.
insects, humans). butterflies,
<br> Discuss wind-pollinated
the "Do you flowers).
know?" section
about pesticides.
Guide students
through "Let us do
- 4" on bottle
gourd flowers. Textbook (page
Demonstrate the
Emphasize the 117), Bottle Explain the
Experiment: necessity of
importance of gourd plant with purpose of each
Role of Male pollination for fruit
covering buds, male and step in the
Flower in development.
timing, and female flowers, experiment. <br>
7 Fruit <br> Explain the
controlled Polythene bags, Predict the
Formation precautions and
pollination. <br> Pins, outcome if
(Pollination reasoning behind
Discuss the "Why Matchstick, pollination is
Experiment) the experimental
is it necessary to Cotton wool, prevented.
setup.
begin with Sheet of paper.
buds...", "Why
polythene bags..."
questions.
Explain the Conduct "Let us Observe and
Textbook (page
process of pollen do - 5" on pollen describe pollen
Fertilization 118, Fig 11),
grain germination germination. germination.
& Sexual Microscope,
8 and pollen tube Discuss <br> Define
Reproductio Slides,
formation. <br> observations and fertilization and
n Coverslips,
Define fertilization link to stigma's sexual
Hibiscus pollen
and zygote role. <br> reproduction.
 formation. <br> Explain the grains, Sugar <br> Explain why
Define sexual journey of pollen solution, Water. sugar solution is
reproduction. tube and fusion of used in the
<br> Understand male and female experiment.
the role of sugar parts. <br>
solution in pollen Define
germination. fertilization,
zygote, and
sexual
reproduction.
<br> Discuss
the necessity of
sexual
reproduction for
seed formation.
Introduce asexual
reproduction as
Define asexual
reproduction
reproduction. Compare and
without seeds. Textbook (page
<br> Describe contrast sexual
<br> Conduct 119, Fig 12,
vegetative and asexual
Asexual "Let us do - 6" 13), Potato with
reproduction reproduction.
Reproductio (potato eyes eyes, Cups,
through stem <br> Explain
n: experiment). Soil, Water,
9 (potato, rose), root, vegetative
Vegetative <br> Show Bryophyllum
and leaf propagation with
Reproductio images/specimen leaf (if
(Bryophyllum). examples. <br>
n s of Bryophyllum available/pictur
<br> Identify Predict the
leaves with e), Rose
common plants outcome of the
plantlets. <br> cuttings.
that reproduce potato experiment.
Discuss cuttings
vegetatively.
(rose, hibiscus,
jasmine).
Conduct "Let us
do - 7" (Yeast
budding
experiment).
Describe budding <br> Conduct Textbook (page Draw budding
with yeast as an "Let us do - 8" 120, Fig 14, yeast cells. <br>
example. <br> (Bread mould 15), Glass Describe spore
Asexual Describe spore spore formation). tumbler, Sugar, formation in bread
Reproductio formation with <br> Explain the Yeast powder, mould. <br>
10 n: Budding bread mould as an processes of Microscope, Summarize
& Spore example. <br> budding and Slides, different types of
Formation Appreciate the spore formation Coverslips, asexual
diversity of with diagrams. Bread slices, reproduction.
reproductive <br> Discuss Vessel, Cotton <br> Unit Test
strategies in plants. Alexander swab. preparation.
Fleming's
discovery. <br>
Review all types
of reproduction.

6. Teacher's Notes: (Additional Resources, Activities)

 Additional Resources:
 o Live Specimens: Bring as many live flowers and plants (e.g., Bryophyllum, potato with
sprouts) as possible to class for direct observation.
o Videos: Educational videos on flower dissection, pollination (especially time-lapses of
pollen tubes growing), budding in yeast, and spore formation in fungi.
o Microscope Camera/Projector: If available, project the microscopic view of pollen
grains and budding yeast cells for the whole class to see.
o Interactive Diagrams/Simulations: Use online resources that allow students to
explore parts of a flower or simulate pollination.
o Gardening Tools: Small trowels, pots, and soil for hands-on planting activities related
to vegetative propagation.
 Activities:
o Flower Dissection Lab: Provide each student group with different types of flowers and
magnifying glasses. They dissect, identify, and label parts, then draw them.
o Pollen Grain Collection and Art: Students can collect pollen from various flowers and,
using transparent tape, stick them onto paper to observe their diversity. Some can even
try to create "pollen art."
o Pollination Story/Role Play: Students can create a short story or role-play the journey
of a pollen grain from anther to stigma, highlighting the role of different agents (e.g., a
bee character, wind character).
o Vegetative Propagation Garden: If space permits, students can plant potato pieces
with eyes, rose cuttings, or Bryophyllum leaves to observe vegetative growth over time.
o Yeast Bread Making: As an extension of the budding experiment, a simple bread-
making activity can practically demonstrate yeast action (with proper safety and
supervision).
o "Plant Family Tree" Project: Students choose a common plant and research its
reproductive strategy, then create a visual representation of how it produces new
generations.
o "Impact of Pesticides" Discussion: A deeper dive into the "Do you know?" section
about pesticides and their effect on pollinators, leading to discussions about sustainable
agriculture.

7. Teacher Response:

The provided text on "Reproduction in Plants" from SCERT, Telangana, is commendable for its highly
practical and observational approach. It encourages direct engagement with plant structures and
processes, which is ideal for this age group.

Strengths of the provided text:

 Emphasis on Dissection and Observation: The text repeatedly asks students to "observe,"
"draw," and "compare," promoting hands-on scientific inquiry.
 Clear and Concise Language: The explanations are straightforward, making complex
biological processes accessible.
 Sequential Learning: The concepts build logically, starting from floral parts, moving to sexual
reproduction, and then to various asexual methods.
 Activity-Oriented: The numerous "Let us do" activities are the backbone of the unit, ensuring
active participation and experimental learning.
 Relevant Examples: Using common plants like Datura, Hibiscus, Cucumber, Potato, and
Bryophyllum makes the concepts relatable.
 Connecting Concepts: The text implicitly connects the development of ovary to fruit and
ovules to seeds, helping students link structure and function.
 Real-world Connections: The "Do you know?" section on pesticides and the mention of
Alexander Fleming add depth and context.
 Safety Advice: The implicit advice for dissection and handling of materials is good.
Suggestions for Teacher's Implementation:

 Material Preparation is Key: Success of this unit heavily depends on having all the required
flowers, fruits, and other materials readily available for each period's activity. Plan well in
advance.
 Live Demonstrations: While students perform activities, the teacher should also demonstrate
crucial steps, especially dissections, pollen grain observation under the microscope (projected
if possible), and setting up experiments like the bottle gourd one.
 Microscope Skill Development: For "Let us do - 5" and "Let us do - 7," provide sufficient
guidance on using the microscope and preparing slides correctly. This is an important skill
development opportunity.
 Safety First: When dealing with sharp objects (razor/blade for ovary/fruit sectioning) or hot
water/alcohol (if used for any supplementary activities), extreme caution and teacher
supervision are paramount.
 Encourage Drawing: The text explicitly asks students to draw. Encourage detailed, labeled
diagrams as a means of communication and conceptual understanding.
 Pacing: Given the number of activities, careful pacing is necessary. Some activities might spill
over into the next period, or some might need to be set up in advance (e.g., bread mould,
potato sprouts).
 Reinforce Vocabulary: Regularly review and use the scientific terms introduced (androecium,
gynoecium, pistil, stamen, pollination, fertilization, vegetative reproduction, budding, spore
formation).
 Discussion and Questioning: After each activity, lead a discussion to help students
synthesize their observations and articulate their conclusions. Use the questions provided in
the textbook to stimulate critical thinking.
 Connect to Biodiversity: Reinforce the "Application to Daily life and concern to Biodiversity"
by discussing the importance of plant reproduction for ecosystems and human food security.
 LESSON PLAN: SEED DISPERSAL
Class: VII

Unit/Lesson: 14 - SEED DISPERSAL

Number of Periods Required: 13

Academic Standards (Particular to this unit only):

 Conceptual understanding
 Asking questions and making hypotheses
 Experimentation and field investigation
 Information Skills and projects
 Communicating through Drawing and model making
 Appreciation and Aesthetic sense
 Application to Daily life and concern to Biodiversity

5. Period-wise Tabular Form:

Learning
PERIOD Outcomes
Teaching Assessment
NUMBE Concepts (Students TLM/Resources
Strategies [CCE]
R will be able
to...)
Define seed Start with the
dispersal. scenario of Ravali's
<br> doubts (Fig 1, 2)
Explain why and questions like Oral questions
seed "How do seeds on the purpose
Introduction Textbook (page 124),
dispersal is reach cracked of seed
to Seed Pictures of plants
necessary walls?". <br> dispersal.
1 Dispersal & growing in unusual
(avoid Brainstorming: <br> Short
The Need for places (cracked
competition). "What if all seeds answer: Why is
Dispersal walls).
<br> fell in one place?" seed dispersal
Formulate <br> Discuss the important?
questions need for space,
about how light, water, and
seeds travel. minerals.
Observe and Conduct "Let us do
categorize – 2: Observe Textbook (page 124), Completion of
different different seeds". Collection of various the seed
seeds based Provide a diverse seeds (grass, poppy, observation
Characteristi
on physical collection of seeds. bhendi, coconut, table. <br>
cs of Seeds
characteristic <br> Guide milkweed, dandelion, Asking
& Their
2 s. <br> students to fill the tridax, maple, cotton, questions/maki
Relation to
Hypothesize provided table lotus, neem, ng hypotheses
Dispersal
about based on xanthium, pea, about why
(Observation)
dispersal observations. balsam, chilli, tomato, seeds have
methods <br> Ask guiding mango, etc.), Hand certain
based on questions about lens, White paper. characteristics.
seed seed characteristics
 characteristic (hairy, thorny,
s. fibrous, etc.) and
their potential
dispersal agents.
Show actual
specimens or
Identify
pictures of wind-
characteristic
dispersed seeds
s of wind-
(calotropis,
dispersed
milkweed,
seeds. <br> List examples
dandelion, tridax, Textbook (page 124-
Dispersal Name of wind-
maple, cotton). 125, Fig 3),
through examples of dispersed
<br> Discuss the Calotropis/Milkweed
Wind: plants with seeds. <br>
3 adaptations: light seeds, Dandelion
Characteristi wind- Draw a wind-
weight, hairy seeds, Maple seeds,
cs & dispersed dispersed seed
structures, wings, Cotton seeds, Fan
Examples seeds. <br> and explain its
inflated coverings. (optional).
Relate seed features.
<br>
structure to
Demonstrate how
wind
some seeds (e.g.,
dispersal
dandelion
efficiency.
parachute) move in
air.
Show actual
Identify specimens or
characteristic pictures of water-
s of water- dispersed
dispersed seeds/fruits
seeds. <br> (coconut, lotus).
Explain how
Name <br> Discuss Textbook (page 125,
Dispersal by water disperses
examples of adaptations: Fig 4), Coconut
Water: seeds. <br>
plants with lightness, air-filled (whole fruit if
4 Characteristi Name two
water- spaces, fibrous possible), Lotus seed,
cs & examples of
dispersed coverings. <br> Pictures of water
Examples water-dispersed
seeds. <br> Relate coconut plants.
seeds.
Explain how trees near sea
fibrous shores to water
coverings aid dispersal. <br>
in water Ask for other
dispersal. examples of water
plants.
Explain how Discuss how
fleshy fruits animals eat fleshy
aid in animal fruits and excrete
Oral discussion:
dispersal. seeds. <br>
Textbook (page 125, How do birds
Dispersal by <br> Discuss the role of
Fig 5, 6), Examples of help in seed
Animals: Describe the birds like bulbuls,
fleshy fruits (Neem, dispersal?
5 Fleshy Fruits process of mynahs, crows
Guava, Mango, etc.), <br> Identify
& Seed seeds (Neem fruit
Pictures of birds fruits dispersed
Passage passing example). <br>
eating fruits. by animals due
through Explain how seed
to eating.
animal guts. coats become
<br> Name tender, aiding
examples of germination.
 fruits
dispersed
this way.
Bring examples of
Explain how
seeds with
seeds with
hooks/thorns
hooks/thorns
(Xanthium/Cockleb
attach to
ur, burdock) or List
animal
Dispersal by show pictures. Textbook (page 125- characteristics
bodies.
Animals: <br> Discuss 126), Seeds with of seeds that
<br>
Hooks, personal hooks/thorns, Pictures attach to animal
Describe how
6 Thorns, experiences of of animals with fur/clothes.
sticky seeds
Sticky Seeds seeds sticking to attached seeds, Story <br> Explain
attach to
& Animal clothes. <br> of the forgetful the squirrel's
beaks. <br>
Activity Explain how sticky squirrel. role in seed
Discuss the
seeds travel. <br> dispersal.
role of animal
Narrate "The
behavior
forgetful squirrel"
(e.g.,
story and discuss
squirrels).
its implications.
Conduct the "Let us
Conduct an
do: Observe the
activity to
animals in your
observe and
surroundings. Fill in
document Completion of
the following table."
animal- the "Name of
Activity: activity. <br> Textbook (page 126),
dispersed the Animal /
Observing Guide students to Notebook, Pen, Local
7 seeds. <br> Fruits eaten /
Animal observe environment/school
Classify Seed
Dispersal birds/animals and garden.
observed dispersed"
their interaction
fruits/seeds table.
with fruits/seeds
based on
over a few days as
dispersal
homework or a field
mechanism.
observation.
Show actual fruits
(Bhendi, Pea,
Describe
Balsam) or videos
dispersal by
of them bursting. Explain
explosive
<br> Explain the explosive seed
dehiscence.
mechanism of pods dispersal.
<br> Name
drying and Textbook (page 126), <br> Predict
Dispersal by examples of
exploding. <br> Dry pods of Pea, how far seeds
Bursting of plants
Conduct "Let us do: Bhendi, Gingelly, would scatter
8 Fruits: (Bhendi,
Observation of Crossandra fruits, from a bursting
Mechanisms Mustard,
scattering of the Water, pod. <br>
& Examples Pea,
seeds" Scale/Measuring tape. Discuss the
Balsam).
(Crossandra, dry impact of
<br>
pods of pea, weather on
Observe and
gingelly, bhendi). seed scattering.
quantify seed
<br> Discuss
scattering.
weather conditions
affecting scattering.
Dispersal by Explain how Discuss how Textbook (page 127), Discussion on
9
Human humans act humans Pictures of tomatoes, human role in
 Beings: as agents of intentionally sugarcane, ships, seed dispersal.
Historical & seed (sowing) and airplanes, world map. <br> List
Modern dispersal. unintentionally examples of
Examples <br> (carrying, trade) plants
Provide disperse seeds. introduced by
historical and <br> Narrate the humans.
modern story of Tomato
examples and Sugarcane
(Tomatoes, dispersal. <br>
Sugarcane, Discuss global
import/export trade of grains and
). <br> its impact on seed
Appreciate dispersal.
human role in
spreading
plant species
globally.
Research Conduct "Let us do:
and collect Form group of four
information or five students and Group
about other try to collect presentation of
seeds information about collected
Activity: Textbook (page 127),
dispersed by other seeds information.
Information Library books, Internet
humans. dispersed by man." <br> Project-
10 Gathering on access (if available),
<br> <br> Guide based
Human Charts for group
Develop students on how to assessment on
Dispersal presentations.
information conduct simple "Seeds
gathering research (books, dispersed by
skills and internet, interviews Humans."
collaborative with
learning. elders/farmers).
Introduce the
question: "Why
plants produced a
Explain why large number of
plants seeds." <br> Class
Why Plants produce a Conduct "Let us do: Textbook (page 127), discussion:
Produce a large number Seeds in fruits" Variety of fruits Why do plants
Large of seeds. (counting seeds in (single-seeded like produce many
11 Number of <br> Relate various fruits). mango, multi-seeded seeds? <br>
Seeds seed quantity <br> Discuss the like tomato, papaya, Categorize
(Quantity vs. to survival challenges seeds guava), Knife (teacher fruits based on
Survival) rates and face (non- use only). the number of
germination germination, seeds.
success. premature death)
and how large
numbers overcome
this.
Summarize Interactive Creation of a
Review and all major Q&A session All previous TLM, comprehensive
Consolidation agents and to review all Whiteboard/Smartboa concept map on
12
of Dispersal mechanisms dispersal methods rd, Chart paper for seed dispersal.
Mechanisms of seed (wind, water, concept map. <br> Oral
dispersal. animal, bursting, quiz on different
 <br> human). <br> dispersal
Create a Guide students in methods and
concept map creating a concept examples.
or flow chart map or flow chart.
of seed <br> Use visual
dispersal. aids to recap
examples.
Appreciate
the diverse Discuss the
adaptations "Aesthetic sense"
for seed of diverse seed
dispersal. forms. <br>
<br> Relate Brainstorm the Short essay:
seed importance of seed "Imagine a
Application, Pictures of diverse
dispersal to dispersal for forest world without
Aesthetic seeds and
ecological regeneration, seed dispersal.
13 Sense & landscapes, Videos of
balance and biodiversity, and What would
Biodiversity seed dispersal in
biodiversity. ecosystem health. happen?"
Connection action.
<br> <br> Connect to <br> Unit
Understand "Application to Daily Test.
the life and concern to
importance of Biodiversity".
seed <br> Prepare for
dispersal in Unit Test.
nature.

6. Teacher's Notes: (Additional Resources, Activities)

 Additional Resources:
o Seed Collection Drive: Encourage students to bring in various seeds from their homes
or surroundings throughout the unit. This makes the "Let us do - 2" activity richer.
o "Seed Museum" or "Seed Display": Create a classroom display of different seeds,
categorized by their dispersal method. Students can contribute to labeling and
arranging them.
o Videos/Animations: Many excellent short videos demonstrate seed dispersal
mechanisms, especially explosive dispersal or animals eating fruits.
o Nature Walk: A planned nature walk around the school or a local park to identify plants
and discuss how their seeds might be dispersed.
o Guest Speaker: A local botanist, gardener, or agricultural expert could share insights
into seed dispersal and its importance.
 Activities:
o Seed Sorting Game: Provide a mixed bag of seeds and ask students to sort them into
categories based on their dispersal agents.
o "Design a Seed" Activity: Challenge students to design a seed for a hypothetical plant
that needs to be dispersed by a specific agent (e.g., a seed designed to travel long
distances by wind). They can draw and explain their design.
o Art Project: Create collages or drawings depicting different seed dispersal scenes
(e.g., a coconut floating, a bird dropping seeds, a bursting pod).
o Role-Play/Skit: Students can create short skits where they act as different seeds being
dispersed by various agents.
o Debate: A short debate on "Which is the most efficient method of seed dispersal?"
(Encourage students to provide arguments for different methods).
o Seed Germination Experiment: As a follow-up to the concept of germination, students
can try to germinate some of the collected seeds under different conditions (e.g., with
sufficient water vs. less water) to reinforce the idea that not all seeds germinate.
7. Teacher Response:

The provided text for "Seed Dispersal" from SCERT, Telangana, is very well-suited for a Class VII
lesson. It initiates the topic with an engaging scenario and systematically explores various dispersal
mechanisms through hands-on activities and relatable examples.

Strengths of the provided text:

 Inquiry-Based Introduction: Starting with Ravali's doubts and leading into "Why are seeds
dispersed?" is an excellent way to pique student curiosity and encourage questioning.
 Activity-Oriented Learning: The unit is heavily reliant on "Let us do" activities, which
promotes active learning, observation, and direct engagement with the material.
 Direct Observation: The emphasis on collecting and observing real seeds (Let us do – 2,
Seeds in fruits) is a strong point for concrete understanding.
 Clear Classification: The text clearly categorizes dispersal methods (wind, water, animals,
bursting, humans) with distinct characteristics and examples.
 Relatable Examples: Using common plants and scenarios (coconut trees near seashores,
seeds sticking to clothes, tomatoes not native to India) makes the concepts more accessible
and interesting.
 Connecting Cause and Effect: The questions linking seed characteristics to dispersal
methods (e.g., "Are the hairy seeds light and flat? Why?") encourage analytical thinking.
 Big Picture Connection: The discussion on "Why plants produced a large number of seeds"
addresses an important ecological concept.
 Biodiversity Link: The mention of human dispersal impacting global plant distribution and the
implicit role of dispersal in natural ecosystems contributes to the "Concern to Biodiversity"
standard.

Suggestions for Teacher's Implementation:

 Facilitate Seed Collection: Provide ample time and encouragement for students to collect
seeds for "Let us do – 2." Perhaps assign it as a homework activity prior to the relevant period.
 Visual Reinforcement: While the text provides good examples, supplement with high-quality
images, videos, or even physical specimens for each dispersal type to make the learning vivid.
For instance, showing a time-lapse video of a balsam fruit bursting.
 Hands-on Experience: Whenever possible, allow students to physically interact with the
seeds. Let them feel the hairiness of Calotropis seeds, the prickles of Xanthium, or the fibrous
texture of a coconut husk.
 Safety for Bursting Fruits: When demonstrating or conducting the "Observation of scattering
of the seeds" (Crossandra, pea pods), ensure safety by advising students not to point the
bursting fruits at anyone, and perhaps conduct it in an open area.
 Field Investigation: If feasible, incorporate a short nature walk around the school garden or a
local park to observe seed dispersal in the immediate environment. Students can identify
seeds they see and hypothesize their dispersal methods.
 Encourage Critical Thinking: Consistently prompt students with "Why?" and "How?"
questions. For example, "Why do you think the forgetful squirrel is an agent of dispersal?"
 Project-Based Learning: The group activity on human dispersal of seeds can be expanded
into a mini-project where groups research and present on a specific plant introduced to India
by humans.
 Review and Consolidate: Regularly recap the different dispersal methods and their unique
features to ensure conceptual clarity. A concept map or flowchart activity could be very
beneficial.
 Address Misconceptions: Students might initially think seeds just "fall." Emphasize that
dispersal is an active process with specific adaptations
 Lesson Plan: Water
Class: VII

Unit/Lesson: 15 - WATER

Number of Periods Required: 10

Academic Standards (Particular to this unit only):

 Conceptual understanding
 Asking questions and making hypotheses
 Experimentation and field investigation
 Information Skills and projects
 Communicating through Drawing and model making
 Appreciation and Aesthetic sense
 Application to Daily life and concern to Biodiversity

5. Period-wise Tabular Form:

PERIOD Learning Outcomes

Teaching Assessmen
NUMBE Concepts (Students will be TLM/Resources
Strategies t [CCE]
R able to...)
Begin with a
discussion: "Could
we say fresh water
is a precious
resource?" and
Oral
"How are we
discussion
presently using this
on daily
resource?" <br>
Realize that fresh Textbook (page water
Introduce World
water is a limited and 130), World wastage.
Water as a Water Day and
precious resource. map/globe, Chart <br> Short
Precious "Water for Life"
<br> Understand showing water answer:
1 Resource & decade. <br>
the concept of water distribution on Why is fresh
Water Discuss the "Source
scarcity. <br> Earth, Chart for water a
Scarcity of Water on Earth"
Reflect on daily water "Water for Life" precious
table and its
wastage. decade. resource?
implications (only
<br> List
1% available
ways they
freshwater). <br>
waste water.
Conduct "Let us do-
1: List out the daily
life situations where
we waste water
usually."
Analyze the content Read and discuss Textbook (page Group
"Sorrow of of the "Sorrow of the "Sorrow of 130-131), Copy of discussion
Earth" Earth" newsletter. Earth" newsletter as the "Sorrow of on the key
2
Newsletter <br> Identify a class. <br> Earth" newsletter messages of
Analysis causes and Guide students to (if printed the
consequences of identify the key separately). newsletter.
 water scarcity (over- problems <br> Write
extraction, pollution, mentioned a short
deforestation, dams). (insufficient paragraph
<br> Express freshwater, expressing
personal opinions pollution, population their opinion
about water growth, potential on water
conservation. water wars). <br> scarcity.
Encourage students
to write their opinion
about the
newsletter.
Discuss Devi's
problem with
kitchen/bathroom Textbook (page
Define sewage and Define
water. <br> 131),
wastewater. <br> sewage and
Introduce the term Pictures/Chart of
Introduction Identify common contaminant
"sewage" and different types of
to impurities s. <br>
"wastewater." waste, Examples
Wastewater (contaminants) in List 3
3 <br> Explain the of pollutants (e.g.,
& wastewater. <br> examples
types of small samples of
Contaminant Categorize impurities each of
contaminants with oil, detergent,
s as organic, inorganic, organic and
examples. <br> food scraps - for
bacteria, and inorganic
Discuss the health visual, not for
microbes. impurities.
hazards of actual mixing).
untreated
wastewater.
Explain the purpose
of a wastewater
treatment plant.
<br> Detail Stage Describe the
Describe the initial
1 (Bar screens) and first three
physical processes in
Wastewater Stage 2 (Grit and Textbook (page stages of
a wastewater
Treatment sand removal) with 131-132, Fig 1-4), wastewater
treatment plant: bar
Plant: diagrams. <br> Diagrams/Flowch treatment.
4 screening, grit and
Stages 1-3 Explain Stage 3 art of a sewage <br>
sand removal,
(Physical (Sedimentation treatment plant Define
sedimentation. <br>
Processes) tank), clarifying (STP). sludge and
Identify sludge and
"sludge" and clarified
clarified water.
"clarified water." water.
<br> Use
diagrams (Fig 1, 2,
3, 4 from textbook).
Describe the Explain Stage 4 Explain the
biological processes (Anaerobic role of
(anaerobic and decomposition of Textbook (page bacteria in
Wastewater
aerobic sludge and biogas 132, Fig 5), wastewater
Treatment
decomposition) in production). <br> Diagrams/Flowch treatment.
Plant:
wastewater Detail Stage 5 art of STP, <br> What
5 Stages 4-7
treatment. <br> (Aeration and Pictures of is activated
(Biological &
Explain the formation aerobic bacteria). activated sludge, sludge and
Chemical
and use of activated <br> Explain Biogas plant (if its use?
Processes)
sludge. <br> Stage 6 (Activated available). <br> Why
Understand the final sludge settlement) is
disinfection step and Stage 7 chlorination
 (chlorination/ozonatio (Sludge drying and sometimes
n). use as manure). necessary?
<br> Discuss the
final disinfection
step.
Textbook (page
Guide students Observation
132-133, Fig 6),
Conduct a hands-on through "Let us do: and
Large glass jar,
experiment to Finding out what recording of
Dirty organic
simulate the stages of really happens to changes in
matter, Detergent,
wastewater wastewater at water
Activity: Ink/color, Test
treatment. <br> treatment plants." samples.
Simulating tubes, Aerator
6 Observe and record <br> Emphasize <br>
Wastewater (aquarium pump)
changes at each careful observation Compare
Treatment or stirrer, Filter
stage. <br> Relate and labeling of and contrast
paper, Funnel,
experimental findings samples. <br> the
Sand, Fine gravel,
to actual STP Discuss the smells experiment
Medium gravel,
processes. and appearance at with an
Beakers, Chlorine
each stage. actual STP.
tablet piece.
Discuss the detailed
questions posed
after the simulation
activity (aeration Answer
effects, filter questions
contents, chlorine related to
Analyze the results of effects, the
the wastewater similarities/differenc simulation
Textbook (page
Analyzing treatment simulation. es with STP, bar experiment.
133), All samples
the <br> Identify screen). <br> <br> List
from previous
Simulation & diseases caused by Introduce the diseases
7 period's activity,
Untreated untreated consequences of caused by
Charts on
Water wastewater. <br> untreated water untreated
waterborne
Diseases Suggest solutions for (Ramu's village water.
diseases.
water stagnation in scenario). <br> <br>
villages. Discuss diseases Suggest
like diarrhea, solutions for
malaria, typhoid, water
cholera. <br> stagnation.
Brainstorm
solutions for Ramu's
village.
Conduct "Let us do:
Identify different types List types of
Finding out types of
of drainage systems drainage
drainage system in
(open, closed, systems.
a locality." <br> Textbook (page
underground). <br> <br>
Types of Discuss existing 134),
Discuss problems Explain
Drainage drainage systems in Pictures/videos of
associated with open problems
8 Systems & their locality/village. different drainage
drains (blockages, with open
Their <br> Brainstorm systems, Local
foul smell, pollution). drainage.
Problems problems caused by drainage map (if
<br> Evaluate the <br>
blocked drains and available).
usefulness of Argue for
open drains. <br>
closed/underground the best
Compare open,
systems. type of
closed, and
 underground drainage
drainage systems. system.
Explain septic tanks
as an alternative
wastewater disposal
for individual
Understand the homes/villages. Explain the
concept and function <br> Discuss the function of a
of a septic tank. government's septic tank.
Septic
<br> Research and initiative for septic Textbook (page <br> Short
Tanks &
report on septic tank tanks. <br> 134-135, Fig 7), report on
9 School
usage in their Assign the Pictures/Diagrams local septic
Waste
community. <br> information of a septic tank. tank usage
Disposal
Describe wastewater collection activity on or school
disposal in their septic tanks waste
school. (homework). <br> disposal.
Discuss how waste
from toilets is
disposed of in
school.
Discuss Mary's
family's water
conservation
practices. <br>
List 5 ways
Brainstorm more
to conserve
Identify practical ways ways to conserve
water at
to conserve water at water at home and
home.
home. <br> in the community. Textbook (page
<br>
Water Understand <br> Introduce the 135-136), Chart
Discuss the
Conservatio community-level Nallavally Vana for water
importance
n Practices water conservation Samrakshana conservation tips,
10 of
& efforts (e.g., Vana Samithi example Pictures of
community
Community Samrakshana and its water rainwater
involvement
Efforts Samithi). <br> harvesting methods harvesting
in water
Appreciate the (Percolation Tanks, structures.
conservation
importance of Contour Trenches,
. <br> Unit
rainwater harvesting. Check Dams, Rock
Test
Fill Dams). <br>
preparation.
Emphasize
"Application to Daily
life and concern to
Biodiversity."

6. Teacher's Notes: (Additional Resources, Activities)

 Additional Resources:
o Videos/Documentaries: Short documentaries on water scarcity, water pollution,
wastewater treatment plants, and community-led water conservation projects.
o Field Trip: If possible, arrange a visit to a local wastewater treatment plant or a site
where water harvesting structures have been implemented.
o Guest Speaker: Invite a local civic official, environmental activist, or a representative
from a water board to speak about water management.
o Charts & Diagrams: Detailed charts of the water cycle, wastewater treatment process,
and different drainage systems.
 o News Articles/Reports: Collect current news articles about local or national water
issues to make the topic more relevant.
 Activities:
o "Water Audit" at Home/School: Students can conduct a mini-audit of water usage in
their homes or school for a day/week, identifying where water is used and potentially
wasted.
o Poster Making Contest: Students design posters on "Save Water" or "Importance of
Clean Water."
o Slogan Writing: Students create catchy slogans for water conservation campaigns.
o Role-Play: Students can role-play a scenario of water scarcity and how a community
works together to find solutions.
o Model Making: Students can create simple models of water harvesting structures
(percolation tank, check dam) or a mini sewage treatment plant.
o Debate: Organize a debate on topics like "Should water be a free resource?" or "Who is
most responsible for water pollution?"
o Community Survey: For the septic tank activity, students can design a simple survey
and interview a few families in their locality.
o "Water Footprint" Calculation (Simplified): Introduce the concept of a water footprint
and have students estimate the water used to produce common items they consume.

7. Teacher Response:

The provided text for "Water" from SCERT, Telangana, is highly relevant and effective for Class VII. It
addresses a critical environmental issue through a blend of conceptual understanding, practical
activities, and real-world examples.

Strengths of the provided text:

 Relevance to Daily Life: The unit immediately connects to students' experiences with water
wastage and their concerns about future water availability.
 Problem-Solution Approach: It effectively presents the problem of water scarcity and
pollution, then offers solutions through wastewater treatment and conservation.
 Engaging Activities: The "Let us do" activities, especially the simulation of wastewater
treatment, are very hands-on and promote deeper understanding.
 Informative "Do You Know?" Sections: These sections provide important facts and context,
like World Water Day and the government's septic tank facility.
 Real-Life Examples: The stories of Neeraja, Devi, Ramu, and Mary's family make the
concepts relatable and inspire action. The Vana Samrakshana Samithi example highlights
community efforts.
 Historical/Scientific Context: The mention of "Water for Life" decade and the detailed
explanation of STP processes are valuable.
 Comprehensive Coverage: It covers various aspects of water – its availability, usage,
wastage, treatment, disposal, and conservation.
 Promotes Critical Thinking: Questions like "What will happen if we continue to do so?" and
"Why did she think so?" encourage students to analyze and form opinions.

Suggestions for Teacher's Implementation:

 Emphasize Local Context: When discussing water scarcity, pollution, and drainage systems,
draw parallels to the local context of Visakhapatnam, Andhra Pradesh. Discuss any local water
issues or conservation initiatives.
 Safety in Experiments: For the wastewater treatment simulation, ensure safety precautions
are strictly followed, especially advising students not to taste the samples and to handle the
chlorine tablet with care.
 Visual Aids are Crucial: Use detailed flowcharts, diagrams, and videos of actual wastewater
treatment plants to visualize the complex processes. Pictures of polluted water bodies versus
clean water bodies can be impactful.
 Guest Speakers/Field Trips: If possible in Visakhapatnam, arranging a visit to a local water
treatment plant, a sewage treatment plant, or even a community water harvesting project
would be invaluable for experiential learning.
 Encourage Action: Beyond understanding, motivate students to take small actions for water
conservation in their daily lives, like fixing leaky taps, reusing greywater (as Mary's family
does), and mindful showering.
 Project-Based Learning: The activities on surveying sewage routes or collecting information
about septic tanks can be turned into collaborative mini-projects with presentations.
 Debate/Discussion: Facilitate open discussions on sensitive topics like water wars or the
responsibility of industries in water pollution, encouraging respectful dialogue and critical
thinking.
 Connect to Other Subjects: Integrate concepts with Social Studies (civic responsibility,
resource management, global issues) and Environmental Science.
 Long-Term Observation: The wastewater treatment simulation can be set up for a longer
duration, allowing students to observe changes over several days.
 Reinforce Vocabulary: Regularly use and review terms like sewage, contaminants, sludge,
aeration, filtration, chlorination, percolation tanks, etc.
 LESSON PLAN: SOIL - OUR LIFE
Class: VII

Unit/Lesson: 15 - SOIL - OUR LIFE

Number of Periods Required: 11

Academic Standards (Particular to this unit only):

 Conceptual understanding
 Asking questions and making hypotheses
 Experimentation and field investigation
 Information Skills and projects
 Communicating through Drawing and model making
 Appreciation and Aesthetic sense
 Application to Daily life and concern to Biodiversity

5. Period-wise Tabular Form:

PERIO Learning
D Outcomes Teaching Assessment
Concepts TLM/Resources
NUMBE (Students will Strategies [CCE]
R be able to...)
Begin with a
brainstorming
session: "What is
Recognize soil
soil?" and "Why is
as an essential
soil important?"
component of Oral questions on
<br> Conduct Textbook (page
life. <br> the importance of
"Let us do-2: Soil in 139),
Identify things soil. <br>
Introductio our life" activity, Pictures/objects
directly and Complete Rafi and
n to Soil & helping students list made of soil (pot,
1 indirectly Vasu's list of soil-
Its items related to soil. brick), Pictures of
related to soil. related items.
Importance <br> Discuss the things dependent
<br> <br> Discussion
broader uses of soil on soil (wooden
Appreciate on eco-friendly
(construction, chair, food items).
soil's role practices.
pottery, etc.).
beyond
<br> Introduce
agriculture.
the concept of eco-
friendly festivals
and clay idols.
Identify soil as Prepare students
Textbook (page
a habitat for for "Let us do-3:
139-140, Fig 2), Pre-assessment:
various Soil and Life" field
Hand lens, Hand Ask students to
organisms. investigation (site
Soil as a tool (trowel), predict what kind of
<br> Observe selection, groups,
Habitat & Notebook, Pencil, life they might find
2 and classify materials). <br>
Organisms Newspaper, Bags in soil. <br>
different types Explain the "Soil
in Soil for soil samples, Discussion on why
of organisms Life Chart" and how
Soil life chart they are visiting
found in soil. to fill it. <br>
(photocopies for different sites.
<br> Relate Emphasize gentle
each group).
soil health to handling and
 the presence of returning organisms
living to soil. <br>
organisms. Conduct a
preliminary
discussion on what
they expect to find.
Conduct the
field
investigation at Supervise and
selected sites guide student
to observe soil groups during the
Observation of
organisms and field visit. <br>
student's
roots. <br> Ensure they follow
Field Outdoor area engagement and
Record instructions for
Investigati (school lawn, park, adherence to
3 observations marking off areas,
on: Soil etc.), all materials instructions during
accurately in sifting leaf litter,
and Life from Period 2. field work. <br>
the soil life digging, and
Completion of the
chart. <br> examining soil.
"Soil Life Chart."
Practice <br> Help identify
respectful organisms and
interaction with record findings.
the natural
environment.
Facilitate group
discussions on their
Analyze the findings from "Let
data collected us do-3." <br>
from the field Compare
investigation. observations across All completed "Soil
Group
Analysis of <br> different sites. Life Charts,"
presentation/discus
Soil Life Conclude <br> Discuss the Blackboard/Whiteb
sion of findings.
4 Observatio which areas relationship oard for
<br> Explain "Soil
ns & Soil have maximum between animal comparison,
is a good habitat"
as Habitat animal life. life/burrows and soil Pictures of soil
with examples.
<br> Explain condition. <br> organisms.
the statement Elaborate on "Soil
"Soil is a good is a good habitat,"
habitat." linking it to nutrients
from the "Nutrition
in Plants" chapter.
Understand Introduce "Let us
that different do-4: Is the soil
places have from different
Textbook (page
different types places same?"
140-141), Different
of soil. <br> <br> Distribute
Properties types of soil
Learn to collect tasks for collecting Discussion on
of Soil: samples (collected
soil samples different soil diversity of soil.
5 Introductio by teacher as
properly for samples from <br> Plan for soil
n& backup), Small
study. <br> various locations. sample collection.
Collection bags for soil
Understand the <br> Explain
collection, Labels,
need for proper sample
Pen.
various soil collection (250g,
properties to be labeling, date).
studied. <br> Provide the
 "Table" for
recording
observations.
Examine Conduct "Let us do-
collected soil 5: Examining The
samples for Soil After Returning
visual, tactile, To School." <br>
Textbook (page
and olfactory Guide students to Completion of the
141-142), All
Examining properties. observe color, soil properties
collected soil
Soil <br> Observe texture (feel), smell. observation table
samples, Hand
Properties: for living/dead <br> (initial parts).
6 lens, Microscope
Physical creatures and Demonstrate how <br> Oral
(optional), Slides
Observatio particle to grind and assessment on
(optional), White
ns similarity using observe soil under observed
paper for spreading
hand lens. a hand lens for properties.
soil.
<br> Fill the living/dead matter.
initial <br> Students fill
observation their observation
table. tables.
Conduct "Let us do-
Identify soil 6: What type of soil
types (sandy, is it?" <br>
clay, loamy) Demonstrate the
Practical
based on their process of Textbook (page
assessment:
Soil Type molding kneading, making a 142-143), Soil
Observe students
Identificati properties. ball, rolling a rod, samples (especially
performing the
7 on <br> Conduct and bending into a clayey, sandy,
moulding test.
(Moulding the rolling and ring. <br> loamy), Water,
<br> Classify
Test) bending test for Students perform Newspaper/Work
their own soil
soil samples. the test with their surface.
samples.
<br> Relate soil samples and
particle size to identify their soil
soil type. type using the given
chart.
Conduct "Let us do-
Measure the
7: The Moisture
percent
Content of Soil."
moisture
<br> Emphasize
content of
accurate weighing
different soil
before and after
samples. Calculate moisture
Moisture drying. <br> Textbook (page
<br> content for their
Content of Discuss factors 143), Soil samples,
Compare sample. <br>
8 Soil affecting drying Weighing balance,
moisture Compare moisture
(Experime (sun intensity). Newspapers, Open
content across content results and
nt) <br> Students sunny area.
different soil discuss differences.
calculate percent
types. <br>
moisture content
Develop skills
and record it.
in weighing and
<br> Compare
precise
findings across
measurement.
groups.
Percolation Measure the Conduct "Let us do- Textbook (page Practical
9 Rate of percolation rate 8: The Percolation 143-144, Fig 4), assessment:
Soil of different soil Rate of Soil." Soil samples, Perform the
 (Experime samples. <br> Plastic funnels, percolation
nt) <br> Demonstrate Filter paper, experiment. <br>
Understand the setting up the Weighing balance, Explain the
concept of funnel with filter Measuring relationship
percolation and paper and pouring cylinders, between
its relation to water. <br> Stopwatches, percolation rate and
water retention. Emphasize careful Beakers. water holding
<br> Analyze measurement of capacity.
the relationship collected water and
between time. <br>
percolation rate Discuss the
and water questions related to
holding water retention and
capacity. percolation.
Conduct "Activity 9:
Substances present
in Soil" (heating
Identify the
drained water,
presence of
litmus test). <br>
minerals in soil
Discuss minerals in Textbook (page
through
soil and impact of 144-145), Beaker, Observe and record
Substance experimentatio
acidity. <br> Soil sample, results of the water
s Present n. <br> Test
Introduce soil Rainwater/Distilled test. <br> Draw
in Soil & the
10 horizons (O, A, E, water, Twig, Boiling and label a soil
Soil acidity/basicity
B, C, R) and the tube, Candle flame, profile. <br>
Horizons of soil water.
concept of soil Litmus paper (blue Explain soil
(Profile) <br>
profile using and red), Chart of formation briefly.
Describe the
diagrams. <br> soil horizons/profile.
different
Discuss soil
horizons of a
formation and its
soil profile.
importance in
agriculture/engineer
ing.
Discuss the "Soils
in our village"
Relate soil section, reading out
types to crop student
production. experiences. <br>
<br> Analyze Guide students to Textbook (page Describe the soil
examples of write about their 146-148), Atlas of type and crops
Types of different soils own village soil and Andhra grown in their own
Soils in and crops in crops. <br> Pradesh/India, village. <br>
Andhra Telangana/And Discuss "Soil and Local agricultural Explain soil erosion
11 Pradesh & hra Pradesh. crops" and "Let us information (if and two methods of
Soil <br> do-10: Connection available), Pictures prevention. <br>
Conservati Understand the between crop and of soil erosion and Explain the
on concept of soil soil" (using conservation importance of crop
erosion and Atlas/library). methods (terracing, rotation. <br> Unit
methods of soil <br> Introduce tree lines). Test.
conservation soil erosion and its
(tree planting, prevention. <br>
crop rotation). Conduct "Let us do-
11" on crop rotation
and its benefits.
 <br> Final review
and unit test
preparation.

6. Teacher's Notes: (Additional Resources, Activities)

 Additional Resources:
o Soil Samples: Have a diverse collection of soil samples (sandy, clayey, loamy) ready
for demonstrations and student activities. Collect them from different places in
Visakhapatnam if possible (e.g., beach sand, garden soil, agricultural field soil).
o Videos/Animations: Short educational videos on soil formation, soil profiles, the lives
of soil organisms (e.g., earthworms), and soil erosion/conservation techniques.
o Soil Testing Kits: If available, a simple soil testing kit can be used to demonstrate pH
testing more accurately for different soil samples.
o Local Farmer/Agriculturist: Invite a local farmer or an agricultural extension officer to
speak about soil types, crop choices, and soil conservation practices in the
Visakhapatnam region.
o Environmental Organizations: Connect with local environmental groups in
Visakhapatnam for insights into soil-related issues and conservation efforts.
 Activities:
o "Soil in a Jar" Settling Experiment: Put a handful of soil in a clear jar with water,
shake it, and let it settle. Students can observe the layers of gravel, sand, silt, clay, and
humus. This visually reinforces the concept of soil composition.
o Earthworm Observation: If possible, keep a small, temporary "earthworm farm" in the
classroom to observe earthworms tunneling and aerating the soil. (Ensure proper care
and return to nature).
o Soil Painting: Students can create art using different colored soil samples mixed with
water, connecting to the aesthetic sense.
o Poster/Model Making: Students can create posters on "Types of Soil," "Soil
Conservation," or models of soil profiles.
o "Soil Detective" Challenge: Give students small mystery soil samples and have them
identify the type based on the molding, moisture, and percolation tests.
o Role-Play: Students can role-play as different soil particles or organisms, describing
their role in the soil ecosystem.
o Discussion on Local Issues: Discuss specific soil-related challenges in
Visakhapatnam (e.g., coastal erosion, land degradation, agricultural practices, impacts
of urbanization on soil).
o "Composting Basics": Introduce the concept of composting as a way to return organic
matter to the soil and improve its fertility, linking it to the humus concept.

7. Teacher Response:

The provided text for "Soil - Our Life" from SCERT, Telangana, is an excellent resource for teaching
this vital topic in Class VII. It successfully blends theoretical concepts with practical, hands-on
activities, making the learning engaging and concrete.

Strengths of the provided text:

 Highly Practical and Activity-Oriented: The numerous "Let us do" activities (observing soil
life, examining soil properties, moisture, percolation, moulding tests) are the backbone of the
unit, promoting inquiry-based learning and direct observation.
 Relatable Introduction: Starting with the daily dependence on soil helps students
immediately connect with the topic's relevance.
  Focus on Biodiversity: The "Soil and Life" activity directly addresses the academic standard
of "concern to Biodiversity" by exploring the organisms living within the soil.
 Structured Property Exploration: The systematic approach to examining soil properties
(look, color, feel, smell, living creatures, particle similarity) is well-designed.
 Clear Definitions: Concepts like sandy, clayey, loamy soil, percolation, soil erosion, and soil
horizons are clearly defined.
 Real-World Application: The text links soil study to practical applications like pottery,
agriculture (crop suitability), engineering (building construction), and environmental
conservation.
 Local Relevance: The inclusion of experiences from students across different districts of
Telangana/Andhra Pradesh (Madhu, Kalesha, Sujatha, David, Ramadevi) makes the topic
highly relatable to students in Visakhapatnam. This also encourages students to analyze their
local soil.
 Environmental Awareness: The discussion on soil erosion and conservation, crop rotation,
and eco-friendly festival practices fosters environmental consciousness.

Suggestions for Teacher's Implementation:

 Emphasize Safety: When conducting experiments involving digging tools or handling

potentially sensitive soil samples, ensure proper safety guidelines are followed.
 Material Management: The success of the "Let us do" activities hinges on having all the
necessary materials (various soil samples, funnels, weighing scales, litmus paper, etc.) readily
available. Plan for collection/procurement well in advance.
 Field Visit Planning: For "Let us do-3," meticulous planning for the field visit (permission,
supervision, grouping, clear instructions) is essential. If an outdoor visit isn't feasible, consider
bringing diverse soil samples and simulating the observation process indoors with magnified
pictures of soil organisms.
 Local Context Integration: While the text provides examples from Telangana/Andhra
Pradesh, encourage students to specifically research and discuss the prevalent soil types and
crops grown in and around Visakhapatnam. This will deepen their "Application to Daily life"
understanding.
 Hands-on Engagement: Encourage students to physically interact with the soil samples. Let
them feel the stickiness of clay, the grittiness of sand, and the crumbly texture of loam.
 Visual Aids: Supplement the text with high-quality diagrams of soil profiles, different soil
textures, and images/videos of soil erosion and conservation techniques.
 Connect to Previous Units: Draw explicit connections to previous units, especially "Nutrition
in Plants" (plants' dependence on soil for water and minerals) and "Water" (percolation relates
to groundwater recharge).
 Facilitate Discussion: Encourage rich discussions during and after activities, allowing
students to share observations, draw conclusions, and ask questions.
 Project-Based Learning: The activities of observing soil life and collecting information about
local soils/crops can be extended into short group projects culminating in presentations or
reports.
 Appreciation of Soil: Continuously reinforce the message that soil is a living, dynamic
resource that supports all life and requires careful management and conservation.
 LESSON PLAN: FOREST: OUR LIFE
Class: VII

Unit/Lesson: 16 - FOREST: OUR LIFE

Number of Periods Required: 11

Academic Standards (Particular to this unit only):

 Conceptual understanding
 Asking questions and making hypotheses
 Experimentation and field investigation
 Information Skills and projects
 Communicating through Drawing and model making
 Appreciation and Aesthetic sense
 Application to Daily life and concern to Biodiversity

5. Period-wise Tabular Form:

PERIO Learning
D Outcomes Assessment
Concepts Teaching Strategies TLM/Resources
NUMB (Students will [CCE]
ER be able to...)
Identify Begin with Pushpa's
common story (Fig 1, 2) and
benefits the question "What
derived from do trees give us?". Textbook (page Oral questions
Introduction trees and <br> Brainstorm: 151), Pictures of on the benefits
to Forests & forests (shade, "Make a list of things various forest of trees. <br>
1
Their Direct cool air, fruits, that you know are products (wood, List 5-7 things
Benefits timber). <br> obtained from trees." fruits, medicines), obtained from
Reflect on their <br> Discuss the Pictures of forests. trees.
personal immediate benefits
connection to like shade and cool
trees. air.
Differentiate
Narrate Grandpa's
between a
orchard story,
forest and an
discussing clearing
orchard/plantati
forests for agriculture. Discussion on
on. <br>
<br> Engage the difference
Understand the
Forest vs. students with between a
historical Textbook (page
Orchard & Pushpa's questions: forest and an
impact of 151), Pictures
Impact of "Where did wild orchard. <br>
2 clearing forests comparing a natural
Deforestation animals go?", "What Ask students to
for human forest with an
(Historical happened to trees?", write down 2-3
needs. <br> orchard/plantation.
Context) "Do we always questions they
Formulate
destroy forests?". have about
questions
<br> Initiate forests.
about the
discussion: "Why do
consequences
we need forests at
of
all?" and "Do you
deforestation.
 support this
statement?"
Define what a
forest is
(community of
organisms).
Present the
<br> Explain
information Pushpa
key roles of
collected about Explain why
forests: "lungs
forests (pages 151- forests are
of the Earth," Textbook (page
152). <br> Explain called "lungs of
renewable 151-152),
What Forests each point clearly, the Earth."
resource, Chart/Diagram of
Are: especially "lungs of <br> List 3
ecological forest ecosystem,
3 Importance & the earth" (linking to reasons why
balance, World map showing
Ecological previous forests are
habitat for forest cover,
Role respiration/photosynt important.
wildlife, soil Pictures of
hesis units) and <br> Draw a
erosion control, deforestation.
"ecological balance." simple picture of
rain causation,
<br> Discuss a forest.
cooling effect.
current forest cover in
<br>
India.
Understand the
concept of
deforestation
and its causes.
Introduce the concept
Identify the of "Diversity in
diversity of forests." <br>
trees and Discuss the table of
animals within forests in Telangana Group work: List
Textbook (page
forests. <br> (Eturi Nagaram, more
152), Map of
Diversity in Name specific Bhadradri, plants/animals
Telangana showing
Forests: trees and Mahabubnagar, from Telangana
forest areas,
4 Telangana animals found Adilabad) and their forests. <br>
Pictures of Teak,
Forests & in Telangana typical flora/fauna. Discuss
Sal, Neem,
Activity 1 forests. <br> <br> Conduct "Let reasons for
Tamarind, Tiger,
Research and us do-1: Studying variations in
Panther, Deer, etc.
list more diverse animals and forest types.
examples of plants" (group
forest flora and discussion, using
fauna. library books/teacher
for more names).
Compare and Show and discuss
contrast forests Fig. 3(a) and 3(b)
in hot and (Forest of hot and
Compare and
humid areas humid areas vs. cold
Diversity in Textbook (page contrast two
(equatorial) areas). <br> Guide
Forests: 153, Fig 3a, 3b), types of forests.
with cold areas students to find
Comparing Pictures/videos of <br> Explain
5 (alpine). <br> similarities and
Hot & Humid equatorial why forests are
Relate forest differences. <br>
vs. Cold rainforests and good habitats,
characteristics Revisit the concept of
Areas alpine forests. including for
to climatic "habitat" from Class
humans.
conditions. VI and apply it to
<br> forests, including
Understand human habitation.
 "habitat" in the
context of
forests.
Understand
that forests are
home to
Discuss the life of
indigenous
forest-dwelling
people (tribals).
people, emphasizing
<br>
their respect for Oral questions
Appreciate
nature. <br> on tribal life in
Forest their Textbook (page
Highlight the forests. <br>
Dwellers: sustainable 153-154),
Chenchus example Discussion:
Tribals & practices Pictures/videos of
6 (page 153) and their "What are the
Their (collecting dry tribal communities
knowledge of the problems these
Sustainable wood, hunting living sustainably in
forest. <br> people will face
Practices small animals, forests.
Discuss problems if shifted from
leaving part of
faced by these forests?"
tubers). <br>
communities when
Identify
forced to leave
problems faced
forests.
by tribals due
to
displacement.
Collect
information Conduct "Let us do-3:
about other Preparing case study
tribal people on tribals." <br> Group
Textbook (page
living in forests. Guide students on project/presenta
154), Library
<br> Prepare research methods tion on a tribal
Activity: resources (books
a short case (library, internet, if case study.
Preparing on Indian tribes),
7 study on a accessible; interviews <br>
Case Study Internet access (if
chosen tribal with knowledgeable Formative
on Tribals available), Chart
group. <br> people). <br> assessment on
paper for case
Develop Students can work in information
studies.
information groups to research skills.
gathering skills and present their
and research findings.
abilities.
Identify major
Discuss "Destruction
causes of
of forests- An
deforestation
alarming pace!"
(economic
news. <br>
purposes, Textbook (page
Elaborate on causes:
construction, 154, Fig 4, 5), List 4-5 causes
Destruction logging, agriculture,
industries, Pictures/videos of of deforestation.
of Forests: urbanization, mining,
fires). <br> deforestation, <br> Explain
8 Causes & forest fires. <br>
Understand the Forest fires, 2-3
Consequenc Discuss
devastating Animals migrating consequences
es consequences: "Does
consequences from deforested of deforestation.
deforestation affect
of deforestation areas.
animals?", "Why do
(habitat loss,
wild animals enter
wild animals
villages?", "What will
entering
happen if forests are
villages,
 ecosystem completely
collapse). destroyed?".
<br> Ask
critical
questions
about
preventing
destruction.
Conduct "Let us do-4:
Go around your
Observe and
locality and note the
name trees in
number of trees."
their local
<br> Discuss their
locality. <br>
observations and Complete the
Identify if these
Local Trees compare with forest local tree
trees are also Textbook (page
& Steps trees. <br> observation
found in 154-155, Fig 6),
Towards Introduce "STEP activity. <br>
9 forests. <br> Local area for
Conservation TOWARDS Describe the
Learn about observation,
(Kondamallip CONSERVATION" efforts of
community-led Notebook, Pen.
udi VSS) through the Kondamallipudi
forest
Kondamallipudi Vana VSS.
conservation
Samraksha Samiti
efforts (Vana
example. <br>
Samraksha
Discuss their efforts
Samiti).
(planting, bunds,
trenches).
Learn about
the historical
Narrate the story of
"Chipko
the Chipko
Movement"
Movement (Amrita
and its
Devi, Sunder Lal
significance.
Bahuguna). <br> Write their
<br> Analyze Textbook (page
Read and discuss opinion on the
the "Save a 155-156, Fig 7),
Chipko "Save a Tree, Save "Save a Tree"
Tree, Save Pictures of Chipko
Movement & Other Lives Too!" story. <br>
10 Other Lives Movement, Visuals
"Save a story (Neelima's Explain the
Too!" story for of "Karthik Vanam"
Tree" Story effort). <br> Chipko
its message of or social forestry
Encourage students Movement in
conservation. projects.
to write their opinion brief.
<br>
on the story. <br>
Appreciate
Introduce "Karthik
individual and
Vanam" (Social
community
Forestry).
efforts in
conservation.
Summarize the Whole class review of
Concept map
importance of the unit. <br>
on "Forest: Our
forests and Emphasize how
Revision, All previous TLM, Life" (benefits,
threats to forests are
Application & Whiteboard/Smartb threats,
11 them. <br> interconnected with
Biodiversity oard for concept conservation).
Reiterate the all aspects of life and
Connection mapping. <br> Short
need for biodiversity. <br>
essay: "My role
conservation at Brainstorm individual
in conserving
individual and actions for forest
 community conservation (e.g., forests." <br>
levels. <br> reducing paper use, Unit Test.
Reinforce the supporting
"Application to sustainable
Daily life and products). <br>
concern to Prepare for Unit Test.
Biodiversity"
standard.

6. Teacher's Notes: (Additional Resources, Activities)

 Additional Resources:
o Documentaries/Short Films: Show age-appropriate documentaries on forests,
deforestation, wildlife conservation, and successful reforestation projects (e.g., from
National Geographic Kids, WWF India).
o Guest Speaker: Invite a Forest Department official, a wildlife conservationist, or an
environmental activist from Visakhapatnam to speak about local forests, their
importance, and conservation challenges.
o Tree/Plant Identification Apps: Introduce students to apps that help identify trees and
plants during their local observation activity.
o Forest Map of Andhra Pradesh/India: Use a detailed map to show major forest areas
and protected zones.
o Samples of Forest Products: Bring samples of timber, resins, honey, or medicinal
plants (ethically sourced) to class.
 Activities:
o "Forest Ecosystem" Diorama/Model: Students can work in groups to create a
diorama depicting a forest ecosystem, showing different layers of vegetation, animals,
and the flow of energy.
o "Tree Census" in School/Locality: Expand "Let us do-4" into a small project where
students identify, count, and perhaps even measure a few trees in a defined area,
noting their benefits.
o "Why I Love Forests" Campaign: Students create posters, poems, or short speeches
advocating for forest conservation.
o Debate: Organize a debate on topics like "Is economic development always at the cost
of forests?" or "Who is more responsible for protecting forests – government or
individuals?"
o Role-Play: Students can role-play a scenario of a community discussing whether to
clear a forest for development or conserve it.
o Bird Watching/Insect Observation: Conduct a brief session in the school garden or
nearby park to observe birds and insects, linking them to their forest habitats.
o Recycling Drive: Organize a school-wide recycling drive, especially for paper, and
discuss how this helps reduce the demand for cutting trees.
o Seed Ball Making: A practical activity where students make seed balls (mixture of soil,
compost, and seeds) to be dispersed in barren areas, promoting reforestation.

7. Teacher Response:

The provided text for "Forest: Our Life" from SCERT, Telangana, is an excellent pedagogical tool for
Class VII students. It employs a narrative approach (Pushpa's story) to introduce complex ecological
concepts, followed by structured activities and real-world examples.

Strengths of the provided text:

 Narrative Hook: Starting with Pushpa's curiosity makes the learning journey personal and
engaging for students.
  Comprehensive Coverage: The text effectively covers the multi-faceted importance of forests
– ecological, economic, social, and environmental.
 Inquiry-Based Learning: The numerous questions posed throughout the text encourage
critical thinking and active participation.
 Relatable Examples: The examples of grandpa's orchard, Telangana forests, tribal
communities (Chenchus, Koyas), and the "Save a Tree" story make the concepts tangible and
impactful.
 Emphasis on Biodiversity and Conservation: The unit strongly aligns with the academic
standard of "Application to Daily life and concern to Biodiversity," highlighting deforestation
threats and various conservation efforts (Vana Samraksha Samiti, Chipko Movement, Social
Forestry).
 Comparative Analysis: The comparison of forests in hot/humid versus cold areas helps
students understand geographical influences on ecosystems.
 Connecting Concepts: Implicitly links to previous units like "Nutrition in Plants" (carbon
dioxide absorption) and "Soil" (soil erosion control).
 Inspirational Stories: The Chipko Movement and Neelima's story serve as powerful
examples of individual and community action, fostering an appreciation for conservation.

Suggestions for Teacher's Implementation:

 Visual Richness: Supplement the text with an abundance of high-quality images and short
videos. Showing diverse forest types, close-ups of forest flora and fauna, and the impacts of
deforestation will enhance understanding and aesthetic appreciation.
 Local Forest Connection: While the text references Telangana forests, explicitly bring in
examples of forests and tribal communities in and around Visakhapatnam and Andhra
Pradesh. Discuss any local conservation initiatives or challenges.
 Hands-on Activities: Maximize the "Let us do" activities. For the "Studying diverse animals
and plants," if a field trip isn't possible, use online virtual forest tours or detailed
documentaries. For "Preparing case study on tribals," guide students on ethical research
practices.
 Debate and Discussion: Encourage robust class discussions and debates on complex issues
like balancing economic development with forest conservation. This helps develop critical
thinking and communication skills.
 Role-Playing: Consider a role-play activity where students represent different stakeholders
(e.g., a forest officer, a tribal person, a logger, an environmentalist) discussing the future of a
forest.
 Project-Based Learning: The case study on tribals or the local tree observation can be
expanded into mini-projects where students research and present their findings.
 Connect to Current Events: Discuss recent news related to forests, climate change, or
wildlife conservation to show the contemporary relevance of the topic.
 Reinforce Vocabulary: Regularly use and explain terms like ecosystem, ecological balance,
deforestation, reforestation, social forestry, tribals, etc.
 Empowerment: Emphasize that even small individual actions (like reducing paper use,
supporting sustainable products) contribute to forest conservation. The stories in the text are
great examples of this.
 LESSON PLAN: CHANGES AROUND US
Class: VII

Unit/Lesson: 17 - CHANGES AROUND US

Number of Periods Required: 10

Academic Standards (Particular to this unit only):

 Conceptual understanding
 Asking questions and making hypotheses
 Experimentation and field investigation
 Information Skills and projects
 Communicating through Drawing and model making
 Appreciation and Aesthetic sense
 Application to Daily life and concern to Biodiversity

5. Period-wise Tabular Form:

Learning
PERIOD
Outcomes Assessment
NUMBE Concepts Teaching Strategies TLM/Resources
(Students will [CCE]
R
be able to...)
Observe and Begin with a
identify discussion: "What
various changes do you
changes in observe around you Oral questions
Textbook (page
daily life. every day?" <br> on daily
Introduction to 158), Various
<br> Introduce the idea of changes.
Changes & objects for
Classify changes happening <br>
Types of demonstration
1 changes over time and Complete
Changes (ice, balloon,
based on periodical changes Table-1,
(Initial paper, milk, iron
initial (seasonal changes, identifying
Observation) nail), Chart of
observations day/night). <br> observed
Table-1.
(state, color, Conduct "Let us do- 2: changes.
size, shape, Find the change"
new activity, guiding
substance). students to fill Table-1.
Define Discuss the
physical observations from Draw the
change as a Table-1. <br> changes in ice.
change in Conduct "Let us do-3: Textbook (page <br> Define
shape, size, Observe the changes 159, Fig 1), Ice physical
Physical
color, or state in ice." Demonstrate cubes, Beaker, change with 3
Change:
without melting ice to water, Heating examples.
2 Definition &
forming new boiling water to steam, apparatus <br> Answer
Examples
substances. and (burner/hot plate), questions on
(Ice, Wax)
<br> condensation/freezing. Candle wax, new substance
Observe and <br> Repeat with Candle. formation in
analyze candle wax. <br> physical
changes in ice Introduce and define changes.
(melting, "Physical Change."
 freezing, <br> Students make
boiling) and a list of physical
wax. <br> changes.
List examples
of physical
changes from
daily life.
Define
chemical
change as a
Introduce "Chemical
change in
Changes." <br>
composition
Conduct "Let us do-4:
resulting in
Observing the Compare and
new
changes when burning contrast
substances. Textbook (page
some materials" physical and
<br> 159-160, Fig 2),
Chemical (wood, paper, cotton). chemical
Observe Small pieces of
Change: Ensure safety and changes based
changes wood, paper,
3 Definition & ventilation. <br> on
during burning cotton,
Examples Guide students to fill observations.
of wood, Matches/Lighter,
(Burning) Table-3, observing <br> Define
paper, and Tongs, Heat-
new substance chemical
cotton. <br> resistant surface.
formation. <br> change with 3
Identify
Define "Chemical examples.
characteristics
Change." <br> Ask
of chemical
students to name daily
changes (new
life chemical changes.
substance,
color/state
change).
Identify rusting
as a common
chemical
change. Discuss "Rusting of
<br> Explain Iron." <br> Show
the conditions rusty iron objects
necessary for (nails, old tools, gate Describe the
rusting parts). <br> Explain Textbook (page process of
(oxygen, the chemical reaction 160, Fig 3), Rusty rusting. <br>
Rusting of
moisture). of iron with oxygen iron objects, Explain why
Iron: A
4 <br> and moist air to form Fresh iron rusting is a
Chemical
Understand iron oxide. <br> nails/objects, chemical
Change
that rust is a Discuss corrosion of Pictures of rusted change. <br>
new copper (greenish structures. Identify if other
substance coat). <br> Ask metals corrode.
(iron oxide). students to observe
<br> Identify iron articles in their
other surroundings.
examples of
corrosion
(copper).
Explain Discuss methods to Textbook (page List ways to
Prevention of
methods to prevent rusting 160-161), prevent rusting.
5 Rusting &
prevent mentioned in the text. Painted/greased <br> Define
Galvanisation
rusting <br> Introduce iron object, galvanization
 (painting, "Galvanisation." Galvanized and give
greasing). <br> Show pipe/bucket/bicycl examples of
<br> galvanized articles e handle, galvanized
Understand (bicycle parts, water Magnet. items.
galvanization pipes). <br> Explain
as a method how magnets can
of preventing identify iron. <br>
rust by coating Discuss the process of
with zinc. coating iron with
<br> Relate chromium or zinc.
galvanization
to everyday
objects.
Observe the
browning of
cut fruits and Conduct "Let us do-5:
vegetables. Observing colour layer
<br> Explain on cut fruits and
Textbook (page Observation
that browning vegetables." <br>
161-162, Fig 4, and recording
is a chemical Students cut various
Browning of 5), Apple, brinjal, of browning.
change fruits/vegetables and
Cut Fruits & potato, tomato, <br> Explain
caused by observe browning.
Vegetables: cucumber, why
6 reaction with <br> Discuss the
Chemical banana, Knife fruits/vegetable
oxygen. chemical reaction with
Change & (teacher use), s brown. <br>
<br> oxygen. <br>
Prevention Plates, Salt List methods to
Describe Demonstrate
water, Lemon prevent
methods to prevention methods
juice. browning.
prevent (putting potato/brinjal
browning (salt in salt water/lemon
water, lemon juice).
juice, Vitamin
C).
Observe Conduct "Let us do-6:
burning of Observe the changes
magnesium in Magnesium ribbon." Textbook (page
ribbon and its Safety: Do not look 162-163, Fig 6,
Describe the
products. directly at the flame. 7), Magnesium
Chemical burning of
<br> Test <br> Test the ash ribbon,
Change: magnesium and
the nature of solution with litmus Candle/burner,
Magnesium the copper
magnesium paper. <br> Conduct Tongs, Beaker,
7 Ribbon & sulphate
oxide solution. "Let us do-7: Observe Litmus paper,
Copper reaction. <br>
<br> some chemical Copper sulphate,
Sulphate Identify the new
Observe color changes" (Copper Sulphuric acid
Reactions substances
change in Sulphate and Iron (dilute, teacher
formed in each.
copper nail). <br> Discuss use), Iron nail,
sulphate the new substances Test tubes.
reaction with formed and color
iron. changes.
Observe the Conduct "Let us do-8: Textbook (page Describe the
Chemical
reaction of Observe reaction of 163, Fig 8), Test vinegar-baking
Change:
vinegar and Vinegar with Baking tube, soda reaction.
8 Vinegar &
baking soda. soda." <br> Vinegar/Lemon <br> Explain
Baking Soda
<br> Identify Demonstrate passing juice, Baking how to test for
Reaction
the gas the gas through soda, Delivery carbon dioxide.
 produced limewater and tube, Beaker,
(carbon observing the milky Freshly prepared
dioxide) using white change. <br> limewater.
limewater test. Explain that carbon
<br> dioxide and calcium
Conclude that carbonate are new
new substances. <br>
substances Reinforce the
are formed. definition of chemical
change.
Discuss
Define "Crystallisation" and
crystallization its everyday examples
as a process (sugar crystals on
of separating sweets). <br>
soluble solids. Conduct "Let us do- Textbook (page
Observe and
<br> 10: Observe 164-165, Fig 9),
describe crystal
Observe crystallisation of Test tubes,
formation.
crystallization Sugar." <br> Beakers, Sugar,
<br> Define
Crystallisation of sugar, urea, Conduct "Let us do- Urea, Alum,
crystallization.
9 : A Physical and copper 11: Observe Copper sulphate,
<br> Explain
Change sulphate. Crystallisation of Water, Stirring
why
<br> Urea." <br> Conduct rod, Filter paper,
crystallization is
Conclude that "Let us do-12: Funnel, Heating
a physical
crystallization Observing apparatus,
change.
is a physical Crystallisation of Magnifying glass.
change (no Copper Sulphate."
new <br> Define
substance crystallization and
formed). emphasize it's a
physical change.
Conduct a class
discussion: "Think
Differentiate
about the following
between
changes and decide
physical and
whether they are
chemical
physical or chemical
changes Textbook (page
changes" (Table-5).
based on key 165-166, Fig 10, Classify various
<br> Discuss
characteristics Table 5, 6), changes as
Identifying examples like milk to
. <br> Apply Pictures of physical or
Physical & curd, boiling egg,
knowledge to various everyday chemical with
10 Chemical batteries,
classify changes (e.g., reasons. <br>
Changes & turmeric/limewater,
various daily burning candle, Complete
Recap chewing Pan. <br>
life changes. cutting apple, Table-6. <br>
Use Fig. 10 and
<br> dissolving sugar, Unit Test.
Table-6 for a
Summarize rusting metal).
comprehensive review
key learnings
of various changes.
about
<br> Recap "What
changes
we have learnt?"
around us.
section. <br>
Prepare for Unit Test.

6. Teacher's Notes: (Additional Resources, Activities)

  Additional Resources:
o Videos/Animations: Short animated videos illustrating molecular changes during
physical (e.g., phase changes of water) and chemical reactions (e.g., combustion,
rusting).
o Safety Posters: Display clear safety instructions, especially for experiments involving
heat, flames, or chemicals.
o Interactive Quizzes/Games: Use online platforms for interactive quizzes to reinforce
understanding of physical vs. chemical changes.
o Chemical Reactants for Demonstration (Teacher Only): If advanced, controlled
demonstrations of other chemical reactions (e.g., baking soda + acid creating gas, color
changes with indicators) can be done by the teacher with proper safety.
o Everyday Examples: Collect a wide range of common household items and materials
to demonstrate different changes.
 Activities:
o "Change Detectives" Activity: Students bring common objects from home and
classify the changes they undergo as physical or chemical, explaining their reasoning.
o Experiment Station: Set up different stations around the classroom, each
demonstrating a different physical or chemical change. Students rotate and observe.
o "Mystery Powder" Experiment: Give students two unknown white powders (e.g.,
baking soda and cornstarch) and a few liquids (water, vinegar). They perform simple
tests to observe changes and infer properties.
o Poster Making: Students create posters illustrating different types of changes with
examples and explanations.
o Concept Map: Create a large class concept map on "Changes Around Us," linking
physical and chemical changes to their characteristics, examples, and applications.
o Debate: A short debate on "Is rusting always a bad change?" (Considering the
protective layer on copper).
o Real-World Applications: Discuss how understanding changes is crucial in industries
(e.g., food preservation, manufacturing, construction).
o Environmental Connection: Discuss how some chemical changes, like burning fossil
fuels, impact the environment (e.g., pollution).

7. Teacher Response:

The provided text for "Changes Around Us" from SCERT, Telangana, offers a very practical and
engaging approach to a fundamental concept in chemistry. The emphasis on observation and hands-
on activities is highly suitable for Class VII students.

Strengths of the provided text:

 Direct Observation and Experimentation: The unit is packed with "Let us do" activities that
allow students to directly observe and analyze various changes. This hands-on approach is
critical for conceptual understanding.
 Relatable Examples: Using everyday phenomena like melting ice, burning paper, rusting iron,
browning fruits, and making curd makes the abstract concepts of physical and chemical
changes concrete and understandable.
 Clear Definitions: The distinction between physical and chemical changes is clearly
articulated with accompanying examples and criteria.
 Systematic Progression: The unit logically progresses from general observations to specific
definitions, then explores various types of changes, and finally introduces a special separation
technique (crystallization).
 Historical Context (Implicit): While not explicit, the discussion of rusting and galvanization
hints at human ingenuity in dealing with material changes.
 Application to Daily Life: The unit explicitly links changes to daily life situations, fulfilling this
academic standard.
  Emphasis on Safety: The implied need for safety during burning activities is present, which is
crucial for the teacher to reinforce.

Suggestions for Teacher's Implementation:

 Prioritize Safety: Absolutely crucial for all experiments involving heat, flames, or chemicals.
Ensure proper ventilation, use safety goggles if possible, and supervise all activities closely.
Teach students safe handling procedures.
 Material Preparation: Ensure all required materials for the "Let us do" activities are readily
available and in sufficient quantities for student groups. Some materials (like fresh limewater,
certain fruits) might need daily preparation.
 Demonstration vs. Student Activity: For certain experiments (like burning magnesium or
handling concentrated solutions if used as an extension), the teacher should demonstrate
while students observe from a safe distance. For others, students can perform in groups under
supervision.
 Visual Aids: Supplement the text with high-quality diagrams, charts, and videos. For example,
animated videos showing molecules rearranging during chemical changes can help in
conceptual understanding, even if at a basic level for Class VII.
 Connect to Previous Knowledge: Regularly link the concepts to what students might have
learned previously (e.g., states of matter, properties of materials, magnets).
 Address Misconceptions: Students often confuse physical and chemical changes.
Continuously reinforce the key criterion: "Is a new substance formed?"
 Encourage Inquiry: Go beyond just performing activities. Ask students "Why do you think this
happened?" or "What might be the new substance formed?" This fosters critical thinking and
hypothesis formation.
 Post-Activity Discussion: Dedicate ample time after each activity for students to share their
observations, discuss results, and articulate their conclusions. This is where real learning
happens.
 Assessment Beyond Pen-Paper: Use observation of practical skills during experiments,
student participation in discussions, and their ability to explain concepts in their own words as
part of the CCE assessment.
 Environmental Connection: While the text doesn't explicitly link every change to biodiversity,
the concept of chemical changes can be briefly extended to discuss environmental impacts
(e.g., burning fossil fuels leading to air pollution – a chemical change).
PERIOD PLANS FOR THE CHAPTER 1. "FOOD COMPONENTS"

Chapter: 1 Food Components - Period Plans

Overall Goal: Students will understand the essential components of food (nutrients, roughages,
water), their importance for the body, how to test for their presence, and the concept of a balanced
diet.

Period 1: Introduction to Food & Energy Needs

1. Introduction:

* Greetings: Greet students warmly.

* Mind Mapping: Ask students to brainstorm everything that comes to mind when they hear "food" or
"eating." Guide them towards the purpose of food.

* Probing / Inquisitive Questions: "Why do we eat food?", "Does food give us energy?", "Do we need
energy even when we sleep? Why or why not?"

* Declaration of the Lesson name: "Today, we will begin our study of 'Food Components,' exploring
the fundamental relationship between food, energy, and our daily activities."

2. Reading the lesson:

* Reading: Instruct students to read the introductory section (Page 2, first column), focusing on "the
relationship between eating food and performing activities" to "What are the components in it?".

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight "energy,"

"respiration" (mentioned in the context of sleeping), "circulation" (also mentioned for sleeping).

* Discussion in groups: Divide students into small groups to discuss the questions on Page 2 about
not getting food ("Suppose you don’t get food for lunch...", "If you don’t get anything for more than a
day...", "Why should we take food?").

* Teachers writing words on the board and explaining: Explain that food provides energy for all bodily
functions, even during sleep (e.g., breathing, blood circulation).

3. Conduct the activities for Conceptual understanding:

* Activity (Discussion-based): Facilitate a whole-class discussion based on the probing questions on

Page 2 ("Do we need energy when we sleep? Why / why not?"). Encourage students to list activities
their body performs even when sleeping.

4. Conclusion and Assessment:

* Brief conclusion: Summarize that food is essential for growth, repair, and providing the energy
needed for all life activities, even involuntary ones like breathing and blood circulation during sleep.

* Instructing children: Ask students to observe food packets at home and think about what ingredients
or components are listed on them, preparing for the next period's activity.
Period 2: Identifying Food Components & Nutrient Categories
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall that food gives us energy. Ask: "What exactly in the food gives us energy or
helps us grow?"

* Probing / Inquisitive Questions: "Have you ever looked at the back of a food packet? What kind of
information is written there?", "Are all the substances in food equally important, or do some serve
specific purposes?"

* Declaration of the Lesson name: "Today, we will identify the common components listed on food
labels and categorize them into essential nutrient groups."

2. Reading the lesson:

* Reading: Instruct students to read "Let us do – 2: Listing out food components" (Page 2, second
column), including the instructions for Activity 2 and the questions below Table 1, up to "The
components present in food substances can be tested easily through simple experiments."

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight

"components," "nutrients," "Carbohydrates," "Proteins," "Fats (Lipids)," "Vitamins," "Minerals,"
"Fibres."

* Discussion in groups: Students discuss their findings from food packets and the questions related to
Table 1.

* Teachers writing words on the board and explaining: Introduce the term "nutrients" as the essential
components of food. List and briefly define the main categories: Carbohydrates, Proteins, Fats,
Vitamins, Minerals, Water, and Fibres.

3. Conduct the activities for Conceptual understanding:

* Activity 2: Listing out food components:

* Conducting activities in groups: If possible, provide actual food packets (e.g., biscuit, chips, milk
powder) or project images of food labels (like Fig. 2). In groups, students examine the labels and list
the food components present in Table 1 in their notebooks.

* Discussion in groups: Students discuss the questions provided below Table 1: "What are the
components found in biscuits?", "What components are most common in your list?", "Do you find any
vitamins and minerals?", "Where do you write salt and sugar?", "Are there any food items with similar
components?".

4. Conclusion and Assessment:

* Brief conclusion: Summarize that our food contains essential "nutrients" like carbohydrates,
proteins, fats, vitamins, and minerals, along with water and fibers, which serve various functions in
the body. Different foods have varying amounts of these components.

* Instructing children: Ask students to think about how scientists can confirm the presence of specific
nutrients in food items, preparing for the testing experiments.
Period 3: Testing for Starch & Fats in Food
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the categories of nutrients. Ask: "How do we know a food contains starch or
fat?"

* Probing / Inquisitive Questions: "How can we identify starch in a food?", "What happens to paper
when it touches oily food?", "Why is it important to confirm what's in our food?"

* Declaration of the Lesson name: "Today, we will learn and conduct simple experiments to confirm
the presence of Starch and Fats in various food items."

2. Reading the lesson:

* Reading: Instruct students to read "Let us do – 3: Confirmation of presence of food components"

(Page 2, continuing into Page 3), focusing on "Experiment – 1: Test for Starch" and "Experiment – 2:
Test for fats." Include the preparation instructions for dilute iodine solution.

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight "dilute

Iodine solution," "Iodine crystals," "dark-blue or black," "translucent," "gently on a piece of paper."

* Discussion in groups: Students discuss the steps of each experiment and what the expected
positive results would look like.

* Teachers writing words on the board and explaining: Explain the chemical principle behind the
iodine test for starch (color change from light yellow/brown to dark blue/black). Explain the paper test
for fats (leaving a translucent spot due to oil absorbing into paper fibers).

3. Conduct the activities for Conceptual understanding:

* Experiment – 1: Test for Starch:

* Conducting activities in groups/demonstration: If possible, provide test tubes, food samples (e.g.,
potato, rice, ripened banana, curry banana), and pre-prepared dilute iodine solution. Guide students
through the procedure. If not, demonstrate or discuss the experiment with expected observations.

* Experiment – 2: Test for fats:

* Conducting activities in groups/demonstration: Provide small samples of food (e.g., oil, ghee, butter,
vada) and pieces of paper. Guide students to rub the samples and observe for translucency.

* Writing the reports: Students record their observations and conclusions for each test in their
notebooks.

4. Conclusion and Assessment:

* Brief conclusion: Summarize that starch presence is confirmed by a dark blue/black color with
iodine solution, and fat presence is confirmed by a translucent spot on paper.

* Instructing children: Ask students to think about how to test for proteins, which are a major
component of muscles and growth, for the next period.
Period 4: Testing for Proteins & Varying Nutrient Quantities
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall tests for starch and fats.

* Probing / Inquisitive Questions: "How can we find out if a food contains protein?", "Do all foods have
the same amount of each nutrient?", "Why do growing children need more protein?"

* Declaration of the Lesson name: "Today, we will learn to test for Proteins in food and understand
that different food items contain varying quantities of nutrients according to individual needs."

2. Reading the lesson:

* Reading: Instruct students to read "Experiment – 3: Test for Proteins" (Page 3, second column),
including the preparation instructions for copper sulphate and sodium hydroxide solutions. Continue
reading to "But some components may be more while some may be less." (Page 4, first column).

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight "copper

sulphate solution," "sodium hydroxide solution," "pellets," "grind it into powder or paste," "violet or
purple," "quantity varies."

* Discussion in groups: Students discuss the steps and safety of the protein test. They also discuss
why nutrient quantities might vary in different foods.

* Teachers writing words on the board and explaining: Explain the Biuret test for proteins (color
change to violet/purple). Emphasize that most foods contain all nutrients but in different proportions
(e.g., rice has more carbs, oil has more fat, milk has protein).

3. Conduct the activities for Conceptual understanding:

* Experiment – 3: Test for Proteins:

* Conducting activities in groups/demonstration: Provide test tubes, food samples (e.g., milk, curd,
egg white, powdered pulse), and pre-prepared copper sulphate and sodium hydroxide solutions.
Guide students through the procedure. Emphasize safety with chemicals.

* Activity 4: Testing of food items:

* Conducting activities in groups: Using the tests from Periods 3 and 4, students test different food
items listed in Table 2 (Page 3) or their own examples and record observations for Starch, Proteins,
and Fats.

* Discussion in groups: Students analyze the data in Table 2 and answer the questions on Page 4
("Which foods show the presence of starch?", "What nutrients are present in milk?", etc.).

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can share their completed
Table 2 and discuss their findings about the nutrient composition of different foods.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: "Which food items are rich in protein?", "Why do children and athletes
need more protein?", "What are the common nutrients found in most food items?"
5. Conclusion and Assessment:

* Brief conclusion: Proteins are confirmed by a violet/purple color with Biuret reagents. Food items
contain all major nutrients, but their quantities vary depending on the food and individual needs (e.g.,
growing children need more protein).

* Instructing children: Ask students to think about other components of food that don't provide energy
but are still essential, leading to roughages.

Period 5: Roughages or Dietary Fibres

1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the main energy-providing nutrients (carbs, proteins, fats). Ask: "Are there
any other important parts of food that don't give us energy?"

* Probing / Inquisitive Questions: "What are roughages?", "Why do we need them if they don't give
energy?", "What is constipation?"

* Declaration of the Lesson name: "Today, we will discover Roughages, also known as Dietary
Fibres, understanding their importance for digestion and overall health."

2. Reading the lesson:

* Reading: Instruct students to read "ROUGHAGES OR DIETARY FIBRES" (Page 4, second column)
to "Then only it becomes safe to eat them along with peels." (Page 5, first column).

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight

"roughages," "dietary fibres," "fine strands or thread like structures," "digestive tract," "constipation,"
"Bran," "shredded wheat," "cereals," "peels," "pesticides."

* Discussion in groups: Students discuss their observations of roughages in vegetables and the
benefits they provide.

* Teachers writing words on the board and explaining: Define roughages as a type of carbohydrate
that the body cannot digest. Explain their function in promoting "free bowel movement" and
preventing "constipation." Discuss various sources (fruits, vegetables, cereals) and the importance of
washing fruits/vegetables due to pesticides.

3. Conduct the activities for Conceptual understanding:

* Activity 5: Roughages in some food items:

* Conducting activities in groups: Provide samples of fibrous vegetables (e.g., ribbed gourd, bunch
beans, lady’s finger, or boiled sweet potato). Guide students to break or crush them and observe for
"fine strands or thread like structures."

* Discussion in groups: Students discuss "What are these strands called?" and "how dietary fibres
help in preventing constipation."

4. Conclusion and Assessment:

* Brief conclusion: Roughages (dietary fibres) are indigestible carbohydrates essential for healthy
digestion, preventing constipation, and are found abundantly in fruits, vegetables, and cereals,
especially in their peels.

* Instructing children: Ask students to think about another essential, non-energy-providing component
of food that makes up a large part of our body.

Period 6: Water - The Essential Component

1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall roughages and their importance. Ask: "What is another vital component of
food that doesn't provide energy, but is crucial for life?"

* Probing / Inquisitive Questions: "How much water do we drink every day?", "Where else do we get
water from besides drinking?", "Why is water so important for our body functions?"

* Declaration of the Lesson name: "Today, we will focus on Water as an essential food component,
understanding its sources and its critical roles in our body."

2. Reading the lesson:

* Reading: Instruct students to read the "WATER" section (Page 5, second column) to the end of that
section, including Activity 6.

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight "essential

component," "sufficient water," "fruits and vegetables contain water," "digestive tract," "many other
processes."

* Discussion in groups: Students discuss how much water they drink and identify water-rich fruits and
vegetables.

* Teachers writing words on the board and explaining: Emphasize that water is a crucial component
of food. Discuss its various sources (drinking, fruits, vegetables). Explain its roles in the body (aiding
food movement in the digestive tract, facilitating other body processes).

3. Conduct the activities for Conceptual understanding:

* Activity 6: To know the use of water:

* Conducting activities in groups/demonstration: Provide a piece of sponge, a pipe, and water. Guide
students to try moving the dry sponge in the pipe, then dip it in water and try again (referencing Fig.
9).

* Discussion in groups: Discuss "Why does it move freely?" and connect the observation to water's
role in lubricating the digestive tract.

4. Conclusion and Assessment:

* Brief conclusion: Water is an indispensable component of food, obtained from various sources, and
it plays vital roles in facilitating food movement in the digestive tract and numerous other bodily
processes. Therefore, drinking plenty of water is crucial.
* Instructing children: Ask students to think about how they combine different foods to get all the
necessary components, leading to the concept of a balanced diet.

Period 7: Balanced Diet - Concept and Daily Application

1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall all essential food components (nutrients, roughages, water). Ask: "How do we
make sure we get all these important components?"

* Probing / Inquisitive Questions: "What do you understand by a 'balanced diet'?", "Is it possible to eat
a balanced diet every day?", "What factors influence what we eat?"

* Declaration of the Lesson name: "Today, we will learn about the concept of a 'Balanced Diet' and
how to ensure our daily food intake meets all our nutritional requirements."

2. Reading the lesson:

* Reading: Instruct students to read "BALANCED DIET" (Page 5, second column) to "You need not
eat all items as shown in the 'THALI'..." (Page 6, first column).

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight "balanced

diet," "adequate quantity."

* Discussion in groups: Students discuss what they think makes a diet balanced.

* Teachers writing words on the board and explaining: Define a "balanced diet" as one that contains
all necessary food components (carbohydrates, proteins, fats, vitamins, minerals, roughages, water)
in "adequate quantities" for individual needs.

3. Conduct the activities for Conceptual understanding:

* Activity 7: List the food items eaten by you yesterday:

* Conducting activities individually/discussion: Students list their food intake from breakfast to dinner
the previous day.

* Discussion in groups: Students analyze their own diet lists and discuss "Does your diet contain all
the necessary components of food in it?"

* Activity 8: Look at the food 'THALI':

* Conducting activities in groups/discussion: Students observe Fig. 10 (food 'THALI') and list the food
items and the likely food components present in them in Table 3.

* Discussion in groups: Students compare their 'THALI' analysis and discuss how to achieve a
balanced diet without eating "all items."

4. Conclusion and Assessment:

* Brief conclusion: A balanced diet means consuming all essential food components in the right
amounts. It's crucial to be mindful of what we eat daily to ensure adequate nutrient intake for health
and growth.
* Instructing children: Ask students to think about practical tips for maintaining a balanced diet and
what kind of foods to limit.

Period 8: Balanced Diet - Practical Tips, Cooking & Junk Foods

1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the definition of a balanced diet.

* Probing / Inquisitive Questions: "Is healthy food always expensive?", "How does cooking affect
nutrients in food?", "Why are some foods called 'junk food'?"

* Declaration of the Lesson name: "Today, we will delve into practical tips for making our diet
balanced, the importance of proper cooking, and the harmful effects of junk foods."

2. Reading the lesson:

* Reading: Instruct students to read "Make your diet a balanced one" (Page 6, first column) to "In
what way are they harmful to us?" (Page 6, second column, including Table 4 and Fig. 11).

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight "green

salads," "cereals," "pulses," "dry fruits," "moderately," "adequately," "plenty," "sparingly," "over
cooking," "re-heating," "junk foods," "deprived," "damages to our digestive system."

* Discussion in groups: Students discuss various categories of food (plenty, adequately, moderately,
sparingly) and the dangers of junk food.

* Teachers writing words on the board and explaining: Explain that a balanced diet can be cheap.
Discuss the impact of cooking methods (overcooking, reheating, washing after cutting) on nutrient
loss. Categorize foods into "plenty," "adequately," "moderately," and "sparingly." Explain why junk
food is harmful.

3. Conduct the activities for Conceptual understanding:

* Activity (Discussion): "Do you know which foods are to be eaten moderately, adequately, plenty and
sparingly?" (Refer to the bullet points on Page 6). Students can categorize various food items.

* Activity (Discussion): "Discuss in groups or collect information about junk food. In what way are they
harmful to us?"

4. Conclusion and Assessment:

* Brief conclusion: A balanced diet is achievable and affordable by including diverse foods like
salads, cereals, pulses, and seasonable fruits, while avoiding overcooking and excessive
consumption of fats and junk foods.

* Instructing children: Ask students to think about how our understanding of nutrition developed over
time and how food habits vary culturally.

Period 9: Food Habits & History of Nutrition

1. Introduction:
* Greetings: Greet students.

* Mind Mapping: Recall the concept of a balanced diet and healthy eating habits.

* Probing / Inquisitive Questions: "Why do people in different parts of the world eat different kinds of
food?", "When did scientists start studying nutrition seriously?", "Who were some early pioneers in
nutrition science?"

* Declaration of the Lesson name: "Today, we will explore how food habits are influenced by culture
and climate, and delve into the fascinating history of nutrition science."

2. Reading the lesson:

* Reading: Instruct students to read "Food habits of the people depends upon..." (Page 7, first
column) to the end of the chapter.

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight "climatic

conditions," "cultural practices," "Lavoisier," "James Lind," "Scurvy."

* Discussion in groups: Students discuss regional food habits and cultural influences. They also
discuss the contributions of Lavoisier and James Lind.

* Teachers writing words on the board and explaining: Explain how factors like availability (e.g.,
wheat in North India), climate, and cultural practices shape dietary patterns. Introduce Lavoisier
(founder of modern nutrition science) and James Lind (discovered scurvy cure with fruits/vegetables)
as key historical figures.

3. Conduct the activities for Conceptual understanding:

* Activity (Discussion): "Why do people in north India eat chapathies as a daily food, while we eat rice
in large quantities?" (Connect to crop cultivation and regional availability).

* Activity (Discussion): "How did James Lind's discovery of scurvy's cure change our understanding
of nutrition?"

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can present brief findings
on cultural food habits or historical facts.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: "How have scientific discoveries improved our understanding of
nutrition over time?", "What is the importance of a balanced diet in different cultural contexts?"

5. Conclusion and Assessment:

* Brief conclusion: Food habits are deeply intertwined with climatic and cultural factors. The scientific
understanding of nutrition is a relatively recent development, pioneered by scientists like Lavoisier
and Lind, transforming our approach to health and diet.

* Instructing children: Instruct students to revise the entire chapter thoroughly for a comprehensive
assessment in the next period.

Period 10: Chapter Review & Application

1. Introduction:
* Greetings: Greet students.

* Mind Mapping: Conduct a rapid-fire recall of all key concepts: nutrients, tests, roughages, water,
balanced diet, healthy habits, historical figures.

* Probing / Inquisitive Questions: "Can you explain the function of each main nutrient?", "How would
you design an experiment to test for nutrients?", "How can you apply what you learned to make
healthier choices for yourself and your family?"

* Declaration of the Lesson name: "Today, we will consolidate our learning from the 'Food
Components' chapter through a comprehensive review and application of its core principles."

2. Reading the lesson:

* Reading: Quickly skim through the entire chapter to reinforce concepts.

* Identifying new/difficult/unfamiliar words and concepts: Address any remaining questions or areas
of confusion from the chapter.

* Discussion in groups: Students can work in small groups to prepare a quick "quiz" for another group
on specific topics (e.g., nutrient tests, types of roughages, balanced diet categories).

* Teachers writing words on the board and explaining: Clarify any challenging concepts based on
student questions during the review.

3. Conduct the activities for Conceptual understanding:

* Conceptual Application/Problem Solving:

* Provide a list of foods and ask students to identify the predominant nutrient in each.

* Present a scenario of an unbalanced diet and ask students to suggest improvements based on the
"moderately, adequately, plenty, sparingly" categories.

* Ask students to design a simple experiment to test a food item for all three major nutrients (Starch,
Fat, Protein).

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can share any concept
maps, summary notes, or diagrams they prepared during their revision.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: Use a mix of recall, understanding, and application questions from
the entire chapter. This can include questions from the textbook's end-of-chapter exercises (if
available), or created by the teacher.

5. Conclusion and Assessment:

* Brief conclusion: Reiterate that understanding food components and applying the principles of a
balanced diet are crucial for maintaining good health, growth, and energy, empowering students to
make informed dietary choices.

* Instructing children: Assign any remaining end-of-chapter questions for homework. Encourage
students to actively incorporate healthy food habits into their daily lives.
 Annual Plan
1. Class: VIII
2. Subject: BIOLOGICAL SCIENCE
3. Total Number of Periods required: 120 (Based on the sum of periods listed per unit)
4. Academic Standards to be achieved:
 Conceptual understanding: Students will grasp core scientific concepts related to biology, ecology,
and health.
 Asking questions and making hypotheses: Students will be encouraged to formulate questions and
develop testable hypotheses based on observations and prior knowledge.
 Experimentation and field investigation: Students will engage in hands-on experiments and
potentially field trips to explore scientific phenomena.
 Information Skills and projects: Students will develop research skills, gather information from
various sources, and undertake scientific projects.
 Communicating through Drawing and model making: Students will express scientific understanding
through diagrams, models, and other visual representations.
 Appreciation and Aesthetic sense, values: Students will develop an appreciation for the natural
world, scientific inquiry, and ethical considerations in science.
 Application to Daily life and concern to Biodiversity: Students will connect scientific concepts to
real-world applications and understand the importance of biodiversity conservation.

Number
Activities to Be Conducted
Month Unit/Lesson Name of Resource Suggestions
(CCE)
Periods

Brainstorming definition of
Textbooks, Online articles, science, Discussion on
1. What is Videos of scientific scientific method, Famous
June 05
Science? discoveries, Biographies of scientific discoveries timeline,
scientists Guest speaker (local
scientist/researcher)

Observing plant and animal

Textbooks, Microscope,
cells under microscope,
Prepared slides (plant &
Drawing and labeling cell
2. Cell - The Basic animal cell), Onion peel,
10 diagrams, Building 3D cell
Unit of Life Cheek cell slides, Videos on
models, Research on cell
cell structure & function, Cell
organelles and their functions,
models
Quiz on cell parts

Preparing slides of common

microorganisms (e.g., yeast,
Textbooks, Microscope, Petri pond water samples),
3. The World of dishes, Agar, Bread mold, Observing mold growth,
July Microorganisms 15 Yogurt, Videos on beneficial & Discussion on food
Part I & II harmful microbes, preservation methods, Role-
Antiseptics/Disinfectants play on disease transmission,
Creating awareness posters on
hygiene

Comparing different types of

reproduction in animals,
Textbooks, Diagrams of
Drawing and labeling
reproductive systems
4. Reproduction in reproductive systems,
10 (human/animal), Videos on
Animals Discussion on puberty and
animal reproduction, Models of
adolescent changes, Role of
reproductive organs
hormones, Guest lecture from
a health professional
 Group discussions on physical,
emotional, and social changes
Textbooks, Health education
during adolescence, Role-
resources, Videos on
5. The Age of playing challenging situations,
August 12 physical/emotional changes in
Adolescence Guest speaker on mental
adolescence, Counseling
health/nutrition, Creating a
resources
"Myth vs. Fact" chart about
adolescence

Researching endangered
Textbooks, Videos on species, Debates on
endangered conservation strategies,
species/ecosystems, Local Designing a biodiversity
6. Biodiversity and
Sep. 12 biodiversity maps, Guest conservation plan for a local
its Conservation
speaker from wildlife area, Creating a "Save
conservation group, Field trip Biodiversity" campaign, Nature
to a local park/sanctuary walk and identification of local
flora/fauna

Identifying different types of

ecosystems globally, Creating
food chains/webs for various
Textbooks, Videos/images of
ecosystems, Building miniature
7. Different various ecosystems (forest,
Oct. 12 ecosystem models
Ecosystems desert, aquatic), Globe/world
(terrarium/aquarium), Field trip
map, Local ecosystem study
to observe a local ecosystem,
Discussing human impact on
ecosystems

Discussing different farming

methods (traditional/modern),
Textbooks, Agricultural tools
Seed germination experiments,
8. Production of (pictures/real), Seed samples,
Nov. 12 Research on sustainable
Food from Plants Videos on farming practices,
agriculture, Project on "Farm to
Local farm visit
Table" process, Interviewing a
local farmer

Discussing different animal

products and their uses,
Textbooks, Videos on animal Research on ethical animal
9. Production of husbandry, Dairy farm/poultry farming, Debate on
Dec. 12
Food from Animals farm visit (if possible), Charts vegetarianism vs. non-
on animal products vegetarianism, Project on
"Importance of Livestock,"
Understanding animal welfare

Collecting water/air samples for

observation, Discussing
10. Not for
Textbooks, Water/air quality sources and effects of
Breathing Not for
testing kits (simple), Videos on pollution, Brainstorming
Drinking (Likely
Jan. 10 pollution, News articles on solutions for pollution control,
topics related to
environmental issues, Local Creating public awareness
Air and Water
environmental activists campaigns on clean air/water,
Pollution)
Debate on industrialization vs.
environment

Discussing causes of diseases

(infectious/non-infectious),
Textbooks, Diagrams of
Researching common diseases
human organ systems, Videos
11. Why do we fall and their prevention, Creating
Feb. 10 on common
ill? a first-aid guide, Understanding
diseases/preventive
vaccinations, Role-play on
measures, Health statistics
visiting a doctor/maintaining
hygiene
 Doubt clearing sessions, Group
All previous resources, study, Peer teaching, Mock
March Revision - Question banks, Sample tests, Problem-solving
papers sessions, Creating concept
maps

5. Teacher Responses:
 Differentiation: How will you cater to diverse learning needs (e.g., remedial for struggling students,
enrichment for advanced learners)?
 Formative Assessment Strategies: How will you continuously assess student understanding during
the lessons (e.g., questioning, quick quizzes, observations, exit tickets)?
 Feedback Mechanisms: How will you provide constructive feedback to students to help them
improve?
 Use of Technology: How will you integrate technology effectively into your teaching (e.g.,
simulations, educational apps, online resources)?
 Interdisciplinary Connections: How will you link science concepts to other subjects (e.g., math,
social studies, language arts)?
 Safety Protocols: How will you ensure safety during experiments and field investigations?
 Parental Involvement: How will you communicate with parents regarding student progress and
involve them in the learning process?
6. Suggestions of Headmaster:
 Integration of Life Skills: How can the curriculum explicitly incorporate more life skills relevant to
the students' age (e.g., decision-making, critical thinking, problem-solving)?
 Emphasis on Local Context: How can the lessons be tailored to include more examples and case
studies relevant to the local environment and community of Hyderabad, Telangana?
 Promote Scientific Temper: Encourage activities that foster a spirit of inquiry, rational thinking, and
an evidence-based approach to understanding the world.
 Professional Development: Identify areas where teachers might benefit from additional
professional development to enhance their subject knowledge or pedagogical skills.
 Community Engagement: Explore opportunities for students to engage with the local scientific
community or participate in science-related events/fairs.
 Assessment for Learning: Focus on assessment strategies that not only measure what students
have learned but also inform teaching and guide student improvement.
 Sustainability Education: Integrate themes of sustainability and environmental responsibility across
relevant units.

Important Considerations for the Headmaster:

 Resource Availability: Ensure that the suggested resources (microscopes, chemicals, field trip
opportunities, guest speakers) are actually available or can be procured.
 Teacher Training: If new methodologies or resources are introduced, provide adequate training for
teachers.
 Flexibility: The annual plan should be a living document, allowing for minor adjustments based on
student needs, current events, or unforeseen circumstances.
 Monitoring and Evaluation: Establish a system for monitoring the implementation of the plan and
evaluating its effectiveness.
 Cross-Curricular Projects: Encourage inter-subject projects where applicable to provide a holistic
learning experience.
 UNIT/LESSON PLAN FOR "CELL - THE BASIC UNIT OF LIFE" FOR CLASS 8

Unit / Lesson Plan: Cell - The Basic Unit of Life

1. Class: 08
2. Unit/Lesson: 02 Cell - The Basic Unit of Life
3. Number of Periods Required: 10
4. Academic Standards (Particular to this unit only):
 Conceptual Understanding: Students will develop a clear understanding of the cell as the basic
structural and functional unit of life, its discovery, major components, and the diversity in cell
shapes, sizes, and numbers.
 Asking Questions and Making Hypothesis: Students will be able to formulate questions related to
cell structure and function, and propose hypotheses based on their observations.
 Experimentation and Field Investigation: Students will gain hands-on experience in preparing and
observing microscopic slides of plant and animal cells, and conducting simple experiments related
to cell observation.
 Information Skills and Projects: Students will be able to collect information about different types of
cells and their functions from various resources, and present it effectively.
 Communicating through Drawing and Model Making: Students will accurately draw diagrams of
observed cells and label their parts, demonstrating their understanding of cell structures.
 Appreciation and Aesthetic Sense: Students will appreciate the intricate design and fundamental
importance of cells in all living organisms and develop an aesthetic sense towards the microscopic
world.
 Application to Daily Life and Concern to Biodiversity: Students will connect the concept of cells to
their daily lives and understand its relevance to the diversity of life on Earth.

Unit Plan/Lesson Plan Details:

Perio Learning Teaching

Concepts TLM/Resources Assessment [CCE]
d Outcomes Strategies

Engage: <br> -
Begin with a
discussion on the
diversity of life
Students will
and ask students
be able to:
what they think all
<br> -
living things are
Recall basic
made of. <br> -
life
Introduce the idea
functions. Formative: <br> -
of things being too
<br> - Q&A: "What is
small to see with
Understand - Textbook (pp. 16- the basic unit of
the naked eye.
the historical 17) <br> - life?" "Who
<br> Explore:
context of Images/diagrams of discovered the cell?"
<br> - Discuss
Introduction cell early microscopes <br> -
the contributions
to Cell & discovery. (Hooke's Brainstorming:
1 of early scientists
Discovery of <br> - microscope) and cork "What are some
like Leeuwenhoek
Cell Describe cells. <br> - Video basic functions of
and Kircher.
Robert clip (optional) on the living organisms?"
<br> - Introduce
Hooke's history of cell <br> - Exit Ticket:
Robert Hooke and
experiment discovery. "Summarize Robert
his cork
and Hooke's
observation.
observations contribution."
<br> Explain:
. <br> -
<br> - Explain
Define 'cell'
how Hooke
based on
observed cork
Hooke's
and coined the
findings.
term "cell." <br>
- Relate the
honeycomb
structure to "little
 rooms." <br>
Elaborate: <br>
- Discuss the
significance of
Hooke's discovery
as a milestone.

Engage: <br> -
Recap Hooke's
observation. Pose
the question: "Can
we observe
something similar
today?" <br>
Explore (Activity-
1): <br> -
Demonstrate the
procedure for
Students will
preparing a
be able to:
matchstick slide
<br> -
(soaking, cutting
Prepare a
thin slices,
temporary
mounting). <br> Formative: <br> -
slide of a
- Supervise - Matchsticks <br> Practical
matchstick
students as they - Water <br> - assessment: Ability
section.
prepare and Slides, cover slips to prepare a slide.
Observing <br> -
observe their own <br> - Microscope <br> - Drawing
2 Dead Cells Observe and
slides. <br> <br> - Razor and labeling of
(Matchstick) draw dead
Explain: <br> - blade/scalpel observed matchstick
cells under a
Facilitate (teacher use) <br> cells. <br> - Peer
microscope.
discussion on - Brush feedback on
<br> -
observations: "Do drawings.
Compare
you see box-like
their
structures?" "Are
observations
they similar to
with Hooke's
Hooke's
findings.
drawing?" <br>
- Emphasize that
these are dead
cells. <br>
Elaborate: <br>
- Discuss the
limitations of
observing dead
cells and the need
to observe living
cells.

Students will Engage: <br> -

be able to: Ask: "Matchstick
<br> - cells were dead.
Prepare a How can we see Formative: <br> -
temporary living cells?" Practical
- Onions <br> -
slide of an <br> Explore assessment: Correct
Water <br> -
onion peel. (Activity-2): <br> onion peel
Slides, cover slips
Observing <br> - - Demonstrate preparation. <br> -
<br> - Microscope
Living Plant Observe and extracting onion Drawing and
3 <br> -
Cells (Onion draw living peel. <br> - labeling of observed
Forceps/needle
Peel) plant cells Guide students in onion peel cells.
<br> - Textbook
under a preparing onion <br> - Comparison
(pp. 17-18, Fig-3,
microscope. peel slides chart: Dead vs.
Fig-4)
<br> - (emphasize Living cells (initial
Identify the avoiding folds and observations).
cell air bubbles).
membrane <br> -
and an outer Supervise
 layer (cell observation under
wall). <br> microscope.
- <br> Explain:
Differentiate <br> - Facilitate
between discussion on
dead and observations:
living cell "What differences
appearance do you see
s. compared to
matchstick cells?"
<br> - Introduce
the concept of a
"thin translucent
membrane" (cell
membrane) and
its outer layer (cell
wall). <br>
Elaborate: <br>
- Discuss the
general
appearance of
plant cells.

Engage: <br> -
Ask: "Do animal
cells look the
same as plant
cells?" <br>
Explore (Activity-
3): <br> -
Demonstrate
careful cheek
scraping with a
clean spoon.
Students will
<br> - Guide
be able to:
students in
<br> -
preparing cheek Formative: <br> -
Prepare a
cell slides Practical
temporary
(emphasize assessment: Safe
slide of - Clean
hygiene and and clean cheek cell
Observing human wooden/plastic
gentle scraping). collection. <br> -
Living cheek cells. spoons <br> -
<br> - Drawing and
Animal Cells <br> - Water <br> -
4 Supervise labeling of observed
(Human Observe and Slides, cover slips
observation under cheek cells. <br> -
Cheek draw living <br> - Microscope
microscope. Venn diagram:
Cells) animal cells. <br> - Textbook (p.
<br> Explain: Similarities/Differenc
<br> - 18, Fig-5)
<br> - Facilitate es between onion
Compare
discussion: "Is the and cheek cells
the outer
outer covering of (initial).
covering of
cheek cells similar
plant and
to onion cells?"
animal cells.
<br> - Introduce
the term 'cell
membrane' as the
outer layer of
animal cells.
<br> Elaborate:
<br> - Discuss
the absence of a
cell wall in animal
cells based on
observations.

Students will Engage: <br> - - Stains (Saffranin, Formative: <br> -

Discovery of
5 be able to: Ask: "Did you see Methylene Blue, Red Practical
Nucleus &
<br> - anything else ink) <br> - Filter assessment: Correct
 Staining Identify the inside the cells paper/blotting paper staining procedure.
Techniques nucleus as a besides the outer <br> - Droppers <br> - Drawing of
key layers?" <br> <br> - Microscope stained onion and
component Explore: <br> - <br> - Textbook cheek cells, clearly
of the cell. Introduce Robert (pp. 18-19, Fig-6, showing the
<br> - Brown and his Fig-7, Fig-8) nucleus. <br> -
Understand observation of the Q&A: "Why do
the role of nucleus in orchid we stain cells?"
Robert leaves. <br> - "Who discovered the
Brown in Explain the nucleus?"
nucleus concept of
discovery. staining to
<br> - enhance visibility
Explain the of cell parts.
purpose of <br> Explain
staining. (Activity-4 & 5):
<br> - <br> -
Apply basic Demonstrate the
staining staining
techniques procedure for
to onion peel onion peel
and cheek (saffranin/methyle
cells. ne blue/red ink,
washing off
excess). <br> -
Guide students to
stain their
prepared onion
and cheek cell
slides. <br> -
Supervise
observation of
stained slides.
<br> Elaborate:
<br> - Discuss
the appearance of
the nucleus after
staining. <br> -
Compare the
position of the
nucleus in onion
vs. cheek cells.

Engage: <br> -
Review
Students will observations from
be able to: stained slides.
<br> - Ask: "What are
Differentiate the main parts Formative: <br> -
between cell you can now Labeling diagrams
membrane clearly see?" of a generalized
Cell and cell wall <br> Explain: plant and animal
- Diagrams of plant
Structure: and their <br> - cell. <br> - Short
and animal cells
Cell functions. Systematically answer questions:
(labeled) <br> -
6 Membrane, <br> - explain each "State the function
Whiteboard/Smartbo
Cell Wall, Define major cell part: of the cell wall."
ard <br> -
Cytoplasm, cytoplasm <br> - Cell "Where is cytoplasm
Textbook (p. 19)
Nucleus and identify Membrane: Outer found?" <br> -
its location. layer of animal Concept mapping:
<br> - cells, present linking cell parts to
Summarize inside cell wall in their functions.
the three plant cells,
main parts selective
of a cell. permeability
(brief). <br> -
Cell Wall:
 Additional outer
layer in plant
cells, provides
rigidity and
strength. <br> -
Nucleus: Dense,
round body, more
or less central in
animal cells,
peripheral in plant
cells (due to large
vacuole, though
not explicitly
stated yet in text).
<br> -
Cytoplasm: Jelly-
like substance
between nucleus
and cell
membrane,
heterogeneous
nature (mention
cell organelles will
be studied later).
<br> -
Emphasize cells
as the "basic
structural and
functional units."

Engage: <br> -
Ask: "Are all cells
alike in all living
things?" "Does a
big animal like an
elephant have
Students will bigger cells than a
be able to: small animal like a
<br> - mouse?" <br>
Define Explore: <br> -
unicellular Introduce the
and concept of Formative: <br> -
multicellular diversity in cells KWL chart: What I
- Permanent
organisms (shape, size, Know, What I Want
slides/images of
with number). <br> - to Know, What I
Amoeba,
Diversity in examples. Show permanent Learned about cell
Paramoecium,
Cells: <br> - slides/images of diversity. <br> -
Chlamydomonas, E.
Unicellular Understand unicellular Identification of
7 coli. <br> -
vs. that cell organisms unicellular/multicellul
Microscope (for
Multicellular number (Amoeba, ar organisms from
observing permanent
Organisms determines Paramoecium, images. <br> -
slides). <br> -
organism Chlamydomonas, True/False
Textbook (pp. 19-20,
size, not cell E. coli). <br> statements about
Fig-9)
size. <br> Explain: <br> - cell size and
- Relate Define and organism size.
basic life differentiate
processes to between
single cells unicellular and
in unicellular multicellular
organisms. organisms. <br>
- Discuss how a
single cell
performs all life
processes in
unicellular
organisms. <br>
 - Address the
misconception
about organism
size and cell size.

Engage: <br> -
Ask: "If all cells in
an onion peel
looked similar, are
all cells in a
complex plant
Students will also similar?"
be able to: <br> Explore
<br> - (Activity-6): <br>
Recognize - Guide students
that cells to observe a
within a grass leaf peel (if
multicellular possible, or refer - Grass leaf (fresh) Formative: <br> -
organism to Fig-10). <br> <br> - Slides, cover Drawing of observed
can have - Introduce the slips <br> - grass leaf cells.
Diversity in
different concept of Microscope <br> - <br> - Matching
Cells: Cell
shapes. specialized cells Textbook (pp. 20-21, exercise: Cell group
Shape and
8 <br> - in a plant stem Fig-10, Fig-11) (A, B, C, D) with its
Specializati
Relate cell (Tridax/Spinach). <br> - Permanent function. <br> -
on (Plant
shape to <br> - Discuss slide of T.S. of dicot Critical thinking
Cells)
specific the four groups of stem question: "Why do
functions in cells (A, B, C, D) (Tridax/Spinach) - if stems have different
plants. and their general available. types of cells?"
<br> - functions. <br>
Observe and Explain: <br> -
identify Emphasize that
different cell different cell
groups in a shapes contribute
plant stem. to different
functions. <br> -
Discuss how cells
group to form
tissues (briefly, as
a lead-in for later
classes).

Engage: <br> -
Students will
Ask: "Just like
be able to:
plants, do human
<br> -
beings also have
Recognize
different shaped
the diverse
cells for different
shapes of
jobs?" <br> Formative: <br> -
animal cells
Explore (Activity- Table completion
(e.g., - Textbook (pp. 21-
7): <br> - Show (Name, Shape,
muscle, 22, Fig-12) <br> -
figures of different Parts, Function).
Diversity in nerve, Permanent slides of
human body cells <br> - Q&A:
Cells: Cell blood). various human cells
(smooth muscle, "Which is the
Shape and <br> - (e.g., blood smear,
9 bone, nerve, longest cell in the
Specializati Understand nerve cell). <br> -
striated muscle, human body?" "How
on (Animal that cell Reference
blood cells). does Amoeba
Cells) shape is books/internet
<br> - If move?" <br> -
related to its access for cell
possible, observe Drawing and
specific functions.
permanent slides labeling human cells
function.
of these cells. from the textbook.
<br> -
<br> Explain:
Gather
<br> - Facilitate
information
a discussion on
about the
the shapes and
functions of
their probable
different
functions. <br> -
 human body Guide students to
cells. fill in the table
provided in the
textbook (S. No.,
Name of the Cell,
Shape of the Cell,
Parts observed,
Function - will
need external
resources for
function). <br> -
Emphasize the
concept of
specialization.
<br> - Discuss
Amoeba's
irregular shape
and pseudopodia.

Engage: <br> -
Revisit the "man
vs. elephant cell
size" question.
<br> - Introduce
Students will
units of cell
be able to:
measurement
<br> -
(micron,
Understand
nanometer).
the range of
<br> Explain:
cell sizes Summative (Pre-
<br> - Discuss
(microns, assessment): <br>
examples of cell
cm). <br> - Unit test (mix of AS
sizes (bacteria,
- Recognize - Ruler, measuring questions). <br> -
human cells,
that cell size tape (to visualize cm, Concept check via
ostrich egg, nerve
Cell Size is related to mm). <br> - Visual KWL chart
cell). <br> -
and function, not aids for microscopic completion. <br> -
10 Reiterate that
Consolidatio organism units. <br> - Group discussion on
organism size
n size. <br> Textbook (pp. 22-23, "Improve your
depends on
- Summarize Key Words, What we learning" questions.
number of cells,
key have learnt) <br> - Self-
not size of cells.
concepts assessment
<br> - Review
about cells. checklist based on
the "What we
<br> - learning outcomes.
have learnt"
Review and
section. <br>
assess
Elaborate: <br>
understandi
- Address any
ng of the
remaining
unit.
misconceptions or
questions. <br>
- Prepare for
summative
assessment.

6. Teacher's Notes: (Additional Resources, Activities)

 Microscope Maintenance: Emphasize proper handling and cleaning of microscopes during all
practical sessions. Refer to the Annexure for detailed instructions on using and maintaining a
microscope.
 Stain Preparation: If using powdered stains, ensure proper dilution as per the Annexure (e.g.,
saffranin solution).
 Safety: Remind students about safety precautions, especially when handling sharp objects (razor
for matchstick) and when scraping cheek cells. Hygiene is paramount.
 Alternative Observations: If microscopes are limited, utilize high-quality projected images or videos
of cell observations.
 Extended Activities:
 o Project: "The History of the Microscope and Cell Theory." Students can research and create
posters or presentations.
o Model Making: Encourage students to make 3D models of plant and animal cells using
everyday materials.
o Field Trip (Virtual/Actual): If possible, visit a science lab or a botanical garden to observe
different plant structures (leading to cell observation).
o Debate: "Is a virus a living cell?" (Advanced, to introduce concepts of cellular vs. non-
cellular life).
 Differentiating Instruction:
o For advanced learners: Encourage research on specific cell organelles and their functions
(beyond the scope of this unit but for enrichment).
o For struggling learners: Provide simpler analogies for cell parts, more guided practical
sessions, and simplified diagrams.
 Interdisciplinary Connections: Connect to history (discovery of cell), physics (optics of microscope),
and chemistry (staining).
7. Teacher Responses (Sample):
 To question 1 (AS1): "Robert Hooke discovered the cell for the first time in 1665. He observed thin
slices of cork under his self-made simple magnifying device. He noticed empty, box-like structures
resembling a honeycomb and called them 'cells,' meaning 'little rooms' in Latin."
 To question 5 (AS1): "Deekshith's statement is mostly true. The vast majority of cells are
microscopic and cannot be seen with the unaided eye, requiring a microscope. However, there are
a few exceptions, like the ostrich egg, which is a single, very large cell visible to the naked eye."
 To question 15 (AS2): "I do not agree with Ameer's statement. The size of an organism, whether a
big onion or a small onion, depends on the number of cells it contains, not the size of its individual
cells. The cells in both a big onion and a small onion will generally be of similar size and structure,
but the bigger onion will have a larger number of these cells."
 To question 17 (AS7): "Yes, I support Deepak's statement. The cell wall is a rigid outer layer
present only in plant cells. It provides structural support and strength, allowing plants to stand
upright and withstand turgor pressure. Without the cell wall, plant cells would lose their rigid shape,
and the plant would not be able to maintain its upright posture."
This comprehensive plan covers all aspects of the provided text and aligns with the stated academic
standards.
 UNIT/LESSON PLAN FOR "THE WORLD OF MICROORGANISMS: PART-I" FOR
CLASS 8

Unit / Lesson Plan: The World of Microorganisms: Part-I

1. Class: 08
2. Unit/Lesson: 02 The World of Microorganisms: Part-I
3. Number of Periods Required: 07
4. Academic Standards (Particular to this unit only):
 Conceptual Understanding: Students will develop an understanding of microorganisms, their
diverse groups (Bacteria, Fungi, Protozoa, Algae, Micro-arthropods, Viruses), their characteristics,
and their omnipresence.
 Asking Questions and Making Hypothesis: Students will be able to formulate questions related to
the presence, types, and observation of microorganisms and make simple hypotheses based on
their understanding.
 Experimentation and Field Investigation: Students will gain hands-on experience in collecting
samples, preparing slides, observing various microorganisms under a microscope, and applying
basic staining techniques.
 Information Skills and Projects: Students will be able to collect and synthesize information about
microorganisms, their roles, and related daily life applications (e.g., food spoilage, curdling).
 Communicating through Drawing and Model Making: Students will accurately draw diagrams of
observed microorganisms and create models, demonstrating their understanding of microbial
morphology.
 Appreciation and Aesthetic Sense: Students will appreciate the invisible world of microorganisms,
recognizing their significance in various environments and their role in biodiversity.
 Application to Daily Life and Concern to Biodiversity: Students will connect the knowledge of
microorganisms to daily life situations (e.g., hygiene, food, soil fertility) and understand their
importance in maintaining ecological balance.

Unit Plan/Lesson Plan Details:

Peri Learning Teaching

Concepts TLM/Resources Assessment [CCE]
od Outcomes Strategies

Engage:
<br> -
Students will Start with a
be able to: discussion:
<br> - Define "What are
microorganism the smallest
s. <br> - living things
Understand you know?" Formative: <br> -
the historical "Can we see Q&A: "Who
significance of all living discovered
- Textbook (p. 29,
the things?" microorganisms?" "What
Fig-1a, 1b) <br>
Introduction microscope in <br> - tool is essential to see
- Images/videos of
to discovering Introduce the them?" <br> -
Leeuwenhoek's
1 Microorganis microorganism idea of an Brainstorming: "Where do
microscope.
ms & Their s. <br> - 'invisible' you think we might find
<br> - General
Discovery Identify world. <br> microorganisms?" <br> -
pictures of diverse
Antonie van Explore: Think-Pair-Share: "How
microorganisms.
Leeuwenhoek <br> - did the invention of the
as the Introduce microscope change our
discoverer of Antonie van understanding of life?"
microorganism Leeuwenhoe
s. <br> - k and his
Appreciate the single-lens
invisible world microscope.
around them. <br> -
Discuss how
his invention
 opened up a
new world.
<br>
Explain:
<br> -
Explain that
microorganis
ms are
minute
organisms
not visible to
the unaided
eye. <br> -
Show
pictures of
various
microorganis
ms (Fig-2 to
Fig-6) and
briefly
introduce
their
diversity.
<br>
Elaborate:
<br> -
Discuss the
omnipresenc
e of
microbes
(air, water,
soil).

Engage:
<br> - Ask:
"If microbes
are
everywhere,
can we find
Students will
them in
be able to:
water around
<br> - Safely
us?" <br>
collect
Explore
pond/tank
(Activity-1):
water - Pond water/tank
<br> -
samples. water samples
Demonstrate Formative: <br> -
<br> - (collected
proper Practical assessment:
Prepare a beforehand)
collection of Ability to prepare a proper
Observing temporary <br> - Slides,
pond wet mount. <br> -
Microorganis slide of pond cover slips <br>
2 water/greeni Drawing sketches of
ms in Water water. <br> - - Microscope
sh observed microorganisms.
(Activity-1) Observe and <br> - Droppers,
scrapings. <br> - Oral questioning
draw various brush (for
<br> - about observations and
microorganism scrapings) <br> -
Guide possible identifications.
s present in Notebook for
students in
water. <br> - sketching.
preparing
Begin to
wet mounts
identify
of the water
different
sample (1-2
shapes/types
drops, cover
of microbes.
slip, avoid
bubbles).
<br> -
Supervise
observation
under the
 microscope
(low to high
power).
<br>
Explain:
<br> -
Facilitate
discussion:
"What
shapes did
you
observe?"
"Did you see
anything
moving?"
<br> -
Encourage
comparison
with textbook
figures (Fig-
2 to Fig-6).
<br>
Elaborate:
<br> -
Discuss the
variety of
microbes
found in
water.

Engage:
<br> -
Show a
piece of
mouldy
bread or
Students will
discuss
be able to:
umbrella-like
<br> -
growths after
Identify
rain. Ask:
common signs
"What are
of fungal
these?"
growth. <br>
<br>
- Prepare a
Explore - Mouldy Formative: <br> -
slide of bread
(Activity-2): bread/rotten Practical assessment:
mould or
<br> - vegetable/coconut Correct sample
rotten
Demonstrate <br> - preparation. <br> -
Observing vegetable/coc
collecting a Needle/toothpick Drawing and labeling
3 Fungi onut. <br> -
small sample <br> - Slides, observed fungal
(Activity-2) Observe and
of cover slips <br> structures. <br> - Short
draw fungal
mould/rotten - Microscope answer: "What are some
structures
material with <br> - Textbook common places to find
(e.g.,
a needle. (p. 31, Fig-3) fungi?"
Rhizopus).
<br> -
<br> -
Guide
Understand
students in
that fungi are a
preparing
distinct group
slides with
of
water and
microorganism
cover slip.
s.
<br> -
Supervise
observation
under
microscope.
<br>
 Explain:
<br> -
Introduce
Fungi as a
group of
microorganis
ms. <br> -
Identify
Rhizopus
(bread
mould) from
observations
. <br> -
Discuss
characteristi
cs like
filamentous
structure.
<br>
Elaborate:
<br> -
Discuss
other
common
fungi
mentioned
(white
patches on
tree bark).

Engage:
<br> - Ask:
"Why
couldn't we
see much
detail in the
previous
activities?"
Students will
(Lead to
be able to:
staining).
<br> -
<br> -
Understand
Discuss
the importance
where - Buttermilk/Curd
of staining for Formative: <br> -
bacteria <br> - Slides,
observing Practical assessment:
might be cover slips <br>
bacteria. Ability to follow staining
found - Spirit
<br> - procedure correctly.
Observing (buttermilk, lamp/burner
Prepare a <br> - Drawing of
Bacteria & tongue, soil, <br> - Crystal
4 stained slide of stained Lactobacillus
Staining skin). <br> violet stain <br>
buttermilk/curd bacteria. <br> -
(Activity-3) Explore - Droppers, filter
(Lactobacillus) Q&A: "Why is
(Activity-3): paper <br> -
. <br> - staining necessary for
<br> - Microscope <br>
Observe and bacteria?" "Name a useful
Demonstrate - Textbook (p. 31-
draw bacterial bacteria."
the bacterial 32, Fig-7, Fig-7a)
shapes. <br>
staining
- Appreciate
procedure
the ubiquity
(smear, heat
and diversity
fix, crystal
of bacteria.
violet stain,
wash).
Emphasize
safety with
heating.
<br> -
Guide
students
 through the
staining
process.
<br> -
Supervise
observation
under
compound
microscope.
<br>
Explain:
<br> -
Explain the
role of
Lactobacillus
in curdling.
<br> -
Introduce
different
bacterial
shapes
(Coccus,
Bacillus -
from Fig-2, if
not visible
from
Lactobacillus
). <br> -
Discuss
useful and
harmful
bacteria
(e.g.,
digestive
tract, skin).
<br>
Elaborate:
<br> -
Discuss the
discovery of
Thiomargarit
a
namibiensis
(large
bacterium).

Engage:
Students will
<br> - Ask:
be able to:
"Why is pond
<br> -
water
Identify algae
sometimes
in pond water. - Pond water with
green?"
<br> - green strands
(Lead to Formative: <br> -
Prepare and <br> - Hay
algae). Drawing of observed
Observing observe slides decoction
<br> algae and protozoa.
Algae of algae and (prepared 3-4 days
Explore <br> - Comparison
5 (Activity-4) & protozoa. in advance) <br>
(Activity-4 & table: Algae vs. Protozoa
Protozoa <br> - - Slides, cover
5): <br> - (characteristics). <br> -
(Activity-5) Differentiate slips <br> -
Algae: Guide Short answer: "How are
between algae Microscope <br>
students to microalgae beneficial?"
and protozoa - Textbook (p. 32,
collect and
based on their Fig-4, Fig-5)
observe
characteristics.
strands of
<br> -
green algae
Recognize the
from water
ecological
samples.
 importance of <br> -
microalgae. Protozoa:
Explain hay
decoction
preparation
(can be
prepared
beforehand).
Guide
observation
of hay
decoction.
<br> -
Supervise
microscope
observations
. <br>
Explain:
<br> -
Introduce
Algae and
Protozoa as
distinct
groups.
<br> -
Discuss
photosynthe
sis in
microalgae
and oxygen
production.
<br> -
Discuss
habitats of
protozoa
(water, soil).
<br>
Elaborate:
<br> -
Compare
and contrast
the general
characteristi
cs of algae
and protozoa
based on
observations
.

Students will Engage:

be able to: <br> - Ask:
<br> - "Is soil just
Understand dirt, or is Formative: <br> -
the presence there life in it - Soil sample Drawing of any observed
of that we can't <br> - soil
Observing
microorganism see?" <br> Beaker/glass, microorganisms/microarthr
Microarthrop
s in soil. Explore stirring rod <br> opods. <br> - Q&A:
ods & Soil
6 <br> - (Activity-6): - Slides, cover "Why are soil
Microorganis
Prepare and <br> - slips <br> - microorganisms
ms (Activity-
observe slides Demonstrate Microscope <br> important?" <br> -
6)
of soil water. preparing a - Textbook (p. 33, Discussion: "How do
<br> - soil water Fig-6) human actions impact soil
Recognize suspension fertility?"
microarthropo (beaker,
ds as another water, stir,
group of settle).
 microorganism <br> -
s. <br> - Guide
Appreciate the students to
role of soil take a drop
microorganism of water from
s in fertility. the top and
observe.
<br> -
Supervise
microscope
observations
,
encouraging
them to look
for moving
organisms.
<br>
Explain:
<br> -
Introduce
Microarthrop
ods as a
group,
discussing
their size
and jointed
legs. <br>
- Discuss the
abundance
and
usefulness
of
microorganis
ms in soil
(fertility).
<br> -
Mention
harmful
microarthrop
ods (scabies
mite). <br>
Elaborate:
<br> -
Connect
excess
pesticide use
to the death
of beneficial
soil
microbes.

Students will Engage:

be able to: <br> - Ask:
<br> - Define "Have you
Summative (Pre-
viruses as heard of - Textbook (p. 33,
assessment): <br> - Unit
unique viruses like Fig-8a, 8b) <br>
test based on academic
microorganism flu or - Images/videos of
Viruses & standards (mix of AS
s. <br> - COVID-19? viruses (electron
Unit questions). <br> -
7 Explain why How are microscope
Consolidatio Concept mapping of
viruses are they different views). <br> -
n microorganism groups and
considered from Whiteboard/Smart
their characteristics.
interlinks bacteria?" board for concept
<br> - Exit ticket: "Why
between living <br> mapping.
are viruses unique?"
and non-living Explain:
things. <br> <br> -
- Name Introduce
 diseases Viruses as a
caused by special type
viruses. <br> of
- Summarize microorganis
the major m. <br> -
groups of Explain their
microorganism unique
s. <br> - characteristi
Review and c of
prepare for behaving like
assessment. non-living
outside a
host and
living inside
a host
(multiply).
<br> -
Discuss the
need for
electron
microscopes
to see
viruses.
<br> - List
common
viral
diseases
(Polio, Swine
flu, Common
Cold, AIDS).
<br>
Elaborate:
<br> -
Review
"What we
have learnt"
section.
<br> -
Conduct a
whole-class
discussion to
clarify
doubts and
reinforce
concepts.
<br> -
Address
"Improve
your
learning"
questions
collectively
or
individually.

6. Teacher's Notes: (Additional Resources, Activities)

 Microscope Usage: Reinforce proper microscope handling and focusing techniques learned in the
previous unit. Refer students to the "Cell - The Basic Unit of Life" chapter's annexure if needed.
 Sample Collection: Ensure all samples (pond water, mould, buttermilk) are collected safely and
stored appropriately to maintain microbial viability for observation.
 Hygiene: Emphasize strict hygiene practices, especially when handling samples and cleaning
hands after activities.
 Pre-preparation: Prepare hay decoction 3-4 days in advance for Activity-5. Ensure crystal violet
stain is readily available.
  Visual Aids: Supplement activities with high-quality images, videos, and animations of
microorganisms to enhance understanding, especially for those that might be difficult to observe
clearly (e.g., bacteria shapes beyond cocci/bacilli, detailed viral structures).
 Extended Activities:
o Project: "Beneficial Microorganisms" - Students research and present on microbes in
medicine, agriculture, food industry.
o Model Making: Encourage students to create 3D models of specific microorganisms (e.g.,
Amoeba, Paramoecium, a bacterium, a simple virus) using clay, dough, or recycled
materials.
o Guest Speaker: Invite a local microbiologist or health professional to talk about
microorganisms and their impact on daily life.
o Debate: "Are all microorganisms harmful?"
o Recipe Exploration: Investigate how microorganisms are used in food preparation (e.g.,
bread, idli, yogurt).
 Differentiating Instruction:
o For advanced learners: Encourage research on specific bacterial diseases, viral life cycles,
or advanced staining techniques.
o For struggling learners: Provide labeled diagrams for reference during drawing activities,
more guided step-by-step instructions for experiments, and simplify explanations using
analogies.
 Cross-Curricular Connections: Connect to health and hygiene (diseases), food science
(fermentation, spoilage), environmental science (soil fertility, oxygen production).
7. Teacher Responses (Sample):
 To question 1 (AS1): "Viruses act as an interlink between living and non-living organisms. This is
because when they are outside a living cell, they behave like non-living things – they cannot
reproduce, grow, or carry out metabolic processes independently. However, once they enter a
living host cell, they hijack the host's machinery to reproduce and multiply, exhibiting
characteristics of living organisms."
 To question 5 (AS1): "Cooked food spoils faster than uncooked food primarily because the cooking
process often breaks down complex molecules into simpler ones, making them more readily
available as nutrients for microorganisms. Additionally, cooking creates a moist environment,
which is ideal for microbial growth. Uncooked food, especially grains or dried goods, often has
lower moisture content or protective layers that inhibit rapid microbial proliferation."
 To question 6 (AS2): "To know about different shapes of bacteria, I would ask: <br> a) What are
the most common shapes of bacteria found? <br> b) Are bacterial shapes always fixed, or can
they change? <br> c) Do different shapes indicate different functions or adaptations? <br> d)
How do scientists observe and identify these different shapes under a microscope?"
 To question 8 (AS1): "Human actions like the excessive and indiscriminate use of pesticides and
antibiotics are causing the death of useful bacteria and fungi. Pesticides, while targeting pests,
often kill beneficial soil microorganisms that are crucial for soil fertility, nutrient cycling, and plant
growth. Similarly, overuse of antibiotics can lead to the destruction of beneficial bacteria in our gut,
disrupting digestion and weakening immunity. If this continues, it could severely impact agricultural
productivity, increase the prevalence of antibiotic-resistant strains, and disrupt natural ecosystems,
leading to unforeseen environmental and health consequences."
 To question 13 (AS6): "Yes, I clean my hands with soap before eating. This is because our hands
come into contact with numerous surfaces throughout the day that can harbor a vast number of
microorganisms, some of which can be harmful (pathogenic bacteria and viruses). Cleaning hands
with soap and water physically removes these microbes, preventing their transfer to food and
subsequently into our bodies, thereby reducing the risk of illness."
 UNIT/LESSON PLAN FOR "THE WORLD OF MICROORGANISMS: PART-II" FOR
CLASS 8.

Unit / Lesson Plan: The World of Microorganisms : Part-II

1. Class: 08
2. Unit/Lesson: 03 The World of Microorganisms : Part-II
3. Number of Periods Required: 08
4. Academic Standards (Particular to this unit only):
 Conceptual Understanding: Students will develop a clear understanding of the useful and harmful
roles of microorganisms, including their applications in industry, medicine (antibiotics, vaccines),
agriculture (nitrogen fixation, decomposition), food spoilage, and disease transmission.
 Asking Questions and Making Hypothesis: Students will be able to formulate questions related to
microbial actions in various contexts and make hypotheses based on observations and
information.
 Experimentation and Field Investigation: Students will gain hands-on experience with simple
experiments demonstrating microbial activity (e.g., fermentation, decomposition, curdling) and
conduct field investigations to gather information.
 Information Skills and Projects: Students will be able to collect information from various sources
(e.g., doctors, pamphlets, books) about microbial diseases, prevention, and beneficial applications,
and present it effectively.
 Communicating through Drawing and Model Making: Students will draw diagrams related to
microbial processes (e.g., root nodules) and create models to represent concepts like
fermentation.
 Appreciation and Aesthetic Sense: Students will appreciate the dual nature of microorganisms
(beneficial and harmful) and recognize their critical role in maintaining ecological balance and
human well-being.
 Application to Daily Life and Concern to Biodiversity: Students will apply their understanding of
microorganisms to make informed decisions regarding health, food safety, environmental
practices, and appreciate the impact of microbes on biodiversity.

Unit Plan/Lesson Plan Details:

Perio Learning Teaching

Concepts TLM/Resources Assessment [CCE]
d Outcomes Strategies

Engage: <br> -
Show pictures of
bread, cakes, or
Students will discuss their
be able to: spongy texture.
<br> - Ask: "How do
Understand these become so
Formative: <br> -
the role of soft and porous?"
Observation chart
yeast in <br> Explore - Maida, yeast, sugar,
for Activity-3
dough rising. (Activity-3, water <br> -
(smell, dough
Commercial <br> - adapted for dough Bowls/beakers with
size). <br> -
Use of Define and sugar lids <br> -
Q&A: "What
1 Microorganis fermentation solution): <br> - Measuring spoons
makes bread
ms: and identify Conduct Activity-3 <br> - Textbook (p.
dough rise?" "What
Fermentation its products. (Yeast in sugar 37, Fig-1) <br> -
is fermentation?"
<br> - solution). <br> - (Optional) Video on
<br> - Mini-quiz
Explain the Simultaneously, fermentation.
on fermentation
commercial demonstrate
products.
application of yeast in maida
fermentation dough (as in Fig.
(alcohol 1) or have
production). students prepare
it. <br> - Guide
observations after
a few hours
 (smell, dough
rising). <br>
Explain: <br> -
Explain that yeast
produces CO2
gas, making
dough spongy.
<br> - Define
fermentation as
the conversion of
sugars into
alcohol by yeast.
<br> - Discuss
commercial uses:
alcohol, wine,
beer production.
<br> Elaborate:
<br> - Relate to
daily life examples
(making dosa
batter, idli batter).

Engage: <br> -
Ask: "What
happens when
you fall sick with a
bacterial
infection?" (Lead
to medicines).
<br> Explore:
<br> - Introduce
Students will
the term
be able to:
'antibiotics' and
<br> -
their purpose.
Define
<br> - Narrate
antibiotics
the story of
and their
Alexander
function.
Fleming's Formative: <br> -
<br> -
accidental Role-play: Doctor
Name
discovery of and patient
common
Penicillin. <br> - - Textbook (pp. 37- discussing
antibiotics
Show Fig-3(b) 39, Fig-2a, 2b, 3a, antibiotic use.
Medicinal and diseases
demonstrating 3b) <br> - Images <br> - Short
Use of they treat.
Penicillin inhibiting of penicillin answer: "What are
2 Microorganis <br> -
bacterial growth. mold/antibiotic antibiotics?" "Who
ms: Explain the
<br> Explain: capsules. <br> - discovered
Antibiotics discovery of
<br> - Discuss Story of Fleming Penicillin?" <br>
Penicillin by
how antibiotics (visuals). - True/False: "It's
Alexander
are produced okay to stop
Fleming.
(from specific antibiotics when
<br> -
microorganisms, you feel better."
Recognize
mainly fungi).
the
<br> - List
importance
diseases cured by
of
antibiotics
responsible
(Typhoid,
antibiotic
Gonorrhea,
use.
Diarrhea, TB).
<br> - Highlight
Dr. Yellapreggada
Subba Rao's
contribution.
<br> Elaborate:
<br> - Crucial
Discussion:
Emphasize the
 'Do you know?'
box on
responsible
antibiotic use
(doctor's
prescription,
resistance, killing
useful bacteria).

Engage: <br> -
Show a picture of
a child getting
polio drops. Ask:
"Why do children
get these drops?"
<br> Explore:
<br> - Explain
how the body
produces
Students will antibodies to fight
be able to: pathogens. <br>
<br> - - Define vaccine
Define (weak/dead
antibodies microorganisms)
and and vaccination.
Formative: <br> -
vaccines. <br> - Discuss
Q&A: "What
<br> - the concept of
- Textbook (pp. 39- are antibodies?"
Explain the immunity. <br>
40, Fig-4, Fig-5) "How does a
Medicinal process of Explain: <br> -
<br> - Polio vaccine work?"
Use of vaccination. List preventable
campaign <br> - Poster
Microorganis <br> - diseases
3 pamphlets/brochures design:
ms: Vaccines Name (Smallpox,
(if available). <br> - "Vaccination: A
& diseases Chickenpox,
Images of different Shield Against
Vaccination preventable Hepatitis, Polio,
vaccines/immunizatio Diseases." <br> -
by etc.). <br> -
n cards. Group discussion
vaccination. Discuss the Pulse
on Pulse Polio
<br> - Polio program and
program.
Understand its objective.
the <br> Elaborate
significance (Activity-4): <br>
of Pulse - Students collect
Polio information about
program. vaccination
schedules/types
from PHC (as a
homework/group
activity, or teacher
provides pre-
collected info).
<br> - Discuss
the historical
context of
vaccines.

Students will Engage: <br> - - Textbook (pp. 40- Formative: <br> -

be able to: Continue from 41, Fig-5, Fig-7, Fig- Storytelling:
<br> - previous class: 6a, 6b) <br> - Edward Jenner's
Discovery of Narrate the "How was the first Images of Edward discovery. <br> -
Smallpox story of vaccine Jenner, root nodules. Drawing of root
Vaccine & Edward discovered?" <br> - nodules and (if
4
Soil Jenner and <br> Explore: Groundnuts/beans/pe observed)
Microorganis smallpox <br> - Narrate a gram with root Rhizobium. <br>
ms vaccine. Dr. Edward nodules (if possible - Q&A: "What
<br> - Jenner's story, his for observation). is nitrogen
Appreciate observations of <br> - Microscope fixation?" "What is
the impact of milkmaids, and for Activity-5. symbiosis?"
 vaccination the experimental
on public inoculation of the
health. boy. <br> -
<br> - Discuss the word
Understand 'vacca' and its
the role of origin. <br> -
microorganis Introduce Dr.
ms in Jonas Salk and
nitrogen Dr. Albert Sabin
fixation. (Polio vaccine).
<br> - <br> Explain:
Identify root <br> - Transition
nodules and to soil
Rhizobium microorganisms:
bacteria. Explain plants'
need for nitrogen
and atmospheric
nitrogen. <br> -
Introduce
Nitrogen Fixation
and the role of
Rhizobium in root
nodules. <br> -
Explain symbiosis
(Rhizobium-
legume
relationship).
<br> Elaborate
(Activity-5): <br>
- If feasible,
observe root
nodules. <br> -
Guide students to
prepare and
observe crushed
root nodules
under the
microscope.

Engage: <br> -
Students will
Show pictures of
be able to:
a compost pit or
<br> -
discuss garbage
Understand
heaps. Ask: "What
the role of
happens to
microorganis
organic waste
ms in Formative: <br> -
over time?"
decompositio Discussion: "Why
<br> Explore - Organic waste
n. <br> - are microbes
(Activity-6): <br> (leaves, veggie
Differentiate called 'nature's
Soil - Discuss setting peels), plastic waste
between scavengers'?"
Microorganis up Activity-6 (two (bags, bottles) <br>
biodegradabl <br> - Drawing:
ms: pits: organic vs. - Two pots/pits <br>
e and non- Illustrate
5 Decompositi plastic waste). - Soil, water <br> -
biodegradabl decomposition
on & This is a longer- Textbook (p. 42, Fig-
e waste. process. <br> -
Environment term observation, 8) <br> - (Optional)
<br> - Comparative
al Cleaning so initiate it or Video on
Appreciate analysis:
discuss results if composting/sewage
microbes' Biodegradable vs.
already done. treatment.
role in Non-
<br> - Discuss
environment biodegradable.
observations:
al cleaning
Which pit
(sewage, oil
decomposed?
slicks).
Why? <br>
<br> -
Explain: <br> -
Connect
Explain how fungi
microbial
and bacteria
 action to soil degrade biological
fertility. wastes,
converting them
into simpler
substances.
<br> - Discuss
the benefit of
decomposition for
soil fertility. <br>
- Extend to
sewage treatment
and 'oil-eating
bacteria' for
cleaning oil slicks.
<br> Elaborate:
<br> - Discuss
the "Think and
discuss" question:
What would
happen if
microbes were
absent?
(Accumulation of
wastes).

Engage: <br> -
Ask: "We've
learned about
good microbes.
Are there bad
ones too?" <br>
Explore (Activity-
7): <br> -
Discuss various
Students will
ways pathogens
be able to:
enter the body
<br> -
(air, water, food,
Define
contact, vectors).
pathogens
<br> - Focus on
and vectors.
communicable
<br> -
diseases: - Textbook (pp. 42- Formative: <br> -
Identify
definition, 45, Fig-9, Fig-11, Table completion
various
examples (cold, Table-1) <br> - (Table-1). <br> -
modes of
Harmful typhoid, Images of Q&A: "What is
disease
Microorganis chickenpox). mosquitoes, a pathogen?"
transmission.
6 ms: Diseases <br> - Introduce houseflies. <br> - "Name two
<br> -
in Humans & vectors Disease awareness vectors." <br> -
Name
Animals (mosquitoes, posters. <br> - Role-play:
common
houseflies). (Optional) PHC visit Explaining how to
communicabl
<br> Explain: info collected by prevent mosquito
e diseases in
<br> - Explain students (Activity-7). bites.
humans.
how mosquitoes
<br> -
(Anopheles for
Discuss
Malaria, Aedes for
diseases
Dengue/Chikungu
caused by
nya) act as
microbes in
vectors. Discuss
animals.
Ronald Ross's
discovery. <br>
- Explain how
houseflies
transmit diseases.
<br> - Discuss
animal diseases
caused by
microbes
 (Anthrax, FMD,
Bird Flu). <br>
Elaborate: <br>
- Fill in Table-1
(human
diseases). <br>
- Discuss
prevention
measures
(mosquito control,
hygiene).

Engage: <br> -
Show pictures of
diseased plants
(citrus canker, red
rot). Ask: "Do
plants also get
sick?" <br>
Explore: <br> -
Discuss plant
diseases caused
by bacteria, fungi,
Students will viruses (Table-2).
be able to: <br> - Transition
<br> - to food: "Why
Identify does food spoil?"
common <br> - Discuss
plant food poisoning, its
diseases causes (toxic
caused by substances from
microorganis microbes), and
- Textbook (pp. 45-
ms. <br> - symptoms. Formative: <br> -
46, Table-2) <br> -
Explain the Introduce Table completion
Examples of spoiled
concept of Clostridium (Table-2). <br> -
Harmful food (e.g., stale
food botulinum. <br> Q&A: "What
Microorganis bread, rotten fruit -
poisoning. Explain: <br> - causes food
ms: Diseases only for visual, not for
7 <br> - Discuss traditional poisoning?" "How
in Plants & consumption). <br>
Describe food preservation does salt preserve
Food - Preserved food
various methods from food?" <br> -
Preservation items (pickle, jam,
traditional Class VI (salt, Discussion: "Why
dried fruit). <br> -
methods of sugar, oil, drying) is it important to
Milk, stove,
food and explain how cover food?"
refrigerator.
preservation they prevent
(salting, microbial growth
sugaring, (removing
drying, oil). moisture). <br>
<br> - - Discuss heat
Relate food and cold methods
spoilage to (boiling,
microbial refrigeration).
growth. <br> Elaborate:
<br> - Fill in
Table-2 (plant
diseases). <br>
- Practical
demonstration:
Boil milk, put a
small amount in
fridge vs. at room
temp. (Discuss
observations in
next class).

Food Students will Engage: <br> - - Textbook (pp. 46- Summative (Pre-
8
Preservation: be able to: Ask: "Why do we 47) <br> - Milk assessment):
 Pasteurisatio <br> - buy milk in packet (pasteurized). <br> - Unit test
n, Storage, Define packets that don't <br> - Sealed food covering both Part
and pasteurizatio need refrigeration packets. <br> - I & II. <br> - Oral
Consolidatio n and explain immediately?" (Optional) Video on presentation/discus
n its process. <br> Explore: pasteurization/steriliz sion on a specific
<br> - <br> - Introduce ation. beneficial or
Recognize pasteurization, its harmful
the role of process (heating microorganism.
Louis to 72°C, sudden <br> - Final
Pasteur in chilling), and its Q&A session
pasteurizatio purpose. <br> - to clear any
n. <br> - Credit Louis remaining doubts.
Understand Pasteur for its
other modern discovery. <br>
preservation - Discuss the
methods concept of
(sterilization, sterilization
air-tight (higher temp,
packaging). longer time, for
<br> - instruments).
Summarize <br> Explain:
the overall <br> - Discuss
importance modern storage
of methods like
microorganis sealed, air-tight
ms. packaging. <br>
- Summarize the
benefits of proper
food preservation.
<br> - Review
the 'What we have
learnt' section.
<br> Elaborate:
<br> - Address
"Improve your
learning"
questions
collectively or
individually.
<br> - Conduct
a comprehensive
review of the unit.

6. Teacher's Notes: (Additional Resources, Activities)

 Safety First: Emphasize hygiene for all activities involving food and samples. Ensure proper
disposal of waste.
 Practical Limitations: For activities like Activity-6 (decomposition pits), it's important to start early in
the unit or discuss it as a conceptual activity if time doesn't permit actual execution.
 Connecting with Community: Encourage Activity-4 and Activity-7 as homework or group projects,
allowing students to interact with local health professionals and gather real-world information.
 Visual Enhancements: Use posters, charts, and digital resources (videos, interactive simulations)
to illustrate complex concepts like viral reproduction, nitrogen cycle, and food preservation
mechanisms.
 Guest Speaker: Consider inviting a local dairy farmer, food technologist, or a doctor to discuss
relevant topics related to microorganisms.
 Debate: Organize a debate on topics like "Is genetic modification of crops using microbes
beneficial?" (e.g., Bt cotton).
 Interactive Games: Design quiz games or crossword puzzles based on the key terms and
concepts of the unit.
 Career Connections: Briefly discuss careers related to microbiology, food science, public health,
and immunology.
 Reinforce Learning: Regularly use the "Key words" for quick revisions and concept checks.
7. Teacher Responses (Sample):
 To question 2 (AS1): "Antibiotics are medicines that kill or stop the growth of disease-causing
bacteria. They are effective against bacterial infections. Vaccines, on the other hand, are
preparations containing weakened or dead disease-causing microorganisms (or parts of them) that
stimulate the body's immune system to produce antibodies and develop long-term immunity
against specific diseases. So, antibiotics treat existing bacterial infections, while vaccines prevent
diseases by building immunity."
 To question 3 (AS3): "In bowl A (lukewarm milk), the milk would turn into curd. In bowls B (hot
milk) and C (cold milk), the milk would likely not turn into curd, or would do so very slowly. The
reason is that the bacterium responsible for curdling milk, Lactobacillus, thrives best at lukewarm
temperatures. High temperatures (hot milk) kill the bacteria, while very low temperatures (cold
milk) inhibit their activity and reproduction, preventing the efficient conversion of lactose into lactic
acid, which causes curdling."
 To question 8 (AS6): "Edward Jenner's action was incredibly daring and pioneering. In an era
without modern medical ethics boards or extensive clinical trials, his decision to inoculate an 8-
year-old boy with cowpox fluid, and then expose him to deadly smallpox, demonstrated immense
courage driven by scientific curiosity and a compassionate desire to end a devastating disease.
While we recognize the ethical considerations by today's standards, his bold experiment, based on
keen observation and hypothesis, ultimately led to the eradication of smallpox, saving countless
lives and laying the foundation for modern vaccinology. His bravery and foresight are truly
appreciated."
 To question 13 (AS6): "Kavita stopping antibiotics after three days, against the doctor's
prescription for five days, is incorrect and potentially harmful. Antibiotics must be taken for the full
prescribed duration, even if symptoms improve. Stopping early allows the stronger, more resistant
bacteria to survive and multiply, leading to a relapse of the infection, which might be harder to treat
with the same antibiotic. This also contributes to the global problem of antibiotic resistance, making
future infections more difficult to cure."
 To question 15 (AS7): "I would strongly support Malathi, the customer's daughter. Taking
antibiotics without a doctor's prescription is highly dangerous and irresponsible. A doctor
diagnoses the illness, determines if it's bacterial (as antibiotics are ineffective against viral
infections), and prescribes the correct antibiotic at the appropriate dosage and duration. Self-
medication with antibiotics can lead to: 1) The antibiotic being ineffective (if the illness is viral), 2)
Development of antibiotic resistance in bacteria, making future infections untreatable, 3)
Undesirable side effects, and 4) Masking the true cause of the fever, delaying proper diagnosis
and treatment. It's crucial to always consult a qualified doctor for any illness."
 UNIT/LESSON PLAN FOR "REPRODUCTION IN ANIMALS" FOR CLASS 8,.

Unit / Lesson Plan: Reproduction in Animals

1. Class: 08
2. Unit/Lesson: 04 Reproduction in Animals
3. Number of Periods Required: 10
4. Academic Standards (Particular to this unit only):
 Conceptual Understanding: Students will develop a comprehensive understanding of reproduction
in animals, including modes (sexual and asexual), processes (fertilization, development), and
related concepts (viviparous, oviparous, metamorphosis).
 Asking Questions and Making Hypothesis: Students will be able to formulate questions about
animal reproduction and make hypotheses based on observations.
 Experimentation and Field Investigation: Students will engage in activities like observing budding
in Hydra, tracing the life cycle of a frog, and comparing parental and offspring characteristics.
 Information Skills and Projects: Students will gather information about animal reproductive
systems, cloning, and related topics from various sources.
 Communicating through Drawing and Model Making: Students will draw diagrams of reproductive
systems and illustrate various stages of animal development.
 Appreciation and Aesthetic Sense: Students will appreciate the diversity and complexity of
reproductive strategies in the animal kingdom.
 Application to Daily Life and Concern to Biodiversity: Students will connect their understanding of
reproduction to issues like conservation and responsible pet ownership.

Unit Plan/Lesson Plan Details:

Perio Learning Teaching Assessment

Concepts TLM/Resources
d Outcomes Strategies [CCE]

Engage: <br>
- Start with a
discussion:
"How do
animals have
babies?"
"Where do baby
Students will animals come Formative:
be able to: from?" <br> - <br> - Table
<br> - Define Use Table-1 completion
reproduction from the text. (Table-1 and
and its Guide students 2). <br> -
importance. to observe and Q&A:
<br> - categorize - Textbook (pp. 54- "What is
Differentiate animals based 55, Table-1, Table- reproduction?
Introduction to
between on external ears 2) <br> - " "What are
Reproduction &
1 viviparous and and epidermal Pictures/videos of viviparous and
Viviparous/Oviparo
oviparous hair. <br> various animals oviparous
us Animals
animals. Explore: <br> (viviparous and animals?"
<br> - - Use Table-2 oviparous). <br> -
Identify from the text. Classification
external Guide students activity: Given
features to categorize a list of
related to animals as animals,
these those that give categorize
categories. birth to young them.
ones or lay
eggs. <br>
Explain: <br>
- Introduce the
terms
'viviparous' and
'oviparous' with
 clear definitions
and examples.
<br> - Explain
the link
between
external
ears/hair and
giving birth.
<br>
Elaborate:
<br> -
Discuss the
importance of
reproduction for
species
continuation.

Engage: <br>
- Review
reproduction
from the
previous class.
Ask: "Is there
only one way
animals
reproduce?"
<br> Explore
(Activity-1):
<br> - Use
permanent
slides of Hydra
budding stages.
Formative:
Guide students
<br> -
to observe
Students will Drawing and
bulges (buds)
be able to: labeling of
and their
<br> - Define Hydra
development.
asexual budding
<br> - Use
reproduction. stages. <br>
the diagram in - Textbook (p. 55-
<br> - - Table
the text (Fig-3). 56, Fig-3) <br> -
Asexual Describe the comparing
<br> Explain: Permanent slides of
2 Reproduction: process of budding in
<br> - Define Hydra budding
Budding in Hydra budding in Hydra and
asexual stages. <br> -
Hydra. <br> yeast. <br>
reproduction Microscope.
- Compare - Short
(no gamete
budding in answer: "What
fusion). <br> -
Hydra to is asexual
Explain budding
budding in reproduction?
as a type of
yeast. " "How does
asexual
Hydra
reproduction.
reproduce?"
<br> -
Describe the
step-by-step
process of
budding in
Hydra. <br>
Elaborate:
<br> -
Compare and
contrast
budding in
Hydra with
budding in
yeast (from
Class 7).
 Engage: <br>
- Review
asexual
reproduction.
Ask: "Are there
other ways
animals
reproduce
asexually?"
<br> Explore
(Activity-2):
<br> - Use
diagrams of
Formative:
binary fission in
<br> - Fill in
Students will Amoeba (Fig-
the table
be able to: 5). Guide
describing
<br> - students to
changes in
Describe the observe the
- Textbook (pp. 56- Amoeba
process of division of the
57, Fig-4, Fig-5) during binary
binary fission nucleus and
<br> - fission. <br>
Asexual in Amoeba. cytoplasm.
Diagrams/animatio - Drawing and
Reproduction: <br> - <br> Explain:
3 ns of binary fission. labeling of
Binary Fission in Understand <br> -
<br> - (Optional) binary fission
Amoeba that Amoeba is Introduce
Microscope and stages. <br>
a unicellular Amoeba as a
prepared slides of - Short
organism. unicellular
Amoeba. answer: "How
<br> - organism.
does Amoeba
Compare <br> - Explain
reproduce?"
binary fission binary fission as
"What is
to budding. the division of
binary
one cell into
fission?"
two. <br> -
Describe the
step-by-step
process of
binary fission in
Amoeba. <br>
Elaborate:
<br> -
Compare binary
fission to
budding
(similarities and
differences).

Engage: <br>
- Review
Formative:
Students will asexual
<br> -
be able to: reproduction.
Labeling a
<br> - Define Ask: "Is that
diagram of the
sexual how all animals
male
reproduction reproduce?" - Textbook (pp. 57-
reproductive
and its key Lead into 58, Fig-6a, 6b, Fig-
Sexual system.
feature. <br> sexual 7, Fig-8) <br> -
Reproduction: <br> -
- Identify the reproduction. Model/diagram of
Introduction & Drawing and
4 male <br> Explore: the human male
Human Male labeling a
reproductive <br> - Review reproductive
Reproductive sperm. <br>
organs in sexual system. <br> -
System - Q&A:
humans. reproduction in Images/videos of
"What is
<br> - plants (from sperm.
sexual
Describe the previous
reproduction?
structure and classes).
" "What are
function of Highlight the
the parts of a
sperm. fusion of
sperm?"
gametes.
<br> - Show
 Fig-6(a) and
6(b) (male and
female pumpkin
flowers). <br>
Explain: <br>
- Define sexual
reproduction
(fusion of male
and female
gametes).
<br> -
Introduce the
human male
reproductive
system (Fig-7):
testes, sperm
ducts, penis.
<br> -
Describe the
structure of a
sperm (Fig-8):
head, middle
piece, tail.
Explain the
function of each
part. <br>
Elaborate:
<br> -
Discuss the role
of the male in
reproduction.

Engage: <br>
- Review the
male
reproductive
system. Ask:
"What about the
female's role?"
<br> Explore: Formative:
<br> - <br> -
Students will Introduce the Labeling a
be able to: human female diagram of the
<br> - reproductive female
Identify the system (Fig-9): reproductive
- Textbook (pp. 58-
female ovaries, system.
59, Fig-9, Fig-10,
Sexual reproductive oviducts, <br> - Flow
Fig-11) <br> -
Reproduction: organs in uterus, vagina. chart
Model/diagram of
Human Female humans. <br> - illustrating the
5 the human female
Reproductive <br> - Describe the process from
reproductive
System & Describe the structure of an sperm and
system. <br> -
Fertilization structure and ovum. <br> ovum to
Animation of
function of the Explain: <br> zygote. <br>
fertilization.
ovum. <br> - - Explain the - Short
Explain the process of answer: "What
process of fertilization (Fig- is
fertilization. 10, Fig-11): fertilization?"
fusion of sperm "What is a
and ovum. zygote?"
<br> - Define
zygote. <br>
Elaborate:
<br> -
Discuss the
importance of
the zygote in
 offspring
development.

Engage: <br>
- Review
fertilization.
Ask: "What
happens after
the zygote is
formed?"
<br> Explore:
<br> - Explain
the
development of
the zygote into
an embryo (Fig-
Formative:
Students will 12). <br> -
<br> -
be able to: Define embryo.
Sequencing
<br> - <br> - Explain
activity:
Describe the the
Stages of
stages of development of
embryo
embryo the embryo into - Textbook (p. 60,
development.
development. a foetus. <br> Fig-12) <br> -
Development of the <br> -
<br> - Define - Define foetus. Diagrams/animatio
6 Embryo & Internal Q&A:
internal <br> Explain: ns of embryo and
Fertilization "What is an
fertilization. <br> - Define foetus
embryo?"
<br> - internal development.
"What is
Understand fertilization and
internal
the concept of give examples.
fertilization?"
a foetus and <br> - Explain
"What is
gestation the importance
gestation
period. of the uterus in
period?"
development.
<br> - Define
pregnancy and
gestation
period. <br>
Elaborate:
<br> -
Discuss what
would happen if
fertilization
didn't occur or if
animals didn't
give birth.

Engage: <br>
- Ask: "Why do
children look
like their
parents?"
Students will
<br> Explore Formative:
be able to:
(Activity-3): <br> - Table
<br> -
<br> - completion
Understand - Textbook (pp. 60-
Students (Table-4).
Resemblance in why offspring 61, Table-4) <br>
compare their <br> -
7 Parents & Children, resemble their - Photos of
facial features Discussion:
Test Tube Babies parents. students and their
with their "Why do we
<br> - Learn parents.
parents' (or use resemble our
about In Vitro
provided parents?"
Fertilization
photos). <br> "What is IVF?"
(IVF).
- Use Table-4 to
record
observations.
<br> Explain:
<br> -
 Discuss the role
of genes in
inheritance.
<br> -
Introduce the
concept of Test
Tube Babies
(IVF). Explain
the process.
<br>
Elaborate:
<br> -
Discuss the
reasons for IVF
and its impact.

Engage: <br>
- Review
internal
fertilization.
Ask: "Do all
animals fertilize
internally?"
<br> Explore:
<br> - Define
external
fertilization.
Students will
<br> - Explain Formative:
be able to:
the process of <br> -
<br> - Define
copulation and Drawing and
external
release of eggs - Textbook (pp. 61- labeling the
fertilization.
and sperm in 62, Fig-13, Fig-14, life cycle of a
External <br> -
frogs (Fig-15, Fig-15, Fig-16) frog. <br> -
8 Fertilization & Life Describe the
Fig-16). <br> <br> - Q&A:
Cycle of Frog life cycle of a
Explain: <br> Diagrams/videos of "What is
frog. <br> -
- Describe the frog life cycle. external
Identify
life cycle of a fertilization?"
tadpoles and
frog (Fig-13): "What is a
their
egg, tadpole, tadpole?"
characteristics.
adult. <br> -
Discuss the
characteristics
of a tadpole
(Fig-14). <br>
Elaborate:
<br> -
Compare and
contrast internal
and external
fertilization.

Engage: <br>
- Review the
Students will
frog life cycle. Formative:
be able to:
Ask: "What <br> -
<br> -
happens to a Observation
Observe the
tadpole as it - Textbook (pp. 63- records and
Project Work: development
grows?" <br> 65) <br> - diagrams from
Observing Frog of frog
9 Explore (Project Materials for the the project.
Eggs/Tadpoles & eggs/tadpoles.
Work): <br> - project (if <br> -
Metamorphosis <br> -
Guide students conducted). Explanation of
Understand
through the metamorphosi
the process of
steps of the s in their own
metamorphosi
project (if words.
s.
feasible).
Emphasize
 safety and
careful
observation.
<br> - Use
the provided
text (pp. 63-65)
as a guide.
<br> Explain:
<br> - Define
metamorphosis.
<br> -
Discuss the
transformation
of a tadpole into
an adult frog.
<br>
Elaborate:
<br> -
Discuss
metamorphosis
in other animals
(e.g.,
butterflies).

Engage: <br>
- Ask: "Can we
create an exact
copy of an
animal?" <br>
Explore: <br>
- Define
cloning. <br>
- Tell the story
of Dolly the
sheep (Fig-21).
Explain the
process. <br>
- Introduce Summative
bisexual (Pre-
Students will animals assessment):
be able to: (hermaphrodite <br> - Unit
<br> - Define s) like test covering
cloning. <br> earthworms. all concepts.
- Textbook (pp. 65-
- Understand <br> Explain: <br> -
Cloning & Unit 66, Fig-21) <br> -
10 the process of <br> - Presentation
Consolidation Images/videos
cloning Dolly Discuss the on a chosen
related to cloning.
the sheep. ethical aspect of
<br> - Learn considerations animal
about bisexual surrounding reproduction.
animals. cloning. <br> <br> - Final
- Review the Q&A
"What we have session.
learnt" section.
<br>
Elaborate:
<br> -
Address
"Improve your
learning"
questions
collectively or
individually.
<br> -
Conduct a
comprehensive
 review of the
unit.

6. Teacher's Notes: (Additional Resources, Activities)

 Safety: Emphasize safety during the frog egg/tadpole project. Ensure proper handling and
disposal.
 Visuals: Use high-quality diagrams, models, and videos to illustrate reproductive systems and
processes.
 Guest Speaker: Consider inviting a biologist or veterinarian to talk about animal reproduction or
cloning.
 Ethical Discussions: Facilitate discussions on the ethical implications of cloning and IVF.
 Cross-Curricular Connections: Connect to genetics, evolution, and conservation.
 Differentiation: Provide varied activities to cater to different learning styles.
7. Teacher Responses (Sample):
 To question 1a (AS1): "Sexual reproduction involves the fusion of male and female gametes
(sperm and ovum) to form a zygote, which develops into a new individual. Asexual reproduction,
on the other hand, does not involve the fusion of gametes. A single parent organism produces
offspring that are genetically identical to itself. Examples of asexual reproduction include budding
in Hydra and binary fission in Amoeba."
 To question 3 (AS1): "Fish and frogs lay a large number of eggs because external fertilization is
less certain than internal fertilization. Many eggs and sperm are released into the water, but only a
small fraction of them may successfully fuse to form zygotes. Also, the developing embryos are
vulnerable to predators and environmental factors. In contrast, cows and humans have internal
fertilization, where the sperm fertilizes the egg inside the female's body. This provides a more
protected environment for the developing embryo, increasing its chances of survival. Therefore,
fewer offspring are produced, but their survival rate is higher."
 To question 4 (AS1): "Yes, animals can produce offspring without the formation of zygotes through
asexual reproduction. For example, Hydra reproduces by budding. A bulge or bud forms on the
parent's body, grows, and eventually detaches to become a new, independent Hydra. This process
does not involve the fusion of gametes."
 To question 5 (AS1): "Viviparous animals give birth to live young. They typically have external ears
and epidermal hair on their skin. Oviparous animals lay eggs. They usually do not have external
ears or epidermal hair."
 To question 7 (AS1): "Most terrestrial animals have internal fertilization because it provides a more
protected environment for the developing embryo. The sperm is deposited inside the female's
body, increasing the chances of fertilization and protecting the zygote from dehydration and
external threats. This is especially important on land, where the environment is less moist than in
water."
 To question 11 (AS2): "If all organisms stopped reproducing, life on Earth would eventually cease
to exist. Reproduction is essential for the continuation of species. Without it, populations would
decline as existing individuals die, and eventually, the species would become extinct."
 To question 16 (AS7): "Ritwik's action of returning the pigeon squab to the ventilator shows
compassion and responsibility. He recognized that the young bird needed its parents to survive. I
appreciate his understanding of the importance of parental care in animals. If I were in Ritwik's
place, I would do the same. It's important to respect wildlife and ensure that young animals have
the best chance of survival."
 UNIT/LESSON PLAN FOR "THE AGE OF ADOLESCENCE" FOR CLASS 8

Unit / Lesson Plan: The Age of Adolescence

1. Class: 08
2. Unit/Lesson: 05 The Age of Adolescence
3. Number of Periods Required: 12
4. Academic Standards (Particular to this unit only):
 Conceptual Understanding: Students will understand the physical, hormonal, and emotional
changes occurring during adolescence, including puberty, secondary sexual characters,
reproductive health, and the role of hormones.
 Asking Questions and Making Hypothesis: Students will be able to ask relevant questions about
adolescent changes and formulate simple hypotheses about health and hygiene practices.
 Experimentation and Field Investigation: Students will engage in data collection and analysis
related to height growth, and observe changes in voice. They will be encouraged to collect
information from various sources (e.g., school health records, doctors).
 Information Skills and Projects: Students will gather and present information on topics like
adolescent health, the dangers of child marriage, and the role of Red Ribbon Clubs.
 Communicating through Drawing and Model Making: Students will draw and label diagrams of
endocrine glands and potentially create models to explain concepts.
 Appreciation and Aesthetic Sense: Students will develop an appreciation for the natural process of
growth and development, and a positive self-image during this transitional phase.
 Application to Daily Life and Concern to Biodiversity: Students will apply their understanding to
personal health, hygiene, making responsible choices regarding social evils like child marriage,
and seeking appropriate guidance during adolescence.

Unit Plan/Lesson Plan Details:

Perio Learning Assessment

Concepts Teaching Strategies TLM/Resources
d Outcomes [CCE]

Engage: <br> -
Begin with a relatable
question: "Have you
noticed any changes
in your body or how
you feel compared to
Students a few years ago?"
will be able <br> - Introduce
to: <br> - "adolescence" as a Formative:
Define transition phase. <br> -
adolescenc <br> Explore Completion of
e. <br> - (Activity-1 & 2): Activity-1
Understand <br> - Introduce - Textbook (pp. 71- questions
Introduction
that height Table-1 (growth 72, Table-1) <br> - (analysis of
to
growth is a chart). Guide students Measuring graph). <br> -
Adolescenc
1 significant to analyze the data for tape/height chart. Calculation of
e&
change male and female <br> - individual
Changes in
during height percentages at Whiteboard/projector probable
Height
adolescenc different ages. <br> for calculations. maximum height.
e. <br> - - Demonstrate how to <br> - Group
Calculate calculate probable discussion on
their maximum height observations
probable using the given from Table-1.
maximum formula. <br>
height. Explain: <br> -
Discuss the concept
of growth rate
variation in
individuals. <br> -
Highlight that girls
initially grow faster but
 both reach max height
around 18. <br>
Elaborate: <br> -
Assign Activity-2
(group height
calculation) as
homework or an in-
class group activity.

Engage: <br> - Ask:

"Besides height, what
other physical
changes do you
observe in boys and
girls around your
age?" <br> Explore
(Activity-3): <br> -
Explain Activity-3
(collecting body
measurement data).
Discuss the
Students
components to be
will be able
measured (height,
to: <br> -
chest, shoulder,
Identify Formative:
voice). This can be a
changes in <br> -
long-term group
body shape - Textbook (pp. 73- Q&A: "How
project or a
in boys and 74, Table-3, Fig-2) do boys' and
discussion about
girls. <br> <br> - girls' body
Physical common
- Explain the Pictures/diagrams shapes change
Changes: observations. <br>
phenomeno illustrating body during
2 Body Shape Explain: <br> -
n of voice changes. <br> - adolescence?"
& Voice Discuss broader
change in (Optional) Measuring <br> -
Change shoulders/wider
boys. tape for initial data Drawing/labeling
chests in boys and
<br> - collection for Activity- of Adam's Apple.
widening below the
Locate 3. <br> - Short
waist in girls. <br> -
Adam's explanation of
Explain voice change
Apple and voice change.
in boys: breaking
its relation
voice, hoarseness.
to the
<br> - Introduce
larynx.
Adam's Apple (Fig-2)
and its formation due
to larynx/thyroid
cartilage elongation.
<br> Elaborate:
<br> - Encourage
students to feel their
own throat for the
Adam's Apple. <br>
- Discuss the
temporary nature of
voice disturbance.

Students Engage: <br> - Ask: Formative:

will be able "Have you noticed <br> -
to: <br> - more sweating or skin Discussion: "Why
Understand issues like pimples is hygiene
- Textbook (p. 74)
Skin the reason recently?" <br> important during
<br> - Soap,
Changes: for Explore: <br> - adolescence?"
lukewarm water
3 Sweat, increased Discuss the increased <br> - List of
(demonstration if
Pimples & sweat and activity of sweat dos and don'ts
appropriate). <br>
Hygiene pimples glands and for managing
- Posters on hygiene.
during sebaceous glands. pimples. <br> -
adolescenc <br> - Relate Role-play:
e. <br> - increased oil Advising a friend
Identify production to pimples about skin care.
 practical and acne. <br>
steps for Explain: <br> -
managing Explain that pimples
pimples and can get infected and
maintaining cause distinct body
hygiene. odor. <br> - Provide
clear instructions on
what to do and what
not to do for pimples
(from the text). <br>
Elaborate: <br> -
Emphasize the
importance of regular
bathing and personal
hygiene. <br> -
Discuss the
psychological impact
of pimples on
adolescents.

Engage: <br> -
Review the concepts
of male and female
reproductive organs
Students from the previous unit.
will be able Ask: "When do these
to: <br> - organs become fully
Describe functional?" <br>
the Explore: <br> -
developmen Discuss the Formative:
t of male maturation of testes <br> -
and female (sperm production) Table/chart
sex organs and ovaries (ovum comparing
during maturation). <br> primary and
Developme
adolescenc Explain: <br> - - Textbook (p. 75) secondary sexual
nt of
e. <br> - Define primary sexual <br> - characters.
Reproductiv
Differentiate characters (present at Diagrams/illustration <br> -
4 e Organs &
between birth, differentiate s of male/female Q&A: "What
Secondary
primary and sex). <br> - Define secondary sexual are secondary
Sexual
secondary secondary sexual characters. sexual
Characters
sexual characters (develop characters?"
characters. during adolescence, "Name two
<br> - external features secondary sexual
Identify differentiating sexes). characters in
common <br> - List boys and girls."
secondary examples: breasts in
sexual girls; facial hair, chest
characters hair in boys; armpit
in boys and and genital hair in
girls. both. <br>
Elaborate: <br> -
Discuss how these
changes prepare the
body for reproduction.

Students Engage: <br> - Ask: Formative:

will be able "At what age do <br> -
- Textbook (p. 75-76,
to: <br> - humans become Labeling/explaini
Reproductiv flow chart) <br> -
Understand capable of having ng the menstrual
e Phase in Diagram of
the onset of children?" <br> cycle flow chart.
Humans: menstrual cycle.
5 the Explore: <br> - <br> -
Menarche & <br> - (Optional)
reproductive Introduce the concept Q&A: "What
Menstrual Age-appropriate
phase. of reproductive is menarche?"
Cycle video on the
<br> - capacity beginning "What is
menstrual cycle.
Define when gametes are menstruation?"
menarche produced. <br> - <br> - Short
 and Explain the paragraph on the
menstruatio "Schematic diagram purpose of the
n. <br> - of menstrual cycle menstrual cycle.
Describe and reproduction"
the from the text. <br>
menstrual Explain: <br> -
cycle and its Define menarche as
purpose. the first menstrual
cycle. <br> -
Explain the menstrual
cycle: ovum
maturation, release
(ovulation), thickening
of uterine wall, and
shedding
(menstruation) if
fertilization doesn't
occur. <br> -
Discuss the typical
duration (28-30 days)
and age range (10-12
to 45-50 years).
<br> Elaborate:
<br> - Discuss the
significance of the
menstrual cycle as a
natural biological
phenomenon. <br>
- Address the
questions following
the flow chart in the
text.

Engage: <br> - Ask:

"Have you heard any
beliefs or rules about
girls during
menstruation?" <br>
Explore: <br> -
Discuss common
Students
myths and
will be able
misconceptions about
to: <br> -
menstruation
Identify and
(untouchability, Formative:
challenge
restrictions on <br> - Role-
myths
bathing/cooking/scho play: Educating
surrounding
ol). <br> - Read and - Textbook (pp. 76- someone about
menstruatio
Menstruatio discuss Latha's story 77) <br> - Case menstruation
n. <br> -
n and Myths about protesting child study of Latha. myths. <br> -
Understand
6 & Child marriage. <br> <br> - Slogan writing for
child
Marriage – Explain: <br> - Posters/slogans on preventing child
marriage as
A Social Evil Debunk myths with child marriage marriage. <br>
a social evil
scientific explanations awareness. - Group
and its
(menstruation as a discussion on the
negative
biological process). societal impact of
impacts.
<br> - Explain why child marriage.
<br> -
child marriage is
State the
harmful (health issues
legal age for
for mother/child,
marriage.
curtailment of
opportunities, mental
agony). <br> - State
the legal age for
marriage in India.
<br> Elaborate:
<br> - Group
 discussion: "Why is
child marriage
wrong?" and "How
does it damage
health?" <br> -
Slogan writing activity
against child
marriage.

Engage: <br> - Ask:

"How do you feel
about making
decisions now
compared to when
you were younger?"
<br> Explore
(Activity-4): <br> -
Distribute the "Check
list" (Activity-4). Have
students privately tick
points that reflect their
Students
behavior. <br> -
will be able
Discuss common Formative:
to: <br> -
observations from the <br> -
Identify
checklist without Reflection
common
individual sharing journal: "How do I
behavioral
(e.g., preference for feel about the
changes - Textbook (pp. 77-
mirror, friends' changes
during 78, Activity-4
opinions, desire for happening to
adolescenc checklist) <br> -
Adolescenc independence, self- me?" <br> -
e. <br> - Blank copies of the
7 e: Changes consciousness). Group discussion
Understand checklist. <br> -
in Behaviour <br> Explain: on navigating
that these Scenario cards for
<br> - Discuss the social and
changes are discussion (e.g.,
psychological emotional
normal. peer pressure).
aspects: quick changes. <br> -
<br> -
decision-making, Role-play:
Recognize
resistance to being Communicating
the need for
forced, attraction feelings to
parental and
towards opposite sex, parents/teachers.
elder
abstract ideas,
support.
emotional turbulence,
independence, self-
consciousness,
insecurity. <br> -
Emphasize that these
are normal phases.
<br> Elaborate:
<br> - Highlight the
importance of open
communication with
elders, parents, and
teachers.

Students Engage: <br> - Ask: Formative:

will be able "What causes all <br> - Labeling
to: <br> - these physical and a diagram of
Understand behavioral changes?" endocrine
the role of (Lead to hormones). - Textbook (pp. 78- glands. <br> -
Hormones
hormones in <br> Explore: 79, Fig-3, Table-4) Table completion
and
8 adolescent <br> - Introduce the <br> - Model/chart (Table-4). <br>
Endocrine
changes. endocrine system and of human endocrine - Q&A:
System
<br> - endocrine glands. system. "What is a
Identify key <br> - Show Fig-3 hormone?"
endocrine (Position of endocrine "Which gland
glands and glands). <br> - controls other
their Explain that glands?"
 functions. hormones are
<br> - chemical messengers
Name major released directly into
male and the blood. <br>
female Explain: <br> -
hormones. Discuss the functions
of endocrine
hormones (sugar,
salt, calcium levels,
reproductive system
development). <br>
- Focus on
adolescence:
Testosterone (male
hormone from testes)
and Estrogen (female
hormone from
ovaries). <br> -
Explain the role of
pituitary gland (growth
hormone, FSH, LH).
<br> Elaborate:
<br> - Fill in Table-4
about glands,
hormones, and their
effects.

Engage: <br> - Ask:

"Why is it important to
eat healthy during this
period of rapid
growth?" <br>
Explore: <br> -
Discuss the concept
of a balanced diet
Students
from previous classes
will be able
(proteins, carbs, fats,
to: <br> -
vitamins, minerals).
Understand
<br> - Relate Formative:
the
balanced diet to rapid <br> -
importance
growth and Drawing/chart of
of a - Textbook (p. 80)
Adolescenc development in a balanced diet.
balanced <br> - Food
e and adolescence. <br> <br> -
diet during pyramid/nutrition
9 Health: Explain: <br> - Q&A: "Why
adolescenc chart. <br> -
Balanced Provide examples of is a balanced diet
e. <br> - Pictures of healthy
Diet healthy food choices crucial for
Identify foods.
(roti/rice, dal, adolescents?"
essential
vegetables, milk, <br> - Meal
food
fruits). <br> - planning activity.
components
Emphasize the need
for a
for proper proportions
balanced
of nutrients. <br>
diet.
Elaborate: <br> -
Ask students to create
a sample daily meal
plan for an
adolescent. <br> -
Discuss the
consequences of poor
nutrition.

Students Engage: <br> - Ask: Formative:

Adolescenc - Textbook (p. 80)
will be able "Why is bathing <br> - Short
e and <br> - Hygiene
10 to: <br> - regularly especially essay: "The
Health: products (soap,
Understand important now?" Importance of
Cleanliness brush, etc.). <br> -
the need for <br> Explore: Hygiene and
 & Physical cleanliness <br> - Discuss Pictures of people Exercise for
Exercise and hygiene increased sweat exercising. Teenagers."
during gland activity and <br> - Checklist
adolescenc body odor. <br> - for daily hygiene
e. <br> - Explain the risk of routine. <br> -
Recognize infections (fungal, Discussion: "How
the benefits bacterial) if does physical
of physical cleanliness is not activity help cope
exercise. maintained. <br> - with stress?"
Emphasize special
care for girls during
menstruation
(disposable napkins).
<br> Explain:
<br> - Discuss the
benefits of physical
exercise (walking,
outdoor games, fresh
air) for overall fitness
and health. <br> -
Link physical activity
to better health and
sound sleep. <br>
Elaborate: <br> -
Brainstorm ideas for
maintaining hygiene
at home and school.
<br> - Encourage
participation in sports
and outdoor activities.

Engage: <br> -
Pose a scenario:
"Someone offers you
a drug to cope with
stress. What do you
do?" <br> Explore:
<br> - Discuss the
Students
temptation to use
will be able
drugs during times of
to: <br> -
tension/confusion.
Understand
<br> - Emphasize
the dangers
the strict "NO" to
of drug Formative:
drugs unless
abuse. <br> - Role-
medically prescribed.
<br> - play: Refusing
Adolescenc <br> - Discuss the
Identify - Textbook (p. 80) drugs and
e and dangers of tobacco
trusted <br> - Anti-drug seeking help.
Health: consumption (gutkha,
individuals posters/campaign <br> - Group
11 Avoiding cigarettes, beedi,
for seeking materials. <br> - discussion on the
Drugs & etc.), including the
help and Information on Red role of Red
Seeking alarming statistics
guidance. Ribbon Clubs. Ribbon Clubs.
Help from the text. <br>
<br> - <br> - Poster
Explain: <br> -
Learn about campaign: "Say
Highlight the
adolescent No to Drugs!"
importance of
education
discussing problems
programs
with elders, parents,
and Red
teachers, or doctors.
Ribbon
<br> - Introduce
Clubs.
adolescent education
programs and Red
Ribbon Clubs. <br>
Elaborate: <br> -
Discuss the "Think
and Discuss"
questions about the
 future impact of
unhealthy habits.
<br> - Encourage
participation in school
health clubs.

Engage: <br> -
Quick review of all
key terms from the
"Key words" section.
<br> Explore:
<br> - Review the
"What we have learnt"
section
comprehensively.
Students
<br> Explain:
will be able Summative (Pre-
<br> - Go through
to: <br> - assessment):
the "Improve your
Summarize <br> - Unit Test
learning" questions as
key covering all
a class discussion or
concepts of concepts. <br>
individual reflection. - Textbook (pp. 81-
Unit adolescenc - Oral
<br> - Address any 83) <br> -
Consolidatio e. <br> - assessment of
specific questions or Flashcards of
12 n& Clarify any understanding
concerns from keywords. <br> -
Addressing remaining and application.
students. <br> - Whiteboard/chalkboa
Queries doubts. <br> - Short
Emphasize the rd for notes.
<br> - reflective writing:
positive aspects of
Reflect on "My
adolescence as a
their understanding of
period of growth and
learning and adolescence and
opportunity. <br>
apply it to how it helps me."
Elaborate: <br> -
their lives.
Conduct a fun quiz or
interactive game to
reinforce learning.
<br> - Encourage
students to maintain
open communication
with
parents/guardians
regarding changes.

6. Teacher's Notes: (Additional Resources, Activities)

 Sensitivity: This unit deals with sensitive topics. Create a safe and open classroom environment
where students feel comfortable asking questions without embarrassment. Ensure gender
sensitivity in discussions.
 Guest Speaker: Invite a school counselor, doctor, or a health worker to conduct a session on
adolescent health, physical changes, or emotional well-being.
 Interactive Activities: Use icebreakers and small group discussions to encourage participation.
 Resources: Utilize age-appropriate videos, animations, and diagrams to explain complex biological
processes.
 Parental Involvement: Consider a short informative session for parents to discuss the importance
of communication during adolescence.
 Red Ribbon Club: If the school has a Red Ribbon Club, collaborate with them for activities. If not,
encourage students to start one or participate in similar awareness programs.
 Reliable Information: Emphasize sourcing health information from reliable sources (doctors, health
professionals, textbooks) rather than peers or unreliable internet sites.
 Personal Stories (Optional & Appropriately Shared): If comfortable, teachers can share general,
appropriate personal anecdotes about their own adolescence to normalize some experiences.
7. Teacher Responses (Sample):
 To question 1 (AS1): "Adolescence is a significant period of transition from childhood to adulthood,
usually between 10-19 years. Childhood is a phase of rapid physical growth and basic learning. In
adolescence, besides continued physical growth, there are major hormonal changes leading to
 puberty, development of secondary sexual characters, and the onset of reproductive maturity.
Emotionally and socially, adolescents also experience increased self-awareness, a desire for
independence, peer influence, and emotional fluctuations, which are less prominent in childhood."
 To question 5 (AS1): "Acne and pimples are common in adolescents because during this period,
the activity of sweat glands and sebaceous (oil) glands in the skin increases significantly. The
sebaceous glands produce more oil (sebum), which can clog hair follicles. This clogged pore then
becomes a breeding ground for bacteria, leading to inflammation and the formation of pimples and
acne. It's a normal physiological change, and maintaining good hygiene helps manage it."
 To question 6 (AS7): "To keep themselves clean and healthy, I would suggest to my classmates:
1. Bathe daily to remove excess sweat and oil, especially as sweat glands become more active. 2.
Wash clothes regularly to prevent odor and bacterial growth. 3. Wash their face gently twice a day
with a mild soap to manage oiliness and pimples. 4. For girls, change sanitary napkins regularly
during menstruation to prevent infections. 5. Exercise regularly and spend time outdoors for
physical fitness and mental well-being."
 To question 7 (AS2): "If I had a chance to talk to a doctor about adolescent emotions and body
changes, I would ask: 1. 'What are the most common emotional challenges adolescents face, and
how can they best cope with them?' 2. 'What are the signs that an adolescent's emotional distress
is beyond normal and requires professional help?' 3. 'Are there any common health issues or
nutritional deficiencies specific to adolescence that parents/teachers should be aware of?' 4. 'How
can we, as educators, best support students through these physical and emotional transitions
while ensuring privacy and comfort?' 5. 'What is the most effective way to address misinformation
about puberty and sexuality that adolescents might encounter?'"
 To question 13 (AS7): "Swaroop, your height is largely determined by genetics, but there are still
things you can do to support your growth. During adolescence, your body is undergoing rapid
development. I would suggest you: 1. Eat a balanced diet rich in proteins, vitamins, and minerals
(especially calcium for bone health). 2. Get adequate sleep (around 8-10 hours) as growth
hormones are released during sleep. 3. Engage in regular physical activity like sports or stretching
exercises. While these won't guarantee a specific height, they ensure your body has the best
conditions for reaching its full genetic potential."
 To question 15 (AS7): "My expectations from parents would be to provide a supportive and open
environment where I can discuss my feelings and changes without judgment. I'd want them to
listen actively, offer guidance based on their experience, and respect my growing need for
independence while still providing necessary boundaries. From teachers, I'd expect them to be
understanding of the challenges of adolescence, to provide accurate and scientific information
about body changes and emotional well-being, and to be approachable mentors who can offer
academic and sometimes personal guidance."
 UNIT/LESSON PLAN FOR "BIODIVERSITY AND ITS CONSERVATION" FOR
CLASS 8

Unit / Lesson Plan: Biodiversity and its Conservation

1. Class: 08
2. Unit/Lesson: 06 Biodiversity and its Conservation
3. Number of Periods Required: 12
4. Academic Standards (Particular to this unit only):
 Conceptual Understanding: Students will develop a clear understanding of biodiversity, its
importance, different types of species (endemic, endangered, extinct), causes of biodiversity loss,
and various conservation methods.
 Asking Questions and Making Hypothesis: Students will be able to formulate questions about
environmental changes, species disappearance, and propose hypotheses regarding conservation
strategies.
 Experimentation and Field Investigation: Students will conduct surveys of local flora and fauna,
analyze observed variations, and (optionally) engage in the recycled paper project.
 Information Skills and Projects: Students will gather information on endangered species, national
parks, sanctuaries, bird migration, and biodiversity conferences from various resources (library,
internet, local offices).
 Communicating through Drawing and Model Making: Students will draw maps showing biodiversity
areas, create diagrams of observations, and prepare slogans/pamphlets.
 Appreciation and Aesthetic Sense: Students will develop an appreciation for the diversity of life on
Earth and the aesthetic value of natural ecosystems.
 Application to Daily Life and Concern to Biodiversity: Students will apply their understanding to
daily life choices (e.g., paper recycling, responsible resource use) and advocate for biodiversity
conservation.

Unit Plan/Lesson Plan Details:

Perio Learning Teaching Assessment

Concepts TLM/Resources
d Outcomes Strategies [CCE]

Engage: <br> -
Begin with a local
context: Discuss
the state bird
'Palapitta' and its
current status
Students will (Fig-2). Ask if Formative:
be able to: students have <br> -
<br> - observed it Completion of
Understand recently. <br> - Activity-1 survey
the concept of Share Rani's and diagram.
- Textbook (pp. 84-
'biodiversity'. family discussion <br> - Group
85, Fig-1, Fig-2)
<br> - about vultures, discussion on
Introduction to <br> - Chart
Identify the sparrows, crows initial
Biodiversity & paper, colored
1 state bird disappearing. observations of
Observing pencils/markers for
'Palapitta' and <br> Explore local
Diversity Activity-1. <br> -
reasons for its (Activity-1): biodiversity.
Pictures of diverse
endangerment. <br> - Explain <br> -
organisms.
<br> - Rani's method of Q&A: "What
Recognize the surveying is biodiversity?"
diminishing surroundings "Why is the
populations of (color coding Palapitta
common birds. plants, animals, endangered?"
insects etc.).
<br> - Assign
Activity-1 for
students to
conduct a survey
around their
 school/house.
<br> Explain:
<br> -
Introduce the
term 'biodiversity'
as the wide
variety of living
organisms.
<br> - Discuss
preliminary
reasons for
species decline
(deforestation,
insecticides, non-
availability of
food). <br>
Elaborate: <br>
- Think and
discuss: "How
many different
colors could you
mark?", "What
does your total
color code count
indicate?"

Engage: <br> -
Review the
concept of
biodiversity. Ask:
"Is diversity only
visible, or does it
exist unseen?"
(Microorganisms)
. <br> Explore:
<br> - Briefly
revisit
microorganisms
Students will
from previous
be able to:
chapters (algae,
<br> - Formative:
fungi, bacteria).
Appreciate - Textbook (pp. 86- <br> -
Discuss their
diversity in the 87, Fig-3) <br> - Observation
diversity. <br>
microbial Live specimens tables/lists from
Explore (Activity-
world. <br> - (grass plants, if Activity-3. <br>
Diversity at 3): <br> -
Identify available) or - Completion of
Microlevel & Guide students to
2 variations pictures. <br> - Activity-4 and
Variations observe
within similar Pictures of animals discussion.
within Species variations in
types of for observation. <br> - Short
plants (e.g., two
organisms. <br> - Individual answer: "Why is
grass plants).
<br> - observation sheets it important to
<br> - Guide
Conclude that for Activity-3. recognize
students to
no two variations?"
observe
individuals are
variations in
exactly alike.
animals (e.g., two
hens, dogs).
<br> - Guide
students to
observe
variations among
two classmates
(height, features,
skin texture).
<br> Explain:
<br> -
Emphasize that
 variation is
nature's way,
even at the
micro-level.
<br> Elaborate
(Activity-4):
<br> - Assign
Activity-4
(collecting
pictures of cricket
players and
noting variations)
as homework.
<br> - Discuss
findings from
Activities 3 & 4:
"Could you find
any two
persons/plants
with exactly same
characters?"
"What can we
conclude?"

Engage: <br> -
Introduce the
Ramagundam
forest case study.
Ask: "What
happens when
forests are cut
down for human
activities?"
<br> Explore:
<br> - Read the
case study (pp.
Students will
87-88). <br> -
be able to:
Guide students to
<br> - Formative:
compare the past
Analyze the <br> - Written
and present
impact of responses to
situation of
human questions
animal
activities on - Textbook (pp. 87- following the
populations in
biodiversity 88) <br> - Map of case study.
Case Study: Ramagundam.
(deforestation, Telangana showing <br> -
Ramagundam <br> Explain:
3 industrializatio Ramagundam area. Brainstorming
Forest & <br> - Define
n). <br> - <br> - Pictures of session on local
Extinction 'extinct' (vanish
Understand extinct animals (e.g., biodiversity loss.
forever from
the concept of Dodo). <br> - Short
Earth). <br> -
'extinction'. essay: "Impact
Discuss reasons
<br> - Relate of Human
for species
local changes Activities on
disappearance
to global Forests."
(e.g., habitat loss
biodiversity
due to thermal
loss.
power stations,
industries, roads,
quarries). <br>
Elaborate: <br>
- Think and
discuss: "What is
the difference in
animal types?",
"What happened
to tigers?", "Do
we find tigers
elsewhere?"
 <br> - Group
discussion: "Is
there any extinct
species in your
area? Why do
organisms
become extinct?
How is
biodiversity
depleting in your
area? How to
improve it?"

Engage: <br> -
Show the "cruel
creature" sign
board riddle.
Discuss the
answer
(humans). <br>
- Ask: "What
happens if a
species is very
close to
extinction?"
<br> Explore:
<br> - Define
'endangered' as a
warning signal for
rapidly declining
populations. Formative:
Students will
<br> - <br> -
be able to:
Introduce the Q&A: "What
<br> - Define
Red Data is an
'endangered
Book/Red List endangered
species'. - Textbook (pp. 88-
Book (published species?" "What
<br> - 89, Table, pictures
by WWF and is the Red Data
Understand of endangered
IUWC). <br> Book?" <br> -
Endangered the purpose species). <br> -
Explain: <br> - Matching
4 Species & Red and Red Data Book
Explain that the exercise:
Data Book significance of cover/sample page
Red Data Book Endangered
the Red Data (if available). <br>
contains details animal/plant with
Book. <br> - - Chart listing
of endangered its name. <br>
Identify endangered species.
and threatened - Group activity:
examples of
species. <br> - Researching
endangered
Show and more
flora and fauna
discuss the endangered
in India.
endangered species.
species pictures
from the text
(Lion, Red fox,
Rhino, Vulture,
Chital, Loris,
Black spider
monkey, Wild cat,
Cycas, Rauvolfia,
Nepenthes,
Sandalwood
tree). <br>
Elaborate: <br>
- Discuss the
importance of
tracking
endangered
species.
 Engage: <br> -
Show pictures of
Peacock, White
Tiger, Ant Eater
(Fig-4). Ask:
"Where do these
animals primarily
live?" <br>
Explore: <br> -
Define 'endemic
species' as those
restricted to a
particular
area/country.
<br> - Discuss
examples:
Kangaroo
(Australia), Kiwi
(New Zealand).
Students will <br> Explain: Formative:
be able to: <br> - Ask: <br> -
<br> - Define "Which among Q&A: "What
'endemic Fig-4 is endemic is an endemic
species' and to India?" - Textbook (p. 90, species?" "Give
provide (Peacock, White Fig-4) <br> - World an example of
Endemic
examples. Tiger). <br> - map to locate an endemic
Species &
5 <br> - Discuss the endemic regions. species from
Species
Understand 'Species <br> - India." <br> -
Concept
the limitation of Concept' as Pictures/videos of Short
the 'species applied to endemic species. explanation of
concept' for sexually why the species
asexually reproducing concept doesn't
reproducing organisms. apply to asexual
organisms. <br> - Explain reproduction.
why it doesn't
apply to
asexually
reproducing
organisms
(bacteria, yeast,
hydra). <br>
Elaborate: <br>
- Encourage
students to
research
endemic species
of Telangana or
India. <br> -
Discussion: "Why
is it important to
conserve
endemic
species?"

Students will Engage: <br> - Formative:

be able to: Ask: "If a forest <br> -
- Textbook (p. 91,
<br> - burns down, does Q&A: "What
Fig-5a, Fig-5b)
Origin of Understand it stay barren are Invasive
<br> -
Biodiversity, how habitats forever?" (Lead Alien Species?"
Pictures/videos of
Balance in regain diversity to natural "Give an
6 invasive species.
Nature & after regeneration). example of IAS."
<br> - Examples of
Invasive Alien disturbances. <br> Explore: <br> -
different rice
Species <br> - Define <br> - Discuss Discussion:
varieties (if
Invasive Alien how natural "How does
possible).
Species (IAS) calamities nature restore
and their (floods, itself?" <br> -
 negative earthquakes, Short reflection
impacts. fires) and human on food crop
<br> - intervention affect diversity.
Appreciate habitats, but
diversity in organisms re-
food crops. establish
balance. <br> -
Introduce
Invasive Alien
Species (IAS).
<br> Explain:
<br> - Define
IAS (non-native
species that
spread and
threaten
biodiversity).
<br> - Give
examples:
Spanish flag
plant, water
hyacinth (Fig-5b),
Hyderabad
pigeons (Fig-5a).
<br> - Discuss
the negative
impacts of IAS
(food security,
plant/animal/hum
an health,
displacing native
species like
crows). <br> -
Highlight diversity
in food crops
(e.g., 1200
varieties of rice in
India). <br>
Elaborate: <br>
- Think and
discuss: "How
does the pigeon
invasion affect
Hyderabad's
biodiversity?"
<br> - Ask
parents about
local paddy
varieties.

Students will Engage: <br> - Formative:

be able to: Show pictures of <br> -
<br> - bees/butterflies Q&A: "Why
Understand sucking nectar. is biodiversity
the importance Ask: "Why should - Textbook (pp. 91- important?"
of conserving we conserve 92) <br> - Pictures "What is
Importance of even small small insects like of pollinators (bees, conservation?"
Biodiversity & organisms these?" (Lead to butterflies). <br> - <br> - Chart
7
Conservation (e.g., bees, pollination). Map of India comparing
Efforts butterflies). <br> Explore: showing National National Parks
<br> - Define <br> - Discuss Parks and and Sanctuaries.
'conservation'. the role of Sanctuaries. <br> -
<br> - bees/butterflies in Brainstorming
Recognize pollination and solutions for
government the impact of pollinator
initiatives pesticides on decline.
 (National them. <br> -
Parks, Ask: "What will
Sanctuaries). happen if these
insects become
extinct?" "What
can be done to
save them?"
<br> Explain:
<br> - Define
'conservation' as
conscious steps
to save plants
and animals from
being lost. <br>
- Introduce
National Parks
and Sanctuaries
as protected
areas. <br>
Elaborate: <br>
- Differentiate
between National
Park (no human
activity) and
Sanctuary
(limited human
activity). <br> -
Provide
examples: Jim
Corbett NP,
Pakhal
Sanctuary.

Engage: <br> -
Introduce 'Project
Tiger'. Ask: "Why
is saving the tiger
so important?"
<br> Explore:
Students will <br> - Read the
be able to: Project Tiger
<br> - case study (p.
Understand 92). Discuss
Formative:
the concept of statistics on tiger
<br> -
a 'flagship population.
Discussion on
species' in <br> Explain:
the importance
conservation. <br> - Explain
- Textbook (p. 92, of food webs.
Case Study: <br> - that Project Tiger
Fig-8) <br> - <br> - Short
Project Tiger & Appreciate the aims to save the
Pictures/videos of answer: "How
8 Interdependen interdependen tiger by
tigers and their does conserving
ce of ce of protecting its
habitat. <br> - a tiger help other
Organisms organisms in entire food web
Food web diagrams. organisms?"
an ecosystem and habitat.
<br> -
(food web). <br> - Discuss
Reflective writing
<br> - the food chain:
on human
Connect tiger Tiger depends on
intervention.
conservation to deer; deer
overall depend on
ecosystem plants. If tigers
health. disappear, deer
population
increases,
affecting flora.
<br> -
Emphasize that
all organisms
 influence each
other. <br>
Elaborate
(Activity-5):
<br> - Think
and discuss:
"How does
Project Tiger help
other wildlife?",
"What happens
to deer/plants if
tiger population
goes down?",
"Why is forest
protection a
must?" <br> -
Discuss "Forest
our life" (from
previous class)
and human
intervention.

Engage: <br> -
Ask: "Have you
seen birds flying
in large groups,
especially at
certain times of
the year?" <br>
Explore (Project
Work: Studying
Migration):
<br> -
Introduce the
project idea
(observing birds
for 6 months).
Formative:
Students will This can be a
<br> - Project
be able to: long-term
observations/not
<br> - Define individual
- Textbook (pp. 93- es on bird
'migration' in observation or a
94) <br> - migration (if
birds. <br> - discussion
Binoculars undertaken).
Understand activity. <br> -
Migration & Its (optional). <br> - <br> -
the reasons for Discuss the
9 Effect on Pictures/videos of Discussion on
bird migration. questions related
Biodiversity migratory birds. human impact
<br> - to daily bird
<br> - World map on migratory
Discuss how observations,
to show migration birds. <br> -
human seasonal
routes. Booklet on bird
activities affect variations, and
migration (as a
migratory new bird
group/individual
birds. populations.
project).
<br> Explain:
<br> - Define
'migratory birds'
and 'migration'.
<br> - Discuss
reasons for
migration
(escaping winter,
food shortage,
nesting). <br> -
Give examples
like Siberian
cranes migrating
to India. <br> -
Discuss impact of
 human activities
(cutting trees
near lakes like
Kolleru, Pulikot).
<br> Elaborate:
<br> - Think
and discuss:
"How do human
activities disturb
biodiversity in
relation to
migratory birds?"
<br> -
Encourage
students to
collect
information on
bird migration
and create a
booklet.

Engage: <br> -
Share the
"Please stop
examination –
Save trees"
comment. Ask:
"Why is saving
trees important
for biodiversity?"
<br> Explore:
<br> - Discuss
the misuse/waste
of paper. Ask:
Students will "Where is paper
be able to: generally
<br> - misused?" <br>
Understand - Explain that 15- Formative:
the 25 trees are cut <br> - List of
environmental for one ton of - Textbook (pp. 94- places where
impact of paper. <br> - 95) <br> - Waste paper is
paper Discuss the newspaper, tubs, misused. <br>
Recycling of
production. involvement of blender, screen, - Participation in
Paper & Its
10 <br> - harmful cloth etc. (for recycled paper
Importance for
Recognize the chemicals in demonstration/activit making (if
Conservation
importance of paper production. y). <br> - Chart practical). <br>
recycling <br> Explain: showing paper - Short
paper. <br> - <br> - production process. presentation on
Learn a simple Emphasize that "Why Recycle
method for paper can be Paper?"
making recycled 5-7
recycled times. <br> -
paper. Introduce the
'Project Work:
How to make
recycled paper'
(pp. 94-95).
Discuss the
procedure step-
by-step. <br>
Elaborate: <br>
- Discuss how
recycling paper
helps reduce
deforestation and
chemical
 pollution. <br> -
If feasible,
conduct a
demonstration or
a small-scale
paper recycling
activity.

Engage: <br> -
Ask: "How were
furniture items
made earlier?
What do we use
now?" (Lead to
compressed
cardboard).
<br> Explore:
<br> - Explain
the traditional
method of using
long wooden
planks for
Students will furniture and its
Formative:
be able to: impact. <br> -
<br> -
<br> - Introduce
Compare and
Understand compressed
contrast wood
how cardboard as an
furniture with
compressed alternative.
- Textbook (pp. 95- compressed
cardboard <br> Explain:
96) <br> - cardboard.
helps reduce <br> - Describe
Sustainable Samples of wood <br> -
deforestation. the making of
Alternatives: and compressed Discussion:
11 <br> - compressed
Compressed cardboard. <br> - "What are other
Appreciate the cardboard (pulp
Cardboard Pictures of sustainable
concept of from wood bits,
deforestation vs. practices we can
sustainable sawdust,
sustainable forestry. adopt?" <br> -
practices. chemicals,
Short write-up
<br> - Relate compression).
on the
sustainable <br> - Explain
importance of
resource use how it reduces
sustainable
to biodiversity the need to cut
development.
conservation. whole trees.
<br> Elaborate:
<br> - Discuss
other sustainable
alternatives in
daily life. <br> -
Reinforce the
idea: "Nature is
for human's
need, not for his
greed." <br> -
Emphasize that
humans are part
of nature and
must protect it.

Students will Engage: <br> - Summative (Pre-

be able to: Review all assessment):
<br> - keywords from - Textbook (pp. 96- <br> - Unit
Unit
Summarize the unit. <br> 99) <br> - Chart Test covering all
Consolidation
key concepts Explore: <br> - paper/markers for concepts. <br>
12 & Action Plan
of biodiversity Discuss "What action plan. <br> - - Group
for
and we have learnt" Slogan/pamphlet presentation on
Conservation
conservation. section. <br> - examples. a conservation
<br> - Go through topic. <br> -
Develop an "Improve your Creative writing:
 action plan for learning" "My Role in
local questions Conserving
biodiversity collectively, Biodiversity."
conservation. encouraging
<br> - critical thinking
Articulate the and application.
importance of <br> Explain:
individual <br> - Reiterate
contribution. that every
organism is part
of the ecosystem
and its loss
impacts the food
chain. <br> -
Emphasize
individual
responsibility in
conservation
("Rani said
conservation
starts from our
home"). <br>
Elaborate: <br>
- Brainstorm an
'Action Plan for
Biodiversity
Conservation' at
school/home
level. <br> -
Prepare slogans
or pamphlets for
awareness.
<br> -
Encourage
students to
express their
appreciation for
biodiversity.

6. Teacher's Notes: (Additional Resources, Activities)

 Field Trip: If possible, organize a visit to a local park, botanical garden, or a small forest patch to
directly observe biodiversity. If not, use virtual field trips.
 Guest Speaker: Invite an environmentalist, forest officer, or a local expert on biodiversity to speak
to the students.
 Documentaries: Show age-appropriate documentaries on biodiversity, endangered species, or
conservation efforts (e.g., from National Geographic, Discovery).
 Poster Campaign: Organize a school-wide poster campaign on "Save Our Biodiversity."
 Debate: Conduct a debate on "Human Development vs. Biodiversity Conservation."
 Role-Play: Students can role-play as conservationists, tribals, or industrial developers to
understand different perspectives.
 Local Focus: Always try to bring discussions back to local examples of biodiversity and its
conservation in Telangana. Use local parks, lakes, and forests as examples.
 Connecting to UN Sustainable Development Goals: Briefly introduce relevant SDGs (e.g., SDG 15:
Life on Land) to give a global context.
7. Teacher Responses (Sample):
 To question 1 (AS4): "The coloured areas in the map indicate zones of biodiversity loss. Red areas
signify the maximum biodiversity loss, while other colours show varying degrees of loss. From
2010 to 2050, the news item suggests a significant increase in biodiversity loss, leading to
unprecedented climate change and the disappearance of original species from millions of natural
ecosystems. To conserve our biodiversity, we need to take urgent steps like preventing
deforestation, controlling pollution, establishing more protected areas, promoting sustainable
practices, raising awareness, and curbing illegal wildlife trade."
 To question 2 (AS1): "Forests can be considered 'biosphere reserves' because they are vast areas
that encompass diverse ecosystems, supporting a wide range of flora and fauna in their natural
habitats. They act as self-sustaining ecological units. They conserve genetic resources,
ecosystems, and species. They regulate climate, water cycles, and nutrient cycles, providing
essential ecosystem services. Unlike a zoo or a sanctuary, a biosphere reserve aims to conserve
biodiversity along with its cultural values, often involving local communities in its management and
research, thus representing a holistic approach to conservation."
 To question 7 (AS2): "Now-a-days, animals like leopards and bears intrude into human
settlements primarily due to habitat loss and fragmentation. As forests are cleared for agriculture,
industries, roads, and urban expansion, their natural homes are destroyed or reduced. This forces
them to venture into human areas in search of food and shelter. Increased human presence and
disturbance in forest fringes also push animals closer to villages. Additionally, depletion of their
natural prey in forests can lead them to seek food from livestock or garbage in human habitations.
This highlights the critical need for habitat protection and maintaining wildlife corridors."
 To question 8 (AS4): "This is a great activity to do with your elders! Based on their observations,
you might find that 30 years ago, common birds like sparrows, mynas, and even crows were much
more abundant. Insects like butterflies and bees might also have been seen more frequently.
Today, their populations are visibly lower in many urban and rural areas. Reasons for their
disappearance could include: 1. Habitat Loss: Due to urbanization, deforestation, and conversion
of open spaces. 2. Pesticide Use: Widespread use of insecticides in agriculture kills insects, which
are a food source for many birds, and also directly poisons birds. 3. Pollution: Air and water
pollution affects the health and survival of many species. 4. Food Scarcity: Decreased insect
populations and changes in agricultural practices reduce food availability. 5. Increased Human
Disturbance: More human activity, noise, and light pollution in urban areas also drive away
sensitive species."
 To question 18 (AS6): "Yes, Rani is absolutely correct! Conservation of biodiversity truly starts
from our home and individual actions. My action plan for this would be: 1. Reduce, Reuse,
Recycle: I will make conscious efforts to minimize waste, reuse items whenever possible, and
recycle paper, plastics, and other materials. This reduces the demand for new resources and
lessens pollution. 2. Conserve Water and Energy: I will practice water conservation at home (e.g.,
turning off taps, fixing leaks) and save energy (e.g., switching off lights, using energy-efficient
appliances) to reduce my ecological footprint. 3. Support Local and Sustainable Products: I will try
to buy locally grown produce and products that are sustainably sourced, reducing transportation
emissions and supporting eco-friendly practices. 4. Create a Mini-Habitat: I will encourage my
family to plant native trees and plants in our garden or balcony to attract local birds, butterflies, and
beneficial insects, creating a small green space. 5. Spread Awareness: I will share what I've
learned about biodiversity and conservation with my friends and family, encouraging them to adopt
eco-friendly habits. Every small step we take at home collectively contributes to a larger
conservation effort."
 UNIT PLAN FOR "DIFFERENT ECOSYSTEMS" FOR CLASS 8,

Unit / Lesson Plan: Different Ecosystems

1. Class: 08
2. Unit/Lesson: 08 Different Ecosystems
3. Number of Periods required: 12
4. Academic Standards (Particular to this unit only):
 Conceptual understanding: Students will understand the concepts of ecosystem, biotic and abiotic
components, food chains, food webs, energy flow, and the characteristics of various ecosystems
(mangrove, desert, forest).
 Asking questions and making hypothesis: Students will be able to formulate questions and make
hypotheses related to ecological interactions and adaptations in different ecosystems.
 Experimentation and field investigation: Students will engage in simple investigations to observe
and record components of a local ecosystem.
 Information Skills and projects: Students will collect, organize, and present information on different
ecosystems, their flora and fauna, and adaptations.
 Communicating through Drawing and model making: Students will represent ecological concepts
through diagrams (e.g., food webs) and potentially simple models.
 Appreciation and Aesthetic sense: Students will develop an appreciation for the diversity of life and
the unique characteristics of different ecosystems.
 Application to Daily life and concern to Biodiversity: Students will relate ecological concepts to their
daily lives and understand the delicate balance within ecosystems and the impact of changes.

Unit Plan/Lesson Plan

Perio LEARNING Teaching Assessment

Concepts TLM/Resources
d. OUTCOMES Strategies [CCE]

- Initiation Activity:
Begin with Fig-1
Students will
and ask students
be able to:
what they observe.
<br> - Define
<br> - Lab
an ecosystem - Observation:
Activity: "Let us
as an Participation in
study an
interacting the lab activity
Ecosystem"
system of living and discussion.
Introduction to (measuring 1m x
communities <br> - Written:
Ecosystems 1m area in
and their - Textbook (Pg Students list
<br> - school/home
physical 104, Fig-1, Fig-2) biotic and
Definition of garden). <br> -
environment. <br> - Measuring abiotic
Ecosystem Guided Discussion:
<br> - tape, string, small components
<br> - Biotic Discuss
1-2 Differentiate sticks, hand lens, observed in
and Abiotic observations from
between biotic shovel (for activity) their notebooks.
components the activity (living
and abiotic <br> - <br> - Oral:
<br> - things found, most
components Whiteboard/Blackb Ask questions
Interdependenc common,
with examples. oard based on the
e among biotic differences
<br> - activity, e.g.,
components between groups,
Explain how "What was the
non-living things
biotic most surprising
observed). <br> -
components living thing you
Concept
depend on found?"
Introduction:
each other and
Formal introduction
on abiotic
of biotic and abiotic
factors.
components based
on observations.

Food Chains Students will - Review: Briefly - Textbook (Pg - Written:

and Food be able to: recap 105, Fig-3) <br> Answer the
3-4
Webs <br> - <br> - interdependence. - Chart questions
Feeding levels: Identify <br> - Interactive paper/poster for related to the
 Producers, producers, Lecture: Introduce drawing food webs food web in the
Herbivores, consumers terms: producers, <br> - Pictures of textbook. <br>
Carnivores (herbivores, herbivores, various organisms - Drawing:
(Consumers) carnivores), carnivores, Evaluate the
<br> - and decomposers with constructed
Decomposers decomposers real-life examples. food
<br> - Food in an <br> - Diagram chains/webs for
Chain and ecosystem. Analysis: Study accuracy and
Food Web <br> - Fig-3 and the understanding
concept <br> Describe the provided food web of energy flow.
- Energy Flow flow of energy questions (Pg <br> - Oral:
in Ecosystems through a food 105). Discuss the Ask students to
chain. <br> - meaning of arrows. explain the role
Construct and <br> - Activity: of each trophic
interpret simple Students work in level.
food webs. pairs to create a
<br> - food chain and
Explain the then integrate it
role of into a larger food
decomposers web using given
in nutrient organisms (e.g.,
cycling. from "Improve your
learning" Q.15).

- Discussion:
Initiate a
discussion:
"Except food what
Students will other things do
- Short Answer:
be able to: animals need for
Ask about
<br> - Give their survival?"
different types
Interdependenc examples of (from textbook).
of
e and Changes interdependen <br> - Case
interdependenc
in Ecosystems ce beyond Study Analysis:
e. <br> -
<br> - feeding Discuss the "birds
Scenario
Interdependenc relationships. eating insects"
Analysis:
e for various <br> - example (Pg 106)
Present a
needs (space, Identify natural to illustrate
- Textbook (Pg hypothetical
reproduction, and human- population
106) <br> - change in an
shelter) <br> induced factors dynamics and
News clippings or ecosystem and
- Causes of causing ecosystem
short video clips on ask students to
5-6 ecosystem ecosystem balance. <br> -
environmental predict the
changes changes. Brainstorming: Ask
changes <br> - impact (e.g.,
(natural <br> - students about
Whiteboard/Blackb "An ecosystem
disasters, Analyze the natural disasters
oard has mice. What
human consequences (earthquakes,
happens if more
activities) of population floods, tsunamis)
cats are added
<br> - Impact fluctuations and human
to it?" AS 2,
of population within an activities
Q.8). <br> -
changes on ecosystem. (deforestation,
Discussion:
ecosystem <br> - pollution) that
Assess
balance Understand the impact
participation and
concept of ecosystems.
logical
ecosystem <br> -
reasoning.
stability. Debate/Role Play:
A short debate on
how humans
impact local
ecosystems.

Types of Students will - Categorization - Textbook (Pg - Matching:

Ecosystems: be able to: Activity: Present a 107, 108, Fig-4, Match
General <br> - list of ecosystems Fig-5) <br> - ecosystem
7-8
Classification & Classify (e.g., forest, World map (to types (e.g.,
Mangrove ecosystems aquarium, pond, locate Kakinada forest, pond,
Ecosystem based on desert) and ask Bay, aquarium) to
 <br> - habitat students to classify Visakhapatnam) their categories.
Classification (terrestrial/aqu them. <br> - <br> - <br> -
of Ecosystems atic) and origin Visual Exploration: Pictures/videos of Conceptual: Ask
(Natural/Artifici (natural/artificia Show diverse marine life about the
al, l). <br> - pictures/videos of unique
Terrestrial/Aqu Describe the mangrove conditions of
atic) <br> - unique ecosystems (Fig- mangrove
Introduction to characteristics 4). Discuss the ecosystems.
Mangrove of mangrove environment where <br> - Listing:
Ecosystem ecosystems. they grow. <br> - Students list
<br> - Biotic <br> - List Case Study: biotic/abiotic
and Abiotic specific Coringa components of
components of examples of Mangroves: Coringa. <br>
Mangroves flora and fauna Detailed discussion - Oral: Ask
<br> - found in the of the producers, students to
Importance of Coringa consumers, and explain "why are
Mangroves Mangroves. decomposers, and mangroves
<br> - abiotic factors. important?"
Explain the Refer to Fig-5
ecological (food web). <br>
importance of - Guided Reading:
mangroves. Students read the
"Do you know?"
section about
marine species
diversity.

- Image Analysis:
Discuss Fig-6
(Desert
Ecosystem). Ask
students what they
Students will observe in the
be able to: picture and what
Types of - Descriptive:
<br> - they already know
Ecosystems: Students write
Describe the about deserts.
Desert about desert
climatic <br> - Concept
Ecosystem adaptations.
conditions and Mapping
<br> - <br> -
typical features (Adaptations):
Characteristics Compare/Contr
of a desert Create a mind map
of Desert - Textbook (Pg ast: How is a
ecosystem. or concept web
Ecosystems 108, 109, Fig-6) desert
<br> - focusing on desert
<br> - <br> - ecosystem
Explain how adaptations (e.g.,
Adaptations of Pictures/videos of different from a
plants and root systems,
9-10 Flora (e.g., desert flora and mangrove
animals adapt succulent stems,
cactus) <br> fauna <br> - ecosystem?
to survive in nocturnal behavior,
- Adaptations World map (to <br> -
arid conditions. long legs). <br> -
of Fauna (e.g., show major Application: Ask
<br> - Question-Answer:
camel, deserts) students to
Identify key Address questions
nocturnal justify why
producers, like "How do long
animals) <br> certain
consumers, legs and large
- Producers, organisms (e.g.,
and eyelids help the
Consumers, fish) cannot
decomposers camel?" <br> -
Decomposers survive in a
specific to Mini-
in deserts desert.
desert Research/Presenta
environments. tion: Students can
briefly research
one desert animal
or plant and
present its
adaptations.

Types of Students will - Activity-2: "Forest - Textbook (Pg - Project

Ecosystems: be able to: Ecosystem" 109, 110, 111, Assessment:
11-12
Forest <br> - (Group Research): 112) <br> - Evaluate the
Ecosystem & Describe the Divide students Internet group research
 Unit general into groups to access/school and
Consolidation characteristics collect information library (for Activity- presentation on
<br> - of forest on forests of 2) <br> - Chart forest
Characteristics ecosystems. Telangana, fill the paper/poster for ecosystems.
of Forest <br> - List table (Pg 109), and wall magazine <br> -
Ecosystems examples of prepare a wall Problem
<br> - Flora flora and fauna magazine display. Solving: Assess
and Fauna of found in <br> - Group answers to
Forests <br> forests. <br> Presentation & "Improve your
- Importance of - Understand Discussion: Each learning"
Forests <br> the group presents questions.
- Global significance of their findings. <br> -
overview of forests for the Discuss Concept Map:
Energy Flow environment "Investigations" Evaluate the
<br> - UNIT and human life. questions (Pg comprehensiven
REVIEW & <br> - 109). <br> - ess and
ASSESSMENT Summarize the Lecture/Discussion accuracy of the
key concepts : Consolidate unit concept
of the entire understanding of map. <br> -
unit. <br> - energy flow in all Oral: Ask
Apply learned ecosystems, students to
concepts to reiterating the sun explain the
solve as the primary interdependenc
problems. source. <br> - y of plants and
Review Session: animals (Q.12).
Go over "What we
have learnt" (Pg
111) and "Improve
your learning"
questions (Pg 111-
112). <br> -
Concept Mapping:
Students create a
comprehensive
concept map for
the entire unit.

6. Teacher's Notes: (Additional Resources, Activities)

 Local Ecosystem Study: Encourage students to identify and analyze a small ecosystem within their
vicinity (e.g., a tree, a patch of grass, a puddle) in terms of biotic and abiotic factors.
 Virtual Tours: Utilize online platforms like Google Arts & Culture, National Geographic, or YouTube
channels for virtual tours of different ecosystems (rainforests, deserts, coral reefs).
 Documentaries: Show age-appropriate documentaries on specific ecosystems (e.g., "Planet Earth"
or "Our Planet" clips).
 Guest Speaker: If possible, invite a local expert (e.g., a forest official, an environmental educator)
to talk about the ecosystems in Telangana.
 Creative Writing/Art: Encourage students to write short stories, poems, or create artwork inspired
by different ecosystems and the interdependencies within them.
 Ecosystem in a Bottle (Terrarium/Aquarium): As a long-term project, students could attempt to
create a small, self-sustaining ecosystem in a sealed jar, observing the interactions over time.
 Current Events: Discuss recent news articles or events related to ecosystems, climate change, or
conservation, especially focusing on local or national contexts.
7. Teacher Responses:
 Active Listener: Listen carefully to student observations and questions, validating their curiosity.
 Prompting Questions: Use guiding questions to encourage deeper thinking and analysis during
discussions and activities.
 Facilitator of Group Work: Provide clear instructions and support for collaborative activities,
ensuring all students participate.
 Knowledge Source: Clarify misconceptions and provide accurate scientific information.
 Encourager: Foster a sense of wonder and appreciation for the natural world.
 Formative Assessor: Continuously monitor student understanding through observations, questions,
and informal checks.
 Link to Real-World: Emphasize the relevance of ecosystem studies to daily life and environmental
issues.
 Resource Manager: Ensure all necessary materials and technological resources are available for
activities and presentations.
 UNIT PLAN FOR "PRODUCTION OF FOOD FROM PLANTS" FOR CLASS 8

Unit / Lesson Plan: Production of Food from Plants

1. Class: 08
2. Unit/Lesson: 09 Production of Food from Plants
3. Number of Periods required: 12
4. Academic Standards (Particular to this unit only):
 Conceptual understanding: Students will understand the concepts of crops, agricultural practices
(ploughing, sowing, manuring, irrigation, weeding, harvesting, storage), different types of crops
(long-term, short-term, Kharif, Rabi), seed selection, pest control, and types of manure.
 Asking questions and making hypothesis: Students will be able to formulate questions and make
hypotheses related to crop growth, agricultural challenges, and effective farming methods.
 Experimentation and field investigation: Students will engage in activities like seed selection
experiments and field visits to observe agricultural practices and collect information from farmers.
 Information Skills and projects: Students will collect, organize, and present information on crop
duration, seasonal availability of food, traditional seed preservation, crop diseases, and pest
control methods.
 Communicating through Drawing and model making: Students will communicate understanding
through drawing diagrams of agricultural tools, diseased plants, and potentially simple models.
 Appreciation and Aesthetic sense: Students will develop an appreciation for the efforts involved in
food production and the importance of sustainable agricultural practices.
 Application to Daily life and concern to Biodiversity: Students will relate agricultural practices to
their daily food consumption, understand the impact of pesticides on food chains, and develop a
concern for sustainable agriculture and seed biodiversity.

Unit Plan/Lesson Plan

Perio LEARNING Assessment

Concepts Teaching Strategies TLM/Resources
d. OUTCOMES [CCE]

- Brainstorming:
Students will
"Where does our
be able to:
Introduction to food come from?"
<br> -
Crop <br> - Map
Define "crop" - Observation:
Production Analysis (Activity-
and Participation in
<br> - 1): Use the
"agriculture". discussions
Dependence provided map (if
<br> - and map
on agriculture available or a
Identify major analysis.
<br> - general India crop - Textbook (Pg 115)
crops grown <br> -
Definition of map) to identify <br> - India crop
in India, Written:
'crops' and major crops. Ask map (if possible, or
Telangana, Students
'agriculture' students to observe refer to social
and their complete
<br> - their local area. studies textbook)
locality. Table-1 and
1-2 Activity-1: <br> - Group <br> -
<br> - provide
Crop Discussion: Whiteboard/Blackbo
Differentiate examples of
Observation & Compare crop ard <br> - Table-1
between long- long/short-term
Mapping growth across (from textbook)
term and crops. <br> -
<br> - Crop regions. <br> - <br> - Notebooks
short-term Oral: Ask
duration: Activity-2: Students for observations
crops with students to
Long-term vs. interview farmers or
examples. share their
Short-term elders to gather
<br> - observations
crops <br> - data on crop
Collect and from their
Activity-2: duration (Table-1).
organize village/district.
Duration of <br> - Concept
information
Crop Explanation: Define
on crop
long-term and
duration.
short-term crops.

Seasonal Crop Students will - Discussion - Textbook (Pg 116, - Written:

3-4 Cultivation be able to: (Activity-3): Groups 117, Table-2) <br> Students
<br> - <br> - discuss and fill - Seasonal complete
 Seasonal Relate crop Table-2 (seasonal fruit/vegetable charts Table-2. <br>
availability of availability to availability). <br> (optional) <br> - - Conceptual:
fruits/vegetabl seasons. - Concept Graph on night Ask "Why
es <br> - <br> - Introduction: Define duration (from farmers
Activity-3: Differentiate Kharif and Rabi textbook) cultivate
Seasonal between crops with different crops
Food Kharif and examples relevant in Rabi and
Availability Rabi crops to Telangana (e.g., Kharif
<br> - Kharif with Paddy, Jowar for season?"
(Rainy examples. Kharif; Wheat, <br> -
season) crops <br> - Maize for Rabi). Problem
<br> - Rabi Explain how <br> - Graph Solving: What
(Winter night duration Analysis: Guide happens if
season) crops and students to interpret wheat is
<br> - temperature the "Night duration cultivated in
Factors influence crop Months" graph (Pg September?
affecting flowering 117) and answer (AS 2) <br> -
flowering: (basic associated Oral: Ask
Night duration understandin questions (Why students to
(Short/Long g). <br> - Wheat in Rabi, name crops
Day Plants), Analyze the etc.). <br> - grown in each
Temperature graph on Explanation: season.
<br> - Day night Discuss Short
Neutral Plants duration. Night/Long Day
Plants and Long
Night/Short Day
Plants with
examples.

Paddy
Cultivation and - Discussion: "Why
Students will
Agricultural is paddy called
be able to:
Practices 'Global grain'?"
<br> -
Overview <br> - Data
Understand - Data
<br> - Analysis (Activity-
the Interpretation:
Paddy as a 4): Analyze Table-4
importance of Ask "What are
global grain (Paddy Production).
paddy as a the reasons for
<br> - Discuss reasons for
staple food. low production
Paddy production
<br> - in India?" (AS
cultivation in differences
Compare 2). <br> -
India vs. other between India,
paddy - Textbook (Pg 118, Listing:
countries China, Japan.
production 119, Table-4) <br> Students list
<br> - <br> - Field Visit
data across - World map (to the 7
Activity-4: Planning
5-6 countries. show rice-producing agricultural
Paddy (Virtual/Actual):
<br> - List regions) <br> - practices.
Production Discuss agricultural
the sequential Pictures/videos of <br> -
Data tasks (preparing
agricultural paddy cultivation Conceptual:
Collection soil, sowing, etc.)
practices Why is leveling
<br> - as a sequence.
involved in land important
Overview of <br> - Cultural
crop for paddy?
agricultural Connection:
production. <br> - Oral:
tasks (sowing Discuss "Eruvaka"
<br> - Ask about local
to storing) and "Sankranthi"
Connect agricultural
<br> - Local festivals and their
agricultural festivals.
festivals significance in
practices with
related to agriculture.
local cultural
agriculture Encourage
festivals.
(Eruvaka, collecting songs.
Sankranti)

Agricultural Students will - - Textbook (Pg 119- - Practical:

Practices: be able to: Demonstration/Visu 123, Fig-2, 3, 4, 5, 6, Conduct
Preparing the <br> - al: Show Table-5) <br> - Activity 5, 6, 7
7-8
Soil & Sowing Explain the pictures/videos of Seeds (e.g., paddy), effectively.
<br> - importance of ploughing and bucket of water, <br> -
Ploughing: ploughing and leveling (Fig-2, Fig- hand lens, pots, soil Written: Fill
 advantages, leveling the 3, Fig-4). Discuss <br> - Pictures of Table-5. Write
tools (wooden, soil. <br> - advantages. <br> different seed observations
iron plough) Identify tools - Lab Activity drills/planters and
<br> - used for (Activity-5, 6, 7): conclusions
Leveling the ploughing and Students perform from
soil: leveling. the seed floating germination
advantages, <br> - test, observe experiment.
tools (leveller) Describe differences, and set <br> -
<br> - methods for up the germination Conceptual:
Sowing of selecting experiment. <br> "Which seeds
seeds: good quality - Discussion: "Why germinate
importance of seeds do some seeds well? Why?"
seed quality (floating test, float?", "Why (AS 2). <br>
<br> - observation). remove floated - Oral: Ask
Activity-5: <br> - seeds?". <br> - about the
Selection of Conduct a Visual Aid: Show benefits of
Seeds simple Fig-6 (sprouting ploughing.
(Floating test) experiment to paddy seeds).
<br> - test seed <br> - Information
Activity-6: germination. Sharing: Discuss
Seed <br> - traditional paddy
Character Understand varieties (Hamsa,
Observation the stages of Sona Masuri, etc.)
<br> - paddy seed and the "Do you
Activity-7: sprouting. know?" section
Germination <br> - about Oryza
and Selection Identify species.
(Experiment) traditional
<br> - paddy
Paddy seed varieties.
germination
stages,
traditional
varieties

Students will - Discussion: Why

Agricultural be able to: medicate seeds?
Practices: <br> - (Fig-7). <br> -
Sowing Explain the Visuals: Show Fig-8
Methods & purpose of (Broadcasting), Fig- - Written: Fill
Seed Crisis seed 9 (Modern seed Table-6. Write
<br> - Seed medication. drill), Fig-10 responses to
treatment <br> - (Transplantation), seed crisis
(medication) Compare and Fig-11 (Paddy questions (AS
<br> - Types contrast planter). Discuss 6). <br> -
of seeding: different their working and Drawing: Draw
Broadcasting, sowing benefits. <br> - - Textbook (Pg 123- a simple
Transplanting methods Activity-8: Students 126, Fig-7, 8, 9, 10, diagram of a
(Naatlu) (broadcasting gather information 11, Table-6) <br> - seed drill or
<br> - Tools , on local sowing Videos of modern modern
9-10 for sowing: transplanting, methods and fill agricultural planter. <br>
Seed drill, seed drill). Table-6. <br> - machinery <br> - - Oral: Ask
Modern seed <br> - Critical Thinking: Information on seed about
drill, Paddy Describe the Discuss the "Seed corporations/GMOs advantages of
planter <br> advantages of Crisis" section. Ask (simplified) modern vs.
- Activity-8: modern "Why does this kind traditional
Sowing sowing tools. of situation take sowing. <br>
Methods <br> - place?" "How to get - Conceptual:
Information Understand sustainability?" (AS Why replant
<br> - Seed the concept of 6) <br> - Guest seedlings at
crisis: Hybrid seed crisis Speaker (Optional): proper
seeds, GMOs, and its Local farmer or distances?
loss of implications. agricultural
traditional <br> - extension officer to
varieties Reflect on the discuss seed
importance of sourcing.
 seed
sustainability.

Agricultural
Practices:
Manuring,
Pest Control & - Field Visit
Students will -
Unit (Activity-9) / Image
be able to: Practical/Writte
Consolidation Analysis: Analyze
<br> - n: Complete
<br> - Crop Fig-12 (diseased
Identify Table-7 and
protection plants) and Fig-13
common crop Table-8 based
management: (Aphids, viral/Tikka
diseases and on
Pests and disease). Discuss
their causes. observations.
diseases what farmers do.
<br> - <br> - Critical
<br> - <br> - Lab
Observe and Thinking:
Activity-9: Activity (Activity-
record signs Which pest
Crop Diseases 10): Students
of pest control practice
Field Visit observe plants in
damage on is good and
<br> - school garden for
plants. <br> - Textbook (Pg 126- why? (AS 6).
Activity-10: pest signs. <br> -
- Evaluate 130, Fig-12, 13, <br> -
Identification Discussion:
different pest Table-7, 8) <br> - Application:
of Pests Evaluate good pest
control Sample leaves with What happens
(Observation) control practices
practices. spots/damage (if if more cats
<br> - (Pg 128). Discuss
<br> - available) <br> - are added to
Causes of pesticide
Understand Microscope an ecosystem
diseases resistance. <br> -
11-12 the harmful (optional, for with mice?
(viruses, Critical Reading:
effects of powdery substance) (from previous
bacteria, fungi) Discuss "Do you
synthetic <br> - Pictures of unit, links
<br> - Pest know?" box about
pesticides on pesticides/sprayers concepts - AS
control Rachel Carson and
the <br> - Information 2). <br> -
methods: 'Silent Spring'.
environment on organic Conceptual:
Spraying, Emphasize food
and food farming/bio- Why is manure
dusting, chain impact.
chain. <br> pesticides needed? What
burning, bio- <br> - Concept
- Explain the is the
pesticides Explanation:
importance of difference
<br> - Importance of
manuring and between
Impact of manure (N, P, K).
differentiate natural and
pesticides Differentiate natural
between artificial
(Silent Spring) and artificial. <br>
natural and manure?
<br> - - Unit Review:
artificial <br> -
Manuring: Recap "What we
manures. Discussion:
Natural vs. have learnt" (Pg
<br> - Assess
Artificial 111). Address
Summarize understanding
Manure (N, P, "Improve your
key concepts of pesticide
K) <br> - learning" questions
of the unit. harm.
UNIT REVIEW (Pg 111-112).
&
ASSESSMEN
T

6. Teacher's Notes: (Additional Resources, Activities)

 Farmer Interview Project: Extend Activity-2 and Activity-8 into a small project where students
interview local farmers about their practices, challenges, and traditional knowledge.
 Poster/Slogan Making: Students can create posters or slogans promoting sustainable agriculture,
organic farming, or the dangers of pesticide use.
 Debate: Organize a debate on "Are chemical fertilizers and pesticides necessary for high yield?"
 Guest Speaker: Invite an agriculture expert or an organic farmer to share their insights with the
students.
 Video Resources: Utilize educational videos from government agriculture departments or reputed
science channels on topics like soil preparation, modern farming techniques, or pest management.
 Role-Play: Students can role-play different stages of farming, from ploughing to harvesting.
 Case Studies: Discuss real-world examples of successful organic farming initiatives or the
negative consequences of excessive chemical use.
  Local Farm Visit: If feasible, arrange a visit to a local farm or agricultural research station to
observe practices firsthand. (Ensure safety precautions are in place).
7. Teacher Responses:
 Empathetic Listener: Acknowledge and value the experiences and observations shared by
students, especially from their interaction with farmers.
 Investigator: Encourage students to ask "why" and "how" questions, fostering a scientific mindset.
 Ethical Guide: Facilitate discussions on the ethical implications of agricultural practices, especially
regarding pesticide use and biodiversity.
 Practical Demonstrator: When possible, demonstrate concepts (like the seed floating test) to make
learning tangible.
 Resource Navigator: Guide students to find reliable information from various sources (textbook,
internet, local community).
 Problem-Solver: Help students analyze agricultural challenges and brainstorm potential solutions.
 Interdisciplinary Linker: Connect the science concepts to social studies (economy, culture,
geography) and environmental studies.
 UNIT PLAN FOR "PRODUCTION OF FOOD FROM ANIMALS" FOR CLASS 8

Unit / Lesson Plan: Production of Food from Animals

1. Class: 08
2. Unit/Lesson: 09 Production of Food from Animals
3. Number of Periods required: 12
4. Academic Standards (Particular to this unit only):
 Conceptual understanding: Students will understand the concepts of animal husbandry, cattle
rearing, milk production, poultry, apiculture, and fisheries, including different breeds, management
practices, and products.
 Asking questions and making hypothesis: Students will be able to formulate questions and make
hypotheses about animal domestication, health, breeding, and the efficiency of various animal-
based food production systems.
 Experimentation and field investigation: Students will engage in information collection activities
through interviews with farmers/veterinary doctors and visits to local farms (poultry, dairy, etc.).
 Information Skills and projects: Students will collect, organize, and present information on animal
health, common diseases, milk production data, different animal breeds, and the various products
obtained from animals.
 Communicating through Drawing and model making: Students will communicate understanding
through drawing diagrams of beehives, and potentially simple models related to animal shelters or
tools.
 Appreciation and Aesthetic sense: Students will develop an appreciation for the role of animals in
food production, the efforts of animal rearers, and the cultural significance of animals.
 Application to Daily life and concern to Biodiversity: Students will relate animal food production to
their daily diet, understand issues like adulteration, the impact of practices like genetic
modification, and develop a concern for animal welfare and biodiversity in animal breeds.

Unit Plan/Lesson Plan

Perio LEARNING Teaching Assessment

Concepts TLM/Resources
d. OUTCOMES Strategies [CCE]

Introduction to Students will - Brainstorming:

Animal be able to: What foods do
Husbandry & <br> - we get from
Cattle Rearing Justify the animals? What
<br> - Why domestication animals do we
- Observation:
domesticate of animals for domesticate?
Participation in
animals? <br> food and <br> -
brainstorming
- Relation other Discussion:
and discussions.
between purposes. "Why only some
<br> - Written:
agriculture and <br> - animals are - Textbook (Pg 142,
Record data
animal Explain the domesticated?" 143, Fig-2) <br> -
collected
husbandry interrelationsh "Can we get all Whiteboard/Blackbo
(families in
<br> - ip between nutrients from ard <br> -
agriculture).
Information agriculture plants?" <br> - Questionnaire
<br> - Oral:
1-2 Collection: and animal Data Collection: format (from
Share ideas on
Families in husbandry. Students collect textbook or teacher-
"things to
Agriculture/Ani <br> - data on families made) <br> -
consider while
mal Husbandry Describe involved in Pictures of
domesticating
<br> - Cattle common agriculture and healthy/diseased
animals." <br>
rearing cattle rearing animal cattle (optional)
- Conceptual:
practices practices. husbandry.
What is animal
(grazing, sheds, <br> - <br> -
husbandry? How
fodder) <br> - Identify major Structured
is it related to
Activity: Cattle challenges in Interview Prep:
agriculture?
Rearing animal Introduce
Information husbandry questionnaire for
(Questionnaire) (fodder, Activity: Cattle
<br> - health). Rearing
Benefits of <br> - List Information.
 cattle/sheep/go common Discuss sample
at rearing with diseases questions.
agriculture affecting <br> - Concept
<br> - Animal cattle and Explanation:
health & their Discuss benefits
common prevention. of combined
diseases farming,
(Galikuntu, importance of
worms) hygiene, and
common
diseases. <br>
- Field
Investigation
Prep: Identify
local veterinary
hospital/doctor.

- Diagram
Analysis:
Students will Discuss Fig-3
be able to: (milk sources pie
Milk Production: <br> - diagram). <br>
Breeds, Data & Identify major - Graph Analysis:
Preservation milk- Study Graph-1
<br> - Milk as producing (Milk Production
an industry animals. per year) and
<br> - <br> - compare India's
Sources of milk Analyze data position. Initiate
(cow, buffalo, on milk discussion on - Data
etc.) <br> - production reasons for low Interpretation:
Pie Diagram from production. Answer
Analysis: Milk diagrams and <br> - Concept questions based
- Textbook (Pg 144,
Production graphs. Explanation: on Pie Diagram
145, Fig-3, 4, 5, 6, 7,
<br> - Milk <br> - Introduce and Graphs.
Graph-1, Graph-2)
production rates Differentiate different breeds <br> -
<br> - Pictures of
in countries between (Murra, Jersy, Conceptual:
different cattle
(Graph-1) various cattle Holstein) and Explain
3-4 breeds <br> - Milk
<br> - breeds based cross-breeding. pasteurization in
packets (empty) for
Traditional vs. on milk yield. <br> - their own words.
label observation
Foreign vs. <br> - Review/Recall: <br> - Written:
<br> - World map
Hybrid breeds Explain the Briefly revisit List foreign and
(to show major milk
(Murra, Jersy, process of pasteurization traditional cattle
producers)
Holstein) <br> pasteurization from earlier varieties. <br>
- Pasteurization . <br> - chapter. <br> - - Oral: Discuss
(HTST method Describe the Local Context: factors affecting
review) <br> - milk collection Discuss milk milk production.
Milk collection, and chilling collection
chilling centers process. centers and
& cost <br> - chilling centers in
determination Analyze the local area.
<br> - Graph- factors <br> - Graph
2: Month-wise influencing Analysis: Study
Milk Production month-wise Graph-2 (Month-
milk wise Milk
production. Production) and
discuss reasons
for variations.

Milk Production: Students will - Discussion: - Textbook (Pg 146, - Written: Write
Feeding, be able to: "Why is feeding 147, 148, Fig-8) about milk
Selection & <br> - animals <br> - Samples of adulteration. List
Adulteration Explain the important?" fodder (hay, oil steps for
5-6
<br> - Animal importance of Discuss types of cakes - optional) selecting high-
nutrition for nutrition for fodder. <br> - <br> - yielding cows.
health and cattle. <br> Information Pictures/videos of <br> -
reproduction - Describe the Sharing: Discuss traditional cattle Conceptual:
 <br> - Types milk milk production decoration <br> - What are the two
of fodder <br> production cycle and Information on purposes for
- Milk cycle in cows. nutrients. <br> simple milk purity which animals
production cycle <br> - List - Structured tests (optional, for need food?
in cows <br> - key Discussion: Go teacher demo) <br> - Oral:
Nutrients in milk consideration through Share
<br> - s for selecting "Selection experiences with
Selection high-yielding procedure" pets responding
procedure for cattle. <br> points for buying to names. <br>
high milk- - Understand cattle. <br> - - Project (Short):
yielding cattle the issue of Interview Prepare a note
<br> - milk Prep/Role Play: on biogas
Traditional adulteration. Students prepare production.
knowledge in <br> - questions for
selection <br> Appreciate experts on
- Adulteration in traditional identifying high-
milk & testing knowledge in producing
purity <br> - animal varieties. <br>
Case Study: selection. - Critical
Komuraiah & <br> - Thinking:
Kangayam bulls Recognize Discuss milk
<br> - the cultural adulteration and
Cultural importance of how to recognize
significance of cattle. <br> pure milk
cattle <br> - - List various (teacher to
Other animal by-products provide basic
products: obtained from info). <br> -
bones, leather, animals Case Study:
biogas (biogas, Read and
leather, discuss
meat). Komuraiah's
case study,
focusing on
conservation of
local breeds and
challenges.
<br> -
Discussion:
Cultural
significance of
cattle, festivals,
biogas
production (Fig-
8). <br> -
Group Activity:
Collect
information on
biogas
production
(teacher to
provide initial
resources).

Poultry Farming Students will - Initiation: Ask - Written:

<br> - be able to: students what Differentiate
Definition of <br> - they know about - Textbook (Pg 148, between broilers
Poultry <br> - Define poultry poultry. <br> - 149, 150, Fig-9, 10, and layers.
Scale of poultry and explain Comparison: 11, 12, 13) <br> - <br> -
industry (India's its Discuss local Pictures of different Conceptual:
7-8 position) <br> significance village hens hen breeds <br> - What influences
- Types of as an (Natukollu) vs. Empty egg cartons egg hatchability?
poultry farms: industry. poultry farm <br> - Videos of <br> - Oral:
Broilers (meat) <br> - hens. <br> - poultry farms Discuss "Is
vs. Layers Differentiate Visual Aid: Show (ethical ones) genetically
(eggs) <br> - between Fig-9 (Local modified food
Growth rates broilers and varieties), Fig-10 useful or not?"
 and genetic layers. <br> (Broiler, Layer), <br> - Project
modification - Compare Fig-11 (Aseel), Prep: Students
<br> - Foreign growth rates Fig-12 start collecting
vs. Local of natural and (Hatching), Fig- information for
varieties (Aseel, genetically 13 (Poultry Activity 1 (group
Kadaknath) modified farm). <br> - project).
<br> - hens. <br> - Discussion:
Hatching: Describe the Genetic
Natural vs. process of modification
Artificial hatching (pros/cons).
(Incubators) eggs. <br> - <br> - Activity-
<br> - Egg Identify 1 (from textbook,
production and traditional and Pg 149):
seasonal foreign hen Students form
variations varieties. groups to collect
<br> - <br> - information on
Nutrients in Understand different types of
eggs <br> - the nutritional hens, feed,
Animal cruelty value of eggs. diseases, and
concerns (cock <br> - treatments from
fighting) Discuss local farmers.
ethical <br> - Ethical
concerns Discussion:
related to "Have you heard
animal about cock
practices like fight... human
cock fighting. cruelty towards
animals?" (AS
6). <br> -
Information
Sharing: Discuss
egg nutrients
and NECC
slogan.

Apiculture Students will - Introduction:

(Beekeeping) be able to: Show honey and
<br> - <br> - ask about its
Definition of Define source. <br> -
Apiculture apiculture and Concept
<br> - explain its Explanation:
Benefits of dual benefits. Define - Conceptual:
apiculture <br> - apiculture, What makes you
(honey, Identify pollination. amazing in
pollination) different <br> - Visual division of work
<br> - Honey castes in a Aid: Show Fig-14 in Honey bee
bee species in honey bee (Honey bee - Textbook (Pg 150, colony? (AS 6)
India <br> - colony and castes, Emu 151, 152, Fig-14, 15, <br> - Written:
Honey bee their roles. egg), Fig-15 16) <br> - Honey List products
colony <br> - List (Beehive). sample, beeswax (if obtained from
9-10 structure: sources of <br> - available) <br> - apiculture.
Queen, Worker, nectar for Interactive Pictures of bee flora <br> -
Drone <br> - honey bees. Lecture: Detail <br> - Videos of Drawing:
Functions of <br> - the roles of beekeeping (modern Evaluate the
each caste Describe the Queen, Worker, and traditional) drawing of a
<br> - structure of Drone. Discuss beehive. <br> -
Sources of an artificial lifespan. <br> - Oral: Explain the
nectar (bee beehive. Discussion: role of honey
flora) <br> - <br> - Where do we bees in
Honey Explain how find beehives? pollination.
collection honey is How is honey
methods collected and collected?
(traditional vs. processed. (traditional
artificial hives) <br> - methods). <br>
<br> - Recognize - Diagram Study:
Products: other Study Fig-16
 Honey, Bee products of (Artificial bee
wax, Bee apiculture hive) and
venom (Apis (wax, venom). discuss its parts
tincture) <br> <br> - and advantages.
- Artificial bee Identify <br> -
hives: parts & common Discussion:
management pests and Pests and
<br> - Pests predators of predators of
and predators honey bees. bees. <br> -
of honey bees Activity
(Drawing):
Students draw a
honey bee hive
(natural or
artificial). (AS 5)

- Initiation: Ask
about fish
consumption
habits. <br> -
Students will
Map Study:
be able to:
Locate India's
<br> -
coastline and
Explain the
major
importance of
Fisheries & Unit rivers/lakes on a
fisheries for
Consolidation map. <br> -
food security. - Written:
<br> - Visual Aid: Show
<br> - Differentiate
Importance of Fig-17 (Fish,
Differentiate marine and
fish as food prawn, crab),
between inland fisheries.
<br> - India's Fig-18
marine and List benefits of
coastline & (Mechanized
inland composite fish
water resources fishing), Fig-19
fisheries. culture. <br> -
<br> - Marine (Fish pond).
<br> - Conceptual:
Fisheries: types <br> -
Identify What is blue
of fish, Discussion: Pros
various types revolution? (AS
mechanized and cons of
of fish and - Textbook (Pg 152- 2). <br> -
fishing <br> - mechanized
crustaceans. 156, Fig-17, 18, 19) Problem Solving:
Inland fishing. <br> -
<br> - <br> - India map How can you
Fisheries: fresh Concept
Describe (physical) <br> - justify
water, brackish Explanation:
mechanized Pictures/videos of "Agriculture and
water, estuaries Composite fish
11-12 fishing and its different fish species animal
<br> - culture (surface,
potential <br> - Information husbandry are
Composite fish middle, bottom
impacts. on local fish farms (if both sides of the
culture: feeders). <br>
<br> - any) <br> - Chart same coin"? (AS
advantages - Critical
Explain the paper for debate 6, 7). <br> -
<br> - Fish Thinking:
concept and points Debate/Discussi
seed and Discuss
advantages of on: Assess
hormonal "Conversion of
composite participation and
stimulation agricultural lands
fish culture. logical
<br> - Fish into fish ponds
<br> - arguments for
culture in paddy leads to food
Understand the debate.
fields <br> - crisis and
methods for <br> - Unit
Fish environmental
fish seed Test/Quiz:
preservation pollution. Write
production Comprehensive
methods <br> your opinion to
and assessment of
- UNIT REVIEW conduct a in
preservation. the unit.
& debate on this
<br> -
ASSESSMENT issue." (AS 7)
Relate animal
<br> - Review:
husbandry
Go over "What
practices to
we have learnt"
global food
(Pg 155-156)
needs.
and "Improve
your learning"
questions.
<br> -
 Debate/Discussi
on: Conduct a
short debate on
the topic from AS
7.

6. Teacher's Notes: (Additional Resources, Activities)

 Field Visits: If possible, arrange visits to a local dairy farm, poultry farm, or fish pond/market.
Prioritize safety and pre-plan observations.
 Guest Speakers: Invite a veterinary doctor, a local farmer involved in animal husbandry, or a
beekeeper to share their experiences and knowledge.
 Documentaries/Videos: Show short, engaging documentaries on different animal food production
methods (e.g., modern dairy farms, commercial fisheries, beekeeping practices).
 Recipe Sharing: Encourage students to share recipes for dishes made from animal products,
emphasizing the cultural diversity of food.
 Debate: "Is Emu farming a sustainable agricultural practice in Telangana?"
 Research Project: Students can research specific animal breeds (e.g., indigenous breeds of cattle,
chickens) and their importance in maintaining biodiversity.
 Consumer Awareness: Discuss how consumers can make informed choices about ethically
sourced animal products.
 Adulteration Kits: If possible, arrange a demonstration with simple milk adulteration testing kits.
7. Teacher Responses:
 Facilitator of Inquiry: Encourage students to ask their own questions and pursue answers,
especially during field investigations.
 Critical Thinker: Guide students to analyze information critically, evaluate different perspectives
(e.g., GMOs, mechanized fishing), and form reasoned opinions.
 Promoter of Empathy: Foster a sense of respect and care for animals, discussing animal welfare
aspects.
 Connection Maker: Help students connect the scientific concepts to economic, social, and
environmental issues.
 Data Interpreter: Guide students in extracting meaningful information from graphs, diagrams, and
tables.
 Localizer: Emphasize examples and practices relevant to Telangana and India, making the content
relatable.
 Ethical Educator: Address sensitive topics like animal cruelty and sustainable practices with
sensitivity and an objective approach.
 UNIT PLAN FOR "NOT FOR BREATHING, NOT FOR DRINKING" FOR CLASS 8

Unit / Lesson Plan: Not for Breathing, Not for Drinking

1. Class: 08
2. Unit/Lesson: 10 Not for Breathing, Not for Drinking
3. Number of Periods required: 10
4. Academic Standards (Particular to this unit only):
 Conceptual understanding: Students will understand the concepts of air pollution (sources,
pollutants, effects, control measures) and water pollution (sources, pollutants, effects, control
measures), including specific examples like acid rain, Bhopal Gas Tragedy, and pollution of the
Musi River.
 Asking questions and making hypothesis: Students will be able to formulate questions and make
hypotheses about the causes and effects of pollution in their local environment and propose
potential solutions.
 Experimentation and field investigation: Students will conduct simple experiments to observe
particulate matter in the air and pollutants in water samples. They will also engage in field visits to
local factories/industries or water bodies to investigate pollution.
 Information Skills and projects: Students will collect, analyze, and present information from various
sources (textbook, library, internet, newspaper clippings, interviews) on air and water pollution,
specific case studies, and control measures.
 Communicating through Drawing and model making: Students will communicate understanding
through drawing diagrams related to pollution (e.g., a polluted environment, a clean environment, a
biogas plant, components of a vehicle emission).
 Appreciation and Aesthetic sense: Students will develop an appreciation for clean air and water
and a sense of responsibility towards environmental protection and conservation.
 Application to Daily life and concern to Biodiversity: Students will relate pollution to their daily lives
and health, understand the importance of sustainable practices, and develop a concern for
environmental balance and biodiversity.

Unit Plan/Lesson Plan

Perio LEARNING Teaching Assessment

Concepts TLM/Resources
d. OUTCOMES Strategies [CCE]

- Initiation: Show a
Students will
PUC certificate
be able to:
(Fig-1, 2) and ask
<br> -
students to
Interpret
analyze it. <br> -
Introduction to information
Discussion: "Why - Observation:
Environmental from a PUC
is a PUC Participation
Pollution <br> - certificate.
certificate in PUC
Pollution Under <br> -
needed?" "What certificate
Control (PUC) Understand
happens if CO/HC analysis.
Certificate <br> - the purpose
are high?" <br> - - Textbook (Pg 157, <br> - Oral:
Importance & of emission
Brainstorming: 158, Fig-1, 2) Define
components tested tests. <br>
"What does <br> - Sample pollution in
<br> - - Define
1 'pollution' mean to PUC certificate own words.
Consequences of environment
you?" <br> - (printout) <br> - <br> -
high emissions al pollution.
Concept Whiteboard/Blackb Conceptual:
<br> - <br> -
Explanation: oard What are the
Environmental Explain how
Introduce components
balance & environment
environmental tested in a
disruption <br> - al balance is
balance, pollution
Definition of disrupted.
living/non-living checkup
Environmental <br> -
components, and center?
Pollution Appreciate
the definition of
the
pollution. <br> -
importance
Relatability:
of clean air
Discuss personal
and water.
experiences of
 feeling sick from
harmful
substances.

- Review: Revise
the composition of
air (N2, O2, Ar,
CO2, trace gases).
<br> -
Table/Graph
Students will Analysis: Discuss
be able to: Table-1 and the
<br> - pie graph of air - Written: List
Air Pollution:
Recall the composition. natural
Definition &
composition <br> - Concept sources of air
Natural Sources
of air. <br> Explanation: - Textbook (Pg 158, pollution.
<br> -
- Define air Define air pollution 159, Table-1, <br> -
Composition of Air
pollution and and air pollutants, Graph) <br> - Conceptual:
(Table-1, Graph)
air emphasizing World map (to show How is air
<br> - Definition
pollutants. disturbance of spread of pollution) pollution
of Air Pollution &
2 <br> - natural balance. <br> - different from
Air Pollutants
Identify <br> - Activity-1 Videos/pictures of general
<br> - Natural
natural Discussion: natural disasters environmental
sources of air
phenomena Discuss natural <br> - Library pollution?
pollution (volcanic
that cause disasters and their access (for Activity- <br> - Oral:
eruptions, forest
air pollution. contribution to air 1 research) Discuss the
fires, dust storms,
<br> - pollution. <br> - global impact
tsunamis - Activity-
Understand Think and Discuss: of air
1)
the global "If a person burns pollution.
spread of tyres or dried
pollutants. leaves... where
does the smoke
and ash go?"
<br> -
Discussion: Global
nature of air
pollution (winds).

Students will - Brainstorming:

be able to: What activities do
Air Pollution: <br> - humans do that
Human Activities & Identify create
- Observation:
Pollutants <br> - major human smoke/dust?
Participation
Man-made activities <br> - Concept
in Oil Paper
sources: <br> - causing air Explanation:
Experiment
Burning fuels pollution. Burning fuels (CO,
setup. <br>
(vehicles, <br> - SO2, smoke, soot,
- Textbook (Pg 159, - Written: List
industries) <br> - Explain how ash). Discuss
160, 161, 162, Fig- major human
Industries (granite, various vehicle exhaust
3, 4, 5, 6) <br> - sources of air
cement, thermal industries (lead,
Oil, 3 white paper pollution.
power plants) contribute to hydrocarbons).
pieces (5x5cm), <br> - Oral:
<br> - Nuclear air pollution. <br> - Local
3 thread/clips <br> - Explain the
power plants <br> - Context: Discuss
Pictures of link between
(radioactive waste, Discuss the local
industrial pollution, deforestation
Chernobyl dangers of factories/industries
deforestation and global
disaster) <br> - nuclear and their pollution
<br> - Case study warming.
Deforestation waste and (from textbook
details (Chernobyl) <br> -
<br> - CFCs disasters. example of
Experimentati
<br> - Mining <br> - Telangana
on: Record
<br> - Fertilizers Relate industries). <br>
observations
& Pesticides deforestation - Case Study:
from Activity-
<br> - Activity-2: to increased Read and discuss
2.
Oil Paper CO2. <br> Chernobyl
Experiment - Understand disaster,
the impact of emphasize impact.
CFCs on the <br> - Concept
 ozone layer. Explanation:
<br> - Deforestation,
Conduct a CFCs, Mining,
simple Fertilizers/Pesticid
experiment es (linking to
to detect previous chapter).
particulate <br> - Activity-2:
matter. Introduce and set
up the Oil Paper
Experiment.
<br> - Think and
Discuss: Ill effects
of UV rays.

- Review: Primary
Students will
and secondary
be able to:
pollutants. <br> -
<br> -
Table-3 Analysis:
Differentiate
Discuss each
between
pollutant, its
primary and
sources, and - Data
secondary
classify as Classification:
pollutants.
gaseous/particulat Categorize
<br> -
Air Pollutants: e. Students make pollutants
Identify
Specifics & Effects lists. <br> - Case from Table-3
specific
(Contd.) <br> - Study: Read and into gaseous
gaseous and
Primary & discuss "The Taj and
particulate
Secondary Mahal" case study. particulate.
pollutants - Textbook (Pg 162,
pollutants <br> - Emphasize how <br> -
and their 163, 164, 165,
Table-3: Common pollutants cause Conceptual:
sources. Table-3) <br> -
pollutants and their damage and Explain acid
<br> - Pictures of
sources <br> - Supreme Court's rain and its
Explain the damaged
Case Study: The suggestions. impact on the
4 phenomenon monuments (Taj
Taj Mahal (Acid <br> - Case Taj Mahal.
of acid rain Mahal) <br> -
Rain, SPM) <br> Study: Read and <br> - Oral:
and its effect News
- Bhopal Gas discuss "Bhopal Discuss the
on clippings/images of
Tragedy: Methyl Gas Tragedy." lessons
monuments. Bhopal Gas
Isocyanate (MIC) Highlight the learned from
<br> - Tragedy
<br> - General human cost and the Bhopal
Understand
effects of air the chemical Gas Tragedy.
the
pollution on human involved. <br> - <br> -
devastating
health, animals, Discussion: WHO Application:
impact of
forests, structures. statistics on air Explain why
industrial
pollution deaths. we feel
accidents
General effects on discomfort on
(Bhopal).
health (respiratory, a busy road.
<br> - List
cardiovascular),
various
animals, plants,
health and
materials. <br> -
environment
Think and Discuss:
al effects of
Busy road smoke,
air pollution.
discomfort.

Air Pollutants: Students will - Interactive - Written: List

- Textbook (Pg 165,
Specific Harmful be able to: Lecture: Detail the at least 5
166) <br> -
Effects & Control <br> - harmful effects of ways to
Diagrams of
<br> - Specific Describe the SPM, H2S, CO control air
electrostatic
harmful effects of specific (emphasize pollution.
precipitators
pollutants: <br> - harmful carboxyhaemoglob <br> -
(optional) <br> -
5 Particulate Matter effects of key in). <br> - Brief Conceptual:
Pictures of solar
(lead, mercury) air Overview: Briefly Explain why
panels, wind
<br> - Hydrogen pollutants. introduce ozone carbon
turbines, electric
Sulphide <br> - <br> - List depletion, monoxide is
vehicles <br> -
Carbon Monoxide various greenhouse effect, poisonous.
Posters/slogans on
(carboxyhaemoglo measures to global warming, <br> - Oral:
planting trees
bin) <br> - reduce air acid rain as larger Discuss how
 Ozone depletion, pollution. effects. <br> - local initiatives
Greenhouse <br> - Brainstorming: like Haritha
Effect, Global Appreciate "What can we do Haram
Warming, Acid efforts like to reduce air contribute to
Rain (brief Vanmahotsa pollution?" <br> - pollution
mention) <br> - v and Concept control.
Control Measures Haritha Explanation: <br> -
for Air Pollution Haram. Discuss each Action Plan:
<br> - Tall <br> - control measure, Suggest ways
chimneys, fuel Suggest its mechanism, to improve
burning ways to and importance. sapling
equipment, promote tree <br> - survival rates.
electrostatic plantation Discussion:
precipitators, and survival. Vanmahotsav,
CNG/LPG, Haritha Haram –
unleaded petrol, successes and
catalytic challenges in
converters, sapling survival.
renewable energy, <br> - Think and
vehicle Discuss: Reasons
maintenance. for sapling survival
<br> - Plantation and solutions.
(Vanmahotsav,
Haritha Haram,
Swatch Patashala)

- Initiation: Ask
about importance
of water. <br> -
Newspaper
Students will
Water Pollution: Analysis: Read
be able to:
Introduction & and discuss the - Analysis:
<br> -
Local Issues Patancheru case Answer
Recognize
<br> - study. Ask guiding questions
the vital role
Importance of questions from based on
of water.
Water <br> - textbook. Connect Patancheru
<br> -
Water pollution as to local problems. case study.
Analyze
a hazard <br> - <br> - Recall: <br> - Lab
news articles - Textbook (Pg 166,
Newspaper Briefly revise water Performance:
about water 167, 168) <br> -
Clipping Analysis cycle and usage Follow
pollution. Newspaper clipping
(Patancheru Case from previous instructions
<br> - (printout or
Study) <br> - classes. <br> - for Lab
Understand projection) <br> -
Water purification: Concept Activity.
natural water Glass tumblers,
natural processes Explanation: <br> -
6 purification water samples (tap,
(sedimentation, Introduce natural Observation:
processes. pond, river, well,
breakdown, water purification. Record initial
<br> - lake), red/blue
dilution) <br> - <br> - Definition: observations
Define water litmus papers, soap
Definition of Water Define water (smell, color)
pollution and solution <br> - pH
Pollution & Water pollution and water of water
potable scale chart
Pollutants <br> - pollutants. <br> - samples.
water. <br> (optional)
Potable water Lab Activity: <br> -
- Conduct a
<br> - Lab Introduce Lab Application:
simple lab
Activity: Activity (Pg 167- Determine pH
experiment
Observation of 168). Discuss (acidic/basic)
to test water
pollutants in water materials, and hardness
properties
samples (Setup procedure, (soft/hard) for
(smell, color,
and pH/Hardness precautions. each sample.
pH,
testing) Distribute samples
hardness).
and materials.
Students perform
pH and hardness
tests.

Water Pollution: Students will - Lab Activity - Textbook (Pg 168, - Data
7 Lab Activity be able to: Discussion: 169, 170, Fig-7) Interpretation:
Analysis & Musi <br> - Students share <br> - Filled-in Discuss
 River Case Study Analyze and their observations Table-4 (from findings from
<br> - Lab interpret the from Lab Activity. previous period) Lab Activity
Activity findings results of Discuss relations <br> - Map of (Table-4).
discussion (pH, their water between pH and Hyderabad showing <br> -
hardness, visible sample tests. hardness. <br> - Musi River Conceptual:
pollutants) <br> - <br> - Case Study: Read (optional) <br> - Explain
Sad Story of River Understand and discuss "Sad Chart for definite vs.
Musi <br> - the impact of Story of River definite/non-definite non-definite
Sources of Musi urbanization Musi." Highlight sources sources with
River pollution and specific pollutants examples.
<br> - Musi industrializati discharged. <br> <br> - Oral:
reservoir action on on rivers. - Discussion: Musi Discuss the
plan project & its <br> - reservoir action factors
components Identify plan – methods to leading to the
<br> - Definite sources of reduce pollution. pollution of
and Non-definite pollution in a <br> - Concept the Musi
sources of water major river Explanation: River. <br> -
pollution (Musi). Differentiate Project Prep:
<br> - between definite Outline plan
Explain and non-definite for Activity-5
definite and sources of water (Biography of
non-definite pollution with a water body).
sources of examples. <br> -
water Activity-5 Prep:
pollution. Introduce Activity-
<br> - 5 (Visit nearby
Appreciate pond/lake/river),
efforts to discuss how to
clean observe
polluted discharged
water materials.
bodies.

Students will - Concept

be able to: Explanation:
<br> - Discuss each
Categorize category of water
Water Pollutants: various pollutant in detail, - Conceptual:
Categories & water explaining their Define
Effects <br> - pollutants. sources and eutrophication
Biodegradable <br> - specific effects. and thermal
waste (aerobic Explain how <br> - Example pollution.
bacteria, oxygen biodegradabl Focus: Explain <br> -
depletion) <br> - e waste how organic Written: List
Plant nutrients affects carbon leads to different
- Textbook (Pg 170,
(phosphates, aquatic life. oxygen depletion categories of
171, Fig-8) <br> -
nitrates, <br> - by aerobic water
Pictures illustrating
eutrophication) Describe bacteria. <br> - pollutants with
eutrophication, oil
<br> - Heat eutrophicatio Diagram/Visual: examples.
spills, chemical
8 (thermal pollution, n and its Illustrate <br> - Oral:
waste discharge.
dissolved oxygen) impact. eutrophication Explain the
<br> - Water
<br> - Sediment <br> - (algae bloom, danger of oil
samples (if
pollution <br> - Understand oxygen depletion). slicks to
possible, one with
Hazardous and thermal <br> - Think and aquatic life.
algae growth)
toxic chemicals pollution and Discuss: "Oil slick <br> -
(acids, alkali, its on sea water" – Asking
metals, household consequenc discuss its danger Questions:
cleaners, motor oil, es. <br> - to aquatic life. Formulate
pesticides, List <br> - Real- questions
pharmaceuticals) dangerous world Examples: about specific
<br> - Fluorine chemicals Relate to pollutants or
and fluorosis polluting household their effects.
water and chemicals,
their pesticides,
sources. pharmaceuticals.
<br> - <br> -
 Explain the Information
cause and Sharing: Fluorosis
effect of (refer to annexure
fluorosis. if available/briefly
explain). <br> -
Asking Questions:
Encourage
students to ask
questions about
complex terms like
aerobic bacteria.

- Brainstorming:
"How can we stop
water from getting
dirty?" <br> -
Prevention &
Concept
Control of Water
Explanation:
Pollution <br> - Students will
Discuss each
Chemical be able to: - Written:
control measure,
treatment of <br> - List Propose
emphasizing its
industrial wastes various solutions for a
practical
<br> - Sewage measures to hypothetical
application. <br>
treatment plants prevent and water pollution
- Discussion:
<br> - Avoiding control water scenario.
Sewage treatment
excessive pollution. <br> -
plants and their
fertilizers/pesticide <br> - Conceptual:
role. Role of
s <br> - Understand - Textbook (Pg 171, What is the
biogas plants.
Minimizing the 172) <br> - purpose of a
<br> - Case
synthetic importance Diagrams/videos of sewage
Study Example:
detergents/using of sewage sewage treatment treatment
9 Mention Ganga
biodegradable treatment. plants, biogas plant? <br>
Action Plan as a
ones <br> - <br> - plants. <br> - - Oral:
large-scale
Proper disposal of Recognize Posters/slogans on Discuss the
government
dead the role of water conservation. importance of
initiative. <br> -
bodies/garbage individual community
Application to
(biogas plant) actions in participation in
Daily Life: Discuss
<br> - River pollution cleaning water
individual
cleaning projects control. bodies. <br>
responsibility
(Ganga Action <br> - - Vocabulary:
(detergents, waste
Plan) <br> - Identify key Define key
disposal). <br> -
Planting trees terms and terms from the
Review: Go over
along river banks concepts unit.
"What we have
<br> - Unit from the unit.
learnt" and "Key
Review & Key
words" from the
words
textbook. <br> -
Q&A Session:
Address any
remaining doubts.

Assessment & Students will - Question- - Project

Project be able to: Answer: Go Evaluation:
Presentations <br> - through "Improve Assess
<br> - Review of Consolidate your learning" content,
"Improve your their questions, allowing - Student project presentation,
learning" questions understandin students to answer reports (Activity-2, and clarity of
<br> - g of the and clarify. <br> Lab Activity, student
Presentations of entire unit. - Project Activity-5) <br> - projects.
10
Activities/Projects: <br> - Presentations: Whiteboard/Project <br> -
<br> - Activity-2: Present their Students present or for presentations Debate:
Oil Paper findings from their findings from <br> - Unit test Assess
Experiment experiments Activity-2, Lab paper participation,
findings <br> - and field Activity, and critical
Lab Activity: Water investigation Activity-5. thinking, and
samples findings s. <br> - Encourage peer communicatio
<br> - Activity-5: Participate in feedback. <br> - n skills.
 Biography of a discussions, Debate/Discussion <br> - Unit
Water Body <br> expressing : Choose one or Test: Evaluate
- Open their two thought- conceptual
Discussion/Debate opinions provoking understanding
on selected issues logically. questions from the , problem-
(e.g., sustainable <br> - "Think and solving, and
development vs. Apply Discuss" or application.
industrial growth) learned "Improve your
<br> - Unit concepts to learning" sections
Test/Quiz new (e.g., AS 7 related
situations. to environmental
<br> - pollution). <br> -
Demonstrate Formal
conceptual Assessment:
understandin Conduct a unit test
g through a or quiz covering all
formal major concepts.
assessment.

6. Teacher's Notes: (Additional Resources, Activities)

 Guest Speaker: Invite an environmental activist or a local municipal official to discuss pollution
challenges and solutions in the community.
 Case Study Creation: Students can research local pollution issues and create their own mini-case
studies, including causes, effects, and potential solutions.
 "Pollution Audit" at School: Conduct a simple audit of the school premises to identify sources of air
and water pollution and suggest ways to reduce them (e.g., waste management, energy
consumption).
 Role-Playing: Assign roles (e.g., factory owner, environmentalist, local resident) and have students
debate a proposal for a new factory in a polluted area.
 Poster Making/Slogan Writing: Students create posters or catchy slogans to raise awareness
about air and water pollution and their prevention.
 Current Events: Regularly bring in recent newspaper articles or news clips related to pollution in
India or globally for discussion.
 Virtual Field Trips: If actual field visits are not feasible, explore virtual tours of sewage treatment
plants or pollution control facilities online.
 Simple water filtration models: Demonstrate basic water filtration using everyday materials.
7. Teacher Responses:
 Emphasize Local Relevance: Continuously link the textbook content to the students' immediate
environment (Hyderabad, Telangana) to make the learning more relevant and impactful.
 Promote Scientific Inquiry: Encourage students to think like scientists by asking "why" and "how,"
formulating hypotheses, and drawing conclusions from their observations.
 Foster Environmental Stewardship: Instill a sense of personal responsibility and agency in
addressing environmental issues.
 Facilitate Critical Thinking: Guide students in analyzing complex information, discerning credible
sources, and evaluating the pros and cons of different solutions.
 Encourage Collaboration: Structure activities that promote teamwork and peer learning.
 Address Misconceptions: Be prepared to identify and correct common misconceptions about
pollution and its effects.
 Celebrate Efforts: Acknowledge and appreciate students' efforts in their investigations,
presentations, and creative expressions, reinforcing their positive contributions.
 UNIT PLAN FOR "WHY DO WE FALL ILL?" FOR CLASS 8

Unit / Lesson Plan: Why do we fall ill?

1. Class: 08
2. Unit/Lesson: 11 Why do we fall ill?
3. Number of Periods required: 10
4. Academic Standards (Particular to this unit only):
 Conceptual understanding: Students will understand the concepts of health, disease, acute and
chronic diseases, infectious and non-infectious diseases, various types of disease-causing agents,
modes of disease transmission, principles of disease treatment, and general and specific methods
of disease prevention.
 Asking questions and making hypothesis: Students will be able to formulate questions and make
hypotheses related to causes of diseases, factors affecting health, and effectiveness of preventive
measures.
 Experimentation and field investigation: Students will conduct surveys and collect information to
understand local health issues, hygiene practices, and the prevalence of diseases.
 Information Skills and projects: Students will collect, organize, and present information on
diseases, their symptoms, causes, and local health provisions.
 Communicating through Drawing and model making: Students will communicate understanding
through drawing diagrams of disease-causing microbes or vectors, or models illustrating healthy
environments.
 Appreciation and Aesthetic sense: Students will develop an appreciation for good health, the
body's immune system, and the importance of public hygiene and community health initiatives.
 Application to Daily life and concern to Biodiversity: Students will relate health concepts to their
personal well-being and daily habits, understand the societal impact of health and disease, and
develop a concern for public health and disease prevention.

Unit Plan/Lesson Plan

LEARNING
Perio Teaching Assessment
Concepts OUTCOME TLM/Resources
d. Strategies [CCE]
S

- Initiation:
Students will
Discuss the
be able to:
instructions
<br> -
displayed by
Interpret
local Panchayats
local health
(textbook
instructions - Observation:
prompt). Ask
and their Participation in
Introduction to Health "Why are these
importance. discussions.
& Disease <br> - displayed?"
<br> - <br> - Oral:
Local health <br> - - Textbook (Pg 176,
Differentiate Discuss the
instructions <br> - Brainstorming: 177) <br> -
between connection
Personal and What does Whiteboard/Blackb
individual between
Community Health "health" mean to oard <br> -
and personal
<br> - Physical and them? <br> - Pictures of
1 community health and
Social Environment Discussion: clean/unclean
responsibilit community
<br> - Importance Facilitate a environments
y for health. health. <br>
of garbage disposal, discussion on <br> - Sample
<br> - - Written
clean drains <br> - how personal local health posters
Explain how (short): List
Need for proper health is linked (if available)
physical and two conditions
economic conditions to community
social for good
& social harmony issues (garbage,
environment health based
drainage,
s influence on discussion.
economic
health.
conditions).
<br> -
<br> - Activity-
Identify
1 & Activity-2
factors
(Planning):
contributing
Introduce and
 to a healthy plan these
community. activities related
to local authority
provisions for
water supply and
waste
management.

- Conceptual
Clarification:
Students will
Emphasize that
be able to:
not being
<br> -
diseased is not
Define
the same as
"disease" in
being healthy.
a limited
Use the
meaning
dancer/musician
(specific
example. <br>
cause for
- Interactive
discomfort). - Written:
Discussion:
<br> - Differentiate
Distinctions: 'Healthy' Introduce
Distinguish between
vs. 'Disease Free' & symptoms
between symptoms and
Signs/Symptoms of (headache,
being signs with
Disease <br> - cough) and signs
'healthy' and - Textbook (Pg 177, examples.
Definition of Disease (what doctor
merely 178) <br> - Chart <br> - Oral:
("disturbed ease") observes).
'disease- paper for listing Justify the
<br> - Difference <br> - Activity-
free'. <br> diseases/symptoms difference
between "healthy" 3: Students form
2 - <br> - Medical between
and "disease free" groups and list
Differentiate tools pictures "healthy" and
(dancer vs. musician diseases and
between (stethoscope, "disease-free."
example) <br> - their symptoms.
symptoms thermometer - <br> - Group
Symptoms of disease <br> -
and signs of optional) Activity:
<br> - Signs of Q&A:
disease. Evaluate the
disease <br> - Role Address
<br> - completeness
of physicians and lab questions like
Explain how of
tests "State any two
physicians disease/sympt
conditions
use om lists.
essential for
symptoms
good
and signs
health/disease-
for
free." <br> -
diagnosis.
Think and
<br> -
Discuss: "List
Activity-3:
any three
Disease &
reasons why you
Symptoms
would think you
Listing
are sick..." (Pg
180)

Acute and Chronic Students will - Concept

- Written:
Diseases & Multi- be able to: Introduction:
Provide
level Causes of <br> - Define acute
examples of
Disease <br> - Differentiate (common cold)
acute and
Duration of diseases: between and chronic
chronic
Acute vs. Chronic acute and (tuberculosis, - Textbook (Pg 178,
diseases and
<br> - Effects of chronic elephantiasis). 179) <br> -
their effects.
acute vs. chronic diseases <br> - Whiteboard/Blackb
<br> -
3 diseases on health with Comparison: oard <br> -
Conceptual:
<br> - Causes of examples. Discuss the Flowchart example
Explain why a
diseases: Immediate <br> - different effects for multi-level
disease has
causes <br> - Compare on general causes
many causes.
Contributory causes the long- health (weight
<br> - Oral:
(unclean water, poor term loss, tiredness,
Discuss the
nourishment, poverty, impacts of learning ability)
reasons for
genetic difference, acute and for acute vs.
differences in
poor public services) chronic chronic. <br> -
 <br> - Multi-level diseases. Case Study: Activity-4
causality of disease <br> - Analyze the questions.
Identify "loose motions"
immediate example (Pg
and various 179) to illustrate
contributory immediate and
causes of a multi-level
disease. contributory
<br> - causes. <br> -
Understand Activity-4
that (Planning):
diseases Introduce and
often have plan the survey
multiple in their
causes. neighborhood for
<br> - acute/chronic
Activity-4: diseases.
Acute/Chron Discuss
ic Disease methodology.
Survey
(Planning)

- Concept
Introduction:
Define infectious
Students will and non-
be able to: infectious
<br> - diseases. <br>
Distinguish - Discussion:
between "Do all diseases
Infectious vs. Non- - Written: List
infectious spread?" "How
infectious Causes & 3 examples of
and non- do non-
Peptic Ulcer Case infectious
infectious spreading
Study <br> - diseases and
diseases. diseases
Distinction: Infectious 2 of non-
<br> - develop?" <br>
vs. Non-infectious infectious
Provide - Case Study:
causes <br> - - Textbook (Pg 179, diseases.
examples of Read and
Infectious agents 180) <br> - <br> -
each type of discuss the
(microbes, Pictures of Nobel Conceptual:
disease. "Warren and
spreadable) <br> - Prize winners Explain why
<br> - Marshall" story
4 Non-infectious (Warren & peptic ulcers
Understand (Pg 180).
causes (internal, non- Marshall) <br> - are no longer
the scientific Emphasize how
spreadable: genetics, Posters/diagrams a chronic
discovery a lifestyle-related
lifestyle) <br> - explaining disabling
regarding disease was
Case Study: Peptic bacteria/viruses. condition.
peptic found to have a
Ulcers (Warren & <br> - Oral:
ulcers. microbial cause.
Marshall) <br> - Discuss the
<br> - <br> - Think
Role of Helicobacter significance of
Appreciate and Discuss: "In
pylori <br> - Impact the peptic
the role of which of the
of discovery on ulcer
scientific following cases
treatment discovery.
research in do you think the
understandi long-term effects
ng and on your health
curing are likely to be
diseases. most
unpleasant?"
(jaundice, lice,
acne) (Pg 180)

Infectious Agents: Students will - Visual Aid: - Textbook (Pg 181, - Matching:
Types & be able to: Show pictures of 182, Fig-1a, 1b, 2a, Match microbe
Characteristics <br> - different 2b, 2c) <br> - type with
5 <br> - Diversity of Classify microbes (Fig- Microscope (if disease it
infectious agents: various 1a, 1b, 2a, 2b, available, show causes.
Viruses, Bacteria, disease- 2c). Discuss pond water <br> -
Fungi, Protozoans, causing their relative protozoa) <br> - Written: List
 Multicellular microbes. sizes Posters of different examples of
Organisms (worms) <br> - (nanometres, microbes diseases for
<br> - Examples of Provide micrometres, each type of
diseases caused by examples of centimetres). infectious
each type <br> - diseases <br> - Concept agent. <br> -
Importance of caused by Introduction: Conceptual:
classifying infectious each type of Introduce each How does
agents for treatment agent. type of infectious knowing the
<br> - Biological <br> - agent with type of
characteristics (e.g., Explain how diseases they microbe help
viruses inside host biological cause (common in treatment?
cells, bacteria cell characteristi cold, typhoid,
walls) cs of skin infections,
microbes malaria,
influence elephantiasis).
treatment <br> -
strategies. Comparison:
Discuss key
biological
differences (e.g.,
viruses live
inside host,
bacteria make
cell walls).
<br> - Think
and Discuss:
"Why is it
important that
we think of these
categories of
infectious
agents?" <br>
- Q&A:
Address
questions like
"All viruses, for
example, live
inside host cells,
whereas bacteria
very rarely do.
Taxonomically,
all bacteria are
closely related to
each other than
to viruses and
vice versa."

Treatment of Students will - Discussion:

Infectious Diseases: be able to: "What steps do - Written:
Antibiotics & <br> - your family take Explain why
Antivirals <br> - Explain the when you fall antibiotics are
Principles of two main sick?" "When not effective
treatment: Reduce approaches does treatment against viral
symptoms vs. Kill to treating involve - Textbook (Pg 182, infections.
microbes <br> - infectious medicines?" 183) <br> - <br> - Data
Mechanism of action diseases. <br> - Concept Antibiotic Analysis:
6 of antibiotics (e.g., <br> - Explanation: strips/leaflets Interpret
Penicillin & cell wall Describe Symptom- (empty) <br> - results of
synthesis) <br> - how directed Chart for Activity-5 Activity-5
Why antibiotics don't antibiotics treatment vs. data collection survey. <br>
work against viruses selectively microbe-killing - Oral: Discuss
<br> - Challenges kill bacteria treatment. the
of making anti-viral without <br> - Detailed appropriate
medicines <br> - harming Explanation: use of
Activity-5: Antibiotics human cells. Penicillin's action antibiotics.
Survey (Analysis) <br> - on bacterial cell
 Explain why walls. <br> -
antibiotics Analogy: Explain
are why antibiotics
ineffective don't affect
against viral viruses using the
infections. "lock and key" or
<br> - "tool" analogy.
Understand <br> - Activity-
the 5 Analysis:
difficulties in Students present
developing their survey data
antiviral and discuss the
drugs. difference
<br> - between groups
Analyze who took
data from a antibiotics vs.
survey on those who didn't
antibiotic for common
use for cold/cough.
common <br> - Critical
illnesses. Thinking: Why is
making anti-viral
medicines
harder?

- Concept
Introduction:
Define
communicable
diseases. <br>
- Discussion:
How diseases
Means of Spread of Students will spread in the
Infectious Diseases be able to: community.
- Written: List
<br> - <br> - <br> - Visual
and describe 3
Communicable Classify Aid: Show Fig-3
different
diseases <br> - diseases as (Air-transmitted
modes of
Modes of communicab diseases) and
disease
transmission: <br> le. <br> - Fig-4 (Common
transmission
- Air-borne (droplets, Identify and methods of
with
common cold, describe transmission). - Textbook (Pg 183,
examples.
pneumonia, various <br> - Detailed 184, Fig-3, 4)
<br> -
tuberculosis, modes of Explanation: Air- <br> -
Conceptual:
overcrowding) <br> infectious borne (coughing, Pictures/diagrams
Explain how
- Water-borne disease sneezing, of different vectors
7 overcrowding
(excreta, cholera, transmission crowding). (mosquitoes, flies)
contributes to
unsafe water) <br> . <br> - <br> - Case <br> - Videos on
disease
- Sexual contact Provide Study: Water- disease
spread. <br>
(syphilis, AIDS, examples of borne (cholera, transmission
- Oral: Discuss
casual vs. intimate diseases unsafe water). (animated)
the
contact) <br> - spread by <br> -
importance of
Blood-to-blood each mode. Sensitive
safe drinking
contact (AIDS) <br> - Discussion:
water for
<br> - Mother to Explain the Sexual contact
preventing
baby (AIDS) <br> - role of transmission
water-borne
Vectors (mosquitoes, vectors in (AIDS, syphilis)
diseases.
malaria, Japanese disease – emphasize that
encephalitis) spread. casual contact
does NOT
spread these.
<br> - Vectors:
Mosquitoes as
common vectors,
their role in
malaria and
 Japanese
encephalitis.

- Discussion:
"Do all microbes
go to the same
Students will
tissue or organ?"
be able to:
<br> -
<br> -
Examples:
Explain why
Discuss specific
different
targeting (TB in
microbes
lungs, typhoid in
target
gut, jaundice in
specific
liver, Japanese
organs/tissu
encephalitis in
Organ-specific es. <br> -
brain). <br> -
Manifestations & Relate - Written: If the
Brainstorming:
Immune System disease liver is
What happens
<br> - Microbe symptoms to targeted by a
when you get an
targeting specific the affected microbe, what
infection (e.g., a
organs/tissues organ's symptoms
cut)? Lead to
(lungs, gut, liver, function. would you
discussion of
lymph nodes, brain) <br> - expect and
immune system
<br> - Symptoms Describe the - Textbook (Pg 184, why? <br> -
and
based on target body's 185) <br> - Conceptual:
inflammation.
organ's function immune Diagrams of human Explain how a
<br> - Concept
8 <br> - Common response to organs <br> - damaged
Explanation:
effects of infection: infection Videos on immune immune
Local effects
Immune system (inflammatio response system makes
(swelling, pain)
activation, n). <br> - (simplified) a person
and general
inflammation Understand vulnerable to
effects (fever).
(swelling, pain, fever) how the other
<br> - Case
<br> - Severity of severity of infections.
Study: Detailed
disease vs. number disease <br> - Oral:
discussion of
of microbes <br> - relates to Discuss the
HIV-AIDS and its
HIV infection's impact microbial meaning of
impact on the
on the immune load and inflammation.
immune system,
system immune
leading to
function.
susceptibility to
<br> -
other infections.
Explain how
<br> - Think
HIV affects
and Discuss:
the immune
"Severity of
system and
disease
leads to
manifestations
other
depend on the
infections.
number of
microbes in the
body."

Principles of Students will - Discussion: - Written: List

Prevention: General be able to: "Why is 4 general
Methods <br> - <br> - prevention better methods for
Limitations of Explain why than cure?" List preventing
treatment (damage, disease limitations of infectious
- Textbook (Pg 186,
time, spread) <br> - prevention is treatment. diseases.
187) <br> -
Prevention is better preferable to <br> - Concept <br> -
Pictures promoting
than cure <br> - treatment. Introduction: Conceptual:
9 hygiene, clean
General ways of <br> - List General Why is proper
water, healthy food.
preventing infections: general principles of nourishment
<br> - Graph
<br> - Preventing strategies prevention. crucial for
paper for Activity-6.
exposure (public for <br> - preventing
hygiene) <br> - preventing Brainstorming: diseases?
Avoiding infectious What are <br> - Oral:
overcrowding diseases. common ways Discuss the
(airborne) <br> - <br> - we try to avoid importance of
 Safe drinking water Understand getting sick? public
(water-borne) <br> the role of <br> - hygiene.
- Clean environments public Connection: Link <br> -
(vector control - no hygiene in back to modes of Project Prep:
breeding grounds) disease spread and show Outline plan
<br> - Strong prevention. how prevention for Activity-6
Immune System <br> - strategies survey.
<br> - Importance Explain how directly counter
of proper and a strong them (e.g.,
sufficient immune overcrowding vs.
nourishment system airborne). <br>
protects - Concept
against Explanation: The
infection. role of the
<br> - immune system
Relate in fighting off
proper microbes. <br>
nourishment - Activity-6
to immune (Planning):
system Introduce and
function. plan the survey
on children's
heights/nourishm
ent in well-off vs.
poor families.

- Concept
Students will
Introduction:
be able to:
Specific
<br> -
prevention –
Explain the
immunization.
concept of
<br> -
specific
Historical
disease
Context: Discuss
prevention
Edward Jenner - Conceptual:
through
and the Explain how
Principles of immunizatio
discovery of the vaccination
Prevention: Specific n. <br> -
smallpox prevents
Methods Describe
vaccine. <br> - disease.
(Immunization) & Unit how
Mechanism <br> - Oral:
Review <br> - vaccines
Explanation: Discuss the
Specific ways of create - Textbook (Pg 187,
How vaccines importance of
preventing infections: immunity. 188) <br> -
work (simulating routine
Immunization/Vaccin <br> - Pictures of
infection, childhood
ation <br> - How Recognize vaccines,
immune vaccinations.
vaccines work the historical vaccination
memory). <br> <br> -
10 (simulating infection, significance campaigns. <br>
- Discussion: Application:
memory) <br> - of - Videos on how
Benefits of Suggest ways
The discovery of vaccination. vaccines work
widespread to promote
vaccination (Edward <br> - (animated, simple).
vaccination health in their
Jenner) <br> - Understand <br> - Unit test
(eradication of community.
Benefits of the concept paper
smallpox, control <br> - Unit
vaccination <br> - of herd
of polio). Test:
Herd immunity <br> immunity.
Introduce herd Comprehensiv
- Unit Review & <br> -
immunity. <br> e assessment
Q&A <br> - Summarize
- Review covering all
Unit Test/Quiz key
Session: Go learning
concepts of
over "What we outcomes.
the entire
have learnt" and
unit. <br>
"Key words"
- Apply
from the
learned
textbook. <br>
concepts to
- Q&A
real-world
Session:
health
Address student
scenarios.
queries and
 clarify concepts.
<br> - Formal
Assessment:
Conduct a unit
test or quiz.

6. Teacher's Notes: (Additional Resources, Activities)

 Guest Speaker: Invite a local doctor or public health worker to discuss common diseases in the
area, their prevention, and the importance of vaccination.
 Health Camp/Awareness Program: Collaborate with local health centers to organize a mini-health
awareness program in school.
 Poster/Slogan Competition: Students can create posters or slogans on themes like "Hygiene is
Health," "Vaccinate to Protect," or "Balanced Diet, Strong Immunity."
 Debate: "Should vaccination be mandatory for all children?" (Encourage research on both sides).
 Role-Play: Students can role-play a scenario where someone explains the importance of hygiene
or vaccination to a group.
 Case Studies: Research and discuss current outbreaks of diseases (e.g., seasonal flu, dengue)
and relate them to modes of transmission and prevention.
 Visit to a Health Center: If feasible, a brief visit to a primary health center to understand their role in
community health.
 Myth vs. Fact: Discuss common myths about diseases or vaccines and present scientific facts.
7. Teacher Responses:
 Health Advocate: Encourage students to adopt healthy habits and become advocates for public
health in their communities.
 Empathetic Listener: Be sensitive to students' personal experiences with illness and create a safe
space for discussion.
 Scientific Explainer: Break down complex biological processes (e.g., immune response, antibiotic
action) into understandable terms using analogies.
 Critical Facilitator: Guide discussions on controversial topics (e.g., vaccine hesitancy) with a focus
on scientific evidence and public good.
 Community Connector: Help students see how individual actions and community efforts are
intertwined in achieving good health.
 Resource Guide: Direct students to reliable sources for health information.
 Role Model: Demonstrate good hygiene and health practices in the classroom.
 PERIOD PLANS FOR THE CHAPTER 1 "WHAT IS SCIENCE?".

Chapter: What is Science? - Period Plans

Overall Goal: Students will understand the nature of science as a systematic way of acquiring
knowledge, its methods, essential skills, and its dynamic and evolving nature, as well as the
importance of scientific safety.

Period 1: Introduction to Science - Definition and Perspectives

1. Introduction:

* Greetings: Greet students warmly.

* Mind Mapping: Ask students to brainstorm ideas related to "What is Science?" or "What do
scientists do?" Write their ideas on the board.

* Probing / Inquisitive Questions: "Where does the word 'science' come from?", "Is science just a
collection of facts?", "Why do people become scientists?", "Why does society support science?"

* Declaration of the Lesson name: "Today, we will begin exploring 'What is Science?', understanding
its definition and why it is important from both individual and societal perspectives."

2. Reading the lesson:

* Reading: Instruct students to read from "The word science comes from..." to "economic future."
(Pages 2-3, covering "The individual perspective" and "The Societal Perspective").

* Identifying new/difficult/unfamiliar words and concepts: Encourage highlighting "scientia,"

"observation," "experimentation," "natural phenomena," "organized body of knowledge," "individual
perspective," "societal perspective," "geneticists," "climatologist," "economic development,"
"superconductivity."

* Discussion in groups: Students discuss why individuals pursue science (curiosity, joy of discovery)
and why society supports it (improving life, economic development).

* Teachers writing words on the board and explaining: Define "science" (system of acquiring
knowledge through observation and experimentation). Explain individual motivators (discovery,
explaining problems, overturning old ideas) and societal motivators (improving lives, economic
development).

3. Conduct the activities for Conceptual understanding:

* Activity (Discussion): "In your opinion, which is more important: a scientist discovering something
new just for the sake of knowledge, or a scientist finding a cure for a disease? Discuss."

4. Conclusion and Assessment:

* Brief conclusion: Summarize that science is a systematic way of gaining knowledge about nature
through observation and experimentation, driven by individual curiosity and societal needs for
improvement and economic growth.

* Instructing children: Ask students to think about whether scientific knowledge stays the same
forever or changes over time, preparing for the next period.
Period 2: Science and Change & Introduction to Scientific Method
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the definition and importance of science.

* Probing / Inquisitive Questions: "Is scientific knowledge permanent?", "Why do scientific ideas
change?", "How do scientists work when they want to answer a question?"

* Declaration of the Lesson name: "Today, we will explore the dynamic nature of scientific knowledge,
understanding how it changes over time, and introduce the structured way scientists work: the
Scientific Method."

2. Reading the lesson:

* Reading: Instruct students to read the section "Science and Change" (Page 3) and the introductory
paragraph of "How scientists work - Scientific Method" (Page 4, top part).

* Identifying new/difficult/unfamiliar words and concepts: Encourage highlighting "constant change,"

"better understanding," "theories come and go," "modified," "Karl Popper," "Albert Einstein," "scientific
method."

* Discussion in groups: Students discuss the quotes about science being a history of "corrected
mistakes."

* Teachers writing words on the board and explaining: Explain that science is not static; it constantly
questions old ideas with new evidence, leading to modification or discarding of theories. Introduce the
"scientific method" as the organized way scientists plan and conduct studies.

3. Conduct the activities for Conceptual understanding:

* Activity (Discussion): "Think of a scientific idea you learned that has changed or been updated (e.g.,
Pluto as a planet, early models of the atom). Discuss why it changed."

* Activity (Brainstorming): Ask students, "If you want to find out which plant grows tallest, what's the
first thing you'd do? What's next?" (Leading into scientific method steps).

4. Conclusion and Assessment:

* Brief conclusion: Scientific knowledge is dynamic and self-correcting. The scientific method
provides a structured approach for scientists to investigate questions and solve problems.

* Instructing children: Ask students to read the first few steps of the scientific method, specifically
Aravind's example, for the next period.
Period 3: Scientific Method - Steps 1-3 (Observe, Hypothesis, Plan)
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the scientific method as a step-by-step process.

* Probing / Inquisitive Questions: "What's the very first thing a scientist does?", "How do scientists
make a good guess about an answer?", "How do they set up a fair test?"

* Declaration of the Lesson name: "Today, we will delve into the first three crucial steps of the
Scientific Method: Observing and Asking Questions, Forming a Hypothesis, and Planning an
Experiment, using Aravind's example."

2. Reading the lesson:

* Reading: Instruct students to read the "Scientific Method" section, focusing on Aravind's example
and "Step 1 Observe, and ask questions," "Step 2 Form a Hypothesis," and "Step 3 Plan an
experiment." (Pages 4-5).

* Identifying new/difficult/unfamiliar words and concepts: Encourage highlighting "observe,"

"question," "research," "hypothesis," "testable," "plan an experiment," "fair test," "variables," "fixed
variables," "changing variable," "gather and record data."

* Discussion in groups: Students discuss what makes a good scientific question and hypothesis, and
how to identify and control variables.

* Teachers writing words on the board and explaining: Explain each step with Aravind's example.
Define "hypothesis" as a testable prediction. Explain "variables" as factors that can affect an
outcome, differentiating "fixed/controlled variables" from the "changing/independent variable."

3. Conduct the activities for Conceptual understanding:

* Activity (Group Work/Scenario): Provide a new simple question (e.g., "Does temperature affect how
quickly sugar dissolves?"). In groups, have students:

* Formulate a testable hypothesis.

* Identify the independent, dependent, and controlled variables.

* Outline a basic plan for a fair experiment.

4. Conclusion and Assessment:

* Brief conclusion: The scientific method starts with observations and questions, followed by forming
a testable hypothesis and then meticulously planning an experiment by controlling variables to
ensure a fair test.

* Instructing children: Ask students to read about conducting the experiment and drawing conclusions
for the next period, focusing on how data is used.
Period 4: Scientific Method - Steps 4-5 & Further Investigation
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall steps 1-3 of the scientific method (question, hypothesis, plan).

* Probing / Inquisitive Questions: "Once a plan is ready, what's next?", "How do scientists know if
their hypothesis was correct?", "What happens if the hypothesis is wrong?"

* Declaration of the Lesson name: "Today, we will complete our understanding of the Scientific
Method by learning how to Conduct an Experiment, Draw Conclusions, and what to do for Further
Investigation."

2. Reading the lesson:

* Reading: Instruct students to read "Step 4 Conduct the experiment" and "Step 5 Draw conclusions
and communicate results," including "Investigate Further" (Pages 5-6).

* Identifying new/difficult/unfamiliar words and concepts: Encourage highlighting "follow the steps,"
"observe and measure carefully," "record everything," "organize data," "analyze data," "charts, tables,
or graphs," "conclusion," "evidence," "hypothesis is correct/incorrect," "pose another question," "form
another hypothesis."

* Discussion in groups: Students discuss the importance of careful observation and recording, and
how conclusions are formed based on evidence.

* Teachers writing words on the board and explaining: Emphasize accuracy in data collection (Step
4). Explain data analysis and the role of evidence in forming conclusions (Step 5). Discuss that a
"wrong" hypothesis is still valuable, leading to further questions and new hypotheses.

3. Conduct the activities for Conceptual understanding:

* Activity (Data Analysis Scenario): Provide a simple dataset (e.g., plant heights from different soil
types, similar to Aravind's table) and ask students to:

* Interpret the data (e.g., "Which soil type resulted in the tallest plants?").

* Write a simple conclusion based on the data.

* Suggest a "further investigation" if the initial hypothesis wasn't fully supported.

4. Conclusion and Assessment:

* Brief conclusion: The final steps of the scientific method involve precise execution of the
experiment, careful data analysis (often with charts/graphs), drawing evidence-based conclusions,
and using results to guide future investigations, even if the hypothesis is disproven.

* Instructing children: Ask students to think about the general skills scientists use every day beyond
just the steps of an experiment, preparing for process skills.
Period 5: Science Process Skills - Part 1 (Basic Skills)
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the steps of the scientific method.

* Probing / Inquisitive Questions: "What mental tools do scientists use every day?", "How do they
notice details?", "How do they sort things out?"

* Declaration of the Lesson name: "Today, we will begin exploring essential Science Process Skills
that scientists use in their work, starting with basic observational and organizational skills."

2. Reading the lesson:

* Reading: Instruct students to read "Using science process skills" and the examples of Saketh and
Charitha, covering "Observe," "Compare," "Classify," and "Measure" process skills (Pages 7-8, first
column).

* Identifying new/difficult/unfamiliar words and concepts: Encourage highlighting "process skills,"

"Observe," "Compare," "Classify," "Measure," "attributes," "unit of measure," "Gather, Record,
Display, and Interpret the Data."

* Discussion in groups: Students discuss how Saketh uses observe, compare, and classify for
seashells. They also discuss how Charitha uses measure, gather, record, display, and interpret data.

* Teachers writing words on the board and explaining: Define each skill with concrete examples.
Emphasize that these are everyday thinking tools applied systematically in science.

3. Conduct the activities for Conceptual understanding:

* Activity (Hands-on/Group Practice):

* Observe & Compare: Give students two different leaves or pens. Ask them to observe them
carefully and then compare them, noting similarities and differences.

* Classify: Provide a mixed set of objects (e.g., different types of buttons, paper clips, erasers) and
ask students to classify them into groups based on specific characteristics they choose.

* Measure: Provide simple measuring tasks (e.g., length of a desk, mass of a pencil using a balance,
if available).

4. Conclusion and Assessment:

* Brief conclusion: Scientists use fundamental process skills like observing, comparing, classifying,
and measuring to systematically collect and organize information about the natural world.

* Instructing children: Ask students to review these skills and prepare for more advanced process
skills.
Period 6: Science Process Skills - Part 2 (Advanced Skills)
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the basic process skills (observe, compare, classify, measure).

* Probing / Inquisitive Questions: "How do scientists understand things they can't see directly?", "How
do they make smart guesses about what will happen?", "How do they explain observations?"

* Declaration of the Lesson name: "Today, we will continue our exploration of Science Process Skills,
focusing on advanced skills like Using a Model, Predicting, Inferring, Hypothesizing,
Planning/Conducting Experiments, and Controlling Variables."

2. Reading the lesson:

* Reading: Instruct students to read the examples of Aravind (light switch) and Swetha (towel
absorption), covering "Use a Model," "Predict," "Infer," "Hypothesize," "Plan and Conduct
Experiment," and "Control Variables" (Pages 8-9).

* Identifying new/difficult/unfamiliar words and concepts: Encourage highlighting "Use a Model,"

"Predict," "Infer," "Hypothesize," "Plan and Conduct Experiment," "Control Variables."

* Discussion in groups: Students discuss how Aravind's model helps him understand the switch and
how Swetha designs a fair test for towel absorbency.

* Teachers writing words on the board and explaining: Define each skill with the provided examples.
Emphasize that these skills build on the basic ones and are crucial for complex investigations.

3. Conduct the activities for Conceptual understanding:

* Activity (Scenario Application): Provide a new scenario (e.g., "You want to find out if fertilizer makes
plants grow faster"). In groups, ask students to:

* Hypothesize what will happen.

* Plan and Conduct a simple outline of an experiment.

* Identify the Control Variables to ensure a fair test.

* Predict the outcome.

* Infer a possible explanation for a given observation.

4. Conclusion and Assessment:

* Brief conclusion: More advanced scientific process skills involve creating models to understand
complex systems, making informed predictions, drawing logical inferences, forming testable
hypotheses, and meticulously planning and executing experiments with controlled variables.

* Instructing children: Ask students to think about how scientists share their discoveries and learn
from others' work, preparing for scientific communication.
Period 7: Scientific Communication - Reading to Learn
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the various process skills scientists use.

* Probing / Inquisitive Questions: "Once scientists do an experiment, how do they tell others about
it?", "How do scientists learn about what others have found?", "What's important when reading
science texts?"

* Declaration of the Lesson name: "Today, we will focus on 'Reading to learn' as a vital scientific
communication skill, exploring strategies to effectively understand scientific texts."

2. Reading the lesson:

* Reading: Instruct students to read the "Reading to learn" section, including "Before Reading,"
"During Reading," and "After Reading" strategies (Pages 9-11, first column).

* Identifying new/difficult/unfamiliar words and concepts: Encourage highlighting "strategies,"

"vocabulary words," "Glossary," "main idea," "details," "check your understanding," "summarize,"
"photographs and illustrations," "captions," "labels."

* Discussion in groups: Students discuss the importance of reading strategies in science.

* Teachers writing words on the board and explaining: Go through each strategy (Before, During,
After Reading) and explain its purpose with examples related to science texts. Emphasize looking at
vocabulary, titles, main ideas, details, and checking understanding.

3. Conduct the activities for Conceptual understanding:

* Activity (Applied Reading): Choose a short scientific paragraph from any other chapter (or an
external source). In groups, ask students to apply the "Before Reading" strategies, then "During
Reading" (identifying main idea/details), and finally "After Reading" (summarizing, analyzing visuals).

4. Conclusion and Assessment:

* Brief conclusion: Effective scientific reading involves strategic steps (before, during, and after
reading) to understand vocabulary, main ideas, supporting details, and integrate information from text
and visuals.

* Instructing children: Ask students to think about how scientists write and use numbers to
communicate their findings.
Period 8: Scientific Communication - Writing & Using Numbers
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall strategies for reading science.

* Probing / Inquisitive Questions: "Why do scientists write about their work?", "What different ways do
they write?", "How do numbers help scientists communicate their findings?"

* Declaration of the Lesson name: "Today, we will explore 'Writing to communicate' and 'Using
numbers' as crucial scientific communication skills, enabling scientists to share their discoveries
effectively."

2. Reading the lesson:

* Reading: Instruct students to read the "Writing to communicate" and "Using numbers" sections
(Pages 11-13, first column, up to "Good scientists apply their math skills...").

* Identifying new/difficult/unfamiliar words and concepts: Encourage highlighting "informative writing,"

"narrative writing," "expressive writing," "persuasive writing," "collect and display data," "interpreting
data," "tables, charts, and graphs," "number sense," "compare values," "compute," "measuring,"
"accurate measurements," "measuring instruments."

* Discussion in groups: Students discuss the different purposes of scientific writing and how numbers
are used in data.

* Teachers writing words on the board and explaining: Explain different types of scientific writing
(informative, narrative, expressive, persuasive) and their purposes. Describe how scientists use
numbers for collecting, displaying (tables, charts, graphs), interpreting, and measuring data.

3. Conduct the activities for Conceptual understanding:

* Activity (Applied Writing & Data):

* Writing: Give students a simple "observation" (e.g., "A plant grew taller in sunlight than in shade").
Ask them to write a short paragraph describing it in "informative writing."

* Using Numbers: Provide a very simple data table (e.g., "Number of students who prefer apples vs.
bananas"). Ask them to suggest how to display this data (e.g., bar graph) and what conclusions they
could interpret.

4. Conclusion and Assessment:

* Brief conclusion: Scientists communicate findings through various writing styles and effectively use
numbers for data collection, display, and interpretation, making their work clear and understandable
to others.

* Instructing children: Ask students to think about safety precautions they would take if they were to
do a science experiment, preparing for safety guidelines.
Period 9: Safety in Science & The Invention Process
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the systematic nature of science.

* Probing / Inquisitive Questions: "What is the most important thing to remember when doing science
experiments?", "Is invention just a sudden idea, or is there a process?", "How do scientists go from a
problem to a solution?"

* Declaration of the Lesson name: "Today, we will learn about 'Safety in Science' – crucial rules for
safe experimentation – and explore the systematic approach to inventions and discoveries, from
identifying problems to generalization."

2. Reading the lesson:

* Reading: Instruct students to read "Safety in science" (Page 13, second column) and "The secret of
inventions and discoveries" (Page 13, second column, continuing to Page 14).

* Identifying new/difficult/unfamiliar words and concepts: Encourage highlighting "Think ahead,"

"Keep your work area clean," "Oops!", "Watch your eyes," "Yuck!", "Protect yourself from shocks,"
"Keep it clean," "identifying the problem," "necessity is mother of invention," "systematized pattern,"
"sequential order," "Making hypothesis," "Collecting information," "Data analysis," "Experimentation,"
"Result analysis," "Generalisation."

* Discussion in groups: Students discuss each safety rule and its importance. They then discuss the
steps involved in problem-solving/invention.

* Teachers writing words on the board and explaining: Go through each safety rule with examples.
Explain the systematic problem-solving approach: identifying problem, making hypothesis, collecting
information, data analysis, experimentation, result analysis, and generalization, using the bulb
example.

3. Conduct the activities for Conceptual understanding:

* Activity (Scenario & Problem Solving): Present a simple everyday problem (e.g., "Your phone
battery is draining very fast"). In groups, ask students to:

* Identify the problem.

* Make a hypothesis (possible reasons).

* Suggest what information/materials they would collect.

* Outline a basic experimentation step (how to test one hypothesis).

4. Conclusion and Assessment:

* Brief conclusion: Safety is paramount in scientific investigations, requiring careful adherence to

rules. Inventions and discoveries follow a systematic process of problem identification, hypothesis
testing, and generalization.

* Instructing children: Instruct students to review the entire chapter for a comprehensive
understanding of scientific inquiry.
Period 10: Chapter Review & Application
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Conduct a quick "rapid-fire" recall of key concepts: definition of science, scientific
method steps, process skills, safety rules.

* Probing / Inquisitive Questions: "What is the most important thing you learned about how science
works?", "How can you apply the scientific method in your daily life?", "Why is it important to learn
about science?"

* Declaration of the Lesson name: "Today, we will consolidate our learning from 'What is Science?'
through a comprehensive review and application of its core principles."

2. Reading the lesson:

* Reading: Quickly review the entire chapter by skimming through headings and key terms.

* Identifying new/difficult/unfamiliar words and concepts: Address any remaining questions or areas
of confusion from the chapter.

* Discussion in groups: Students can discuss any particular section they found interesting or
challenging.

* Teachers writing words on the board and explaining: Clarify any challenging concepts based on
student questions during the review.

3. Conduct the activities for Conceptual understanding:

* Comprehensive Question & Answer Session:

* Ask students to list the steps of the scientific method and explain each in their own words.

* Provide various scenarios and ask students to identify which "science process skills" are being
used.

* Discuss the dynamic nature of science with real-world examples.

* Ask about the importance of safety rules.

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can share any concept
maps, flowcharts, or summary notes they prepared during their revision.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: Use a mix of recall, understanding, and application questions from
the entire chapter. This can be a class discussion, or individual students can respond.

5. Conclusion and Assessment:

* Brief conclusion: Reiterate that science is a dynamic, systematic, and collaborative human
endeavor to understand the natural world, driven by curiosity and rigorous methods, and that these
principles can be applied in various aspects of life.
* Instructing children: Assign any end-of-chapter review questions (not provided in the snippet, but
typically present in textbooks) for homework. Encourage students to continue applying scientific
thinking in their daily lives.
 ANNUAL PLAN FOR BIOLOGICAL SCIENCE, CLASS IX, FOR THE ACADEMIC
YEAR 2025-2026.

ACADEMIC YEAR 2025 - 2026

ANNUAL PLAN
1. Class: IX

2. Subject: BIOLOGICAL SCIENCE

3. Total Number of Periods required: 120

4. Academic Standards to be achieved (IN DETAILED CONCEPT):

 Conceptual Understanding: Students will develop a deep understanding of core biological

concepts, including the organization of life from cells to ecosystems, physiological processes,
and interactions within the natural world. This involves grasping definitions, principles, and
interrelationships of various biological phenomena.
 Asking questions and making hypothesis: Students will be able to formulate relevant
scientific questions based on observations and existing knowledge, and propose testable
hypotheses to investigate these questions. This encourages critical thinking and the scientific
method.
 Experimentation and field investigation: Students will gain proficiency in designing and
conducting simple experiments and field investigations, collecting data, and analyzing results
to draw conclusions. Emphasis will be on safe and ethical practices.
 Information Skills and projects: Students will effectively gather, organize, and synthesize
information from various sources (textbooks, online resources, journals) to complete projects
and presentations, demonstrating research and communication skills.
 Communicating through Drawing and model making: Students will effectively
communicate biological concepts and structures through accurate and detailed drawings,
diagrams, and physical models, enhancing their visual understanding and expression.
 Appreciation and Aesthetic sense, values: Students will develop an appreciation for the
complexity and beauty of living organisms and natural systems. They will cultivate values such
as respect for life, environmental stewardship, and ethical considerations in biological
research.
 Application to Daily life and concern to Biodiversity: Students will connect biological
concepts to their everyday lives and understand the relevance of biology in addressing real-
world issues. They will develop a strong concern for biodiversity conservation and sustainable
practices.

ANNUAL PLAN BREAKDOWN (TABULAR FORM)

WEAT
SIGN
HER
Num ATUR
COMP SIGN
Unit / ber E OF
S.N Activities to Be LETE OF
Month Lesson of Resources THE
O Conducted (CCE) D ? IF TEAC
Name Peri HEAD
NOT HER
ods MAST
WHAT
ER
IS
 REAS
ON
Textbooks, Observing onion peel
Charts (Plant & and human cheek
Animal Cell), cells under
Microscope, microscope. Drawing
Cell -
Prepared slides and labeling plant
JUNE Structure
1 10 (Onion peel, and animal cells.
2025 and
Human cheek Discussing the
Functions
cells), Digital function of various
resources organelles. Group
(videos, activity: creating 3D
simulations) cell models.
Observing permanent
slides of different
Textbooks,
plant tissues
Charts (Types
(parenchyma,
of plant tissues),
collenchyma,
JULY Plant Prepared slides
2 11 sclerenchyma, xylem,
2025 Tissues (simple &
phloem). Drawing
complex
and differentiating
tissues), Digital
tissue types.
resources.
Identifying tissues in
plant diagrams.
Observing permanent
Textbooks, slides of different
Charts (Types animal tissues.
of animal Drawing and labeling
tissues), various animal
Prepared slides tissues.
JULY Animal
3 11 (epithelial, Differentiating
2025 Tissues
muscular, between tissue types
nervous, based on structure
connective and function. Role-
tissues), Digital play activity:
resources. functions of different
tissues.
Textbooks, Demonstrating
Diagrams, osmosis using potato
Osmosis & osmometer.
Diffusion Observing diffusion
Transportati apparatus of ink in water.
AUGUST on through (beakers, semi- Discussing active
4 10
2025 Plasma permeable and passive
Membrane membranes, transport. Case
potato slices, study: medical
salt solution), applications related
Digital to membrane
simulations. transport.
Textbooks, Group discussion on
AUGUST / Diversity in Pictures/charts characteristics used
5 SEPTEMB Living 11 of diverse for classification.
ER 2025 Organisms organisms, Creating mind maps
Specimens (if for different
 available), kingdoms/phyla.
Digital Field trip (if possible)
resources to observe local
(videos on biodiversity. Project:
biodiversity research on
hotspots), endangered species.
Classification
keys.
Identifying parts of
Textbooks,
the eye and ear on a
Charts/models
model. Performing
of eye, ear,
simple experiments
nose, tongue,
OCTOBE Sense on taste and smell
6 13 skin. Digital
R 2025 Organs perception.
resources
Discussing common
(videos on
sense organ
sensory
disorders and their
perception).
prevention.
Observing and
Textbooks, documenting animal
Videos of behavior (e.g., ants,
animal behavior birds) in school
NOVEMB Animal (e.g., migration, premises. Discussing
7 09
ER 2025 Behaviour courtship, learned vs. innate
parental care), behavior. Group
Local presentation on
observations. specific animal
behaviors.
Textbooks,
News articles Discussion on factors
on agriculture, affecting crop yield.
Challenges Videos on Research project on
in modern farming sustainable
DECEMB
8 Improving 14 techniques, agricultural practices.
ER 2025
Agricultural Guest lecture Debate on GMOs.
Production from an Case study: impact of
agricultural pests and diseases
expert (if on agriculture.
possible).
Identifying
adaptations of plants
Textbooks,
and animals to
Pictures/videos
specific environments
of various
Adaptations (e.g., xerophytes,
JANUARY ecosystems
9 in Different 10 hydrophytes).
2026 (desert, aquatic,
Ecosystems Creating a
forest), Digital
presentation on a
resources on
chosen ecosystem
adaptation.
and its unique
adaptations.
Textbooks, Discussion on
FEBRUAR Soil News articles sources and effects
10 11
Y 2026 Pollution on pollution, of soil pollution.
Samples of soil Brainstorming
 (if safe to solutions for soil
collect), Digital remediation. Project:
resources on awareness campaign
environmental on soil pollution in the
pollution. school/community.
Drawing and
explaining the carbon
Textbooks,
cycle. Discussing the
Diagrams of
importance of
MARCH Biogeoche Carbon,
11 10 nitrogen fixation.
2026 mical cycles Nitrogen, Water
Analyzing the impact
cycles, Digital
of human activities
simulations.
on biogeochemical
cycles.
Solving practice
Textbooks, questions. Group
Previous year discussions on
APRIL
12 RIVISION 10 question challenging topics.
2026
papers, Self- Peer teaching
made notes. sessions. Conducting
mock tests.

5. Teacher Responses:

(To be filled by the teacher throughout the academic year, reflecting on the progress, challenges, and
success of teaching and learning activities. Examples below are illustrative.)

 June 2025: "Students showed good enthusiasm in observing cell slides. Some struggled with
identifying specific organelles initially, requiring more focused guidance and repeated
observations."
 July 2025: "Plant tissue observation was effective. Animal tissue identification required more
comparative analysis due to subtle differences. Need to emphasize the correlation between
structure and function."
 August 2025: "Osmosis experiment was successful, but some students found the conceptual
understanding of semi-permeable membranes challenging. Used more visual aids and real-life
examples."
 September 2025: "Diversity in Living Organisms led to engaging discussions. Projects on
endangered species fostered good research skills and concern for biodiversity."
 October 2025: "Models of sense organs were very helpful. Practical demonstrations of sensory
perception were well-received. Some students needed extra support understanding the
complex neural pathways."
 November 2025: "Animal behavior observations were interesting, though limited to school
premises. Videos compensated for this. Discussion on learned vs. innate behavior was
insightful."
 December 2025: "Challenges in agricultural production generated significant debate and
interest in real-world problems. Guest lecture proved invaluable."
 January 2026: "Adaptations topic was well-understood, fostering appreciation for biodiversity.
Creative presentations showed good understanding."
 February 2026: "Soil pollution topic raised good awareness. Awareness campaign was a
success, engaging students in community outreach."
 March 2026: "Biogeochemical cycles are complex. Visual aids and step-by-step explanations
were crucial. Emphasized human impact."
 April 2026: "Revision periods were effective. Mock tests helped identify areas needing further
review."
6. Suggestions of Headmaster:

(To be filled by the Headmaster/Principal, providing feedback, guidance, and support to the teacher
based on observations and progress reports.)

 Quarter 1 Review (Sept 2025): "Good progress observed in conceptual understanding and
practical activities. Encourage more interdisciplinary projects. Ensure consistent record-
keeping for CCE activities."
 Quarter 2 Review (Dec 2025): "Excellent engagement in the 'Challenges in Agricultural
Production' unit. Consider inviting more external experts to enhance learning. Emphasize
application to daily life more explicitly."
 Quarter 3 Review (Mar 2026): "The plan is well-executed. Students are showing improved
information skills. Focus on strengthening scientific drawing skills for all students."
 Annual Review (May 2026): "Overall, a very comprehensive and effective annual plan. The
CCE activities are well-integrated. Continue to foster a spirit of inquiry and research among
students. Consider organizing a science exhibition next year."

Unit Plan / Lesson Plan for "Cell - Structure and Functions,".

Unit Plan / Lesson Plan
I. Class: IX

II. Unit/Lesson: 1 Cell - Structure and Functions

III. Number of Periods required: 10

IV. Academic Standards (Particular to this unit only):

 Conceptual Understanding: Students will develop a comprehensive understanding of cell

structure, the functions of various cell organelles, and the fundamental principles of cell theory.
 Asking questions and making hypothesis: Students will formulate questions about cellular
components and their functions, and hypothesize on the outcomes of experiments related to
cell processes (e.g., osmosis).
 Experimentation and field investigation: Students will perform basic microscopic
observations of plant and animal cells, identify their key parts, and conduct simple experiments
related to cell membrane function.
 Information Skills and projects: Students will gather information about cellular structures
and scientists, organize it, and present findings through drawings, models, and discussions.
 Communicating through Drawing and model making: Students will accurately draw and
label diagrams of various cell types and organelles, and create 3D models to represent cellular
structures.
 Appreciation and Aesthetic sense, values: Students will appreciate the intricate
organization of cells as the basic unit of life and recognize the historical scientific contributions.
 Application to Daily life and concern to Biodiversity: Students will relate cellular concepts
to biological processes in daily life and understand the importance of cellular health.

V. Teaching Plan Breakdown (Tabular Form):

Learning Teaching Assessment

Period Concepts TLM/Resources
Outcomes Strategy [CCE]
- Start with a
historical
anecdote of
Students will be - Oral
Robert Hooke.
able to: <br> - Questions:
<br> -
State who Who
Introduction to Discuss the
discovered the discovered the
Cell: <br> - concept of a
cell and when. - Textbook <br> - cell? What is a
Discovery of "building block"
<br> - Explain Chart/Poster of Robert cell? <br> -
Cell (Robert for living
why the cell is Hooke's microscope Quick Check:
Hooke) <br> - organisms.
called the <br> - Large charts Label the basic
1 Cell as basic <br> - Show
structural and of Plant and Animal parts of a plant
unit of life large
functional unit of Cell diagrams <br> - and animal cell
<br> - Basic charts/diagrams
life. <br> - Multimedia (short video on a given
comparison: of typical plant
Identify basic on cell discovery) diagram.
Plant vs. and animal cells
differences <br> -
Animal Cell and initiate a
between typical Observation:
comparison.
plant and animal Participation in
<br> -
cells. discussion.
Brainstorming
session on
"What are living
 things made
of?"
- Introduce the
cell membrane
as the outer
boundary.
<br> -
Students will be
Discuss its lipid-
able to: <br> -
Cell Membrane protein
Describe the - Lab Activity
(Plasma composition.
structure of the Check:
Membrane): <br> -
cell membrane. Evaluation of
<br> - Activity-1:
<br> - Explain student
Structure & Guide students
its functions, - Textbook <br> - drawings and
Components through the
including Microscope, slides, written
<br> - Rheo leaf peel
selective cover slips <br> - observations
Function observation
permeability. Rheo leaves, dilute salt from Activity-1.
2 (protection, (Fig-3a, 3b) with
<br> - Perform solution, water <br> - <br> -
shape, plain water and
Activity-1 Diagram of cell Concept
selective salt solution.
(Observing cell membrane structure Check: Explain
permeability) <br> -
membrane) and <br> - Beaker, spoon 'selectively
<br> - Discuss
record permeable
Activity: observations
observations. membrane' in
Observing cell and introduce
<br> - Explain their own
membrane plasmolysis.
plasmolysis in words.
(Rheo leaf peel) <br> - Explain
relation to cell
the concept of
membrane.
selectively
permeable
membrane with
daily life
examples.
Students will be - Introduce cell
able to: <br> - wall as an
Describe the additional layer
Cell Wall:
composition and in plant cells. - Worksheet:
<br> -
structure of the <br> - Fill in the
Structure
cell wall. <br> Compare and blank/match the
(cellulose)
- Enumerate the contrast the cell column
<br> -
functions of the wall with the - Textbook <br> - questions on
Function
cell wall. <br> cell membrane. Large diagrams cell wall
(shape,
- Differentiate <br> - illustrating plant cell functions.
3 protection,
between cell Discuss the role wall and membrane <br> -
turgor,
membrane and of the cell wall <br> - Comparative
communication)
cell wall. <br> in maintaining Whiteboard/Blackboard Analysis: Draw
<br> -
- Explain why turgor pressure. a Venn diagram
Differences
plant cells can <br> - Group comparing cell
between cell
withstand discussion: membrane and
membrane and
greater changes "Why don't cell wall.
cell wall
in surroundings animal cells
than animal have cell
cells. walls?"
Nucleus: Students will be - Begin with the - Textbook <br> - - Lab Report:
<br> - able to: <br> - nucleus as the Microscope, slides, Evaluate
4
Discovery Identify the most prominent cover slips <br> - diagrams and
(Robert Brown) nucleus as the organelle. Toothpick/spatula, written
 <br> - "control room" of <br> - methylene blue, normal observations of
Structure the cell. <br> - Discuss Robert saline, glycerine, cheek cells.
(nuclear Describe the Brown's blotting paper <br> - <br> -
membrane, main parts of contribution. Charts/models of Concept
nucleoplasm, the nucleus. <br> - Explain nucleus, diagrams of Mapping:
nucleolus, <br> - Explain detailed prokaryotic and Create a
chromatin) the primary structure and eukaryotic cells. concept map
<br> - functions of the functions using on the nucleus
Function nucleus. <br> diagrams. and its
(control center, - Differentiate <br> - Lab functions.
genetic between Activity: Guide <br> - Quiz:
information, cell prokaryotic and students Short quiz on
division) <br> eukaryotic cells through prokaryotic vs.
- Prokaryotic with examples. observing eukaryotic
vs. Eukaryotic <br> - Perform cheek cells and cells.
Cells <br> - the lab activity drawing their
Activity: to observe observations
Observing nucleus in (Fig-4, 5).
nucleus in cheek cells. <br> -
cheek cells Introduce and
differentiate
prokaryotic and
eukaryotic cells
with examples.
- Introduce
cytoplasm as
the "jelly-like"
substance.
Students will be <br> - Clarify
able to: <br> - the historical
Define distinction
Cytoplasm & cytoplasm and between
Endoplasmic differentiate it protoplasm,
Reticulum from protoplasm cytoplasm, and - Questioning:
(ER): <br> - and nucleoplasm. "What is the
Cytoplasm nucleoplasm. <br> - function of
(structure, <br> - Introduce cell RER?" "Where
- Textbook <br> -
contents, Describe the organelles is SER
Diagram of cytoplasm
protoplasm vs. structure and floating in abundant and
5 and ER <br> -
cytoplasm vs. types (RER, cytoplasm. why?" <br> -
Multimedia (animations
nucleoplasm) SER) of <br> - Explain Drawing: Draw
of ER function)
<br> - Endoplasmic the ER as a and label a
Endoplasmic Reticulum. network of simplified
Reticulum <br> - Explain membranes, diagram of
(RER, SER - the functions of detailing RER RER and SER.
structure, RER (protein and SER
function) synthesis) and functions (Fig-
SER (lipid 6). <br> -
synthesis, Relate ER
detoxification). function to
overall cell
function (e.g.,
liver cell
detoxification).
 - Introduce
Students will be Golgi apparatus
able to: <br> - as the cell's
Golgi Describe the "post office."
Apparatus & structure of the <br> - Explain
Lysosomes: Golgi apparatus. its structure - Analogy-
<br> - Golgi <br> - Explain (cisternae, based
Apparatus the role of Golgi vesicles) and Question: "If
(structure, apparatus in functions (Fig- - Textbook <br> - the cell is a
function: packaging and 7). <br> - Diagrams of Golgi factory, what is
packaging, transport. Introduce apparatus and the role of the
6 modifying, <br> - lysosomes and lysosomes <br> - Golgi
transport) Describe their enzyme Multimedia (short apparatus?"
<br> - lysosomes as content. <br> animated clips on <br> -
Lysosomes "suicidal bags" - Discuss their organelle function) Explain: "Why
(structure, and explain role in cellular do lysosomes
function: why. <br> - waste disposal not damage the
digestive Relate and autolysis. cell normally?"
enzymes, lysosome <br> -
suicidal bags) function to Analogy: "Why
waste disposal are lysosomes
in the cell. called suicidal
bags?"
- Introduce
mitochondria as
energy
Students will be producers.
Mitochondria: able to: <br> - <br> - Explain
<br> - Describe the their unique
Structure detailed double-
(double structure of membrane
- Lab Report:
membrane, mitochondria. structure (Fig-
Evaluate
cristae, matrix) <br> - Explain 8). <br> - - Textbook <br> -
sketches of
<br> - the process of Discuss their Microscope, slides,
mitochondria.
Function cellular role in cover slips <br> -
<br> - Short
(cellular respiration. generating Onion peel, Janus
7 Answer: "Why
respiration, <br> - Justify ATP. <br> - Green-B solution,
do muscle cells
ATP why Activity-2: watch glass <br> -
have more
production, mitochondria Guide students Chart/model of
mitochondria
"powerhouse of are called the through Mitochondrion
than skin
the cell") <br> "powerhouse of observing
cells?"
- Activity: the cell." <br> mitochondria in
Observing - Perform onion peel
Mitochondria Activity-2 and using Janus
(Onion peel) make Green-B stain.
observations. <br> -
Discuss the
importance of
cell energy.
Plastids & Students will be - Introduce - Textbook <br> - - Drawing:
Ribosomes: able to: <br> - plastids as Microscope, slides, Sketch the
<br> - Identify different unique plant cover slips <br> - chloroplasts
8
Plastids types of plastids organelles. Rheo leaf, algae, water observed.
(Chloroplasts, and their <br> - Explain <br> - <br> -
Chromoplasts, functions. chloroplasts as Charts/diagrams of Concept
 Leucoplasts) <br> - the site of plastids and ribosomes Check: "Where
<br> - Describe the photosynthesis, <br> - Multimedia does
Chloroplasts structure of a detailing its (videos on photosynthesis
(structure, chloroplast and structure (Fig- photosynthesis) occur in a plant
function: its role in 9a, 9b, 9c). cell?" "What is
photosynthesis, photosynthesis. <br> - the main
chlorophyll) <br> - Perform Activity-3 & 4: function of
<br> - Activity-3 & 4 Guide students ribosomes?"
Activity: and draw in observing
Observing observations. chloroplasts in
chloroplasts in <br> - State Rheo
Rheo leaf/algae the function of leaf/algae.
<br> - ribosomes. <br> -
Ribosomes Introduce
(structure, ribosomes as
types, function: small, granule-
protein like structures
synthesis) and their role in
protein
synthesis.
- Introduce
vacuoles as
storage sacs.
<br> -
Highlight the
Vacuoles &
Students will be significant size
Cell - Three
able to: <br> - difference in
Dimensional
Describe the plant and
Picture: <br>
structure and animal cells.
- Vacuoles
functions of <br> -
(structure, size
vacuoles. Discuss - Drawing:
differences in
<br> - functions: turgor Sketch
plant/animal - Textbook <br> -
Differentiate pressure, observed
cells, function: Microscope, slides,
vacuole storage, waste vacuoles.
turgor, storage, cover slips <br> -
size/prominence management. <br> -
9 waste) <br> - Succulent plant stem
in plant vs. <br> - Discussion:
Activity: (e.g., cactus), safranin
animal cells. Activity-5: "Why is it
Observing solution <br> - 3D
<br> - Perform Guide students important to
vacuoles cell models (optional)
Activity-5 to to observe understand
(succulent plant
observe vacuoles in cells are 3D?"
stem) <br> -
vacuoles. succulent plant
Cell as a 3D
<br> - stem. <br> -
structure <br>
Understand that Discuss the
- Discussion on
cells are 3D concept of cells
observing cell
objects, not flat. being 3D
thickness
structures,
using focus
adjustment on
microscope.
(Fig-10)
Cell Theory & Students will be - Introduce the - Textbook <br> - - Unit
Revision: able to: <br> - development of Charts of cell theory Test/Quiz:
10 <br> - State the main cell theory, postulates <br> - Comprehensive
Contributors postulates of the highlighting Whiteboard/Blackboard test on the
(Schleiden, modern cell contributions of for summary <br> - entire unit.
 Schwann, theory. <br> - Schleiden, Flashcards of <br> - Model
Virchow) <br> Identify the Schwann, and organelles Evaluation:
- Key principles scientists Virchow. <br> Assess any cell
of Cell Theory associated with - Discuss the models
<br> - cell theory and two main prepared by
Summary of their principles of students.
cell organelles contributions. modern cell <br> -
and their <br> - theory. <br> - Participation:
functions Consolidate Conduct a Active
<br> - Overall their comprehensive participation in
revision of the understanding review of all cell revision.
unit of all cell organelles, their
organelles and location, and
their functions. functions (e.g.,
<br> - Answer using
questions on the flashcards,
entire unit. rapid-fire
questions).
<br> -
Concept
mapping the
entire unit.

VI. Teacher’s Notes: (Additional Resources, Activities)

 Microscope Usage: Emphasize proper handling and care of the microscope from the very
first lab activity. Provide clear, step-by-step instructions for preparing temporary mounts.
 Safety: Ensure all necessary safety precautions are followed during lab activities, especially
when using stains or sharp objects.
 Virtual Labs/Simulations: If physical lab resources are limited, utilize online virtual
microscope labs or cell simulations to provide students with visual experiences of cell
structures and functions. Websites like PhET simulations or Bioman Bio often have good
interactive resources.
 3D Models: Encourage students to create their own 3D models of plant or animal cells using
readily available materials (clay, thermocol, old CDs, recycled items). This activity is excellent
for conceptual understanding and creativity.
 Concept Mapping: Throughout the unit, encourage students to create concept maps linking
different organelles and their functions, and the overall cell structure.
 Guest Speaker (Optional): If possible, invite a local medical lab technician or biologist to talk
about how cells are studied in real-world applications.
 Video Resources: Utilize educational videos from reputable sources (e.g., National
Geographic, TED-Ed, Crash Course Biology) to visually reinforce complex concepts like
membrane transport, cellular respiration, or protein synthesis.
 Interactive Whiteboard: Use an interactive whiteboard for drawing cell diagrams dynamically
and labeling parts collaboratively with students.
 Differentiated Instruction: Provide extra support materials or simplified diagrams for
struggling learners, and offer extension activities (e.g., researching specific cell types like
neurons or muscle cells) for advanced learners.
 Real-life Connections: Continuously link cell concepts to real-life phenomena (e.g., how
medicines affect cells, why plants wilt, the importance of photosynthesis).

VII. Teacher Responses:

(This section is for the teacher to fill during or after the unit, reflecting on its implementation and
student learning. Examples below are illustrative.)
  Period 1-2: "Students were excited by the microscope activities. The Rheo leaf activity helped
concretize the idea of the cell membrane. Need to reinforce the 'selectively permeable'
concept with more examples."
 Period 3-4: "Comparison of cell wall and membrane was well-understood. The cheek cell
observation was engaging, though some students found staining tricky. Clarified prokaryotic
vs. eukaryotic thoroughly."
 Period 5-6: "Explaining the functions of ER, Golgi, and Lysosomes required strong analogies.
The 'suicidal bags' concept fascinated students. Some students needed additional clarification
on the interconnectedness of these organelles."
 Period 7-8: "Mitochondria activity using Janus Green-B was challenging due to the delicate
staining process, but discussions on 'powerhouse' were effective. Chloroplast observation
clearly showed the green granules. Emphasized the protein-making role of ribosomes."
 Period 9-10: "Vacuoles were easily identifiable in plant cells. The 3D concept of cells was a
good abstract challenge, requiring visual aids. Cell theory discussion went well, connecting
historical context to modern understanding. Overall, students grasped core concepts."
 Overall Reflection: "This unit provided a strong foundation for future biological topics. The
hands-on activities were crucial for engagement. More practice with drawing detailed, labeled
diagrams is needed. Students generally enjoyed learning about the 'building blocks' of life."

UNIT PLAN / LESSON PLAN

I. Class: IX

II. Unit/Lesson: 2 Plant Tissues

III. Number of Periods required: 11

IV. Academic Standards (Particular to this unit only):

 Conceptual Understanding: Students will develop a clear understanding of the different

types of plant tissues (meristematic, dermal, ground, vascular), their cellular organization, and
specific functions in plant growth, protection, support, and transport.
 Asking questions and making hypothesis: Students will formulate questions regarding the
arrangement and function of cells in different plant parts and hypothesize about the roles of
various tissues in overall plant survival and growth.
 Experimentation and field investigation: Students will conduct microscopic observations of
various plant tissue types (onion peel, leaf peel, root tip, dicot stem T.S., permanent slides)
and relate their observations to the theoretical concepts.
 Information Skills and projects: Students will gather, analyze, and present information about
plant tissue specialization, historical contributions to histology, and the application of tissue
knowledge in agriculture.
 Communicating through Drawing and model making: Students will accurately draw and
label diagrams of different plant tissues as observed under the microscope and from given
figures, enhancing their visual communication skills.
 Appreciation and Aesthetic sense, values: Students will appreciate the intricate
organization and specialization of cells into tissues that enable complex plant functions,
fostering a sense of wonder for biological design.
  Application to Daily life and concern to Biodiversity: Students will connect the knowledge
of plant tissues to everyday phenomena like plant growth, healing, and the transport of
water/nutrients, and understand its relevance in agriculture and plant conservation.

V. Teaching Plan Breakdown (Tabular Form):

Perio Learning Assessment

Concepts Teaching Strategy TLM/Resources
d Outcomes [CCE]
Students will
be able to:
<br> -
- Begin with a
Define
discussion on "Why
"tissue" in a
do cells group
biological - Lab Activity
together?" leading to
context. Check:
Introduction the definition of tissue.
<br> - Evaluation of
to Tissues: <br> - Guide
Appreciate - Textbook (Chapter student
<br> - students through
the 2) <br> - drawings and
Definition of Activity-2 & 3:
advantage of Microscopes, slides, written
Tissue <br> - Preparing temporary
cellular cover slips <br> - comparisons
Need for mounts of onion peel
organization Onion, from Activity-2
organization and
1 in Rheo/Betel/Tradescan & 3. <br> -
<br> - Rheo/Betel/Tradescan
multicellular tia leaves <br> - Oral
Activity-2: tia leaf peel. <br> -
organisms. Water, glycerine Questions:
Cells in Onion Encourage careful
<br> - <br> - What is a
Peel <br> - observation under the
Observe and Whiteboard/Blackboar tissue? Why
Activity-3: microscope and
draw cells d do
Cells in a Leaf drawing. <br> -
from onion multicellular
Peel Facilitate discussion
peel and leaf organisms
on "Are all cells
peel. <br> - have tissues?
similar? How are they
Compare and
arranged?" based on
contrast cell
their observations.
arrangements
in different
peels.
Students will
- Initiate discussion on
be able to: - Lab Report:
how plants grow taller
Introduction <br> - Documentatio
and wider. <br> -
to Relate root n of
Guide students
Meristematic tips to plant observations
through Activity-4 (a):
Tissue growth. - Textbook <br> - and
Preparing and
(Growth): <br> - Microscopes, slides, conclusions
observing onion root
<br> - Observe and cover slips <br> - from Activity-4
tip cells. <br> - Set
Concept of draw cells Onion bulb, (a) and
up Activity-5 (b): The
2 plant growth from an onion plastic/glass bottle, Activity-5 (b).
growing roots
<br> - root tip. water <br> - <br> -
experiment over
Activity-4 (a): <br> - Toothpick/needle, Concept
several days,
Cells in Root Design and blotting paper <br> - Check:
emphasizing careful
Tip <br> - conduct the Permanent marker Explain "Why
observation and
Activity-5 (b): growing roots did cutting the
comparison of cut vs.
Growing Roots experiment. root tip stop
uncut roots. <br> -
(Experiment) <br> - Infer its growth in
Discuss Haritha's
the role of the length?"
questions from the
root tip in
 length textbook to spark
growth. curiosity.
Students will
be able to:
<br> -
Meristematic
Identify and
Tissues -
locate apical,
Types & - Introduce the four
lateral, and
Characteristic basic types of plant
intercalary - Worksheet:
s: <br> - tissues. <br> -
meristems. Label
Apical Focus on
<br> - meristematic
Meristem Meristematic tissues
Describe the tissues on a
<br> - Lateral as growth tissues.
specific - Textbook <br> - diagram of a
Meristem <br> - Explain
growth Charts/diagrams of plant and
(Cambium) apical, lateral, and
functions of L.S. of shoot tip and state their
<br> - intercalary meristems
3 each root tip showing function.
Intercalary with examples (Fig-6).
meristem meristems. <br> - <br> -
Meristem <br> - Discuss the
type. <br> - Whiteboard/Blackboar Table
<br> - characteristics of
List the d Completion:
Characteristics these actively dividing
characteristic Evaluate
of Meristematic cells. <br> - Guide
features of completion of
Cells <br> - students through
meristematic Table-2 from
Activity-6: Activity-6: Comparing
cells. <br> - Activity-6.
Comparison of root and shoot tip
Compare
Meristematic diagrams (Table-2).
meristematic
tissue in root
tissue
and shoot tips
arrangements
in root and
shoot tips.
Dermal Tissue
Students will
- Structure &
be able to: - Introduce dermal
Protection:
<br> - tissue as the plant's
<br> -
Identify "skin." <br> -
Dermal Tissue
dermal tissue Discuss its location - Lab Activity
as outer
as the and the properties of Check:
covering
outermost epidermal cells (Fig-7, Evaluate
<br> -
protective Fig-8a). <br> - student
Epidermis: - Textbook <br> -
layer. <br> Highlight the drawings of
structure and Microscopes, slides,
- Describe protective functions. dermal tissue
location <br> cover slips <br> -
the general <br> - Guide from Activity-
- Functions of Fresh Rheo/Betel leaf
4 structure of students through 8. <br> -
dermal tissue <br> - Water,
epidermal Activity-8: Observing Oral
(protection glycerine <br> -
cells. <br> - Rheo leaf peel to see Questions:
from water Chart/diagram of
Explain how dermal tissue, What is the
loss, dermal tissue
dermal tissue focusing on cell primary
mechanical
protects the arrangement and function of
damage,
plant. <br> spaces. <br> - dermal
pathogens)
- Observe Connect to real-life tissue?
<br> -
and sketch examples like thick
Activity-8:
dermal tissue cuticles in desert
Rheo leaf -
from Rheo plants.
Dermal tissue
leaf peel.
observation
Dermal Tissue Students will - Discuss specialized - Textbook <br> - - Drawing:
5
- Specialized be able to: structures within the Charts/diagrams of Draw a
 Structures & <br> - dermal tissue. <br> - stomata, root hair labeled
Functions: Describe the Detail stomata <br> - Pictures of diagram of
<br> - structure and structure (kidney- tree bark with gum stomata with
Stomata function of shaped guard cells) secretion <br> - guard cells.
(Guard cells) stomata. and their role in Multimedia (short <br> -
<br> - Root <br> - gaseous exchange videos on stomatal Problem
Hair <br> - Explain the and transpiration (Fig- action) Solving:
Bark (in big role of root 8b). <br> - Explain "How do
trees) <br> - hairs in root hairs and their plants living in
Functions: absorption. function in water and very dry areas
gaseous <br> - mineral absorption. adapt their
exchange, Understand <br> - Introduce stomata?"
transpiration, the formation bark as a protective
absorption, and function layer in older trees
secretion of bark. and its secretory
(gum) <br> - function (gum). <br>
Relate these - Connect these
specialized structures to plant
dermal survival.
tissues to
specific plant
processes.
Students will
Ground be able to:
Tissue - <br> -
Parenchyma: Identify - Introduce ground
<br> - ground tissue tissue as the "filler"
Ground tissue as the major tissue of the plant. - Concept
as bulk of plant component of <br> - Focus on Check:
body <br> - plant body. Parenchyma: explain "Which type
Parenchyma: <br> - its cellular structure of
- Textbook <br> -
structure (soft, Describe the and functions using parenchyma
Diagrams of ground
thin-walled, characteristic diagrams (Fig-9). would you
tissue types
loosely s of <br> - Discuss the expect to find
(Parenchyma,
packed) <br> parenchyma specialized forms: in a water lily
6 Chlorenchyma,
- Types of cells. <br> - Chlorenchyma stem and
Aerenchyma, Storage
Parenchyma: Differentiate (photosynthesis), why?" <br>
Parenchyma) <br> -
Chlorenchyma, between Aerenchyma - Quick
Whiteboard/Blackboar
Aerenchyma, Chlorenchym (buoyancy), Storage Drawing:
d
Storage a, Parenchyma Draw a simple
Parenchyma Aerenchyma, (food/water storage), diagram of
<br> - and Storage linking structure to parenchyma
Functions of Parenchyma. function. <br> - cells.
Parenchyma <br> - Refer to Nehemiah
(photosynthesi Explain the Grew's contribution.
s, storage, diverse
support) functions of
parenchyma.
Ground Students will - Continue discussion - Textbook <br> - - Lab Activity
Tissue - be able to: on ground tissues. Permanent slides of Check:
Collenchyma <br> - <br> - Explain Parenchyma, Evaluation of
7 & Describe the Collenchyma: its role Collenchyma, student
Sclerenchyma structure and in flexible support in Sclerenchyma <br> observations
: <br> - location of young stems/petioles. - Microscopes <br> - and
Collenchyma: collenchyma. <br> - Explain Charts/diagrams characteristic
 structure (thick- <br> - Sclerenchyma: its role comparing the three differences
walled at Describe the in providing rigid ground tissues noted in their
corners, living), structure and support and protection notebooks.
function location of (e.g., coconut husk, <br> -
(flexible sclerenchyma seed coats). <br> - Comparative
support) <br> . <br> - Facilitate Activity-9: Table: Create
- Compare and Observation of a table
Sclerenchyma: contrast the permanent slides of comparing
structure (thick- three types of parenchyma, parenchyma,
walled, ground collenchyma, and collenchyma,
lignified, dead, tissues sclerenchyma under and
tightly packed), (Parenchyma the microscope, sclerenchyma
function (rigid , guiding students to .
support, Collenchyma, note key differences
protection) Sclerenchym (Fig-9).
<br> - a) in terms of
Activity-9: structure, cell
Observation of type
Ground Tissue (living/dead),
permanent and support.
slides <br> -
Observe
permanent
slides of
ground
tissues.
Students will
be able to:
<br> -
Introduction Explain why
to Vascular plants need - Begin with a recap of -
Tissues & specialized nutrient absorption Observation
Xylem (Water transport (roots) and food & Inference:
Transport): tissues. production (leaves). Document
- Textbook <br> -
<br> - Need <br> - <br> - Ask: "How do student
Small plant (with
for transport Identify xylem water and food move observations
roots), red colored
(water, and phloem throughout the plant?" from the red
water, beaker <br> -
minerals, food) as the main <br> - Introduce water
Scalpel/razor (for T.S.
<br> - vascular vascular tissues as experiment
of stem - teacher
8 Introduction to tissues. the "transport system." and their
demo or supervised
Vascular <br> - <br> - Revisit the conclusions
activity) <br> -
Tissues (Xylem Relate the Class VII experiment about water
Microscopes, slides,
& Phloem) Class VII (plant in red colored transport.
cover slips <br> -
<br> - experiment to water, then cut T.S. of <br> - Oral
Charts/diagrams of
Activity: the function stem). <br> - Guide Questions:
vascular bundles
Revisiting of xylem in students to observe "Which part of
Class VII water the stained regions the plant
experiment transport. (Fig-10, 11) and infer turned red
(plant in <br> - the role of xylem. and why?"
colored water) Observe the
red-stained
part in the
T.S. of stem.
Xylem - Students will - Detail the structure - Textbook <br> - - Drawing:
9
Detailed be able to: of Xylem using Detailed Draw and
 Structure: <br> - detailed diagrams charts/diagrams of label the
<br> - Identify and (Fig-12). <br> - Xylem components components
Components of describe the Explain each <br> - Multimedia of xylem.
Xylem: different component: tracheids (animations showing <br> -
Tracheid cells, cellular and vessels for water movement Explain:
Tubular components conduction, fibres for through xylem) "How does
vessels, Xylem of xylem. support, parenchyma xylem help in
fibres, Xylem <br> - for storage. <br> - mechanical
parenchyma Explain how Discuss the concept support?"
<br> - the structure of a continuous
Overall of xylem column of water and
function of components its importance for
Xylem (water facilitates transport to great
and mineral water heights. <br> -
transport, transport. Emphasize lignin
mechanical <br> - deposition for
support) Summarize mechanical strength.
the dual
function of
xylem
(transport
and support).
Students will
be able to:
<br> -
Phloem - Identify and
Structure and describe the - Detail the structure
Function & different of Phloem using
Vascular cellular diagrams (Fig-12).
Bundles: components <br> - Explain each
-
<br> - of phloem. component: sieve
Comparative
Components of <br> - tubes and sieve cells
Chart: Create
Phloem: Sieve Explain how for conduction,
a chart
cells, Sieve the structure companion cells for - Textbook <br> -
comparing
tubes, of phloem support, fibres for Detailed
Xylem and
Companion components strength, parenchyma charts/diagrams of
Phloem
cells, Phloem facilitates for storage. <br> - Phloem components
10 (structure,
fibres, Phloem food Emphasize the living and vascular bundles
function,
parenchyma transport. nature of most phloem <br> -
living/dead
<br> - <br> - cells (unlike xylem Whiteboard/Blackboar
cells). <br>
Overall Define and vessels/tracheids). d
- Quiz: Short
function of identify <br> - Explain how
quiz on
Phloem (food vascular xylem and phloem are
vascular
transport) bundles. arranged together to
tissues.
<br> - <br> - form vascular bundles
Vascular Differentiate (Fig-11). <br> -
Bundles between Compare and contrast
(Xylem + xylem and xylem and phloem.
Phloem) phloem
based on
structure and
function.
Overall Students will - Conduct a - Textbook <br> - - Unit
11 Revision & be able to: comprehensive review Previous unit Test/Quiz:
Concept <br> - of the entire unit using summary charts Comprehensi
 Mapping: Consolidate various techniques: <br> - ve
<br> - Recap their <br> - Quick Whiteboard/Chart assessment
of all four understandin Recap: Ask students paper for concept covering all
tissue types: g of all plant to identify tissues from mapping <br> - concepts in
Meristematic, tissues. diagrams. <br> - Flashcards (optional) the unit.
Dermal, <br> - Concept Mapping: <br> -
Ground, Accurately Guide students to Concept Map
Vascular recall the create a large concept Evaluation:
<br> - Their location, map of plant tissues. Assess the
location, structure, and <br> - Q&A completeness
structure, and functions of Session: Address and accuracy
functions each tissue student doubts and of student-
<br> - type. <br> - clarify created
Interrelationshi Create a misconceptions. concept
p between comprehensi <br> - Crossword maps. <br>
tissues <br> ve concept Puzzle/Quiz: Engage -
- Plant map students with a fun Participation:
organization illustrating the review activity. <br> Active
hierarchy (cells organization - Emphasize the involvement in
-> tissues -> of plant hierarchy of revision
organs) tissues. organization in plants. activities.
<br> -
Answer
questions
effectively on
the entire
unit.

VI. Teacher’s Notes: (Additional Resources, Activities)

 Microscope Skills: Continuously emphasize proper microscope handling, focusing, and slide
preparation techniques throughout the unit. Provide individualized assistance as needed.
 Permanent Slides: Maximize the use of readily available permanent slides of various plant
tissues (e.g., T.S. of dicot stem, monocot root, different types of ground tissues) to supplement
temporary mounts.
 Digital Resources: Utilize animated videos from educational platforms (e.g., YouTube
channels like Amoeba Sisters, Crash Course Biology, or specialized biology education sites)
to explain complex processes like water transport in xylem or the functions of different tissue
types.
 Virtual Labs: If physical lab equipment is limited, explore virtual microscope labs or interactive
simulations that allow students to explore different plant tissues.
 Field Observation (Optional): If feasible, take students for a short walk around the school
garden or local park to observe different plant parts (stems, leaves, roots) and discuss how
tissues enable their structure and function.
 Drawing Focus: Dedicate time for students to practice drawing and labeling accurate
diagrams of observed tissues. Provide feedback on clarity and precision.
 Real-world Applications: Discuss the importance of understanding plant tissues in
agriculture (e.g., grafting, plant propagation, understanding plant diseases, improving crop
yield).
 Interactive Activities: Use "Think-Pair-Share" for comparing observations, small group
discussions for problem-solving (e.g., "How would a plant be affected if it lacked
sclerenchyma?"), and quick quizzes to check understanding.
 Vocabulary Building: Introduce and reinforce key biological terms throughout the unit,
encouraging students to use them correctly in discussions and written work.
 Historical Context: Briefly discuss the contributions of scientists like Nehemiah Grew to the
field of plant histology to provide historical perspective.
VII. Teacher Responses:

(This section is for the teacher to fill during or after the unit, reflecting on its implementation and
student learning. Examples below are illustrative.)

 Period 1-2: "Students responded well to initial observations of cells. Understanding the
'grouping' concept was good. The root growth experiment sparked curiosity about specific
growth tissues."
 Period 3-5: "Identifying different meristems and their roles was clear. Dermal tissue
observation was successful. Students grasped the protective function and the specialized
roles of stomata and root hairs. Need to reinforce the difference between dermal tissue and
bark."
 Period 6-7: "Parenchyma concept was easy for students. Differentiating collenchyma and
sclerenchyma and their types of support was more challenging, but the permanent slides
helped immensely. Emphasized their 'living' vs. 'dead' status."
 Period 8-10: "The transport experiment made the need for vascular tissues evident. Detailing
xylem and phloem components took time, but students could relate structure to function.
Comparisons between xylem and phloem and the concept of vascular bundles were well-
received."
 Period 11: "Revision period was effective. Concept mapping helped students visualize the
overall organization. Most students could articulate the functions of main tissue types. Areas
needing more practice include detailed drawing of specific cell types within tissues."
 Overall Reflection: "This unit successfully introduced students to the fascinating world of
plant tissues. The hands-on activities were crucial for visualizing microscopic structures.
Continuous reinforcement of vocabulary and careful observation skills will be beneficial for
future biology topics."
 UNIT/LESSON PLAN FOR "ANIMAL TISSUES" FOR CLASS IX.

I. Class: IX
II. Unit / Lesson: 3 - ANIMAL TISSUE
III. Number of Periods Required: 11
IV. Academic Standards (Particular to this unit only)
• Conceptual Understanding: Students will develop a clear understanding of the definition,
types, structure, and functions of various animal tissues.
• Asking Questions and Making Hypotheses: Students will be able to formulate questions
and propose explanations regarding the relationship between tissue structure and function.
• Experimentation and Field Investigation: Students will interpret observations from prepared
slides and understand the rationale behind basic experimental procedures related to tissue
study (e.g., blood group identification).
• Information Skills and Projects: Students will effectively gather, analyze, and present
information on animal tissues from various sources, including practical investigations and
interviews.
• Communicating through Drawing and Model Making: Students will accurately draw and
label diagrams of different animal tissues, demonstrating their structural understanding.
• Appreciation and Aesthetic Sense, Values: Students will appreciate the intricate
organization of tissues in the body and recognize the importance of hygiene and safety in
biological procedures.
• Application to Daily Life and Concern for Biodiversity: Students will connect the study of
animal tissues to everyday life situations, medical diagnoses, and the overall understanding of
living organisms.

V. Teaching Plan
Peri Teaching Learning Teaching Assessment
TLM / Resources
od Concept Outcomes Strategy [CCE]

Students -
will be able Brainstorming: - Short
-
to: <br> - Begin with "What Q&A:
Whiteboard/Smart
Define is a tissue? Why Define
board <br> -
tissue and do multicellular tissue, basic
SCERT Textbook
explain its organisms need functions.
(Pg 26-27, Fig 1
significanc them?" <br> - <br> - Oral
& 4) <br> -
Introducti e. <br> - Introduction to discussion
Permanent slide
on to List the 4 Types: Briefly on the
of squamous
Tissues & four major list the four main properties of
1 epithelium (if
Epithelial types of types of animal epithelial
available) <br> -
Tissue animal tissues. <br> - tissue.
Microscope (if
(Part 1) tissues. Activity 1 <br> -
available) <br> -
<br> - (SCERT Pg 27): Drawing and
Diagrams of
Identify Discuss mouth labeling
simple and
general lining simple and
stratified
characterist observation. If stratified
squamous
ics of practical, allow squamous
epithelium
epithelial observation, epithelium.
tissue. otherwise
 <br> - describe and
Describe discuss expected
squamous findings. <br> -
epithelium Discussion:
(simple & Focus on
stratified). SCERT
questions related
to Fig-1: "Are all
the cells
similar?", "How
are they
arranged?", "Is
there any
intercellular
space?", "Why
do they look like
a continuous
sheath?" <br> -
Concept
Explanation:
Squamous
epithelium,
including
stratified
squamous.
Relate to its
protective
function.

Students - Activity 2
will be able (SCERT Pg 28):
- Short
to: <br> - Observe
Q&A on
Describe permanent slide
functions of
the of cuboidal
different
structure epithelium
epithelial
and (discuss
types. <br>
location of arrangement). -
- Drawing
cuboidal <br> - Activity Whiteboard/Smart
cuboidal and
epithelium. 3 (SCERT Pg board <br> -
Epithelial columnar
<br> - 28): Observe SCERT Textbook
Tissue epithelium.
Describe permanent slide (Pg 28, Fig 5 & 6)
(Part 2): <br> -
the of columnar <br> -
2 Cuboidal, Completing a
structure epithelium (look Permanent slides
Columnar comparison
and for hair-like of cuboidal,
, chart for
location of projections). columnar,
Glandular epithelial
columnar <br> - glandular
tissues.
epithelium, Discussion: epithelium (if
<br> -
including Compare the available)
Identifying
ciliated. shapes and
epithelial
<br> - arrangements of
types based
Explain cuboidal and
on
how columnar cells.
function/locat
glandular Relate to
ion.
epithelium absorption/secret
is formed ion. <br> -
 and its Concept
function. Explanation:
<br> - Glandular
Relate epithelium ("Do
epithelial you know?" box).
tissue <br> -
types to Application
their (SCERT Pg 28):
specific "If your skin
functions. burns... which
tissue would get
affected?" <br>
- Concept
Map/Chart:
Students create
a chart
summarizing
epithelial tissue
types, location,
and function.

- Introduction:
"If you tilt your
body... what
Students
happens to
will be able
internal organs?"
to: <br> -
(SCERT Pg 28) - - Q&A
Define
Lead to the idea on general
connective
of support. functions of
tissue and
<br> - connective
its general
Discussion: tissue.
functions.
General <br> -
<br> -
functions of - Explaining
Describe
connective Whiteboard/Smart the role of
the
tissues (binding, board <br> - adipose
Connectiv structure,
support, SCERT Textbook tissue as an
e Tissue location,
transport, (Pg 29, Fig 7 & 8) insulator.
(Part 1): and
defense, repair, <br> - Diagrams <br> -
3 Introducti function of
fat storage). of areolar and Labeling
on & areolar
<br> - adipose tissue diagrams of
Areolar, tissue
Diagram <br> - Visuals areolar and
Adipose (fibroblasts,
Analysis: illustrating adipose
fibers).
Areolar and "packing" and tissue.
<br> -
Adipose tissue "insulation" roles <br> -
Explain the
from the Short
structure,
textbook. Identify paragraph
location,
components like on the
and
fibroblasts, importance
function of
fibers, fat of areolar
adipose
globules. <br> tissue.
tissue (fat
- Problem
storage,
Solving (SCERT
insulation).
Pg 29): "Why do
old people shiver
more than
 youngsters? Is
there any special
arrangement to
prevent the
escape of heat
energy during
winter?" Connect
to adipose
tissue's
insulating role.

- Procedure 4
(SCERT Pg 27):
Discuss the
process of
observing
Students softened chicken
will be able bone.
to: <br> - Emphasize
Describe safety with knife
the and HCl. Discuss
structure expected
and observations
compositio (softening,
n of bone flexibility). <br>
- Short quiz:
tissue - Discussion: -
Identifying
(osteocytes "Which tissue Whiteboard/Smart
bone and
, calcium gives definite board <br> -
cartilage
salts). shape to body?" SCERT Textbook
locations.
<br> - (SCERT Pg 29). (Pg 29-30, Fig 9,
<br> -
Connectiv Explain the <br> - 10, 11) <br> -
Explaining
e Tissue function of Concept Skeletal
the
4 (Part 2): bone tissue Explanation: model/chart
importance
Bone & as a Bone structure <br> - Chicken
of bone as a
Cartilage framework. (osteocytes, bone (pre-
framework.
<br> - calcium softened for
<br> -
Describe phosphate/carbo demonstration),
Written
the nate, bone knife, vinegar/HCl
comparison
structure marrow). <br> (for preparation
of bone and
and - Concept discussion only)
cartilage.
location of Explanation:
cartilage Cartilage
tissue. location (joints,
<br> - nose, ear,
Compare trachea) and
and properties (hard
contrast but not as bone).
bone and <br> -
cartilage. Comparison
Chart: Students
fill in a
comparison chart
for bone and
cartilage.
 - Think-Pair-
Share (SCERT
Pg 30): "How
muscles are
Students attached to
will be able bones?" - Lead
to: <br> - to tendons. "How
Differentiat two bones are
e between connected at
tendons joints?" - Lead to -
and ligaments. Differentiatin
ligaments <br> - g between
based on Concept - tendon and
their Explanation: Whiteboard/Smart ligament.
Connectiv
connection Tendons (muscle board <br> - <br> -
e Tissue
s and to bone, SCERT Textbook Explaining
(Part 3):
elasticity. collagen) and (Pg 30) <br> - blood as a
Tendon,
5 <br> - Ligaments (bone Diagrams connective
Ligament
Explain to bone, elastic, showing muscle- tissue in a
& Blood
why blood collagen). <br> bone (tendon) short
Introducti
is - Discussion and bone-bone paragraph.
on
considered (SCERT Pg 30): (ligament) <br> -
a "Blood is a type connections. Q&A on
connective of connective the fluid
tissue. tissue. Why is it nature of
<br> - called connective blood.
Identify tissue?" Discuss
plasma as the "floating"
the fluid nature of cells in
matrix of plasma. <br> -
blood. Introduction to
Blood
Components:
Briefly introduce
plasma.

Students - Procedure 2 - Listing

will be able (SCERT Pg 26): components
to: <br> - Discuss the of blood and
-
Identify the observation of a their
Whiteboard/Smart
three types blood smear. functions.
board <br> -
of blood Emphasize the <br> -
SCERT Textbook
Connectiv corpuscles critical Short written
(Pg 26, Fig 2 &
e Tissue (RBC, importance of answers on
Pg 31-32, Fig 12)
(Part 4): WBC, sterilized, the roles of
<br> -
6 Blood Platelets). disposable specific
Charts/diagrams
Compone <br> - needles and blood cells
of different blood
nts & Describe teacher (e.g.,
cells <br> -
Functions the guidance for neutrophils,
Video/animation
structure any practical lymphocytes)
on blood
and discussions. . <br> -
components and
specific <br> - Detailed Explaining
their roles
functions of Explanation: the process
RBCs, Plasma of blood
WBCs composition clotting.
 (granulocyt (nutrients,
es, hormones,
agranulocyt waste, clotting
es), and factors). <br> -
platelets. Interactive
<br> - Lecture/Discus
Understand sion: Go through
the RBCs
defense (haemoglobin,
mechanism oxygen
s of WBCs. transport,
lifespan), WBCs
(leucocytes,
granulocytes -
neutrophils as
"microscopic
policemen,"
basophils,
eosinophils;
agranulocytes -
lymphocytes for
antibodies,
monocytes as
"scavengers"),
and Platelets
(clotting). <br>
- Q&A:
"What happens if
the platelets are
not present in
the blood?"
(SCERT Pg 37).

Students - Introduction: - Written

will be able "Your sisters and explanation
to: <br> - brothers are not of universal
Understand your relatives." donor/recipie
the concept (SCERT Pg 32) - nt. <br> -
of human Introduce Steps of
-
blood Landsteiner and blood group
Whiteboard/Smart
groups (A, blood groups. identification
Blood board <br> -
B, AB, O, <br> - Lab procedure
Groups & SCERT Textbook
Rh). <br> Activity (SCERT (written).
Lab (Pg 32-34, Fig 13-
- Identify Pg 32-34): <br> -
7 Activity 15) <br> -
universal Crucial Discussion
Discussio Visuals of
donor and Discussion on safety
n (Safety agglutination
recipient. Point: protocols for
First!) <br> - Sample
<br> - Thoroughly go blood
(blank) blood
Outline the through the handling.
report format
theoretical "Aim," <br> -
procedure "Apparatus," "Kit Initiating
for blood Components," project AS4
group and "Procedure" (guidelines
identificatio for blood group for data
n. <br> - identification. collection).
 Understand Repeatedly and
the strongly
importance emphasize that
of blood this activity
tests in requires trained
diagnosis. medical
personnel and
strict
adherence to
safety
(disposable
needles,
sterilization).
This should be
a theoretical
discussion or a
video
demonstration,
NOT a hands-
on student
activity
involving blood.
<br> -
Interpretation:
Analyze the
blood group
determination
table (SCERT Pg
33). <br> -
Application
(AS7): "How is
blood test useful
to diagnose
disease?"
(SCERT Q14).
<br> - Project
(AS4): Discuss
"Collect old
blood reports...
prepare a project
report." (SCERT
Q11).

Students - Introduction: - - Drawing

will be able "How do muscles Whiteboard/Smart and labeling
to: <br> - contract and board <br> - striated and
Muscular Explain the relax?" (SCERT SCERT Textbook non-striated
Tissue general Pg 34) - Link to (Pg 34, Fig 16) muscle
(Part 1): function of movement. <br> - fibers.
8
Striated & muscular <br> - Permanent slides <br> -
Non- tissue. Concept of striated and Differentiatin
striated <br> - Explanation: non-striated g between
Describe General function muscles (if voluntary
the of muscle tissue available) <br> - and
structure (contractile Videos/animation involuntary
 and proteins). <br> s of muscle movements
characterist - Discussion contraction with
ics of (SCERT Pg 34): examples.
striated "During winter, <br> -
(skeletal, body shivers. Explaining
voluntary) Why?" (Connect the role of
muscle. to heat muscles in
<br> - production by shivering.
Describe muscle
the contraction).
structure <br> - Activity
and 5 (SCERT Pg
characterist 35): Observe
ics of non- permanent slides
striated of striated and
(smooth, non-striated
involuntary) muscles (discuss
muscle. findings if slides
<br> - unavailable).
Differentiat <br> -
e between Comparative
voluntary Analysis:
and Create a table
involuntary comparing
actions. striated and non-
striated muscles
based on shape,
striations,
nucleus, control
(voluntary/involu
ntary), and
location.

Students - Concept - Drawing

will be able Explanation: and labeling
to: <br> - Cardiac muscle cardiac
Describe – unique muscle,
the unique features highlighting
structure (branched, unique
and intercalated - features.
Muscular function of discs, involuntary Whiteboard/Smart <br> -
Tissue cardiac control). board <br> - Explaining
(Part 2): muscle. Emphasize its SCERT Textbook the
Cardiac <br> - continuous, (Pg 34, Fig 16) significance
9
Muscle & Explain rhythmic action. <br> - Videos of of cardiac
Tissue why <br> - heart muscle's
Regenera cardiac Discussion: "If beating/muscle involuntary
tion muscle is you are wounded contraction nature.
involuntary deeply..." (optional) <br> -
despite (SCERT Pg 34) - Short written
having Discuss the answer
striations. regenerative comparing
<br> - character of regeneration
Understand epithelial cells in skin vs.
the versus muscle muscle.
 differing cells (nerve cells
regenerativ no regeneration).
e abilities <br> - Activity
of epithelial 5 Review:
and muscle Revisit the
cells. observations for
cardiac muscle.
<br> -
Application:
Importance of
healthy cardiac
muscle.

- Introduction:
"How would you
know water is
Students
hot or cold?"
will be able
"Shock feeling at
to: <br> -
elbow." (SCERT
Explain the
Pg 35) - Lead to
specialized
the role of
nature of
nervous system. - Drawing a
nervous
<br> - Activity neatly
tissue for
6 (SCERT Pg labeled
transmitting
35): Observe diagram of a
stimuli. -
permanent slide neuron
<br> - Whiteboard/Smart
of nerve cells (AS3).
Identify the board <br> -
(discuss findings <br> -
three SCERT Textbook
if unavailable). Explaining
distinct (Pg 35-36, Fig 17)
<br> - Detailed the function
parts of a <br> -
Explanation: of dendrites,
neuron Permanent slide
Nervous Neuron structure axon, and
10 (cell of neuron (if
Tissue (cyton with myelin
body/cyton, available) <br> -
nucleus, Nissl's sheath.
axon, Animation/video
granules, <br> -
dendrites). of nerve impulse
dendrites, axon, Q&A on
<br> - transmission
myelin sheath, the
Describe <br> - Model of
Nodes of importance
the function a neuron (if
Ranvier). <br> of nervous
of each available)
- Function: tissue and its
part of the
Discuss how non-
neuron.
stimuli are regenerative
<br> -
received, nature.
Understand
transmitted, and
the concept
responded to.
of myelin
<br> -
sheath and
Discussion:
Nodes of
Unique
Ranvier.
regeneration
inability of
neurons.

Recap, Students - Interactive - - Solving

11 Advanced will be able Review: Use Whiteboard/Smart selected
Applicatio to: <br> - "What we have board <br> - "Improve
n& Consolidat learnt?" (SCERT SCERT Textbook your
Problem e their Pg 36) and "Key (Exercise learning"
Solving understand words" (SCERT questions) <br> questions in
ing of all Pg 36) for quick - Concept class/individ
four major recall. <br> - mapping ually. <br>
animal Advanced tools/large paper - Active
tissue Problem for collaborative participation
types. Solving (AS2, diagram in
<br> - AS7): Focus on discussion.
Apply challenging <br> - Self-
knowledge questions from assessment
to analyze "Improve your of
complex learning" understandin
scenarios (SCERT Pg 37), g for the
and real- e.g., Q6 ("shock chapter.
world feeling"), Q7 <br> - Oral
problems. ("blood as explanation
<br> - connective of how
Refine tissue"), Q13 different
communica ("Ramu's tissues work
tion skills in haemoglobin"), together in a
explaining Q14 ("blood test given
biological usefulness"). scenario.
concepts. <br> - Visual
Synthesis: As a
class, create a
large diagram or
flowchart
showing how
different tissues
cooperate in a
complex bodily
function (e.g.,
reflex action,
wound healing).
<br> -
"Coconut
Activity" (AS6):
Discuss SCERT
Q13: "Can you
fill the coconut
with water
without making a
hole?" (links to
osmosis/permea
bility). <br> -
Doubt Clearing
& Exam Prep
Tips: Address
any lingering
questions and
provide general
advice for
studying the
chapter.
VI. Teacher’s Notes: (Additional Resources, Activities)
• Prioritize Safety: Throughout the unit, especially when discussing practical activities like
blood collection or bone softening, continuously and strongly emphasize safety protocols,
proper handling of materials, sterilization, and the absolute necessity of trained adult
supervision for any hands-on biological procedures involving sharp objects or body
fluids. For blood grouping, a theoretical discussion or video demonstration is highly
recommended over actual student practical work.
• Visual Richness: Animal tissues are inherently microscopic. Utilize high-quality digital
images, videos, and animations of various tissue types under a microscope. Project these
clearly in class. Physical slides and microscopes are ideal if available.
• Real-world Relevance: Constantly link the abstract concepts of tissue structure and function
to students' daily lives. Discuss common injuries (e.g., sprains affecting ligaments, cuts
affecting epithelial tissue), medical conditions (e.g., anemia, nerve damage, muscular
dystrophy), and the importance of healthy lifestyles.
• Analogies: Employ simple, relatable analogies to explain complex biological concepts. For
example, epithelial tissue as the "skin" or "lining" of the body's internal and external surfaces;
connective tissue as "packaging material" or "support beams"; nervous tissue as the body's
"electrical wiring."
• Interactive Activities: Incorporate various interactive strategies beyond lecture:
o Think-Pair-Share: Effective for questions requiring critical thinking or personal
reflection.
o Group Discussions: To foster collaborative learning and problem-solving.
o "Draw and Label" Challenges: Encourage students to draw different tissues from
memory, then compare with the textbook/diagrams.
o Concept Mapping: A powerful tool for students to visualize relationships between
different tissue types and their characteristics.
o Quiz Games: Quick quizzes using platforms like Kahoot or Quizizz can make review
fun.
• Project Work Guidance: For "Activity-4 Invite a pathologist or doctor" and "Collect old blood
reports," provide clear guidelines on what information to gather, how to formulate questions,
ethical considerations (e.g., patient privacy for blood reports), and expected output format
(booklet, report).
• Differentiation: Be prepared to provide additional support for struggling students (e.g.,
simplified diagrams, one-on-one explanations) and extra challenges for advanced learners
(e.g., researching specific tissue disorders, exploring more complex tissue modifications).

VIII. Teacher Responses: (ON Animal Tissues Chapter)

My responses and pedagogical approach throughout this unit will be characterized by:
• Active Listening and Clarification: I will carefully listen to student questions and responses,
identifying misconceptions or areas of confusion. I will then provide clear, concise clarifications
using multiple approaches (verbal explanation, re-drawing diagrams, analogies).
• Encouraging Inquiry-Based Learning: Instead of just providing answers, I will respond to
student questions with counter-questions that guide them towards discovering the answers
themselves. For example, if a student asks, "Why is bone so hard?", I might respond with,
"What are the main components of bone? How do those components contribute to its
hardness?"
• Facilitating Conceptual Connections: I will constantly draw connections between the
structure and function of different tissues. For instance, when discussing muscular tissue, I'll
emphasize how the elongated cells and contractile proteins are perfectly suited for movement.
• Promoting Critical Thinking: For application-based questions (AS7) like "If you touch at
elbow, you get a shock like feeling. Why?" or "What are its ill effects [of low haemoglobin]?", I
 will guide students to analyze the situation, recall relevant concepts, and formulate logical
explanations, encouraging them to think like scientists.
• Reinforcing Safety and Ethics (AS6): When discussing activities involving blood or
dissection procedures, my responses will consistently prioritize safety. I will explicitly state,
"This procedure requires a trained professional," and "We are discussing this for
understanding the principle, not for hands-on execution without proper supervision." I will also
facilitate discussions on ethical considerations in biology, such as the importance of blood
donation.
• Providing Specific and Actionable Feedback: When students present drawings, answer
questions, or engage in discussions, I will provide targeted feedback. For example, "Your
diagram of the neuron is clear, but ensure the dendrites are shown as highly branched for
receiving signals," or "That's a good start, but can you elaborate on how blood acts as a
connective tissue?"
• Motivating and Building Confidence: I will create a supportive classroom environment
where students feel comfortable asking questions and exploring ideas. My responses will be
encouraging, celebrating their efforts and progress, and reinforcing their ability to grasp
complex biological concepts.
• Guiding Information Literacy (AS4): For project-based activities, my responses will guide
students on effective research strategies, how to evaluate sources, and how to synthesize
information into a coherent report or presentation.

UNIT/LESSON PLAN FOR CLASS IX ON "DIVERSITY IN LIVING ORGANISMS,"

I. Class: IX
II. Unit / Lesson: 4 -Transportation through Plasma Membrane
III. Number of Periods Required: 10
IV. Academic Standards (Particular to this unit only)
• Conceptual Understanding: Students will develop a clear understanding of the principles of
diffusion, osmosis, and permeability, relating them to the function of the plasma membrane.
• Asking Questions and Making Hypotheses: Students will be able to formulate questions
and propose hypotheses regarding the movement of substances across membranes in living
systems.
• Experimentation and Field Investigation: Students will interpret observations from simple
experiments and understand the scientific rationale behind investigating transport phenomena.
• Information Skills and Projects: Students will effectively gather, analyze, and present
information related to membrane transport, including through drawing flowcharts.
• Communicating through Drawing and Model Making: Students will accurately draw and
represent experimental setups and conceptual flowcharts related to transport processes.
• Appreciation and Aesthetic Sense, Values: Students will appreciate the intricate
mechanisms governing cellular transport and recognize the importance of safe and ethical
practices in scientific experimentation.
 • Application to Daily Life and Concern for Biodiversity: Students will connect the principles
of membrane transport to real-world phenomena, medical applications, and the general
functioning of living organisms.

V. Teaching Plan
Learning
Peri Teaching TLM / Assessment
Outcome Teaching Strategy
od Concept Resources [CCE]
s

Students
will be - Warm-up
able to: Questions: Begin
<br> - with the SCERT
Explain questions: "Which
why cells substances can
need to enter/exit the cell?
transport Why?" <br> -
- Short
substance Discussion: -
Q&A on
s. <br> - Relate cellular Whiteboard/Sm
definitions
Define needs to the idea of artboard <br>
(solute,
Introducti solute, transport. <br> - - SCERT
solvent,
on to Cell solvent, Concept Textbook (Pg
concentration).
1 Transport and Explanation: 38-39) <br> -
<br> - Oral
& solution. Solute, solvent, Sugar, salt,
explanation of
Solutions <br> - solution, water, beakers
how to make a
Differentia concentration, (for
solution more
te saturated solution. demonstration/
concentrated/di
between <br> - Practical visual aid)
lute.
dilute and Discussion: How
concentra to prepare
ted solutions; analyze
solutions. "Which one is more
<br> - concentrated
Prepare a solution?" (SCERT
saturated Pg 39).
solution.

Students - Lab Activity

will be (SCERT Pg 39):
able to: "Observation of - Written
<br> - material in different observations of
- Dry raisins
Conduct solutions" (Raisins). the raisin
(kishmish)
(or <br> - activity. <br>
<br> -
Introducti discuss) Demonstration/Di - Explaining the
Beakers, tap
on to the raisin scussion: If change in
water, sugar
2 Osmosis activity. practical is not raisin size
<br> -
- Raisin <br> - possible, based on water
SCERT
Activity Observe meticulously movement.
Textbook (Pg
and describe the <br> - Peer
39-40, Fig 1 &
describe procedure and discussion on
2)
the expected initial
changes observations. Show inferences.
in raisins real dry and soaked
when raisins. <br> -
 placed in Directed
water. Questions: "Is
<br> - there any change in
Infer the the size of raisin?",
direction "How does water
of water go in and out?"
movemen <br> - Fill in the
t across blanks (SCERT Pg
the 40): Reinforce
raisin's water movement.
skin.

Students - Lab Activity

will be (SCERT Pg 40):
able to: "Osmosis" (Potato
<br> - Osmometer).
Set up (or <br> - - Drawing and
understan Demonstration/Di labeling the
d the scussion: Conduct - Raw potato, potato
setup of) the activity in class knife, petridish, osmometer
a potato or show a video. pins, water, setup. <br> -
Osmosis osmomet Emphasize proper saturated Explaining the
- Potato er. <br> setup and marking sugar solution principle of
3
Osmomet - Observe levels. <br> - <br> - osmosis using
er and Comparative SCERT the potato
explain Analysis: Textbook (Pg activity. <br>
water Compare 40-41, Fig - Short
movemen observations from 3a,b,c) Q&A on
t in the raisin and potato the definition of
potato activities. <br> - osmosis.
osmomet Formal Definition:
er. <br> Introduce
- Define "Osmosis" with its
osmosis. Greek origin.

Students - Activity 2
will be (SCERT Pg 41):
able to: "Filtration"
<br> - (wheat/rice flour
Conduct solution). <br> - - Beakers, - Q&A on
(or Demonstration/Di funnel, filter filtration.
discuss) scussion: Perform paper, retort <br> -
Permeabil
the the activity or stand/alternativ Defining and
ity &
filtration explain its e setup (plastic differentiating
Plasma
activity. mechanism. bottle, cloth), membrane
4 Membran
<br> - Discuss what wheat/rice permeability
e
Explain passes through and flour, iodine, types. <br> -
Introducti
how filter what doesn't. water <br> - Listing key
on
paper <br> - Concept SCERT characteristics
acts Explanation: Textbook (Pg of the plasma
selectively Introduce 41, Fig 4a,b) membrane.
. <br> - permeability terms
Define with examples.
permeabl <br> -
e, Introduction to
 semiperm Plasma
eable, Membrane:
and Discuss its delicate,
selectively elastic, and
permeabl membranous
e nature.
membran
es. <br>
- Describe
the basic
characteri
stics of
the
plasma
membran
e.

- Detailed
Discussion: Go
through each
function of the
Students
plasma membrane
will be
(Shape,
able to:
Mechanical Barrier,
<br> -
Selective - Listing and
Describe
Permeability, briefly
various
Endocytosis, explaining 3-4
functions
Recognition, Flow - functions of the
of the
of Information, Whiteboard/Sm plasma
plasma
Osmosis, Cell artboard <br> membrane.
membran
Continuity, - SCERT <br> -
Functions e. <br> -
Specialization) from Textbook (Pg Explaining
of Plasma Explain
5 SCERT Pg 42. 42) <br> - endocytosis
Membran endocytos
<br> - Example Videos/Animati with the
e is with an
Focus: Discuss ons of Amoeba
example.
Amoeba acquiring endocytosis example.
<br> -
food by (e.g., Amoeba <br> - Oral
Understan
endocytosis. <br> feeding) questions on
d the role
- Interactive the protective
of
Q&A: Ask role of the
recognitio
students to think of membrane.
n centers
real-world
on the
scenarios where
membran
these functions
e.
might be observed
(e.g., cell
communication,
defense).

Students - Activity 3 - Raw eggs, - Written

Osmosis
will be (SCERT Pg 43): dilute HCl/toilet observations of
in Animal
able to: "Deshelled egg cleaning acid, the egg
6 Cells -
<br> - experiment." <br> beakers, salt, experiment.
Deshelled
Conduct - tap water, <br> -
Egg
(or Demonstration/Di measuring strip Explaining
 understan scussion: Prepare <br> - shrinking/swelli
d) the deshelled eggs SCERT ng using
deshelled beforehand. Textbook (Pg exosmosis/end
egg Conduct the 43, Fig osmosis.
experime experiment in class 5a,b,c,d) <br> -
nt. <br> or use a detailed Differentiating
- Observe video. Emphasize between
and safety when using exosmosis and
explain dilute HCl. <br> - endosmosis.
the Observation &
shrinking Inference:
and Students note and
swelling compare
of the circumference
deshelled changes. <br> -
egg in Concept
different Explanation:
solutions. Introduce
<br> - exosmosis and
Define endosmosis.
exosmosi
s and
endosmos
is.

Students - Lab Activity 3

will be (SCERT Pg 44):
able to: "Preparing a
<br> - semipermeable
Prepare membrane" and
(or subsequent
understan experiment. <br>
d the - Discussion:
- Explaining the
preparatio Detail the - Deshelled
results of the
n of) an procedure for egg
egg membrane
egg preparing the membranes,
experiment.
Semiper membran membrane and the beakers, sugar,
<br> - Listing
meable e as a subsequent water, thread,
at least three
Membran semiperm experiment with syringe <br>
importance of
7 e& eable sugar - SCERT
osmosis in
Importan membran solution/water. Textbook (Pg
living
ce of e. <br> - Discuss 44-45, Fig
organisms.
Osmosis Explain observations. 6a,b,c,d)
<br> -
the <br> - <br> -
Defining
significan Brainstorming: Diagram/video
Reverse
ce of List the importance of RO system
Osmosis.
osmosis of osmosis in roots,
in living stomata, waste
organisms filtration, etc.
. <br> - (SCERT Pg 45).
Understan <br> - "Do you
d the know?" (SCERT
concept of Pg 45): Explain
Reverse Reverse Osmosis
 Osmosis and its domestic
(RO). application.

- Activity 4
(SCERT Pg 45):
"Diffusion with
Students coffee powder."
will be <br> -
able to: Demonstration/Ob
- Written
<br> - servation: Perform
observations of
Observe the scent and
the scent and
and coffee powder
- Scent bottle, coffee
describe activities. Allow
Introducti coffee powder, activities.
the students to observe
on to bowl, water <br> - Oral
process of and record.
8 Diffusion <br> - explanation of
diffusion. Discuss the various
- Scent & SCERT how smell
<br> - ways to do the
Coffee Textbook (Pg spreads.
Give coffee activity.
45) <br> -
examples <br> -
Providing an
of Discussion: "How
example of
diffusion does the smell
diffusion.
in spread?", "Is it
everyday uniform?" <br> -
life. Initial Definition:
Introduce the
concept of
diffusion.

- Activity 5
Students
(SCERT Pg 46):
will be
"KMnO4 Crystal."
able to:
<br> -
<br> -
Demonstration:
Observe
Place a KMnO4
diffusion
crystal in water and - KMnO4
with - Written
observe over time. crystals, petri
KMnO4 observations of
<br> - Activity 6 dish, forceps,
crystals. KMnO4
(SCERT Pg 46): water, dropper
<br> - diffusion.
"Comparison of <br> - Other
Compare <br> -
Diffusion movements." substances like
the Explaining why
- KMnO4 <br> - copper
movemen different
9 & Discussion: sulphate,
t of substances
Comparis Compare the water-based
different might diffuse at
on diffusion of different ink (for
substance different rates.
substances (coffee, comparison)
s during <br> - Listing
KMnO4, ink). <br> -
diffusion. daily life
<br> - "Do you SCERT
<br> - examples of
know?" (SCERT Textbook (Pg
Reinforce diffusion (AS7).
Pg 46): Briefly 46-47)
the
introduce Thomas
definition
Graham and
and
Graham's Law (no
principles
deep dive
of
required). <br> -
diffusion.
Applications:
 Discuss how air
fresheners,
agarbattis,
mosquito repellents
work (SCERT Pg
47).

- Review: Quick
recap of plasma
membrane,
Students osmosis, and
will be diffusion using
able to: keywords (SCERT
<br> - Pg 47). <br> -
Consolida Problem-Solving:
te their Discuss selected
understan "Improve your -
-
ding of learning" questions Whiteboard/Sm
Comprehensiv
plasma from SCERT (AS1, artboard <br>
e short answer
membran AS2, AS7 focus, - SCERT
questions on
e e.g., Q6, 7, 8, 13, Textbook (Key
Recap, all topics.
transport. 14, 15). <br> - words, What
Problem <br> -
<br> - Project Work we have learnt,
Solving & Evaluating
10 Apply (AS5): Guide Improve your
Project drawn
learned students on how to learning,
Discussio flowcharts.
concepts draw the flowchart Annexure)
n <br> - Oral
to solve for the egg <br> - Chart
discussion of
problems experiment paper for group
application-
and real- (SCERT Q12). flowchart
based
life <br> - Annexure activity
questions.
scenarios. Discussion (optional)
<br> - (SCERT Pg 48):
Draw a Briefly introduce
flowchart Dialysis and the
of an effect of different
experime solutions on blood
nt. cells (hypertonic,
hypotonic, isotonic
concepts without
jargon).

VI. Teacher’s Notes: (Additional Resources, Activities)

• Safety First: When conducting or discussing experiments involving chemicals like dilute HCl,
emphasize extreme caution, teacher supervision, and proper handling/disposal of
materials. For the blood-related annexure discussions, clarify that actual blood handling is for
trained medical professionals only and that the focus is on conceptual understanding.
• Visual Demonstrations: Whenever possible, perform the activities as demonstrations. If not,
utilize high-quality videos or interactive simulations available online that show diffusion,
osmosis (e.g., using semipermeable membranes), and the effects of different solutions on
cells.
• Analogy Building: Encourage students to come up with their own analogies for concepts like
diffusion (e.g., perfume spreading, food coloring in water) or osmosis (e.g., water seeking to
dilute sugar).
 • Virtual Labs: Explore online virtual lab platforms that simulate experiments on osmosis and
diffusion. These can be a great alternative if physical lab resources are limited.
• Concept Mapping: Throughout the unit, encourage students to create a large concept map
connecting all the terms: plasma membrane, permeability, solute, solvent, concentration,
osmosis, diffusion, endosmosis, exosmosis, reverse osmosis.
• Think-Pair-Share: Use this strategy for questions that require critical thinking or application to
daily life scenarios (e.g., "Why do doctors administer saline?", "What happens to a marine fish
in fresh water?").
• Field Trip (Conceptual): Discuss how these principles apply in industries (e.g., water
purification plants for RO).
• Interactive Quizzes: Use online quiz tools (Kahoot, Quizizz) for quick, fun assessments to
check understanding of terms and concepts.

VIII. Teacher Responses: (ON Transportation through Plasma

Membrane Chapter)
My responses and facilitation during this unit will aim to:
• Clarify Abstract Concepts: The movement of molecules can be abstract. I will use clear
language, analogies, and constant visual reinforcement (diagrams, animations) to make
osmosis and diffusion tangible.
• Guide Experimental Design and Interpretation: For each activity, I will guide students not
just on what to do, but why they are doing it and what their observations imply. For example,
after the raisin activity, I'll ask, "What evidence suggests water moved into the raisin?"
• Emphasize Safety: Continuously highlight the importance of safety protocols during any
practical discussion, especially when dealing with chemicals or potentially hazardous
biological samples (even in discussion form for blood).
• Connect to Daily Life (AS7): I will actively encourage students to identify and share real-
world examples of diffusion (smell of food, air fresheners) and osmosis (wilting plants,
rehydrating dried fruit, saline solutions), drawing from the SCERT text and beyond.
• Promote Critical Thinking (AS2): For application-based questions (e.g., "Why do doctors
administer saline only, not distilled water?"), I will guide students through a logical thinking
process, prompting them to relate the scenario back to the concepts of osmosis and
concentration differences.
• Encourage Hypothesis Formation (AS2): When introducing an activity, I will ask students to
predict what they expect to happen and why, fostering their ability to make hypotheses.
• Facilitate Peer Learning: Encourage students to explain concepts to each other or to analyze
each other's experimental observations, reinforcing their own understanding.
• Provide Specific Feedback: When students draw flowcharts or explain concepts, I will offer
precise feedback on their accuracy, clarity, and completeness, aligning with the
"Communicating through Drawing" standard.
• Address Misconceptions: Actively listen for common misconceptions (e.g., diffusion vs.
osmosis, movement of solute vs. solvent) and address them immediately with clear, alternative
explanations and examples.
• Reinforce Vocabulary: Consistently use and encourage students to use the correct scientific
terminology (permeable, hypotonic, hypertonic, isotonic, etc.) to build their scientific literacy.
By focusing on these aspects, I aim to ensure that students develop a robust conceptual
understanding of transport across the plasma membrane and its relevance to life.

UNIT/LESSON PLAN FOR CLASS IX ON 5 "DIVERSITY IN LIVING ORGANISMS,".

I. Class: IX
II. Unit / Lesson: 5 - Diversity in Living Organisms
III. Number of Periods Required: 11
IV. Academic Standards (Particular to this unit only)
• Conceptual Understanding: Students will develop a clear understanding of the need for
classification, the basis of classification, various classification systems (Linnaeus, Whittaker,
Woese), and the characteristics of major plant and animal groups.
• Asking Questions and Making Hypotheses: Students will be able to formulate relevant
questions and propose hypotheses regarding observed diversity and the evolutionary
relationships among organisms.
• Experimentation and Field Investigation: Students will engage in observational activities
(on plants, insects, humans) to identify diverse characteristics and analyze the results.
• Information Skills and Projects: Students will effectively gather, analyze, and present
information through observational tables, scientific name research, and potentially interviews
or project reports.
• Communicating through Drawing and Model Making: Students will accurately draw and
label diagrams of various organisms, create tables, and construct flowcharts to represent
classification systems.
• Appreciation and Aesthetic Sense, Values: Students will appreciate the vast diversity of life,
the scientific effort in classifying it, and develop values related to biodiversity conservation.
• Application to Daily Life and Concern for Biodiversity: Students will connect classification
concepts to daily life examples (e.g., local names vs. scientific names, human variation,
medical relevance) and understand the importance of biodiversity.

V. Teaching Plan
Peri Teaching Learning Teaching TLM / Assessme
od Concept Outcomes Strategy Resources nt [CCE]

- Warm-up - Oral
Activity: Ask Q&A
students to list on
Students will be different types observatio
able to: <br> - of ns from
Recognize the plants/animals - leaf
vast diversity in they see daily. Whiteboard/Sm activity.
living <br> - artboard <br> <br> -
Introducti organisms. Activity 1 - SCERT Defining
on to <br> - (SCERT Pg Textbook (Pg diversity
1 Diversity Differentiate 51): Collect 50-51, Table-1) and
& between various leaves. <br> - variation.
Variation diversity and Fill Table-1. Collection of <br> -
variation. <br> Discuss "Could diverse leaves Short
- Identify you find any <br> - Hand written
observable two leaves lens (optional) answer on
characters in which are two most
leaves. similar?" "Note differing
down characters
differences/simi in collected
larities." <br> leaves.
 - Concept
Explanation:
Introduce
'diversity'
(differences
between
species) and
'variation'
(differences
within a
species).
<br> -
Discussion:
Why do these
differences
exist?

- Activity 2
(SCERT Pg
51): Collect
different
flowering plants
(grass, maize,
paddy, etc.). Fill
-
Table-2. <br>
Completing
- Guided
Table-2
Students will be Observation:
with
able to: <br> - Focus on stem
observatio
Identify external length, nodes,
ns. <br>
characters of venation, flower
- -
flowering plants. parts (number
Whiteboard/Sm Identifying
<br> - of
artboard <br> examples
Observing Observe petals/sepals),
- SCERT of
Plant differences in root type
Textbook (Pg monocots
Diversity: venation, flower (tap/fibrous).
51, Table-2) and dicots
2 Monocot parts, and root <br> -
<br> - Live from
& Dicot systems. <br> Discussion:
samples of collected
Character - Understand "Which
monocot/dicot plants.
s the basic characters
plants (or clear <br> -
distinction varied
pictures) <br> Oral
between most/least?"
- Hand lens questions
monocots and "Do you find
on the
dicots based on plants with
relationshi
multiple fibrous roots
p between
characters. and flowers in
root type
clusters?"
and flower
(SCERT Pg
pattern.
51). <br> -
Concept
Explanation:
Introduce
monocotyledon
s and
dicotyledons
 based on
observations.

- Activity 3
(SCERT Pg
52): Collect
various seeds
(green gram,
wheat, maize,
peanut etc.).
Soak them
overnight.
<br> -
Hands-
on/Demonstrat
ion: Students
Students will be (or teacher)
able to: <br> - carefully open
Observe the soaked seeds -
internal to observe Completing
structure of cotyledons. Use Table-3
various seeds. hand lens. and Table-
<br> - Identify <br> - Table 4. <br> -
the number of Filling: Fill - Soaked seeds Explaining
Seed
cotyledons in Table-3, noting (various types) the
Observati
different seeds. color, shape, <br> - Hand difference
on &
<br> - size, and lenses, forceps between
3 Dicot/Mon
Correlate seed number of <br> - SCERT monocots
ocot
cotyledons with cotyledons. Textbook (Pg and dicots
Confirmati
monocot/dicot <br> - 52-53, Table-3 (AS1).
on
classification. Activity 4 & 4, Fig 1) <br> -
<br> - (SCERT Pg Identifying
Understand how 53): Use which
grouping is information seeds are
done by from Activity 3 monocots/
observing and external dicots.
similarities and plant characters
differences. (Table-4) to
confirm
monocot/dicot
traits. <br> -
Discussion:
"Name any
character... that
helped you to
roughly divide
the sample of
seeds into two
groups."
(SCERT Pg
52).

Diversity Students will be - Activity 5 - Live insects (if -

4 & able to: <br> - (SCERT Pg safe) or clear Completing
Variation Observe 53): Observe pictures/models Table-5
 in Animals external insects <br> - and Table-
(Insects & characters of (housefly, Magnifying lens 6. <br> -
Humans) insects and mosquito, etc.). <br> - SCERT Identifying
identify Fill Table-5. Textbook (Pg unique
variations. Discuss 53-55, Table-5 human
<br> - differences in & 6) <br> - characteris
Observe human legs, wings, Measuring tape, tics. <br>
variations body parts. "Did weighing scale - Defining
(height, weight, you find any (for human classificati
thumb similar activity) <br> - on. <br>
impression). characters?" Ink pad for -
<br> - <br> - thumb Explaining
Understand that Activity 6 impressions why
variation exists (SCERT Pg (optional) variations
even within a 54): Variations exist within
species. <br> in humans. a species.
- Define Students collect
classification in data on height,
biology. weight, finger
length, thumb
impression. Fill
Table-6. <br>
- Discussion:
"Which
character helps
make
maximum/singl
e individual
groups?"
(SCERT Pg
55). Emphasize
uniqueness of
thumb
impressions.
<br> -
Concept
Explanation:
Define
classification as
the systematic
study based on
similarities,
differences, and
evolution.

Students will be - Discussion - - Listing

able to: <br> - (SCERT Pg Whiteboard/Sm advantage
Explain the 56): "What is artboard <br> s of
Need for
need for the need of - SCERT classifying
Classificat
classification classification?" Textbook (Pg organisms
5 ion &
(systematic Brainstorm 56) <br> - (AS1).
Evolution'
study, reasons. <br> Picture of <br> -
s Role
understanding - Concept Charles Darwin Explaining
relationships, Explanation: <br> - Simple the
evolution). Detailed evolutionary relationshi
 <br> - discussion on tree diagram p between
Understand the how (conceptual) classificati
close classification on and
relationship makes study evolution.
between focused, <br> -
classification systematic, aids Short
and evolution. understanding written
<br> - Define of relationships, answer on
evolution and its and gives an the
role in diversity. idea of significanc
<br> - evolution. e of
Recognize <br> - Darwin's
Charles Concept work.
Darwin's Explanation:
contribution. Link between
classification
and evolution.
Introduce
Darwin and
"The Origin of
Species."
Discuss "older
organisms are
simpler when
compared to
younger"
concept. <br>
- Application
(AS2): "If you
were asked to
classify
organisms what
would be your
basis of
classification?"

Students will be - Historical -

able to: <br> - Context: Briefly Differentiati
Recall early mention ng
Indian Charaka, - between
contributions to Sushruta, Whiteboard/Sm Linnaeus's
classification. Parasara and artboard <br> and
<br> - Trace "Vrikshyurveda. - SCERT Whittaker's
History of the " <br> - Textbook (Pg systems.
Classificat development of Linnaean 56-58, Table-8, <br> -
6 ion & classification System Fig 8) <br> - Listing the
Kingdom systems from (SCERT Pg Flowchart 5
Systems Linnaeus to 57): Discuss showing kingdoms
Whittaker. binomial hierarchical of
<br> - nomenclature classification Whittaker's
Understand the (genus, (Kingdom to classificati
basis of species) and Species) on. <br>
Whittaker's 5- hierarchical -
kingdom levels (genus to Explaining
classification kingdom). the basis
 (prokaryotic/euk Introduce of
aryotic, Linnaeus (Fig- Whittaker's
unicellular/multi 8). <br> - classificati
cellular, mode of Whittaker's 5- on.
nutrition). Kingdom
System
(SCERT Pg 57-
58): Explain the
shift from 2 to 5
kingdoms.
Detail the
criteria
(nucleus, cell
number, food
acquisition).
<br> - Table
Analysis:
Analyze Table-
8 showing
historical
classification
changes.
<br> -
Discussion
(AS2): "Why do
you think
classification
system has
undergone
changes over
the years?"

Students will be - Discussion: -

able to: <br> - "New Differentiati
Understand the evidence... new ng
limitations of the methods... 5- - prokaryotic
5-kingdom kingdom Whiteboard/Sm and
system leading system fails." artboard <br> eukaryotic
to new (SCERT Pg - SCERT cells.
classifications 58). Introduce Textbook (Pg <br> -
Beyond (Woese's Woese's 3- 58-60, Fig 2 & Listing
Whittaker: Domains). Domain 3, Fig 4) <br> characteris
Woese & <br> - concept - Permanent tics and
7 Introducti Describe the (Archaea, slides of examples
on to key Bacteria, bacteria, of Monera
Monera & characteristics Eukarya) and amoeba, and
Protista of Monera its rationale paramecium (if Protista.
(unicellular, (thermophiles, available) <br> -
prokaryotic, halophiles, <br> - Videos Drawing
reproduction, DNA data). of simple
nutrition). <br> - amoeba/parame diagrams
<br> - Concept cium movement of
Describe the Explanation: representat
key Define ive
characteristics prokaryotic vs. organisms
 of Protista eukaryotic cells (e.g.,
(unicellular/multi in this context. bacteria,
cellular, <br> - Amoeba).
eukaryotic, Monera
nutrition, (SCERT Pg
locomotion). 59): Observe
bacterial
slides/diagrams
. Discuss
characteristics
(unicellular, no
membrane-
bound nucleus,
absorption,
flagella/cilia,
helpful/harmful
examples:
bacteria,
cyanobacteria,
archaebacteria,
eubacteria).
<br> -
Protista
(SCERT Pg 59-
60): Observe
slides/diagrams
of Amoeba,
Euglena,
Paramecium.
Discuss
characteristics
(unicellular/som
e multicellular,
membrane-
bound nucleus,
varied nutrition,
solitary/colony).

Students will be - Fungi

- Listing
able to: <br> - (SCERT Pg
characteris
Describe the 60): Observe -
tics of
characteristics specimens/diag Whiteboard/Sm
Fungi.
of Fungi rams artboard <br>
<br> -
(heterotrophic, (mushroom, - SCERT
Fungi & Differentiati
cell walls, bread mould, Textbook (Pg
Plantae ng
reproduction by yeast). Discuss 60-62, Fig 5, 6,
(Introducti cryptogam
8 spores, color, nutrition 7, 8, 9) <br> -
on & s and
structure). (cannot prepare Specimens/pictu
Cryptoga phaneroga
<br> - own food), root- res of fungi
ms) ms. <br>
Understand the like structures (mushroom,
-
general (hyphae), bread mould),
Explaining
characteristics reproduction by moss, fern, pine
key
of Plantae. spores. <br> - cone, mango
features of
<br> - Plantae
Thallophyt
Differentiate (SCERT Pg 60-
 between 61): General a and
cryptogams and characteristics Bryophyta.
phanerogams. (multicellular,
<br> - eukaryotic, cell
Describe walls,
Thallophyta autotrophs,
(Algae) and photosynthesis)
Bryophyta . <br> - Plant
(Mosses) as Classification
cryptogams. Basis: Discuss
differentiation of
body parts,
vascular
tissues,
seeds/fruits.
<br> -
Activity 8
(SCERT Pg
61):
Observation of
moss plants.
Discuss
sporangium vs.
seeds. <br> -
Concept
Explanation:
Introduce
Cryptogams
(non-flowering)
and
Phanerogams
(flowering).
Discuss
Thallophyta
(algae, fungi
from the chart)
and Bryophyta
(mosses, false
roots/leaves).
<br> -
Flowchart
(SCERT Pg 62,
Fig 9): Begin
building the
plant kingdom
flowchart.

Students will be - Pteridophyta - -

Plantae
able to: <br> - (SCERT Pg Whiteboard/Sm Completing
(Pteridoph
Describe the 61): Discuss artboard <br> the plant
yta,
characteristics ferns and their - SCERT classificati
9 Gymnosp
of Pteridophyta spore-bearing Textbook (Pg on
erms,
(ferns, true bodies. <br> - 61-62, Fig 7, 8, flowchart.
Angiosper
roots/leaves). Phanerogams 9, 10) <br> - <br> -
ms)
<br> - Explain (SCERT Pg Live fern plant, Differentiati
 Gymnosperms 62): Explain pine cone, ng
(naked seeds) Gymnosperms mango (or Gymnospe
and (pine, cycas) pictures) <br> rms and
Angiosperms and - Completed Angiosper
(seeds in fruits). Angiosperms Plant Kingdom ms. <br>
<br> - (mango) with Flowchart -
Complete the examples. Explaining
plant kingdom <br> - how
classification Review monocots
flowchart. Monocot/Dicot and dicots
<br> - (SCERT Pg fit into
Connect 62): Relate angiosper
monocot/dicot these terms ms.
features to back to
Angiosperms. Angiosperms.
<br> -
Complete
Plant
Flowchart:
Ensure
students can fill
in examples for
each category.
<br> -
Discussion:
What is the
evolutionary
progression
seen in plants?

Students will be - Introduction

able to: <br> - to Animalia
List the general (SCERT Pg -
characteristics 62): Eukaryotic, Identifying
of Animalia. multicellular, key
-
<br> - heterotrophic, characteris
Whiteboard/Sm
Describe no cell walls, tics for
artboard <br>
features and motile. <br> - each
- SCERT
examples of Lab invertebrat
Animal Textbook (Pg
Porifera Activity/Discu e phylum.
Kingdom: 62-65, Fig 10-
(sponges). ssion: Observe <br> -
Invertebra 17) <br> -
<br> - specimens/pict Providing
tes Preserved
10 Describe ures of each examples
(Porifera specimens/mod
features and phylum for each
to els/high-quality
examples of (Porifera - phylum.
Echinoder images of
Coelenterata/Cn Sycon, <br> -
mata) invertebrates
idarians (Hydra, Coelenterata - Starting
from each
jellyfish). <br> Hydra, the
phylum <br> -
- Describe Platyhelminthes invertebrat
Magnifying
features and - Tapeworm, e
lenses
examples of Nematoda - classificati
Platyhelminthes Roundworm, on
(flatworms). Annelida - flowchart.
<br> - Earthworm,
Describe Arthropoda -
 features and Cockroach/Pra
examples of wn, Mollusca -
Nematoda Snail,
(roundworms). Echinodermata
<br> - - Starfish).
Describe <br> -
features and Guided
examples of Questions:
Annelida Use SCERT's
(segmented questions for
worms). <br> each organism
- Describe (e.g., "Is body
features and single/group of
examples of cells?",
Arthropoda "Coelom?",
(jointed legs). "Jointed legs?",
<br> - "Spiny skin?").
Describe <br> -
features and Comparative
examples of Analysis:
Mollusca (soft- Continuously
bodied). <br> compare
- Describe complexity of
features and body design
examples of and new
Echinodermata features across
(spiny-skinned). phyla. <br> -
Build Animal
Flowchart
(SCERT Pg
65): Start
building the
invertebrate
part of the
flowchart.

Students will be - -
able to: <br> - Protochordata - Completing
Describe the (SCERT Pg Whiteboard/Sm the animal
characteristics 65): Discuss artboard <br> classificati
of notochord as a - SCERT on
Animal Protochordata new feature. Textbook (Pg flowchart.
Kingdom: and Chordata Examples. 65-70, Fig 18, <br> -
Chordata (notochord, <br> - Vertebrate Explaining
(Protochor nerve cord, gill Vertebrata chart) <br> - the
11 data & pouches). (SCERT Pg 65- Live/preserved features of
Vertebrate <br> - Classify 66): Discuss fish (for each
s) & vertebrates into vertebral observation) vertebrate
Nomenclat five classes column and <br> - class.
ure (Pisces, internal Examples of <br> -
Amphibia, skeleton. scientific names Writing a
Reptilia, Aves, Explain the five (e.g., Mangifera scientific
Mammalia) with classes with indica, Homo name
key features. their defining sapiens) following
<br> - features rules.
Differentiate (fins/gills for <br> -
cold-blooded fish, dual life for Explaining
and warm- amphibians, the
blooded scales for advantage
animals. <br> reptiles, s of
- Explain the feathers for binomial
need for and birds, nomenclat
rules of mammary ure. <br>
Binomial glands/hair for - Overall
Nomenclature. mammals). appreciatio
<br> - <br> - n question
Appreciate the Concept (AS6).
classification Explanation:
system. Cold-blooded
vs. Warm-
blooded
animals. <br>
- Lab
Activity/Discu
ssion: Observe
fish (scales,
gills, heart
chambers).
<br> -
Nomenclature
(SCERT Pg
69): Discuss
the problem
with local
names. Explain
the need for
universally
accepted
scientific
names.
Introduce
Binomial
Nomenclature
(Linnaeus) and
its rules (genus
capitalized,
species
lowercase,
italics/underline
). <br> -
Activity 9
(SCERT Pg
69): Find
scientific names
of 10
organisms.
<br> - Final
Recap: Revisit
"What we have
learnt?" and
 "Key words"
(SCERT Pg
70).

VI. Teacher’s Notes: (Additional Resources, Activities)

• Visual Learning: This chapter is highly visual. Utilize posters, charts, flashcards of different
organisms, and especially digital resources like high-resolution images, videos, and 3D
models of diverse flora and fauna. Virtual field trips to zoos or botanical gardens can be
engaging.
• Specimen Collection (Ethical & Safe): If possible and safe, encourage students to bring in
common, harmless plants (leaves, flowers, seeds) and insects from their surroundings for
direct observation. Emphasize observation, not harm. For lab specimens (like preserved
animals or slides), ensure proper handling and storage.
• Guest Speaker/Video: A short video or a guest speaker (e.g., a local botanist, zoologist, or
veterinarian) discussing biodiversity or classification can be highly motivating.
• "Gallery Walk" for Classification Charts: After students complete their plant and animal
flowcharts, display them. Students can walk around, observe, and provide constructive
feedback on each other's work (AS5).
• Biodiversity Awareness: Connect the chapter content to current environmental issues like
habitat loss, endangered species, and the importance of conservation. Discuss the role of
biodiversity in ecosystem stability (AS7).
• Project Ideas:
o "My Local Biodiversity Guide": Students research and document plants and animals
found in their local area, using scientific names and classifying them.
o "Evolutionary Journey Timeline": Create a visual timeline showing major
evolutionary milestones and the emergence of different life forms.
o "Scientific Name Hunt": Students research and list scientific names for various
household items or common animals, explaining the genus/species concept.
• Interactive Quizzes: Use online platforms (Kahoot, Quizizz) to create engaging quizzes on
characteristics of kingdoms/phyla or scientific names.
• Differentiated Learning: Provide simplified notes or more visual aids for struggling learners.
Offer advanced research topics or more complex classification challenges for advanced
students.

VIII. Teacher Responses: (ON Diversity in Living Organisms

Chapter)
My responses and facilitation during this unit will focus on:
• Promoting Observation and Inquiry (AS2): I will consistently ask students to describe what
they observe in activities ("What differences did you observe with regard to legs/wings?" -
SCERT Pg 54) and encourage them to pose "why" and "how" questions, guiding them to form
hypotheses about relationships and functions.
• Connecting Concrete to Abstract: I will bridge the gap between their direct observations
(e.g., leaf venation, seed cotyledons, insect body parts) and the abstract principles of
classification and evolutionary relationships.
• Facilitating Discussion on Classification Criteria: When introducing new groups, I'll prompt
students to identify the key features that scientists used to categorize them. For instance,
"What new feature did Chordates develop that sets them apart from previous phyla?"
• Emphasizing Scientific Naming (AS1): For nomenclature, I will use role-play or scenarios
(e.g., the "potato/batata" example on Pg 69) to clearly demonstrate the confusion of common
names and the precision of scientific names, guiding them through the rules of binomial
nomenclature.
 • Encouraging Appreciation (AS6): I will explicitly ask questions that foster appreciation for
the natural world and the scientific process: "How can you appreciate the effort of scientists in
classifying a wide range of organisms?" (SCERT Q13).
• Guiding Application to Daily Life (AS7): For questions like "Sujata says Bat is not a bird but
a mammal. How can you support Sujata’s statement?" (SCERT Q14), I will guide students to
apply their knowledge of vertebrate classification characteristics (mammary glands, hair vs.
feathers, egg-laying) to justify their answers.
• Structured Feedback: When students draw diagrams, complete tables, or create flowcharts, I
will provide specific and constructive feedback on accuracy, completeness, and clarity (AS5).
For project work, I will provide guidance on information skills (AS4) – how to research,
synthesize, and present.
• Addressing Misconceptions: It's common for students to misunderstand evolutionary
relationships (e.g., simple vs. complex implying "better"). I will carefully address such
misconceptions, explaining that complexity is simply a form of adaptation.
• Pacing and Review: Given the vast content, I will continuously monitor student understanding
and adjust pacing. Regular mini-reviews or quizzes at the start/end of periods will help
reinforce learning.

UNIT / LESSON PLAN: 6 - SENSE ORGANS

I. Class: IX
II. Unit / Lesson: 6 - SENSE ORGANS
III. Number of Periods Required: 13
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
 • Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan (Table Form)

LEARNING
OUTCOME
Perio Teaching Assessment
Teaching Concept S (Students TLM / Resources
d Strategy [CCE]
will be able
to...)

- Define - Brainstorming:
stimulus, "How do we
receptor, know about the
Introduction to sensation. world?"
Sense Organs & - Explain the - Discussion:
Stimulus to general Introduction to
- Q&A on
Sensation pathway sense organs - Textbook (Pg. 76)
Activity-1.
- Stimulus, from and their role. -
- Short
Receptors, Nerve stimulus - Explanation of Smartboard/Blackboar
1 definitions
Signals reception to stimulus- d
(stimulus,
- Brain's role response. sensation- - Real flower
receptor,
(Sensory & Motor - response (optional)
sensation).
nerves) Differentiate pathway.
- Sensation and between - Activity-1:
Response sensory and Discussion on
motor flower
nerves with stimuli/response
examples. s.

- Discussion:
Why small
- Explain the changes go
concept of unnoticed.
threshold - Activity-2:
Threshold
stimulus Experimenting
Stimulus &
with with sugar
Adaptation of
examples. concentration in - Observation
Senses - Textbook (Pg. 76-
- Describe water. and discussion
- Why all stimuli 78)
how senses - Discussion on from Activity-2.
don't lead to - Sugar, Water,
2 adapt to tea/coffee - Explaining
responses Spoons, Glasses
constant or sweetness sensory
- Concept of - Tea/Coffee (optional
small example and adaptation with
threshold level for demo)
changes in "Tinaga Tinaga an example.
- Sensory
stimulation. Vemu
adaptation to
- Relate Thiyyanundu"
unchanging stimuli
adaptation poem.
to daily life - Emphasize
examples. sense organs as
"change
detectors."

- Identify - Peer
Eye: External
and label observation of - Diagram
Structure & Basic
external external eye drawing and
Observations - Textbook (Pg. 78,
structures of features. labeling
- External parts: Fig-2a)
the human - Activity-3 (external eye).
3 Eyelids, - Torchlight
eye. (Parts 1 & 2): - Explaining
eyelashes, - Notebooks for
- Observe Observing pupil's function
eyebrows, lacrimal drawing
and explain friend's eye, based on
glands,
the pupil's drawing, and observation.
conjunctiva.
change in testing pupil
 - Pupil's reaction size in reaction to
to light intensity. varying light torchlight.
conditions. - Class
discussion on
observations.

Eye: Internal - Identify

Structure (Layers and label
- Detailed
& Chambers) the internal - Labeling a
explanation
- Three main structures of cross-sectional
using eye - Textbook (Pg. 78,
layers: Sclera the human diagram of the
diagrams/model Fig-2b)
(Cornea, Optic eye. eye.
s. - Human Eye
Nerve), Choroid - Describe - Short
4 - Comparative Model/Large Chart
(Iris, Pupil), Retina the questions on
analogy to a -
(Rods, Cones, composition specific parts
camera. Whiteboard/Smartboa
Blind spot, Yellow and primary (e.g., "What is
- Lecture rd
spot/Fovea). function of the function of
method with
- Chambers: each major the sclera?").
Q&A.
Aqueous & layer and
Vitreous. chamber.

- Explain
how the eye
gathers light
and forms - Lecture and
Eye: Functioning an image on discussion on
(Visual Sensation) the retina. how vision
& Photoreceptors - works.
- Compare and
- Process of visual Differentiate - Explanation of
contrast rods
sensation (light to between the photoreceptor - Textbook (Pg. 79-80,
and cones.
neural signals). functions of types and their Fig-3)
5 - Describe the
- Photoreceptors: rods and roles, - Charts illustrating
path of light
Rods (Rhodopsin, cones, connecting to rods and cones
and image
dim light) and including day/night vision.
formation.
Cones (Iodopsin, their - Use diagrams
color vision, pigments (Fig-3) to
fovea). and light illustrate rods
sensitivity. and cones.
- Explain the
significance
of the fovea.

-
Understand
that the
Eye: Optic Nerve, optic nerve - Explanation of
Blind Spot, and carries optic nerve.
Eye Protection nerve - Activity-4:
- Role of optic impulses, Demonstrating
- Demonstrate
nerve. not light. the blind spot. - Textbook (Pg. 81-82,
the blind spot.
- Blind spot - Explain the - Discussion on Fig-4)
- List at least 3
phenomenon. blind spot "Think and - Printout of Fig-4 for
6 protective
- Protective and how the Discuss" students
mechanisms of
structures: brain questions about - Textbook "Think and
the eye and
Eyelids, lashes, compensate eyelashes and Discuss" section
their functions.
eyebrows, lacrimal s for it. tears.
glands, - List and - Elaboration on
conjunctiva, describe the protective
cornea, eye fluids. functions of mechanisms.
structures
that protect
the eye.
 - Explain
how the iris - Activity-5:
Eye: Adjustments
and lens Observing iris
(Iris, Lens) &
adjust for patterns
Illusions
clear vision (identification).
- Iris and pupil
in different - Activity-6: - Explain the
adjustment to light
conditions. Experiencing mechanism of
intensity.
- Relate light adaptation - Textbook (Pg. 82-83, accommodatio
- Accommodation
persistence (dark to bright Fig-5) n.
(ciliary muscles,
of vision to room). - Papers, stick, gum - Describe
7 suspensory
motion - Activity-7: for Activity-7 persistence of
ligaments, lens
pictures. Parrot and cage - Hand lens (for vision.
focal length).
- Analyze illusion, and Activity-5) - Interpret one
- Persistence of
common other optical optical illusion
vision.
optical illusions (Fig-5). from Activity-7.
- Optical illusions
illusions to - Discussion on
and their
understand "What illusions
implications for
sensory tell us about
sensation.
processing Sensation?".
errors.

- Enumerate
essential
- Checklist
eye care
Eye Care and activity: "Taking
measures.
Diseases care of our
- Briefly
- Daily eye care eyes."
describe
practices. - Group - Self-
common
- Common eye discussion on assessment of
eye - Textbook (Pg. 83-
diseases and other eye care eye care
diseases 84)
defects: Night measures. habits.
8 and defects. - Eye care checklist
blindness, - Teacher - Match
- (from text or
Xerophthalmia, explains each diseases with
Understand prepared)
Myopia, disease/defect their brief
the
Hypermetropia, briefly. descriptions.
importance
Glaucoma, - Emphasis on
of
Cataract, Color "Sarvendriyana
consulting
blindness. m Nayanam
specialists
Pradhanam."
for vision
problems.

Ear: Structure and

Hearing
Mechanism
- Identify
- External Ear - Diagram
and label all
(Pinna, Auditory explanation of
major parts
canal, ear structure.
of the ear
Tympanum). - Lecture on
(external,
- Middle Ear sound
middle, - Labeling a
(Ossicles: transmission.
internal). - Textbook (Pg. 84-85, diagram of the
Malleus, Incus, - Activity-8:
- Trace the Fig-6) ear.
Stapes; Oval Funnel and
path of - Ear Model/Large - Explain how
9 window, Round balloon
sound Chart sound
window). experiment to
waves from - Funnel, Rubber vibrations are
- Internal Ear demonstrate
the external balloon, Rice grains amplified by
(Labyrinth: sound vibration.
ear to the ossicles.
Vestibule, - Discussion on
brain.
Semicircular "What happens
- Explain the
canals, Cochlea, if we don't have
role of each
Organ of Corti). external
part in
- Auditory nerve. Pinna?".
hearing.
- Process of
Auditory
Sensation.
 Ear: Functions - State the
- Discussion on
(Hearing & dual
how ears
Equilibrium) and functions of
maintain
Care the ear:
balance
- Two main hearing and
(teacher's input). - Elaborate on
functions of the balance.
- Brainstorming the ear's role in
ear. - List
ear care tips. balance.
10 - Role in important - Textbook (Pg. 86)
- Discussion on - List "Dos and
maintaining practices for
"Ear – diseases" Don'ts" for ear
balance/equilibriu ear care.
section. care.
m. - Identify
- Emphasize
- Caring for the common ear
dangers of
ears. diseases
improper ear
- Common ear and their
care.
diseases. causes.

- Identify the
external and
internal
structures of
Nose: Structure, - Diagram
the nose.
Smell (Olfaction), explanation of
- Explain
and Care nose structure.
how the
- External nose, - Lecture on
sense of
nostrils, nasal olfactory - Labeling a
smell
cavity, nasal pathway. diagram of the
(olfaction) - Textbook (Pg. 86-87,
septum, mucous - Activity-9: nose.
works. Fig-7)
membrane, hairs. Blindfold test for - Observations
- - Various food items
11 - Olfactory identifying from Activity-9.
Understand (lemon, tea, coffee,
receptors. substances by - Explain why
the potato, etc.) for
- Process of smell. food tastes
protective Activity-9.
olfactory sensation - Discussion: "If bland during a
function of
(chemical events, you are suffering cold.
nose hairs
airborne from cold, do
and mucus.
molecules). you smell things
- Explain the
- Relation between in the natural
close
smell and taste. way?"
relationship
between
smell and
taste.

- Identify
Tongue: Structure,
different - Activity-10:
Taste (Gustation),
types of Blindfold taste
and Care
papillae on test with and
- Anatomy:
the tongue. without palate
Voluntary
- Explain pressure.
muscles, taste
how taste - Activity-11:
buds, papillae - Observations
buds detect Self-observation - Textbook (Pg. 87-89,
(Filiform, and analysis
chemicals. of tongue Fig-8)
Fungiform, from Activities
- List and structures. - Mirror
Circumvallate, 10, 11, 12.
differentiate - Activity-12: - Ginger, Garlic,
12 Foliate). - Explain why
the primary Blindfold, nose- Tamarind, Banana,
- Primary tastes: taste is
tastes, closed taste test Jaggery, Cumin
Sweet, Sour, affected by
including (cumin seeds, seeds, Potato for
Bitter, Salty, fever or nasal
Umami. potato). activities.
Umami. blockage.
- - Discussion on
- Role of texture
Understand "Think and
and smell in taste
the Discuss"
perception.
combined questions
- Developmental
role of smell (hot/cold food,
changes in taste
and touch in fever).
sensitivity.
taste.
 - Describe
the layers of
the skin and
Skin: Structure,
their
Touch Sensation,
components - Diagram
and Care
. explanation of
- Structure:
- Explain skin structure.
Epidermis (layers),
how the skin - Activity-13:
Dermis (glands,
acts as a Toothpick
follicles, blood
sense organ sensitivity test
vessels, fat). - Labeling a
for touch, on palm.
- Cutaneous diagram of the
temperature - Activity-14: - Textbook (Pg. 89-91,
receptors (tactile, skin.
, and Pencil tip vs. Fig-9)
pacinian, - Explain skin
pressure. blunt end - Toothpicks, Rubber
13 nociceptors). sensitivity
- Discuss pressure test. band
- Functions: based on
the concept - Discussion on - Sharpened & Blunt
Protection, Activity-13.
of skin results and skin pencil
temperature - List two skin
sensitivity in sensitivity.
regulation, waste care practices.
different - Connecting
elimination, touch.
areas. skin sensation to
- Melanin and skin
- List Braille script.
color.
essential - Discussion on
- Relevance to
skin care skin care and
Braille script.
practices diseases.
- Skin care and
and identify
common diseases.
common
skin
diseases.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Models and Charts: Utilize high-quality anatomical models of the eye, ear, and skin, and detailed
charts of the nose and tongue to enhance visual learning.
• Virtual Tours/Videos: Use educational videos or virtual reality tours (if available) that show the
internal workings of sense organs and the transmission of nerve impulses.
• Guest Speaker: Invite an ophthalmologist, ENT specialist, or dermatologist to speak to the
students about common issues, care, and career opportunities related to sense organs.
• Interactive Simulations: Explore online interactive simulations or apps that allow students to
manipulate variables (e.g., light intensity, sound frequency) and observe the corresponding
sensory responses.
• "Science in Action" Projects:
o Blind Spot Art: Challenge students to create simple drawings or patterns that intentionally
incorporate the blind spot phenomenon.
o Taste Mapping (Refined): While traditional "taste maps" are often considered outdated,
students can still explore where certain tastes feel strongest or are first detected.
o Tactile Texture Board: Create a board with various textures (smooth, rough, bumpy, soft,
hard) for students to explore tactile sensation with their eyes closed.
o Sound Scavenger Hunt: Ask students to identify different sounds from their environment
(e.g., school, home) and discuss how their ears process them.
• Case Studies: Present simple case studies related to sensory disorders (e.g., partial deafness,
color blindness) and discuss how these affect daily life, encouraging empathy and understanding.
• Debate: Organize a short debate on topics like "Which sense organ is the most important?" to
encourage critical thinking and justification of arguments.
• Journaling: Encourage students to maintain a "Sense Organ Journal" where they record
observations from activities, new vocabulary, and reflections on how they use their senses daily.
• Cross-curricular Connections:
o Physics: Connect light and sound properties to the functioning of the eye and ear.
o Chemistry: Discuss the chemical nature of smell and taste.
o Art: Explore how artists use light, color, and texture to create visual experiences.
VIII. Teacher Responses: (On Sense Organs Chapter)
• Emphasize Interconnectedness: Stress that sense organs don't work in isolation. The brain
integrates information from multiple senses to create a complete perception of the world (e.g.,
taste and smell working together).
• Relate to Daily Life: Continuously connect the concepts to students' everyday experiences. This
helps them understand the practical significance of learning about sense organs (e.g., why food
tastes different when you have a cold, why street noise becomes less noticeable over time).
• Promote Scientific Inquiry: Encourage students to ask "Why?" and "How?" questions. The
activities in the textbook are excellent starting points for fostering a spirit of inquiry and
observation.
• Address Misconceptions: Be prepared to address common misconceptions, such as the idea of
strict "taste zones" on the tongue or that the optic nerve carries light.
• Highlight Protection and Care: Dedicate sufficient time to the care of sense organs. Reinforce
healthy habits and the importance of seeking professional help for sensory issues.
"Sarvendriyanam Nayanam Pradhanam" is a good cultural reference to reinforce eye care.
• Beyond Five Senses: Briefly touch upon the idea (as mentioned in the text) that humans have
more than just five "traditional" senses (e.g., sense of balance, temperature, pain, proprioception).
This can spark curiosity.
• Evolutionary Adaptation: Discuss how the senses have evolved to help organisms survive and
adapt to their environment (e.g., smell for detecting danger or food).
• Appreciation: Cultivate an appreciation for the complexity and marvel of the human body and its
sensory capabilities.
Unit / Lesson Plan: Animal Behaviour
I. Class: IX
II. Unit / Lesson: 7 - ANIMAL BEHAVIOUR
III. Number of Periods Required: 9
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan (Table Form)

LEARNING
Perio OUTCOMES Teaching TLM / Assessment
Teaching Concept
d (Students will Strategy Resources [CCE]
be able to...)

- Define
- Brainstorming:
animal
"Why do animals
Introduction to behaviour.
do what they do?"
Animal Behaviour - Differentiate
- Discussion on - Textbook
- What is Animal between
examples of (Pg. 95) - Q&A on stimuli
Behaviour? internal and
animal actions - types.
- Internal and external
1 (e.g., finding food, Pictures/short - Define animal
External Stimuli stimuli with
avoiding danger, video clips of behaviour in their
- Reasons for examples.
mating). diverse animal own words.
studying animal - Explain the
- Explanation of behaviours.
behaviour broad scope of
stimuli types.
(Ethology) animal
- Introduce the
behaviour
term 'Ethology'.
studies.

- Define - Discussion on
Types of Animal
instinct and Fig-3 (spider
Behaviour: Instinct - Textbook
provide web) and "Is
& Reflex (Pg. 95, Fig-3) - Provide new
examples of spinning web by
- Instinctual - Videos of examples of
complex spider an instinct
behaviours animals instinctual
instinctual behaviour?".
(unlearned, exhibiting behaviours and
behaviours. - Explanation of
2 complex) instinctual reflexes.
- Identify reflex reflexes with
- Examples: Bird behaviours - Short answer:
actions and immediate
nest building, spider (e.g., spider What is the
give examples (e.g.,
web spinning spinning web, advantage of
examples. pulling hand from
- Reflex actions bird building reflex action?
- Differentiate hot object).
(automatic, nest).
between - Discussion:
unlearned)
instinct and "Give two
 learned examples of
behaviour. reflexes."

- Define
Types of Animal
imprinting and
Behaviour: - Discuss the
explain its
Imprinting duckling example - Textbook
characteristics
- Imprinting: A type (Fig-4). (Pg. 95-96, - Explain the
.
of learned - Introduce Fig-4) concept of
- Give
behaviour Konrad Lorenz - imprinting with an
examples of
- Characteristics of and his work with Pictures/video example.
3 imprinting in
imprinting (early, geese. of imprinting - Role play or
animals.
social attachment) - Encourage (e.g., short skit
- Describe
- Examples: students to find ducklings demonstrating
Konrad
Ducklings following more examples following a imprinting.
Lorenz's
mother from their human).
experiment
- Konrad Lorenz's surroundings.
and its
contributions
significance.

- Define
conditioning - Discuss the
Types of Animal
and explain school bell
Behaviour:
how it differs example to
Conditioning - Identify the
from natural introduce
- Conditioning: conditioned
responses. conditioning.
Learned response - Textbook stimulus and
- Describe - Detailed
to a different (Pg. 96, Fig-5) response in a
Ivan Pavlov's explanation of
stimulus - Visuals given situation.
4 classical Pavlov's dog
- Ivan Pavlov's depicting - Short answer:
conditioning experiment (Fig-
Classical Pavlov's How is a dog
experiment in 5).
Conditioning experiment. salivating to a bell
detail. - Q&A to check
experiment (dogs, a conditioned
- Identify understanding of
bell, saliva) response?
conditioned conditioned vs.
- Conditioned vs.
responses in unconditioned
Natural responses
given responses.
scenarios.

- Define
imitation and - Discussion on
Types of Animal provide how humans
Behaviour: Imitation examples for imitate.
- Imitation: Copying humans and - Discuss Kohler's - Compare and
- Textbook
others' behaviour animals. observations of contrast imitation
(Pg. 97, Fig-7)
- Human imitation - Discuss the chimpanzees. and imprinting.
- Video clips
(conscious and benefits and - Reading and - Discuss real-life
5 of animals
unconscious) potential discussing the examples of
(e.g.,
- Animal imitation harms of story 'Monkey imitation
chimpanzees)
(chimpanzees imitation. and Hat (positive/negative
imitating.
learning skills) - Relate the merchant' (if ).
- Story: 'Monkey concept to the available or
and Hat merchant' 'Monkey and briefly narrated by
Hat merchant' teacher).
story.

Human Behaviour & - Discussion on

- Compare
Conditioning/Imitatio "Human
and contrast - Explain how
n in Humans behaviour is often - Textbook
human human behaviour
- Complexity of more complex..." (Pg. 97-98,
behaviour with is different from
human behaviour - Examples of Fig-6)
other animal animals.
6 (intelligence, self- overcoming -
behaviours. - Provide an
awareness) instincts (e.g., Advertisement
- Explain how example of
- Humans and waiting to eat). s (print/video)
humans can conditioning in
Instincts - Discussion on for analysis.
overcome human daily life.
(overcoming natural electric fences
instincts.
urges) (Fig-6) and
 - Conditioning in - Analyze how advertising as
humans (e.g., conditioning is conditioning
advertising, electric used in human examples.
fences) contexts (e.g., - Brainstorming
- Imitation in advertising). other examples of
humans (learning - Discuss the human
new skills, social positive and conditioning.
fitting) negative
aspects of
imitation in
humans.

- Differentiate
between field
and laboratory
Investigating Animal studies of - Explanation of
Behaviour & Lab animal field vs. lab - Lab report of
Activity behaviour. studies. - Textbook Cockroach
- Methods: Field vs. - Explain the - Discussion on (Pg. 98-99, Choice Box
Laboratory purpose of tagging Fig-8) experiment.
investigations tagging (connecting to - Materials for - Inference about
- Tagging for animals. bird migration). Choice Box cockroach
migration studies - Design and - Lab Activity: (box, preferred
7 - Controlled conduct a Setup of cardboard, conditions.
conditions (Lorenz, simple Cockroach scissors, - Asking
Pavlov revisited) experiment to Choice Box (Fig- moist cotton questions and
- Lab Activity: observe 8), performing the wool, calcium making
Cockroach Choice animal experiment, chloride, hypotheses for
Box (Experiment behaviour. recording cockroaches, other animal
design, observation, - Analyze observations, torchlight). behaviour
interpretation of experimental group discussion studies.
results) data and draw on findings.
conclusions
about animal
preferences.

Interesting Animal - Appreciate

Behaviours & the diversity
Intelligence and - Showcase and
- Nesting variations complexity of discuss each
(Tailor bird, animal example from the
Leaflets) behaviours. textbook with - Describe one
- Engineering feats: - Provide relevant images. - Textbook example of
Beavers building specific - Encourage (Pg. 99-102, animal
dams (Fig-10) examples of "Observe different Fig-9 to Fig- intelligence
- Future planning: animals birds building 15) discussed in
8 Wasps building demonstrating their nests" and - Videos class.
hives (Fig-11) intelligence, "Collect material illustrating - Communicating
- Deception/Bluffing: planning, and and try to build complex through drawing:
Scrub Jays (Fig-12), communicatio same type of animal Sketch an
Squirrels (Fig-13) n. nest". behaviours. animal's complex
- Logical thinking: - Discuss the - Discussion on behaviour.
Dolphins (Fig-14) concept of "cheating/bluffing"
- Language & creativity and as a sign of
Creativity: Alex the problem- intelligence.
African Grey Parrot solving in
(Fig-15) animals.

Animal Feelings, - Discussion on - "Display your

- Identify
Protection & animal feelings observations"
expressions of
Ethology (e.g., pet dog, from Activity-2.
feelings in - Textbook
Conclusion cow licking calf). - Answer
9 animals. (Pg. 103-104,
- Animal - Discussion on "Improve your
- Give Fig-16a, 16b)
expressions of protective learning"
examples of
feelings (happiness, mechanisms questions (Q1-8)
protective
fear, affection) (e.g., snakes, from textbook.
 - Protective behaviours in Tasmanian Devil, - Essay:
behaviours (e.g., animals. Bombardier "Understanding
hissing, barking, - Define Beetle, Fig-16a, of animal
chemical sprays) Ethology and 16b). behaviour creates
- Recap: What we recognize its - Activity-2 (Pg. positive attitude
have learned about founding 103): Observing towards animals."
animal behaviour scientists. an animal's
- Ethology: Scientific - Summarize behaviour in the
study and its the key surroundings (as
pioneers (Nikolas concepts a
Tinbergen, Konrad learned in the project/homework
Lorenz, Karl von unit. ).
Frisch) - Explain the - Review of "What
- Importance of importance of we have learnt"
understanding understanding section.
animal behaviour for animal - Final discussion
biodiversity behaviour for on Ethology and
conservation conservation. conservation.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Documentary Viewings: Show age-appropriate documentary clips from reputable sources (e.g.,
National Geographic, BBC Earth) illustrating various animal behaviours, such as migration, mating
rituals, hunting strategies, or social structures.
• Local Animal Observations: Encourage students to safely observe animals in their local
environment (e.g., birds in a park, ants on a pavement, stray dogs/cats) and record their
behaviours. This can be a long-term project.
• Role-Playing/Mimicry: Have students role-play different animal behaviours (e.g., a bird building a
nest, a dog responding to a command, a monkey imitating another).
• Pheromones: As mentioned in the text, briefly explain pheromones and their role in animal
communication (e.g., in ants). This adds a chemical dimension to understanding behaviour.
• Debate: Organize a debate on topics like "Are animals truly intelligent, or are they just responding
to instincts/conditioning?"
• Ethical Considerations: Discuss the ethical considerations involved in studying animal behaviour,
especially in laboratory settings or when tagging wild animals.
• Guest Speaker: If possible, invite a local animal rescuer, a veterinarian, or a wildlife enthusiast to
share their experiences and insights into animal behaviour.
• Zoo/Wildlife Sanctuary Visit: Organize a visit to a local zoo or wildlife sanctuary, providing students
with observation guidelines to look for specific behaviours discussed in class.
• Creative Writing/Art: Ask students to write short stories or draw comics depicting animals exhibiting
different behaviours they've learned about.
• "What if?" Scenarios: Pose "what if" questions to encourage critical thinking, e.g., "What if an
animal couldn't imprint?", "What if animals couldn't use protective behaviours?"
VIII. Teacher Responses: (On Animal Behaviour Chapter)
• Connect to Evolution: Emphasize that animal behaviours are often adaptations that have evolved
to help animals survive and reproduce in their specific environments.
• Balance Between Nature and Nurture: Highlight that animal behaviour is a complex interplay of
innate (instinctual) and learned components. Many behaviours involve both.
• Promote Empathy and Respect: Encourage students to develop empathy and respect for animals
by understanding their diverse behaviours and the reasons behind them. Connect this directly to
biodiversity conservation.
• Address Anthropomorphism: Caution students against anthropomorphism (attributing human
emotions and motivations to animals) while still acknowledging that animals do express feelings.
Discuss the scientific approach to understanding animal emotions.
• Scientific Method in Action: Use the "Investigating Behaviour" section and the cockroach lab
activity to illustrate the application of the scientific method to study biological phenomena.
• Complexity of Communication: When discussing animal signals and communication (e.g., ants,
dolphins, Alex the parrot), highlight the complexity involved, even without human language.
• Critical Thinking about "Intelligence": When discussing animal intelligence, encourage critical
thinking. What defines "intelligence" in different species? Is it problem-solving, adaptation,
communication, or something else?
 • Real-world Relevance: Link animal behaviour to real-world applications, such as animal training,
wildlife management, conservation efforts, and understanding human psychology.

UNIT / LESSON PLAN: 8 - CHALLENGES IN IMPROVING AGRICULTURAL

PRODUCTION
I. Class: IX
II. Unit / Lesson: 8 - Challenges in Improving Agricultural Production
III. Number of Periods Required: 14
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan (Table Form)

LEARNING
Perio OUTCOMES Teaching Assessmen
Teaching Concept TLM / Resources
d (Students will be Strategy t [CCE]
able to...)

- Discussion of
- Analyze given
Table-1 (Pg.
data to
106) in groups.
Introduction: understand the
- Q&A: "In which
Population vs. Food relationship
decade
Production between - Textbook (Pg. - Group
population
- Population growth population 106, Table-1) presentatio
growth is
trends in India growth and food - Graph paper n of
higher?", "Is
- Food grain grain production. (optional, for suggestions
1 food grain
production trends - Identify plotting trends) .
production
- Analyzing FP/PG decades where - - Analysis
increasing
ratio food production Whiteboard/Smartb of Table-1
according to
- The challenge of was insufficient. oard data.
population
increasing food - Articulate the
growth?".
production challenges in
- Brainstorming:
meeting food
"What will
demands.
happen if
 production is not
sufficient?".
- Open
discussion:
"Write your
suggestions to
improve food
production."

Factors Affecting
Crop Production &
- Discussion of
Solutions - Identify various
Fig-1 (Paddy)
- Multiple factors factors that
and the concept -
impacting yield influence crop
of "useful Calculation
(seeds, soil, production.
production." of
irrigation, fertilizer, - Interpret data
- Analysis of production
weather, pests, from experiments - Textbook (Pg.
Table-2 (Corn gain from
weeds) (Table-2) to 106-108, Fig-1,
experiment, Pg. Table-2.
2 - Interpreting understand the Table-2)
107): Calculate - Debate:
production gain impact of - Charts/posters of
exact gains. Which
data (Corn individual factors. various crops.
- Discussion of 6 solution is
experiment) - List and
listed solutions most
- General solutions evaluate different
(Pg. 107-108). meaningful
to increase food strategies for
- Q&A: "Which ?
production (area, increasing food
option is more
yield, varieties, production.
meaningful?"
rotation, mixed,
short-term)

- Analysis of
Graph-1 (Pg.
108) and
Irrigation: - Explain the
discussion:
Importance & Water importance of
"What is the
Use by Plants irrigation based -
difference in
- Impact of irrigation on experimental - Textbook (Pg. Observatio
crop
on crop production data. 108-109, Graph-1, ns and
production?".
(Graph-1) - Describe the Fig-3) inferences
- Recap of
3 - Water absorption role of water in - Polythene bags, from
photosynthesis
by plants & photosynthesis plants (potted or Activity-1.
(Class 7
Carbohydrate and plant growth. from school - Explaining
knowledge).
production - Conduct and garden). transpiratio
- Activity-1:
- Transpiration: explain the n.
Polythene bag
Water release from process of
experiment on
plants (Activity-1) transpiration.
leaves
(day/night
comparison).

- Analysis of
Irrigation: Water- - Analyze Graph-2 (Pg.
Yield Relationship seasonal 109) and
& Stomata evaporation discussion.
-
- Evaporation rates patterns from a - Explanation of
Discussion
in different seasons graph. stomata (Fig-4)
- Textbook (Pg. on "Think
(Graph-2) - Explain the dual and their
109-110, Graph-2, and
- Role of stomata in role of stomata. function.
Fig-4) Discuss"
4 water evaporation - Predict the - Discussion on
- Pictures/diagrams questions.
and CO2 impact of water "Think and
of irrigation - List crops
absorption scarcity on CO2 Discuss"
methods. that require
- Effects of water absorption and questions (Pg.
more/less
scarcity on plant plant growth. 110) regarding
water.
growth - Identify local water scarcity.
- Water sources for water sources for - Brainstorming
agriculture agriculture. local water
sources and
 paddy water
requirements.

- Discussion on
farmers' choices
Irrigation Practices: - Evaluate the and agriculture
Drip Irrigation & suitability of officer advice.
Water Shed crops based on - Explanation of - Explain
- Challenges of water availability. drip irrigation - Textbook (Pg. the benefits
cultivating water- - Describe drip and its 110) of drip
intensive crops in irrigation and mechanism. - Diagrams/videos irrigation.
less water areas explain its - "Think and of drip irrigation. - Explain
5
- Drip irrigation: advantages. Discuss" - Local map for the relation
Benefits for crops - Understand the questions (Pg. watershed between
and farmers concept of a 110) on drip discussion watershed
- Water Shed: watershed and its irrigation and (optional). and
Relation to link to water sheds. irrigation.
groundwater level groundwater and - Recap of
and irrigation irrigation. xylem and
phloem
transport.

- Differentiate
between macro
Plant & Soil
and - Lecture on
Nutrients: Macro &
micronutrients. plant nutrient
Micronutrients
- Identify the types.
- Plant nutrient
major - Discussion of - Match
absorption from soil
macronutrients Table-3 (Pg. nutrients
- Macronutrients (N,
and their specific 111) and Table- - Textbook (Pg. with their
P, K) and their uses
roles in plant 4 (Pg. 112). 111-112, Table-3, uses.
(Table-4)
growth. - Q&A: "If a field Table-4) - Calculate
6 - Micronutrients
- Analyze Table-3 is cultivated for - Fertilizers (empty nutrient
(Fe, Mn, B, Zn, Cu,
and Table-4 to many years, packets as visual absorption
Mo, Cl, Ni)
understand what would aid, optional). from Table-
- Nutrient
nutrient happen...?" 3 for a
absorption by
absorption and - Introduction to given yield.
different crops
uses. natural vs. man-
(Table-3)
- Discuss made
- Nutrient depletion
implications of replenishment.
and replenishment
nutrient depletion
over time.

- Discussion on
a farmer's
cultivation
Crop Rotation &
- Explain the choices (sugar
Mixed Cropping
principle and cane example,
- Crop rotation:
benefits of crop Pg. 112).
Benefits for soil - Compare
rotation. - Explanation of
fertility (cereals vs. and
- Identify crop rotation
legumes) contrast
leguminous crops combinations. - Textbook (Pg.
- Examples of crop crop
and their role in - Group 112-113, Fig-5, Fig-
rotation rotation and
nitrogen fixation. discussion: 6, Fig-7, Fig-8)
7 combinations mixed
- Define mixed "Uses of - Examples of
- Mixed cropping: cropping.
cropping and its cultivating mixed different
Definition and - List
advantages. crops." seeds/crops.
benefits for soil and common
- Provide - Discussion of
production leguminous
examples of examples (Fig-5,
- Examples of crops.
suitable crop Fig-6, Fig-7).
mixed crops (pulses
combinations for - Connect to
+ cereals, short-
mixed cropping. nitrogen-fixing
term + long-term)
bacteria and
root nodules
(Fig-8).
 Organic Manure:
Types & Benefits - Discussion:
- Organic manure: "Why shepherds
Definition and - Differentiate make
importance between arrangements to
- Explain
- Types: concentrated and stay their goats
how
Concentrated macro organic and sheeps in
organic
(groundnut powder, manures. the fields?" - Textbook (Pg.
manure
neem powder) vs. - Calculate - Detailed 114-115, Table-5)
improves
8 Macro (animal nutrient explanation of - Samples of cow
soil health.
excreta, compost, replenishment organic manure dung, compost
- Solve
deep litter) using Table-5. types and their (optional).
nutrient
- Nutrient - Explain the benefits.
calculation
percentage in benefits of - Calculation
problems.
organic manure organic manure exercise:
(Table-5) for soil health. Replenishing
- Benefits: Humus, nutrients with
water holding dry compost.
capacity, soil fertility

- Discussion of
Fig-9 (Green
manure crops).
- Analysis of
Green Manure &
Table-6 (Pg.
Soil Testing - Identify
115).
- Green manure common green
- Role-play:
crops: Definition manure crops
Farmer
and examples and their nitrogen - Describe
consulting a Soil - Textbook (Pg.
- Nitrogen contribution. the benefits
Testing 115-116, Fig-9,
contribution from - Explain the of green
Technologist. Table-6)
green manure purpose and manure.
9 - Discussion on - Soil samples
(Table-6) process of soil - Explain
"How do farmers (optional, for demo).
- Green leaf testing. the role of a
know what type - Blank soil test
manure - Understand Soil Testing
of crop needs to report (example).
- Soil testing: how soil testing Centre.
be cultivated?"
Importance, helps farmers
- Activity-2:
process, and make informed
Block
benefits (Bhusara decisions.
diagram/route
Pariksha Kendra)
map related to
water resources
(if not completed
previously).

Vermi-compost & - Reading and

Panchagavya - Describe the discussing the
- Vermi-compost: process of vermi- Vermi-compost
- Explain
Process, composting. case study (Pg.
the steps to
ingredients, - Explain the 116, Fig-10, Fig-
- Textbook (Pg. make
benefits advantages of 11).
116-117, Fig-10, vermi-
- Case study: vermi-compost - "Think and
Fig-11, Fig-12) compost.
10 Bomma Raju and Discuss" on
- Video of vermi- - List
Cheruvu farmers Panchagavya as vermi-compost
composting ingredients
- Panchagavya: natural manures. benefits.
(optional). of
Ingredients, - Compare - Explanation of
Panchagav
preparation, uses natural manures Panchagavya
ya.
- Comparison: with chemical (Fig-12)
Vermi-compost vs. fertilizers. preparation and
Chemical fertilizer uses.

Organic Farming & - Discussion on - Compare

- Understand the - Textbook (Pg.
Bio-fertilizers long-term effects organic
negative long- 117-118, Fig-13,
- Drawbacks of of chemical farming
11 term impacts of Table-7)
chemical fertilizers fertilizers. with
chemical - Pictures of organic
(soil damage, - Introduction to convention
fertilizers. farms.
reluctance) organic farming al farming.
 - Soil health vs. soil - Define soil as an ancient -
fertility vs. soil health, fertility, practice. Categorize
productivity and productivity. - Explanation of bio-
- Organic farming: - Explain the bio-fertilizers fertilizers.
Principles and concept and (Fig-13) and
practices practices of Table-7 (Pg.
- Bio-fertilizers: organic farming. 118).
Definition, types - Differentiate - Q&A: "What do
(Nitrogen Fixers, types of bio- you find from the
Phosphorus fertilizers and table-7?", "What
Solubilizers/Mobiliz their functions. are the major
ers), examples nutrients
(Table-7) synthesized by
- Benefits of bio- this?".
fertilizers

Chemical
Fertilizers: Usage & - Discussion of
Effects Table-8 (Pg.
- Common chemical 118).
fertilizers (Urea, - Identify - Calculation
NPK, common exercises: "To
Superphosphate, chemical get the same
Ammonium fertilizers. quantity of
- Solve
sulphate, - Calculate nitrogen...", "If
quantitative
Potassium nitrate) nutrient 50 kg of
problems
- Nutrient quantities from Superphosphate - Textbook (Pg.
related to
percentage in given fertilizer ...". 118-119, Table-8,
chemical
chemical fertilizers percentages. - Analysis of Graph-3)
12 fertilizers.
(Table-8) - Analyze Graph- Graph-3 (Pg. - Fertilizer bags
- Interpret
- Calculating 3 to understand 119) and (empty, with labels)
Graph-3
nutrient content the varied impact discussion: - Calculator.
and explain
from fertilizer bags of fertilizers on "What is the
differential
- Factors different crop difference in
effects.
influencing fertilizer varieties. effect of nitrogen
effect (crop type, - Discuss factors fertilizer...?"
timing, application affecting fertilizer - Discussion: "Is
method) efficacy. it advisable to
- Differential effect add only
on hybrid vs. nitrogenous
indigenous varieties fertilizer...?"
(Graph-3)

Crop Protection: - Discussion:

Weeds & Pests "Will there be
- Obstacles to good any obstacle in
crop production - Define weeds getting a good
(weeds, insects, and explain their crop?"
diseases) negative impact - Brainstorming
- Weeds: Definition, on crops. weed names.
effect on crops - Differentiate - Discussion on - Textbook (Pg.
- List
(nutrients, sunlight, between harmful "How would 119-121, Fig-14,
adverse
water) and beneficial weeds affect...?" Fig-15)
effects of
- Insects: Harmful insects. questions (Pg. - Samples of
pesticides.
13 vs. Useful insects - Identify signs of 119). common weeds
- Explain
(pollination) plant diseases. - Activity-3: List (optional).
how weeds
- Plant diseases: - Discuss the major weeds - Pictures/videos of
affect crop
Causes and visible adverse effects and their control plant diseases/pest
yield.
destruction of chemical methods (could attacks.
- Chemical control pesticides/herbici be homework).
methods des on - Explanation of
(insecticides, environment and harmful vs.
fungicides, health. useful insects
weedicides) and (Fig-15).
their adverse - Discussion on
effects (immunity, chemical control
 human health, problems ("Do
pollution, you think that a
biodiversity) chemical used
to kill insects will
have no effect
on humans?").

- Discussion on
- Propose natural
"alternates for
Crop Protection: methods for pest
pesticides."
Natural Methods & and disease - Explain
- Explanation of
Conclusion control. two natural
predatory
- Alternatives to - Identify pest control
insects (Fig-16)
chemical pesticides examples of methods.
and bio-control
(natural food friendly insects - Answer
agents.
chains, predatory and microbial "Improve
- Discussion of
insects, birds) bio-control your
Akarshaka
- Bio-control agents agents. learning"
Pantalu - Textbook (Pg.
(fungi like - Explain how questions
examples 121-122, Fig-16)
Tricoderma, mixed cropping (Q1-18)
14 ("Jatropha in - Videos on
bacteria like Bt.) can help prevent from
cotton fields and biological pest
- Mixed crops for diseases. textbook.
marigold in control.
pest/disease control - Summarize the - Essay:
Mirchi fields").
(Akarshaka challenges and "Sustainabl
- Review "What
Pantalu) solutions for e
we have learnt"
- Importance of improving agricultural
section.
quality, innovative agricultural practices
- Final
practices & production. are crucial
discussion on
progressive farmers - Appreciate the for the
the overall
- Recap of unit and role of future."
challenges and
key takeaways progressive
future of
farmers.
agriculture.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Field Visit: If possible, organize a visit to a local farm or an agricultural research center to observe
actual farming practices, irrigation methods, and pest control techniques.
• Case Studies of Farmers: Research and present success stories of farmers in Telangana or other
regions who have adopted sustainable practices (e.g., organic farming, vermi-composting, drip
irrigation) to improve production and soil health.
• Expert Talk: Invite an agricultural extension officer, a soil scientist, or an organic farmer to deliver a
guest lecture on modern agricultural challenges and solutions.
• Debate: Organize a debate on "Chemical fertilizers vs. Organic farming: Which is better for long-
term food security and environmental health?"
• Poster Making Competition: Challenge students to create informative posters on topics like
"Benefits of Crop Rotation," "Say No to Pesticides," "Water Conservation in Agriculture," or "The
Role of Bio-fertilizers."
• Model Making: Students can create small models of drip irrigation systems, vermi-compost beds,
or choice boxes for observing insect behavior.
• Data Analysis Project: Provide students with additional, simple data sets related to crop yields
under different conditions (e.g., varying fertilizer amounts, water availability) and ask them to
analyze the data and draw conclusions.
• Role-Playing: Simulate a village meeting where farmers discuss their challenges and seek advice
from agricultural experts.
• Community Survey: For homework, ask students to interview local farmers about their farming
practices, challenges, and solutions they employ. This helps in understanding local context.
• Pheromone Traps: If feasible, demonstrate or show pictures/videos of how pheromone traps are
used as a natural pest control method.
• Hydroponics/Aeroponics: Briefly introduce advanced farming techniques like hydroponics (growing
plants without soil) as a potential future solution for increasing production with less land/water.
VIII. Teacher Responses: (On Challenges in Improving Agricultural Production Chapter)
 • Holistic Approach: Emphasize that improving agricultural production requires a holistic approach,
considering not just yield but also soil health, environmental impact, and economic sustainability
for farmers.
• Interdependence: Highlight the interdependence of various factors (e.g., water and nutrients,
chemical use and biodiversity). A change in one factor often affects others.
• Problem-Solving Mindset: Encourage students to think like problem-solvers when discussing
agricultural challenges. What are the issues, and what are the potential solutions?
• Balance of Pros and Cons: Discuss the advantages and disadvantages of different agricultural
practices (e.g., chemical vs. organic fertilizers, traditional vs. modern methods) to foster balanced
critical thinking.
• Sustainable Agriculture: Continuously reinforce the concept of sustainable agriculture – practices
that meet current food needs without compromising the ability of future generations to meet their
own needs. This ties into the "Application to Daily life and concern to Biodiversity" academic
standard.
• Role of Technology: Discuss how technology (e.g., soil testing, high-yielding varieties, drip
irrigation) plays a crucial role in addressing agricultural challenges.
• Government Initiatives: Briefly touch upon government schemes or initiatives (like Mission
Kakatiya) that aim to improve agricultural practices and water management in the region.
• Farmer's Perspective: Encourage empathy for farmers by discussing the various challenges they
face (weather, pests, market prices, investment costs).
• Consumer Responsibility: Discuss how consumers' choices (e.g., preferring organic produce,
reducing food waste) can also influence agricultural practices and sustainability.
• Global Context: Briefly mention that these agricultural challenges are not unique to India but are
global issues, connecting the local context to broader world problems.

Unit / Lesson Plan: Adaptations in Different Ecosystems

I. Class: IX
II. Unit / Lesson: 9 - Adaptations in Different Ecosystems
III. Number of Periods Required: 10
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan (Table Form)

LEARNING
Perio Teaching
OUTCOME Teaching Strategy TLM / Resources Assessment [CCE]
d Concept
S (Students
 will be able
to...)

- Begin with
- Define Activity-1:
Introduction to adaptation Kalabanda
Adaptations & in biological (Aloevera) and
Desert Plant context. Rose plant
Adaptations - Observe experiment.
(Part 1) and infer - Discussion on
- What are about plant observations:
- Textbook (Pg. - Observation from
adaptations? water needs "Which plant
132, Fig-2) Activity-1.
- Observation of from showed growth?
- Kalabanda - Short answer
1 plant survival in Activity-1. Why?"
(Aloevera) and questions on
varied water - Identify - Introduce the
Rose plants in xerophytic plant
conditions and explain concept of
pots, water. features.
- Examples of basic adaptation with
xerophytic adaptations examples like
adaptations of desert Opuntia and Aloe
(Opuntia, Aloe plants for vera.
vera, Succulent water - Discussion:
stems, Spines) conservation "Why xerophytic
. plants do not have
broad leaves?"

Desert Plant - Describe

Adaptations specialized
(Part 2) & Desert adaptations - Discussion on
Animal of Boabab Boabab tree and
Adaptations trees and Pebble Plants
(Part 1) Pebble (Fig-3, Fig-4).
- More desert Plants. - Discuss Agave's
plant examples - Relate presence in non-
- Textbook (Pg. - Drawing/labeling
(Boabab tree, Agave's desert areas.
132-133, Fig-3, a camel and its
Pebble Plants, growth to its - Introduce Camel
Fig-4, Fig-6) adaptations.
2 Agave) xerophytic adaptations (Fig-
- Pictures/videos of - Explaining the
- Introduction to nature. 6) using a
desert plants and function of each
animal - Explain diagram and
animals. camel adaptation.
adaptations in specific discussion.
deserts anatomical - Q&A: "What
- Camel and adaptations can
adaptations physiologica we see in Camel?
(Hump, Long l adaptations How do they
eyelashes, of camels help?"
Nostrils, Long for desert
legs) survival.

Desert Animal - Identify - Discussion of

Adaptations diverse and various desert
(Part 2) & specific animal
Nocturnal adaptations adaptations (Fig-
Animals for survival 7).
- Unique in extreme - Focus on
crawling desert heat. Kangaroo Rat's - Provide examples
techniques - Describe water - Textbook (Pg. of unique desert
(Side-Winder how some independence 133-134, Fig-7) animal
3 adder snake) animals and Sand - Videos of desert adaptations.
- Burrowing and conserve grouse's water animals exhibiting - List
underground life water. transport. these behaviours. characteristics of
(Golden Mole, - Define - Introduce and nocturnal animals.
Kangaroo Rat) nocturnal discuss
- Water animals and 'Nocturnals' from
conservation list their "Do you know?"
(Kangaroo Rat) distinguishin box.
- Water transport g sensory - Discussion:
(Sand grouse) adaptations. "Why the animals
 - Heat that lives in
dissipation burrows usually
(Fennec Fox, wander during
Sand diving night time only?".
Lizard)
- Nocturnal
animals:
characteristics
and examples

Introduction to
Aquatic
- Classify
Ecosystems &
aquatic - Begin with
General Aquatic
ecosystems Activity-2:
Adaptations
into Collecting and
- Classification
freshwater observing an
of aquatic
and marine aquatic plant.
ecosystems
types with - Discussion on
(Freshwater:
examples. findings and - Compare
Ponds, Lakes,
- Observe comparison with terrestrial and
Rivers; Marine: - Textbook (Pg.
and infer Activity-1. aquatic plant
Seas, Oceans) 132, 134-135)
about - Categorization of survival.
4 - Activity-2: - Aquatic plant
aquatic plant aquatic - List general
Observation of (Hydrilla/Vallisneria
adaptations ecosystems. aquatic
aquatic plant ), pot, water.
from - Brainstorming adaptations and
- General
Activity-2. known aquatic their functions.
structural
- List and animals and their
adaptations for
explain adaptations.
aquatic life (Air
common - Explanation of
spaces,
structural general aquatic
Flippers, Fins,
adaptations structural
Floaters, Oil
for life in adaptations.
droplets,
water.
Flexible stems,
Broad leaves)

Marine
Ecosystems:
-
Conditions &
Understand - Discussion on
Pressure
the marine ecosystem
Adaptations
challenges characteristics
- Evolution of
posed by (Pg. 135).
marine life
deep-sea - Recap of 'Force
- Abiotic factors
pressure. and Pressure' - Describe two
in oceans
- Explain (Class 8). - Textbook (Pg. methods marine
(Salinity,
how marine - Detailed 135-136) animals use to
Temperature,
mammals explanation of - Diagrams/videos cope with high
5 Light, Pressure)
and fish pressure illustrating deep- pressure.
- Pressure
adapt to adaptations in sea pressure and - Explain the
increase with
extreme seals, whales, adaptations. function of a swim
depth
pressure and fish swim bladder.
- Adaptations to
variations. bladders.
high pressure
- Relate - Q&A: "Secret of
(Lungs
pressure swimming - how
shrinkage,
adaptations animals manage
Oxygen storage
to buoyancy pressure?"
in muscles,
control.
Sinking/Gliding,
Swim bladders)

- Analysis of Fig-8
Marine - Name and - Match marine
and Table-1 (Pg. - Textbook (Pg.
Ecosystems: locate the zones to their
137). 137-139, Fig-8,
6 Zones & three characteristic
- Detailed Table-1, Fig-9, Fig-
Organism oceanic organisms/adaptati
discussion of 10, Fig-11a, 11b)
Characteristics zones based ons.
Euphotic zone
 - Oceanic zones on light adaptations - Pictures/videos of - Compare and
based on light availability. (reflection, sharp marine life from contrast
penetration - Describe vision, green different zones. adaptations in
(Euphotic, the abiotic plants). Euphotic and
Bathyal, conditions - Detailed Abyssal zones.
Abyssal) (light, discussion of
- Abiotic temperature, Bathyal zone
conditions and depth) of adaptations (flat
organism types each zone. bodies, big eyes).
in each zone - Identify - Detailed
(Table-1) and explain discussion of
- Specific key Abyssal zone
adaptations: adaptations adaptations
Shiny bodies, of (predation,
Bioluminescenc organisms bioluminescence,
e, Wide mouths, found in non-functional
Flattened bodies each eyes, no
specific skeleton).
zone.

Marine
Ecosystems:
Salt &
- Compare
Temperature
and contrast
Adaptations
osmoregulat
-
ion
Osmoregulation:
mechanisms - Discussion of
Salt
in marine salt regulation in
concentration
and fish (Pg. 141).
regulation in
freshwater - "Think and
marine vs.
fish. Discuss" on - Explain why
freshwater fish
- Explain ocean organisms' marine fish drink
- Role of kidneys - Textbook (Pg.
adaptations salt balance. more water than
and gills in salt 136, 141)
to cold - Explanation of freshwater fish.
7 excretion/absorp - Diagrams of fish
temperature blubber and - Describe one
tion gills and kidneys
s in marine antifreeze. temperature
- Temperature (optional).
mammals - Encourage adaptation in
adaptations:
and fish. students to marine animals.
Blubber,
- Briefly research
Antifreeze-like
discuss symbiosis/camoufl
substance in
other marine age for a
blood
adaptations symposium.
- Symbiosis,
like
camouflage,
symbiosis
defensive
and
behavior,
camouflage.
reproductive
strategies in
marine life

Freshwater - Identify - Discussion of

Ecosystems: local local freshwater
Zones & freshwater ecosystems.
Organism ecosystems. - Analysis of Fig-
Characteristics - Name and 12 (Zones in Lake
- Types of describe the Ecosystem). - Label a diagram
- Textbook (Pg.
freshwater three zones - Detailed of lake zones.
139-141, Fig-12)
ecosystems of a lake discussion of - Explain the
8 - Pictures/videos of
(stagnant/runnin ecosystem. Littoral, Limnetic, specific
freshwater
g) - List and and Profundal adaptations of a
organisms.
- Examples of explain zone duck or crane.
freshwater adaptations characteristics
bodies in of and organisms.
Telangana organisms in - Discussion of
- Lake zones each lake other lake animals
(Littoral, zone. and their
 Limnetic, - Describe adaptations
Profundal) specialized ("Think, how
based on light adaptations webbed feet helps
- Organism of specific duck?").
characteristics in lake animals - Activity-3: List
each zone (e.g., animals and their
(Snails, Clams, webbed body
Fish, Plants, feet, long characteristics.
Microbes) legs/beaks).
- Other lake
organisms
(Mammals,
Amphibians,
Insects, Birds)
and their
adaptations

Aquatic Plant
Adaptations &
Terrestrial
- Describe
Temperature
specific
Adaptations
adaptations
- Adaptations in
of partially - Discussion of
different aquatic
submerged, Fig-13 (Water
plant types:
floating, and Hyacinth, Water
- Partially
submerged Lily, Hydrilla).
submerged (air
aquatic - Q&A: "In what
spaces,
plants. way flexible stem
buoyancy)
- Explain is useful to the - Compare
- Floating (flat
how aquatic plants?" adaptations of
oily leaves, - Textbook (Pg.
terrestrial - Discussion of floating and
stomata on 142-143, Fig-13a,
plants adapt leaf shedding submerged aquatic
upper surface) 13b, Fig-14)
9 to (Fig-14) in plants.
- Submerged (no - Samples of
temperature different climates. - Explain how leaf
stomata, thin different aquatic
variations - Recap: "Why shedding is an
leaves, flexible plants (if possible).
(seasonal xerophytic plants adaptation to
stems)
leaf have modified temperature.
- Temperature
shedding, stems and
adaptations in
stomata leaves?".
terrestrial plants:
behavior). - Q&A: "Are
- Leaf shedding
- Connect thorny leaves also
(temperate vs.
xerophytic an adaptation to
tropical)
plant temperature?"
- Stomata
features to
closure in hot
temperature
climates
adaptations.
- Reduced
leaves, thorny
leaves

Terrestrial - Explain - Discussion of

Animal how Fig-15 (Polar
Temperature terrestrial Bear, Blue Whale, - Describe one
Adaptations & animals Seal) and Fig-16. peculiar adaptation
Peculiar adapt to - Explanation of - Textbook (Pg. to adverse
Adaptations & cold Hibernation and 143-145, Fig-15a, conditions.
Darwin's temperature Aestivation (Fig- 15b, Fig-16, Fig- - Explain how
Finches s. 17), encouraging 17, Fig-18, Fig-19) Darwin's Finches
10
- Temperature - Define and research for a - Videos of demonstrate
adaptations in give news bulletin. hibernation/aestiva adaptation.
terrestrial examples of - Explanation of tion, lichens, - Answer "Improve
animals (Thick hibernation Lichens (Fig-18) Darwin's finches. your learning"
fat/fur, and as a symbiotic questions (Q1-17)
insulation) aestivation. adaptation. from textbook.
- Adaptations to - - Detailed
adverse Understand discussion of
 situations: symbiotic Darwin's Finches
Hibernation relationships (Fig-19), linking
(winter sleep), as a form of beak structure to
Aestivation adaptation food.
(summer sleep) (Lichens). - Conclude with
- Symbiotic - Analyze the idea of
adaptations: Darwin's adaptation as a
Lichens (fungus- Finches as continuous
algae an example process.
relationship) of
- Darwin's adaptation
Finches: Beak over time
variations as and
adaptation to variation
food within
- Adaptation as species.
a continuous
process

VI. Teacher’s Notes: (Additional Resources, Activities)

• Documentary Clips: Utilize clips from nature documentaries (e.g., Planet Earth, Blue Planet) to
vividly illustrate adaptations in various ecosystems, especially for deep-sea creatures and desert
animals.
• Virtual Field Trip: Explore online virtual field trips to deserts, rainforests, coral reefs, or polar
regions to provide a visual context for learning about adaptations.
• Guest Speaker: Invite a local ecologist, botanist, or zoologist to speak about adaptations they
observe in local flora and fauna.
• Interactive Simulations/Games: Use online interactive tools or games that allow students to
explore different organisms and their adaptations in various environments.
• "Design an Organism" Project: Challenge students to design an imaginary organism adapted to a
specific, unique environment (e.g., a planet with low gravity, a highly acidic lake), requiring them to
apply their understanding of adaptations.
• Adaptation Scavenger Hunt: Conduct a scavenger hunt around the school garden or a local park,
asking students to identify plants and animals and describe their visible adaptations to the local
climate.
• Debate: Organize a debate on topics like "Is human impact on ecosystems forcing rapid,
detrimental adaptations in other species?" or "Which type of adaptation (structural, behavioral,
physiological) is most critical for survival?"
• Art Integration: Ask students to draw or paint organisms showing their specific adaptations in their
natural habitats.
• Research Projects: Assign small research projects on specific animals or plants and their unique
adaptations not covered in the textbook (e.g., Venus flytrap, chameleon, mimicry in butterflies).
• Museum Visit (Virtual or Real): If feasible, a visit to a natural history museum or a science
museum's biology section can provide real-life examples of adaptations.
• Ethical Considerations: Discuss the ethics of human intervention in ecosystems and how it affects
natural adaptations (e.g., selective breeding, habitat destruction).
VIII. Teacher Responses: (On Adaptations in Different Ecosystems Chapter)
• Emphasize "Why": Beyond just describing adaptations, constantly prompt students to think about
why these adaptations evolved. What environmental pressures led to these specific traits?
• Interplay of Abiotic and Biotic Factors: Stress how abiotic factors (light, temperature, water,
salinity, pressure) directly influence the biotic components (organisms) and drive their adaptations.
• Diversity and Specificity: Highlight the immense diversity of adaptations and how specific
adaptations allow organisms to thrive in their unique niches. A camel's adaptation won't help a fish
in the deep sea.
• Continuum of Adaptation: Reinforce Darwin's idea that adaptation is not a static state but a
continuous process of change and adjustment over generations, driven by natural selection.
• Problem-Solving by Nature: Frame adaptations as nature's ingenious solutions to the challenges
of survival and reproduction in different environments.
• Connection to Biodiversity: Directly link adaptations to the concept of biodiversity. The vast array of
life forms and their unique adaptations contribute to the richness of ecosystems.
 • Conservation Perspective: Discuss how human activities (e.g., climate change, pollution, habitat
loss) can disrupt these delicate adaptations, making species vulnerable and impacting biodiversity.
This connects to the "Application to Daily life and concern to Biodiversity" standard.
• Beyond the Textbook: Encourage students to observe adaptations in their immediate surroundings
and connect classroom learning to the real world.
• Scientific Inquiry: Encourage students to formulate their own hypotheses and design simple
investigations (like Activity-1 and Activity-2) to explore adaptations.
• Appreciation for Nature: Foster a sense of wonder and appreciation for the incredible complexity
and beauty of life forms and their ability to survive in diverse conditions.

UNIT / LESSON PLAN: 10 - SOIL POLLUTION

I. Class: IX
II. Unit / Lesson: 10 - Soil Pollution
III. Number of Periods Required: 11
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
 • Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan (Table Form)

LEARNING
Perio OUTCOMES Teaching Assessment
Teaching Concept TLM / Resources
d (Students will be Strategy [CCE]
able to...)

Introduction to Soil
& Soil Formation
- What is soil?
- Define soil and -
Importance of
explain its Brainstorming
healthy soil
importance. : "What is
- Soil formation:
- Describe the soil?" "Why is
long, complex
process and it important?" - Q&A on soil
process, factors - Textbook (Pg. 149)
factors involved - Lecture with formation and
(Climate, - Soil samples
in soil formation. diagrams on layers.
Topography, Living (different types, if
1 - Identify and soil formation - Short note
organisms, Parent possible)
describe the and layers. on the
material) - Diagram of soil
different layers - Discussion importance of
- Weathering profile.
of soil. on "Do you topsoil.
effects
- Appreciate the know?" fact
- Soil layers (Top
biological about
soil, Middle,
richness of bacteria and
Bottom)
topsoil. earthworms.
- Importance of
topsoil, presence of
organisms

Soil Properties:
- Lecture and
Physical &
discussion on
Chemical
physical
- Physical
- Describe the properties.
properties:
physical - Activity-
Composition
properties of soil charting:
(minerals, organic
and their Students list
matter, water, air),
influence on air properties.
Color, Texture,
and water - Explanation
Structure, Porosity - Textbook (Pg. 149- - Define pH
movement. of pH scale
- Role of Organic 150, Fig-2) and its ideal
- Explain the and its
Matter (water - Soil samples with range for soil.
2 significance of relevance.
infiltration, different textures. - Explain the
organic matter in - Discussion:
evaporation, water - pH paper/kit (for role of organic
soil. "What
holding, nutrient demo, optional). matter.
- Define soil pH happens if
conversion)
and explain its the acidic
- Chemical
importance for nature and
properties: pH
vegetation and alkalinity of
(acidity/alkalinity),
nutrient the soil
range (5.5-7.5)
availability. increases?".
- Impact of pH on
- Fig-2
nutrient availability
(Properties of
and microbial
soil) analysis.
activity

- Identify various - Lecture and

Soil Properties: - Textbook (Pg. 150- - Explain
biological discussion on
3 Biological & Soil 152, Fig-2, Fig-3, mineralization
components of biological
Fertility Fig-4) .
soil. properties
 - Biological - Explain the role and - Microscope (for - Describe the
properties: Soil as of microbes in mineralization observing soil role of
an ecosystem, nutrient cycling . microbes, optional). mycorrhizae
diverse organisms (mineralization). - Group - Charts/diagrams of in soil fertility.
(viruses, bacteria, - Define soil discussion: nutrient cycles. - List factors
fungi, earthworms, fertility and its "How can you contributing to
gophers) key indicators. say the soil is soil fertility.
- Role of microbes - Describe the a fertile one?"
(aeration, symbiotic - Detailed
percolation, nutrient relationship of explanation
cycles, mycorrhizae and of soil fertility
mineralization) its benefits to concept.
- Definition of soil plants. - Explanation
fertility (capacity to of
hold Mycorrhizae
water/nutrients, (Fig-4) and its
supply to plants) importance.
- Factors
contributing to
fertility (organic
matter, organisms,
root conditions,
nutrient availability,
water holding
capacity)
- Mycorrhizae:
Symbiotic
relationship with
plant roots, role in
nutrient uptake and
soil structure

- Discussion
on Mahatma
Gandhi's
Introduction to Soil quote.
Pollution & Waste - Discussion
Categorization - Understand the on Activity-1
- Soil as interface concept of soil (Venu &
between Earth, Air, pollution as a Ramu) and
Water; its fragility subtle yet its
- Invisible impacts significant implications.
-
of human activities problem. - Introduce
Classification
(mines, landfills, - Categorize Activity-2 - Textbook (Pg. 152-
of waste
industrialization, waste into (waste 155, Fig-5)
materials.
agriculture) biodegradable decompositio - Waste samples
- Explain the
- Activity-1: and non- n experiment) (vegetable peels,
4 difference
Discussion on biodegradable as a long- plastic, paper,
between
waste disposal types with term project. rubber).
biodegradable
- Activity-2: examples. - Explanation - Container, soil,
and non-
Experiment with - Define soil of water for Activity-2.
biodegradable
biodegradable/non- pollution and list biodegradabl
.
biodegradable its major e vs. non-
waste sources. biodegradabl
- Definition of soil - Analyze the e wastes.
pollution composition of - Analysis of
- Sources of solid soil pollutants. Fig-5 (Soil
waste and soil pollutants
pollutants (Fig-5) chart) and
discussion on
solid waste
sources.

- Identify the
Causes of Soil - Detailed - Textbook (Pg. 155- - List specific
5 main categories
Pollution (I): discussion on 156) heavy metals
and general
 Agricultural & sources of soil the causes of - Empty fertilizer found in
Industrial Waste contamination. soil pollution. bags (optional). fertilizers.
- Major categories - Explain how - Focus on - Case studies/news - Explain how
of soil pollution indiscriminate industrial articles on industrial excess
(Agricultural, use of chemical effluents and soil pollution. fertilizer use
Industrial, Urban) fertilizers leads agricultural affects crop
- General to soil pollution. chemicals. quality.
contamination - Describe the - Specific
sources (rupture of adverse effects examples of
storage links, of heavy metal heavy metals
pesticides, oil/fuel accumulation and their
dumping, landfill from fertilizers impacts from
leaching, industrial on crops and fertilizers.
discharge) soil. - Role-play:
- Indiscriminate use Farmer
of Fertilizers: explaining
impurities (As, Pb, fertilizer use
Cd), accumulation, problems.
reduced crop
quality (protein,
carbohydrate, Vit C,
Carotene),
increased pest
attacks.
- Impact on human
health and
environment.

Causes of Soil - Discussion

Pollution (II): on the history
Pesticides & and problems
Biomagnification of DDT.
- Indiscriminate use - Detailed
of Pesticides, - Explain how explanation
Insecticides, overuse of of
Herbicides: DDT, pesticides biomagnificati
- Draw and
Gammaxene, BHC, contributes to on using Fig-
explain a
Aldrin, Malathion soil pollution. 6. - Textbook (Pg. 156-
simplified food
etc. - Define and - Discussion 157, Fig-6)
chain showing
- Persistence, illustrate the on the -
biomagnificati
resistance, fat process of impacts of Diagrams/animations
6 on.
solubility biomagnification. various of biomagnification.
- List two
- Biomagnification: - Discuss the pesticides on - Pictures of affected
adverse
Definition, process, long-term soil fertility birds (e.g., thin
effects of
examples (DDT in ecological and and human eggshells).
pesticide use
food chain, impact health health.
on soil.
on birds) consequences of - Q&A: "Do
- Toxic effects on persistent you think that
humans and pesticides. a chemical
animals used to kill
- Reduced soil insects will
fertility and slow have no
biodegradation of effect on
pesticides humans?".

Causes of Soil
- Explain how - Discussion
Pollution (III): Solid
solid waste on the - Classify
Waste &
disposal "familiar - Textbook (Pg. 157- solid waste
Deforestation
contributes to sights and 159, Fig-7, Fig-8) types with
- Dumping of large
land pollution. smells of a - Pictures/videos of examples.
7 quantities of solid
- Classify crowded city" landfills, - Explain how
waste (increasing
different types of related to deforestation, soil deforestation
with population and
solid waste and waste. erosion. leads to soil
urbanization)
their specific - erosion.
- Definition and
hazards. Categorizatio
classification of
 solid waste - Describe the n of solid
(Municipal, causes and waste types.
Hazardous, environmental - Discussion
Infectious) consequences of on hazardous
- Specific deforestation on waste from
hazardous wastes soil. industries.
(oils, battery - Explanation
metals, heavy of
metals, solvents) deforestation
and their impacts (Fig-7) and
on soil/groundwater soil erosion
- Deforestation: (Fig-8).
Causes - Emphasis
(construction, on forests as
mining, logging, "binding
overcropping, material" for
overgrazing) and soil.
consequences (soil
erosion, floods,
habitat loss, CO2
sink reduction)

Causes of Soil
Pollution (IV):
Urban Activities &
General Effects - Discussion
- Pollution due to on "Today
urbanization: what are the
- Surface soil pollutants
pollution (clogging produced
drains, water from your
barrier, foul smell, - Describe how school?"
microbial activity, urban activities - Detailed
hospital wastes) pollute both explanation
- Underground soil surface and of urban
pollution (industrial underground pollution - Textbook (Pg. 159- - List 3
chemicals, sanitary soil. sources and 161) impacts of
wastes, heavy - Explain the their impacts. - Local examples of urban
metals) long-term - Emphasis urban waste activities on
8 - Long-term effects persistence of on soil management issues. soil.
of soil pollution: soil pollution and pollution's - Health information - Explain why
Land out of its long-lasting charts (optional, soil pollution
circulation, consequences. nature focus on general is a persistent
contaminated land - Discuss the compared to impacts). problem.
for various impacts air/water.
building/agriculture, of soil pollution - Discussion
groundwater on human health on health
contamination and ecosystems. impacts
- Human health (Lead,
impacts (cancer, carcinogenic
developmental chemicals).
deficits, congenital - Relate to
defects) brownfield
- Ecosystem sites.
changes
(microorganisms,
food chains)

Specific Effects of - Summarize the - Textbook (Pg. 161-

- Review of - List three
Soil Pollution & broad and 162, Fig-16)
all effects of negative
Control Measures specific effects - Posters/charts
soil pollution impacts of soil
(I) of soil pollution illustrating the 4Rs.
9 (Pg. 161). pollution.
- Summary of across different - Examples of bio-
- Introduce - Explain the
effects: Hazardous sectors. fertilizers (Fig-13
control "4Rs"
chemicals in food - Outline general from previous
measures. principle.
chain, soil infertility strategies for chapter).
 (waterlogging, controlling soil - Detailed - How can we
salinity), toxic pollution. explanation reduce
chemicals affecting - Explain the of "4Rs" chemical use
plants/animals. "4Rs" concept principle. in agriculture?
- Specific effects of and its - Discussion
Agricultural wastes, application. on how bio-
Industrial wastes, - Describe fertilizers and
Urban wastes methods to biological
(summarized in reduce reliance pest control
points). on chemical (Fig-16) help.
- Control of soil fertilizers and
pollution: pesticides.
Introduction to
general strategies.
- The 4Rs: Reduce,
Reuse, Recover,
Recycle
- Reducing
chemical fertilizers
and pesticide use:
Bio-fertilizers,
Manures, Biological
pest control

Control Measures
(II) & Soil
Conservation (I)
- Reusing,
Recycling,
Recovery of
materials in detail.
- - Discussion
Reforestation/Reco - Explain on "Recycling
very of materials methods of of one ton of
(controlling land waste paper saves
loss/erosion, crop management 17 trees."
rotation, mixed including - Explanation
cropping). recycling, reuse, of proper
- Solid Waste and safe solid waste
Management: disposal. management
Collection, transfer, - Describe steps (Fig-9). - Explain
transport, safe advanced waste - Detailed - Textbook (Pg. 162- bioremediatio
disposal (burying, treatment explanation 164, Fig-9, Fig-10) n.
secure landfills, methods like of Pyrolysis - Videos of - Describe two
10 industrial waste pyrolysis and and bioremediation/pyrol methods of
treatment). bioremediation. Bioremediatio ysis. soil
- Incineration vs. - Articulate the n (Fig-10). - Pictures of terraced conservation.
Pyrolysis (benefits). importance of - Introduce farming, no-till fields. - What is
- Anaerobic/aerobic soil soil Pyrolysis?
decomposition conservation. conservation
(gobar gas plants). - Explain and its
- Bioremediation techniques like importance.
(microbes, planting trees, - Discussion
phytoremediation). terracing, and on planting
- Natural land no-till farming for trees,
pollution soil terracing, and
(earthquakes, conservation. no-till
landslides). farming.
- Soil Conservation:
Importance,
contrast with water
conservation.
- Plant trees,
Terracing, No-till
farming.
 - Explain
- Discussion
additional
of remaining
methods of soil
soil
Soil Conservation conservation
conservation
(II) & Conclusion (contour
methods.
- Contour ploughing ploughing, pH
-
- Crop rotation management,
Comprehensi - Flow chart
(revisited for soil watering soil,
ve review of creation (AS
conservation) salinity
"What we 5) for soil
- Soil pH management,
have learnt" pollution.
maintenance for promoting
section. - Textbook (Pg. 164- - Answer
fertility organisms,
- Open 167) "Improve your
- Watering the soil indigenous
discussion on - Global maps learning"
11 (preventing wind crops).
the overall showing areas questions
erosion) - Summarize all
challenges affected by soil (Q1-23).
- Salinity key concepts of
and erosion (optional). - Essay:
management soil pollution, its
responsibilitie "Plastic bags
- Promoting soil causes, effects,
s related to a big
organisms and
soil pollution. environmental
(earthworms) control/conservat
- Address nuisance".
- Indigenous Crops ion methods.
"Improve
- Recap of "What - Reinforce the
your learning"
we have learnt" connection
questions as
from the entire unit. between human
a class
actions, soil
activity or
health, and
homework.
biodiversity.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Local Case Studies: Research and present local examples of soil pollution (e.g., nearby industrial
areas, urban waste dumps, agricultural runoff issues) and local initiatives for soil conservation.
• Guest Speaker: Invite a local environmental activist, a municipal waste management officer, or an
organic farmer to share their insights and experiences.
• "Waste Audit" Project: Expand on Activity-2. Students can conduct a "waste audit" at home for a
week, categorizing and weighing their household waste to calculate per capita waste generation.
They can then brainstorm ways to reduce it.
• Soil pH Testing: If possible, conduct a simple soil pH test in the classroom using soil samples from
different locations (e.g., school garden, potted plant, nearby park) and discuss the results.
• Poster/Slogan Competition: Organize a competition for students to create posters or catchy
slogans advocating for soil conservation and pollution prevention.
• Debate: Facilitate a debate on topics such as "Is industrialization inevitably linked to severe soil
pollution?" or "Is individual action or government policy more effective in combating soil pollution?".
• Model Making: Students can create models of:
o A secure landfill or a waste treatment plant.
o Terraced farming or contour ploughing.
o A vermi-compost pit or a gobargas plant.
• Documentary Clips: Show short documentaries or news segments related to soil pollution, its
impact on human health, and successful conservation efforts.
• Cross-curricular Connections:
o Chemistry: Discuss chemical pollutants, pH, and the composition of fertilizers/pesticides.
o Geography: Link soil erosion to landforms, climate, and human activities.
o Social Studies: Discuss environmental policies, waste management laws, and community
initiatives.
• Action Project: Encourage students to initiate a small-scale waste segregation program in their
school or local community, focusing on separating biodegradable and non-biodegradable waste for
proper disposal or composting.
VIII. Teacher Responses: (On Soil Pollution Chapter)
• Hidden Danger: Emphasize that soil pollution is often an "invisible" problem, making it harder to
perceive and address compared to air or water pollution. This highlights the importance of
awareness.
• Interconnectedness: Stress the interconnectedness of soil pollution with air and water pollution, as
pollutants from soil can leach into groundwater or evaporate into the atmosphere. Similarly, air and
water pollutants can deposit on soil.
• Long-Term Impact: Continuously highlight the long-term and often irreversible nature of soil
pollution, especially with non-biodegradable and hazardous chemicals.
• Prevention over Cure: Reinforce the idea that prevention (through reducing waste, sustainable
farming) is far more effective and less costly than trying to remediate polluted soil.
• Individual and Collective Responsibility: Discuss how both individual actions (waste reduction,
home composting) and collective efforts (government policies, industrial regulations) are
necessary to combat soil pollution.
• Sustainable Agriculture Revisited: Connect this chapter back to "Challenges in Improving
Agricultural Production" (Unit 8) by reinforcing how sustainable agricultural practices (organic
farming, crop rotation, bio-fertilizers) are key solutions to prevent soil pollution.
• Health and Food Security: Emphasize the direct link between healthy soil, food security, and
human health. Polluted soil affects the food we eat and the water we drink.
• Biodiversity: Reiterate the impact of soil pollution on soil organisms and, consequently, on the
entire ecosystem and biodiversity. The idea of changing "whole ecosystems" due to soil pollution is
critical.
• Empowerment: Encourage students to feel empowered that they can contribute to solutions
through their daily choices and by advocating for sustainable practices.
 UNIT / LESSON PLAN: 11 - BIOGEOCHEMICAL CYCLES
I. Class: IX
II. Unit / Lesson: 11 - Biogeochemical Cycles
III. Number of Periods Required: 10
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan (Table Form)

LEARNING
Perio Teaching OUTCOMES Teaching Assessment
TLM / Resources
d Concept (Students will be Strategy [CCE]
able to...)

Introduction to - Brainstorming:
Biogeochemical "Where do
Cycles & Water elements like
Cycle (Part 1) - Define carbon and
- Definition of biogeochemical nitrogen come - Textbook (Pg.
Biogeochemical cycles and from?" 171)
Cycles explain their - Introduction to - World
- Q&A on fresh
- Importance of significance. biogeochemical map/globe to
water availability.
cycles in nature - Describe the cycles. show water
1 - Define
- Water Cycle distribution of - Discussion on distribution.
biogeochemical
(Hydrological water on Earth. water scarcity - Charts on
cycles.
Cycle): Earth's - Explain the despite water
water importance of abundance. composition in
distribution, water for living - Lecture on living organisms.
scarcity of organisms. water's role in
freshwater, biochemical
importance of processes and
water for life. as habitat.

Water Cycle
- Diagrammatic
(Part 2) - Trace the path
explanation of
- Process of of water through
Water Cycle - Drawing and
Water Cycle the water cycle.
(Fig-1). labeling the water
(Evaporation, - Explain how - Textbook (Pg.
- Discussion on cycle.
Condensation, water cleans the 171-172, Fig-1)
how water flows - Explain how
Precipitation, environment by - Diagram of
2 from land to sea. acid rain forms.
Flow, dissolving water cycle.
- Explanation of - List three ways
Groundwater) pollutants. - Examples of
water's role in humans have
- Water's role as - Describe the soluble minerals.
dissolving affected the
a universal formation of acid
pollutants. water cycle.
solvent and rain and its
- Introduction to
pollutant consequences.
Acid Rains.
transport
 - Acid Rains:
Formation and
impact

Nitrogen Cycle
(Part 1)
- Importance of
Nitrogen for life
(proteins, nucleic
acids)
- Nitrogen as - Explain the
most abundant significance of - Discussion on
atmospheric nitrogen for why
element living organisms. plants/animals
- Textbook (Pg.
- Nitrogen - Describe the can't use
172-173) - Q&A on
Fixation: process of atmospheric
- Diagram of nitrogen's
Conversion of nitrogen fixation nitrogen directly.
Nitrogen Cycle importance and
atmospheric N2 (biological and - Detailed
3 (partial). fixation.
to usable forms physicochemical explanation of
- Pictures of root - Identify
- Biological ). Nitrogen
nodules on nitrogen-fixing
processes - Differentiate Fixation.
leguminous bacteria.
(Rhizobium, between - Discuss the
plants.
Clostridium, symbiotic and role of
blue-green free-living leguminous
algae) nitrogen-fixing plants.
- bacteria.
Physicochemical
processes
(Lightning)
- Symbiotic vs.
free-living
nitrogen fixers

Nitrogen Cycle
(Part 2)
- Nitrification:
Conversion of
ammonia to
nitrites and - Explain the - Step-by-step
nitrates processes of explanation of
(Nitrosomonas, nitrification, each stage of
Nitrobacter) assimilation, the nitrogen
- Assimilation: ammonification, cycle.
Uptake of and - Discussion on
- Draw the full
nitrogen denitrification. decomposers' - Textbook (Pg.
Nitrogen Cycle
compounds by - Trace the path role in 173-174, Fig-2,
(AS 5).
4 plants/animals of nitrogen ammonification. Fig-3)
- Describe each
- through its - Emphasize the - Large chart of
stage of the cycle
Ammonification: various forms in role of Nitrogen Cycle.
with examples.
Production of the cycle. denitrifying
ammonia from - Understand bacteria in wet
organic matter how nitrogen soils.
(decomposition) content is - Draw Nitrogen
- Denitrification: maintained in Cycle
Conversion of balance. (collaboratively).
solid nitrate back
to gaseous
nitrogen
- Balance in
nitrogen content

Nitrogen Cycle - Explain how - Explain two

- Discussion on - Textbook (Pg.
(Part 3): Human human activities ways human
how humans are 174-175)
5 Intervention disrupt the activities
"interfering with - News
- Overuse of natural nitrogen imbalance the
natural balance." articles/pictures
artificial nitrates cycle. nitrogen cycle.
 as agricultural - Describe the - Case study related to - Essay/short
fertilizers specific discussion of eutrophication. answer: How do
- Untreated environmental high nitrate human activities
domestic and health concentrations in cause an
sewage release impacts of drinking water. imbalance in
- Consequences: nitrogen - Explanation of biogeochemical
Nitrate pollution. algal blooms and cycles?
contamination in - Relate nitrogen oxygen
water, excessive pollution to depletion.
algal growth, eutrophication - Brainstorming
oxygen depletion and aquatic life other examples
in water bodies, loss. of human
death of aquatic intervention.
life.

Carbon Cycle
(Part 1)
- Forms of
Carbon on Earth
(elemental,
combined gases,
salts, organic
- Discussion on
molecules) - List various
various forms of
- Carbon Dioxide forms in which
carbon.
(CO2): Role as carbon exists.
- Explanation of
greenhouse gas, - Explain the
photosynthesis
atmospheric role of CO2 as a
in detail (linking
concentration greenhouse gas. - Draw the
to Class 7 - Textbook (Pg.
- Main carbon - Describe the Carbon Cycle.
knowledge). 175-176, Fig-4,
reservoirs process of - Explain the role
6 - Tracing carbon Fig-5)
(sedimentary photosynthesis of photosynthesis
movement from - Large chart of
rocks, fossil as the primary in the carbon
atmosphere to Carbon Cycle.
fuels, oceans, carbon fixation cycle.
producers,
biosphere) method.
consumers,
- - Explain how
decomposers.
Photosynthesis: carbon moves
- Discussing
Fixing inorganic through different
major reservoirs
carbon into reservoirs.
(Fig-4).
biological form
(producers)
- Glucose
formation
- Cycling and
storage within
ecosystems

Carbon Cycle
- Discussion on
(Part 2): Human - Explain how
Industrial
Intervention & human activities
Revolution's
Greenhouse like fossil fuel
impact on CO2
Effect Lab burning and - Lab report for
levels.
Activity deforestation Greenhouse
- Explanation of
- Human impact the Effect experiment
human impact - Textbook (Pg.
intervention: carbon cycle. (AS 3).
on carbon sinks 176-178, Fig-6,
Extracting/burnin - Define and - Explain why
(forests). Fig-7)
g fossil fuels explain the temperatures are
7 - Introduction to - Plastic bottle,
(hydrocarbons), enhanced different in the
Greenhouse nail, 2
CO2/CO greenhouse experiment.
Effect and thermometers,
emissions effect. - Write an essay
Greenhouse notebook, pencil.
- Forest clearing - Conduct an explaining the
gases (Fig-6).
and land use: experiment to importance of
- Lab Activity:
CO2 release demonstrate the Ozone layer.
Setting up and
from greenhouse
observing the
combustion, loss effect on
plastic bottle
of photosynthetic temperature.
experiment.
mechanism
 - Enhanced - Q&A on
Greenhouse thermometer
Effect: Definition readings.
and causes
- Lab Activity:
Demonstrating
Greenhouse
Effect on
temperature

- Detailed
Carbon Cycle
explanation of
(Part 3): Global
Global Warming
Warming &
- Define global and its link to
Climate Change - Explain the
warming and enhanced
- Global relationship
identify its Greenhouse
Warming: between
primary causes. Effect.
Definition and greenhouse
- Describe the - Discussion on
causes effect, global
major impacts of
- Consequences: warming, and
consequences climate change - Textbook (Pg.
Higher sea climate change.
of global (weather 177-178)
levels, more - Prepare
warming and patterns, sea - Visuals of
rainfall, severe slogans on
8 climate change. levels, droughts, global warming
droughts and greenhouse
- Discuss the floods). impacts (melting
floods effect (AS 6).
impact of - Group glaciers, extreme
- Effects of - Write an essay
climate change discussion: weather).
climate change on "Burning of
on living "What effect
on humans and fossil fuels a
organisms. does climate
animals concern for
- Justify the change have on
- Discussion: scientists and
concern over humans and
"Burning of fossil environmentalists
fossil fuel animals?".
fuels a concern ".
burning. -
for scientists and
Debate/discussio
environmentalist
n on fossil fuel
s"
burning.

Oxygen Cycle
(Part 1)
- Forms of
Oxygen on Earth
(elemental,
combined forms
- Identify the
in crust, - Lecture on the
various forms of
atmosphere, occurrence and
oxygen in
biological importance of
nature.
molecules) oxygen.
- Explain how
- Oxygen - Explanation of
oxygen is used
utilization oxygen - Textbook (Pg. - Draw the
and returned to
(Combustion, utilization and 178-179, Fig-8) Oxygen Cycle.
the atmosphere.
Respiration, replenishment. - Diagram of - Explain the
- Understand the
Oxide formation) - Discussion on Oxygen Cycle. concept of BOD.
9 importance of
- Oxygen dissolved - Real-life - Short answer:
dissolved
replenishment oxygen, its examples of "Why is dissolved
oxygen in
(Photosynthesis) factors, and its BOD (e.g., oxygen important
aquatic
- Importance of importance. polluted rivers). for aquatic life?"
ecosystems.
dissolved - Explanation of
- Define BOD
oxygen for BOD ("What
and explain its
aquatic life causes bad
relevance as an
- Factors smells from your
environmental
affecting drains?").
indicator.
dissolved
oxygen
(temperature,
turbulence)
- Biological
Oxygen Demand
 (BOD): Definition
and significance
as indicator of
biodegradable
waste

Oxygen Cycle
(Part 2): Ozone
Layer, Depletion
& Conclusion
- Earth's
atmospheric
- Describe the
layers
location and
(Troposphere, - Explanation of
composition of
Stratosphere) atmospheric
the ozone layer.
- Ozone layer: layers and ozone - Explain the
- Explain the
Location, layer (Fig-9). importance of the
vital role of the
composition - Discussion on ozone layer.
ozone layer in
(O3), properties the harmful - List substances
protecting life - Textbook (Pg.
- Importance of effects of UV that deplete
from UV 179-181, Fig-9,
ozone layer radiation. ozone.
radiation. Fig-10)
(absorbing UV - Explanation of - Prepare an
- Identify the -
radiation, ozone depletion article/slogans on
primary causes Videos/animatio
preventing skin and CFCs (Fig- human activities
10 of ozone ns on ozone
cancer, harm to 10). affecting the
depletion. depletion.
crops/marine - Discussion on environment (AS
- Recognize the - Pictures of UV
life) Montreal 7, AS 6).
importance of damage (e.g.,
- Ozone Protocol and its - Answer
international sunburn,
depletion: success. "Improve your
protocols like damaged crops).
Causes (CFCs, - Brainstorming learning"
Montreal
industrial eco-friendly questions (Q1-
Protocol.
processes), practices. 15) from
- Suggest eco-
Ozone hole - Review "What textbook.
friendly
phenomenon we have learnt"
practices to
- Montreal section.
protect the
Protocol:
environment.
International
efforts to control
ODS
- Eco-friendly
practices & Unit
Recap

VI. Teacher’s Notes: (Additional Resources, Activities)

• Interactive Diagrams: Use interactive online diagrams or simulations of biogeochemical cycles to
allow students to visualize the movement of elements and understand the processes involved.
• Case Studies: Present real-world case studies of environmental issues linked to imbalances in
these cycles (e.g., dead zones in oceans due to nitrogen pollution, impacts of deforestation on
local rainfall patterns, health effects of UV radiation).
• Guest Speaker: Invite an environmental scientist, a climate change researcher, or a local pollution
control board representative to discuss the impact of human activities on these cycles.
• Role-Playing: Assign students roles as different elements (Carbon, Nitrogen, Oxygen, Water
molecule) and have them "act out" their journey through the respective cycles.
• Model Making: Students can create 3D models or dioramas representing different stages of a
cycle or illustrating the greenhouse effect.
• Data Analysis: Provide simplified data sets (e.g., historical CO2 levels, temperature trends, ozone
hole size) and guide students to analyze them and draw conclusions about human impact.
• Debate: Organize a debate on controversial topics like "Should economic development be
prioritized over environmental protection?" or "Is global warming primarily a human-caused
phenomenon?"
• Action Projects: Encourage students to take small actions to reduce their carbon footprint (e.g.,
saving electricity, reducing waste, planting trees) and share their experiences.
• Cross-curricular Connections:
 o Chemistry: Discuss chemical reactions in cycles (e.g., CO2 formation, nitrogen
conversions).
o Physics: Relate to heat transfer, radiation, and atmospheric layers.
o Social Studies/Economics: Discuss international agreements (Montreal Protocol),
environmental policies, and the economic implications of pollution.
o Current Events: Regularly bring in current news articles or scientific discoveries related to
climate change, pollution, and conservation to make the topic relevant.
VIII. Teacher Responses: (On Biogeochemical Cycles Chapter)
• Systems Thinking: Emphasize that biogeochemical cycles represent interconnected systems. A
disruption in one part of a cycle, or in one cycle, can have cascading effects on others and on the
entire ecosystem.
• Balance vs. Imbalance: Continuously reinforce the concept of natural "balance" in these cycles
and how human activities lead to "imbalance," with significant consequences for the planet.
• Human Responsibility: Highlight human beings as a major force of change in these cycles, due to
industrialization, agriculture, and lifestyle choices. This fosters a sense of responsibility.
• Long-Term Perspective: Stress the long-term nature of environmental changes caused by
disrupting these cycles (e.g., thousands of years for soil formation, persistence of pollutants, long-
term climate change).
• Scientific Evidence: When discussing topics like the greenhouse effect, global warming, and ozone
depletion, emphasize that these are based on extensive scientific research and evidence.
• Global Collaboration: Use the Montreal Protocol as an example of successful international
collaboration to address a global environmental crisis, inspiring hope and demonstrating that
solutions are possible.
• Empowerment through Action: Encourage students that even small individual actions (like those
related to eco-friendly practices) can collectively contribute to positive change.
• Critical Evaluation: Promote critical thinking when discussing solutions. For example, while burning
fossil fuels is an issue, we also need energy. What are the trade-offs?
• Appreciation for Earth's Processes: Cultivate an appreciation for the intricate and self-sustaining
processes of Earth's natural systems that make life possible.
 UNIT / LESSON PLAN: REVISION
I. Class: IX
II. Unit / Lesson: REVISION (Units 1-11, focusing on key chapters)
III. Number of Periods Required: 15
IV. Academic Standards (Particular to this unit only):
• Conceptual understanding
• Asking questions and making hypotheses
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan (Table Form)

LEARNING
Perio OUTCOMES Assessment
Teaching Concept Teaching Strategy TLM / Resources
d (Students will [CCE]
be able to...)

- Recall the
definition of a
cell and its
Revision: Cell - - Quick Q&A on cell
types.
Structure and basics.
- Differentiate
Functions - Draw and label - Textbook
between - Diagram
- Basic unit of life plant/animal cell (relevant
prokaryotic labeling quiz.
- Prokaryotic vs. diagrams. chapters)
and eukaryotic - Short
1 Eukaryotic cells - Organelle "match - Cell
cells, and plant answers on
- Plant vs. Animal the function" models/charts
and animal organelle
cells (differences) activity. - Flashcards of
cells. functions.
- Major organelles - Concept mapping: organelles
- Identify and
and their "From Cell to
state the
functions Organism."
function of
major cell
organelles.
 - Classify plant
Revision: Plant
tissues into
Tissues
meristematic - Flowchart
- Meristematic vs.
and creation: Plant
Permanent
permanent. Tissue
tissues - Labeling
- Describe the Classification. - Textbook
- Types of tissue
structure, - Discussion on (relevant
permanent diagrams.
function, and tissue adaptation to chapters)
tissues (Simple: - Compare and
2 location of function. - Plant tissue
Parenchyma, contrast
various plant - "Identify the charts/slides
Collenchyma, parenchyma
tissues. tissue" from (microscope if
Sclerenchyma; and
- Differentiate diagrams/images. available)
Complex: Xylem, sclerenchyma.
between - Q&A on practical
Phloem)
simple and applications (e.g.,
- Functions and
complex support, transport).
locations of each
permanent
tissue type
tissues.

Revision: Animal
- Classify
Tissues
animal tissues
- Types of animal
into major
tissues (Epithelial, - Group activity:
types.
Connective, Tissue "charades" - Matching
- Describe the
Muscular, (acting out - Textbook tissue types to
structure,
Nervous) function/location). (relevant organs/function
function, and
- Sub-types, - Discussion on chapters) s.
location of
3 functions, and how tissue - Animal tissue - Describe the
various animal
locations structure relates to charts/slides importance of
tissues and
- Connective function. (microscope if blood as a
their sub-
tissue diversity - Quick quiz on available) connective
types.
(Blood, Bone, tissue types and tissue.
- Appreciate
Cartilage, examples.
the diversity of
Ligament,
connective
Tendon, Areolar,
tissues.
Adipose)

Revision:
Transportation
through Plasma
- Explain the - Analogy
Membrane
basic structure discussion: "Cell
- Plasma
and function of membrane as a
membrane
the plasma gatekeeper."
structure (fluid
membrane. - Drawing diagrams
mosaic model
- Differentiate of diffusion and - Textbook - Problem-
basics)
between osmosis (relevant solving: Predict
- Permeability
diffusion, processes. chapters) cell behavior in
(selectively
4 osmosis, and - Practical - Diagrams of solutions.
permeable)
active demonstration transport - Define
- Modes of
transport. ideas (raisins in - Raisins, beaker, diffusion and
transport:
- Predict the water, egg water (for demo) osmosis.
Diffusion,
effect of osmosis).
Osmosis, Active
different - Discussion of
Transport
solutions on real-life examples
- Isotonic,
plant and (e.g., salt on snails,
Hypotonic,
animal cells. wilting plants).
Hypertonic
solutions (impact
on cells)

Revision: - Group activity: - Textbook

- Explain the - Create a
Diversity in Living Classifying given (relevant
need for simple
Organisms organisms into chapters)
classification dichotomous
5 - Importance of kingdoms. -
and the key.
classification - Discussion on Pictures/specime
hierarchical - List
- Hierarchy of binomial ns of diverse
system. distinguishing
classification nomenclature. organisms
 (Kingdom, - Identify the - Chart completion: - Classification features of two
Phylum, Class, five kingdoms Kingdom charts kingdoms.
Order, Family, and their characteristics.
Genus, Species) defining - "Who am I?"
- Five Kingdom characteristics. game (describing
Classification - Recall major an organism for
(Monera, Protista, divisions/phyla others to guess).
Fungi, Plantae, within Plantae
Animalia) and Animalia
- Key with examples.
characteristics of
each kingdom
and major
phyla/classes

- Identify and
Revision: Sense
explain the
Organs (Eye &
main parts and
Ear)
functions of
- Structure and - Rapid-fire Q&A on
the eye and
function of the structures and
ear.
Eye (pupil, iris, functions. - Labeling quiz
- Describe the
lens, retina, rods, - Draw and label - Textbook (Pg. on eye/ear
process of
cones, optic diagrams of the 78-86) diagrams.
visual and
6 nerve, blind spot, eye and ear. - Eye/Ear - Explain how
auditory
protection, - Discussion on models/charts sound
sensation.
adjustments) common disorders - Torchlight vibrations are
- Explain how
- Structure and and care. amplified.
these organs
function of the Ear - Quick demo of
adjust to
(external, middle, blind spot.
environmental
internal, hearing
changes and
mechanism,
maintain
balance, care)
balance.

Revision: Sense
Organs (Nose,
Tongue, Skin) &
Animal Behaviour
(Part 1)
- Nose: Structure,
- Explain the
olfactory
mechanisms of - Think-Pair-Share:
sensation, smell-
smell, taste, "Why does food
taste relation,
and touch. taste bland when
care
- Describe the you have a cold?" - Textbook (Pg. - List and
- Tongue:
structure of - Sensory 86-96) explain primary
Structure, taste
nose, tongue, experience activity - Food samples tastes.
7 (papillae, taste
and skin (e.g., blindfolded for smell/taste - Give an
buds, umami),
related to their smell test). - Diagrams of example of
taste-smell
functions. - Discussion of nose/tongue/skin imprinting.
relation, care
- Define examples for
- Skin: Structure,
instinct, reflex, instinct and
touch sensation
and imprinting imprinting.
(receptors),
with examples.
sensitivity, care
- Introduction to
Animal Behaviour:
Instinct, Reflex,
Imprinting
(Lorenz)

- Video clips - Differentiate

Revision: Animal - Define - Textbook (Pg.
demonstrating between
Behaviour (Part 2) conditioning 96-107)
conditioning/imitati conditioning
8 & Agricultural and imitation - Videos of
on. and imitation.
Production (Part with relevant complex animal
- Discussion on - Explain
1) examples. behaviours
human examples of factors
 - Animal - Compare conditioning/imitati - Table-1 (food affecting crop
Behaviour: human and on. data) yield.
Conditioning animal - Problem-solving:
(Pavlov), Imitation behaviour. Analyzing the food
- Human vs. - Explain grain production
Animal behaviour methods used data.
(complexity, to investigate - Brainstorming
overcoming animal initial suggestions
instincts) behaviour. to improve food
- Investigating - Analyze the production.
animal behaviour challenge of
(field vs. lab, increasing
tagging) food
- Agricultural production
Production: relative to
Population vs. population
food, factors growth.
affecting crop
production

Revision:
Agricultural
Production (Part - Explain
2) methods to
- Improving crop improve crop
varieties (HYV) varieties and
- Crop Production production
- Concept mapping:
Management: management.
"Crop Production - Compare
Irrigation - Describe - Textbook (Pg.
Management." organic
(transpiration, various 108-117)
- Quick review of manure and
stomata, drip, irrigation - Diagrams of
transpiration/stoma chemical
watershed) techniques drip irrigation/root
9 ta. fertilizers.
- Plant Nutrients and their nodules
- Discussion on - List three
(macro/micro, importance. - Samples of
benefits of organic methods to
absorption) - Explain the vermi-compost
farming methods. improve soil
- Soil Nutrients role of (optional)
- Q&A on types of fertility.
(replenishment: nutrients,
fertilizers/manures.
crop rotation, different
mixed cropping, manures, and
organic manure, soil testing in
green manure, maintaining
soil testing, vermi- soil fertility.
compost,
Panchagavya)

Revision:
Agricultural - Contrast
Production (Part organic/bio-
3) & Adaptations fertilizers with
(Part 1) chemical -
- Organic Farming fertilizers and Debate/discussion:
& Bio-fertilizers their impacts. "Chemical vs.
- Explain
- Chemical - Explain Organic Farming."
- Textbook (Pg. biomagnificatio
Fertilizers (types, biomagnificatio - Explanation of
117-133) n with an
impact, Graphs) n and its biomagnification
- Diagrams of example.
10 - Crop Protection: consequences. with a simple food
biomagnification - Describe how
Weeds, Pests, - Describe chain.
- Pictures of two desert
Diseases, natural pest - Discussion on
desert plants plants adapt to
Chemical control control natural pest control
water scarcity.
(adverse effects, methods. examples.
biomagnification) - Define - Q&A on desert
- Natural pest adaptation and plant adaptations.
control explain desert
- Adaptations: plant
Definition, Desert adaptations.
Plant Adaptations
 (Opuntia, Aloe
vera, Boabab,
Pebble plants)

Revision:
Adaptations (Part
2) & Soil Pollution
(Part 1)
- Explain
- Desert Animal
diverse
Adaptations
adaptations of - Mini-presentation
(Camel, Snake,
desert by students on a
Kangaroo Rat,
animals. chosen desert
Nocturnals)
- Classify animal's - Compare
- Aquatic
aquatic adaptations. desert and
Ecosystems: - Textbook (Pg.
ecosystems - Group activity: aquatic
Classification, 133-155)
and describe Brainstorming adaptations.
General - Videos of
11 general/marine challenges of living - Differentiate
Adaptations, aquatic life
adaptations in the ocean/desert biodegradable
Marine - Waste samples
(zones, and how animals and non-
Ecosystems (for discussion)
pressure, overcome them. biodegradable
(Zones, Pressure,
osmoregulatio - Discussion on waste.
Salt, Temperature
n). types of waste and
adaptations)
- Define soil their
- Soil Pollution:
pollution and decomposition.
Introduction,
classify
Waste
wastes.
Categorization
(biodegradable/no
n-biodegradable),
Decomposition

Revision:
Adaptations (Part
3) & Soil Pollution
(Part 2)
- Describe
- Freshwater
freshwater
Ecosystems
ecosystem
(Zones,
zones and - Comparison
Organisms, Plant
plant/animal chart: Marine vs.
Adaptations)
adaptations. Freshwater
- Terrestrial
- Explain adaptations. - Textbook (Pg.
Temperature - Explain the
hibernation, - Discussion on 139-159)
Adaptations significance of
aestivation, Darwin's Finches - Pictures of
(Plants & Darwin's
and symbiotic and natural finches,
12 Animals) Finches.
adaptations selection. hibernating
- Peculiar - List three
(Lichens). - Brainstorming animals
Adaptations major causes
- Analyze causes of soil - Local news on
(Hibernation, of soil pollution.
Darwin's pollution in local pollution
Aestivation,
Finches as an context.
Lichens)
example of - Quick quiz on
- Darwin's
adaptation. specific pollutants.
Finches
- Identify major
- Soil Pollution:
causes of soil
Causes
pollution.
(Agricultural,
Industrial, Solid
Waste,
Deforestation)

Revision: Soil - Textbook (Pg.

- Explain the - Role-play:
Pollution (Part 3) 159-172) - Explain the
diverse "Advocating for Soil
& Biogeochemical - Diagrams of 4Rs.
impacts of soil Health."
13 Cycles (Part 1) waste - List two
pollution on - Problem-solving:
- Soil Pollution: management effects of soil
health and "How to deal with
Effects (human - Map of local pollution.
environment. local waste?"
health, water bodies
 ecosystem, long- - Describe - Drawing the water
term impacts) methods for cycle from memory.
- Control controlling soil - Discussion on
Measures (4Rs, pollution and human impact on
waste conserving water cycle.
management, soil.
bioremediation) - Define
- Soil biogeochemica
Conservation l cycles and
methods explain the
- Biogeochemical water cycle.
Cycles:
Introduction,
Water Cycle
(components,
acid rain)

Revision:
Biogeochemical
Cycles (Part 2) - Explain the
- Nitrogen Cycle: stages of the
Stages (fixation, nitrogen cycle - Collaborative
nitrification, and the impact diagramming of
assimilation, of human Nitrogen and
ammonification, activities. Carbon cycles.
- Draw the
denitrification), - Describe the - Debate: "Are
- Textbook (Pg. Nitrogen and
human carbon cycle humans solely
172-178) Carbon cycles.
intervention and human- responsible for
- Charts of N & C - Explain the
14 - Carbon Cycle: induced global warming?"
cycles link between
Forms, reservoirs, disruptions - Case study
- Videos on fossil fuels and
photosynthesis, (enhanced discussion: Impact
climate change global
respiration, greenhouse of deforestation on
warming.
human effect, global carbon cycle.
intervention (fossil warming). - Lab Activity
fuels, - Discuss the (Greenhouse Effect
deforestation) consequences Demo) recap.
- Greenhouse of global
Effect & Global warming.
Warming (causes,
consequences)

Revision:
Biogeochemical - Explain the
Cycles (Part 3) & oxygen cycle
Overall Review and the
- Oxygen Cycle: significance of - Final rapid-fire
Forms, utilization, BOD. Q&A covering all
replenishment, - Describe the units. -
BOD ozone layer's - Crossword/puzzle Comprehensiv
- Ozone Layer: role, its on key terms and e short quiz
- Textbook (Pg.
Location, depletion, and concepts. covering all
178-182)
importance, global efforts - Discussion: "How units.
- Revision
15 depletion (CFCs), to protect it. are all these - Problem-
notes/mind maps
Montreal Protocol - Connect environmental solving
- Sample
- Eco-friendly concepts topics questions
question papers
practices across interconnected?" integrating
- Overall different - Practice previous multiple
conceptual chapters. year concepts.
understanding, - Apply questions/sample
interconnections, scientific papers.
and application to understanding
daily life to daily life
- Practice for scenarios.
exam.

VI. Teacher’s Notes: (Additional Resources, Activities)

 • Mind Maps/Concept Webs: Encourage students to create large mind maps or concept webs for
each unit or for interconnected units, showing relationships between ideas (e.g., how soil pollution,
agricultural practices, and biogeochemical cycles are linked).
• Student Presentations: Assign small groups to prepare short (5-7 minute) presentations on specific
sub-topics from each unit, allowing them to teach their peers and reinforce their own
understanding.
• Quizzes and Games: Utilize online interactive quizzes (e.g., Kahoot, Quizizz), crossword puzzles,
or science-themed board games to make revision engaging and fun.
• Problem-Solving Scenarios: Present students with hypothetical real-world problems that require
applying knowledge from multiple units (e.g., "A village is facing water scarcity and declining crop
yields. What scientific principles and solutions from your biology lessons can help them?").
• Diagram Practice: Provide blank diagrams from all units for students to label and explain, as visual
recall is crucial.
• "Ask Me Anything" Sessions: Dedicate time for students to ask any questions they have from the
covered units.
• Flashcard Creation: Encourage students to create flashcards for key terms, definitions, and
examples from all chapters.
• Guest Speakers (Virtual): If possible, arrange for virtual interactions with scientists or professionals
who work in fields related to the topics (e.g., environmental conservationist, agricultural expert).
• Review Videos: Curate a playlist of high-quality educational videos that summarize key concepts
from each chapter.
• Self-Assessment: Provide students with checklists of learning outcomes for each chapter, allowing
them to self-assess their preparedness.
VIII. Teacher Responses: (On Revision Units)
• Focus on Interconnections: Throughout the revision, consistently highlight how the concepts from
different chapters are interconnected. For instance, cell structure relates to membrane transport,
which relates to plant nutrition, which impacts agricultural production, which in turn affects soil and
biogeochemical cycles. This holistic view strengthens conceptual understanding.
• Address Weaknesses Systematically: Identify common areas of difficulty or misconceptions among
students and dedicate extra time to clarifying those specific points across the units. Use targeted
questions to gauge understanding.
• Active Recall Strategies: Instead of simply re-lecturing, engage students in active recall methods
like "brain dump" (writing down everything they remember about a topic), peer teaching, and
concept mapping.
• Emphasize Application: Encourage students to think about the "Application to Daily life and
concern to Biodiversity" for every topic. How does understanding sense organs help us care for
them? How do agricultural practices impact our food and environment?
• Encourage Questioning and Hypothesis Formulation: Create an environment where students feel
comfortable asking "why" and "how" questions, and encourage them to formulate simple
hypotheses for observable phenomena related to the topics.
• Leverage Visual Learning: Utilize diagrams, charts, and models extensively. Encourage students
to draw and explain processes themselves, as this aids in communication and conceptual clarity.
• Promote Value and Appreciation: Reinforce the "Appreciation and Aesthetic sense, values"
academic standard by discussing the marvels of the human body, the intelligence of animals, and
the delicate balance of ecosystems.
• Prepare for Assessment: Clearly explain the types of questions they might encounter in exams
(conceptual, analytical, application-based, drawing-based) and provide ample practice with
different question formats.
• Reinforce Vocabulary: Constantly revisit key terms and ensure students can define them
accurately and use them in context.
• Individualized Support: Be available for individual student doubts and provide differentiated
support where needed, recognizing that different students may struggle with different concepts.
period plans for the chapter:1 "Cell - Structure and Functions"

Chapter: Cell - Structure and Functions - Period Plans

Overall Goal: Students will understand the basic structure and functions of a cell and its various
organelles, appreciating the cell as the fundamental unit of life.

Period 1: Introduction to Cells & Cell Membrane

1. Introduction:

* Greetings: Greet students warmly.

* Mind Mapping: Ask students to brainstorm everything they know about "living things." Guide them
towards the idea of building blocks.

* Probing / Inquisitive Questions: "What is the smallest unit of a living organism?", "Are all living
things made of the same basic parts?", "What protects a cell from its surroundings?"

* Declaration of the Lesson name: "Today, we will begin our journey into the fundamental unit of life,
the Cell, starting with its outer protective layer: the Cell Membrane."

2. Reading the lesson:

* Reading: Instruct students to read the introductory implied section about cells and then the section
"Cell membrane or Plasma membrane" (Page 2, first column).

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight "cell

membrane," "plasma membrane," "cell wall," "cytoplasm," "selectively permeable membrane."

* Discussion in groups: Divide students into small groups to discuss their understanding of these
terms.

* Teachers writing words on the board and explaining: Explain terms like "cell membrane" (outer
covering of animal cell, inner to cell wall in plant cell), "plasma membrane" (synonym for cell
membrane), and introduce the concept of "selectively permeable."

3. Conduct the activities for Conceptual understanding:

* Activity 1: Observing the cell membrane (Part 1 - Rheo leaf peel in water):

* Conducting activities in groups/discussion: Guide students (or demonstrate) to tear a Rheo leaf,
place a light-colored transparent peel on a slide with water, cover with coverslip, and observe under a
microscope (similar to Fig-3a)1.

* Writing the reports, drawing the diagrams: Students draw what they observe in their notebooks2.

4. Conclusion and Assessment:

* Brief conclusion: Summarize that cells are the basic units of life, enclosed by a cell membrane (or
plasma membrane) that controls what enters and leaves the cell. Plant cells have an additional outer
cell wall.

* Instructing children: Ask students to think about what might happen if you put the Rheo leaf peel in
salt water for the next period.
Period 2: Cell Membrane Function (Permeability) & Cell Wall
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the observation of Rheo leaf peel in plain water.

* Probing / Inquisitive Questions: "What happened when we added water to the peel? What do you
think will happen if we add salt water?", "How does the cell control what goes in and out?", "What's
unique about plant cell's outer layer?"

* Declaration of the Lesson name: "Today, we will complete our investigation of the cell membrane's
selective permeability and explore the unique features and functions of the plant cell wall."

2. Reading the lesson:

* Reading: Instruct students to read Page 2 (continuation of "Cell membrane or Plasma membrane"
including the second part of Activity-1 instructions) and Page 3 (explaining Activity-1 results and the
"Cell wall" section).

* Identifying new/difficult/unfamiliar words and concepts: "Dilute salt solution," "shrinking of

cytoplasm," "separated from cell wall," "electron microscope," "lipids and proteins," "selectively
permeable membrane," "cellulose," "porous layer," "turgor pressure."

* Discussion in groups: Students discuss the expected changes with salt solution and the
characteristics of the cell wall.

* Teachers writing words on the board and explaining: Explain plasmolysis (shrinking of cytoplasm
due to water loss) and the cell membrane's composition (lipids and proteins) and its "selectively
permeable" nature3. Describe the cell wall as a tough, flexible, porous layer in plants, mainly of
cellulose, providing shape and protection4.

3. Conduct the activities for Conceptual understanding:

* Activity 1: Observing the cell membrane (Part 2 - with salt solution):

* Conducting activities in groups/discussion: Guide students (or demonstrate) adding 1-2 drops of
dilute salt solution to the Rheo leaf peel slide and observe after 5-10 minutes5.

* Writing the reports, drawing the diagrams: Students draw their observations (Fig-3b) and compare
with the previous observation (Fig-3a), noting differences and guessing reasons6.

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can display their before
and after drawings of the Rheo leaf cells.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: "Why did the cytoplasm shrink with salt solution?", "What does
'selectively permeable' mean?", "How does the cell wall help plant cells survive?"

5. Conclusion and Assessment:

* Brief conclusion: The cell membrane controls substance exchange due to its selective permeability,
as seen with salt solution. The plant cell wall provides structural support and protection, helping the
cell withstand environmental changes.

* Instructing children: Ask students to consider the "control center" of the cell, preparing for the
nucleus activity.

Period 3: Nucleus - Structure & Function

1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the basic cell structures.

* Probing / Inquisitive Questions: "What controls all the activities of a cell?", "Where is the genetic
information stored?", "Do all cells have a nucleus?"

* Declaration of the Lesson name: "Today, we will investigate the cell's command center: the
Nucleus, understanding its structure and vital functions."

2. Reading the lesson:

* Reading: Instruct students to read Page 3 (from "Nucleus" section) and Page 4 (entire "Nucleus"
section, including Fig-4 and Fig-5).

* Identifying new/difficult/unfamiliar words and concepts: "Nucleus," "Robert Brown," "control room,"
"cytoblast," "eukaryotic cells," "red blood cells," "phloem sieve tubes," "genetic information," "cell
division," "nuclear membrane," "nucleoplasm," "prokaryotic cell."

* Discussion in groups: Students discuss the nucleus's appearance, discoverers, and importance.

* Teachers writing words on the board and explaining: Explain Robert Brown's discovery, the nucleus
as the "control room" 7, its role in regulating cell functions and containing genetic information8.
Differentiate between eukaryotic and prokaryotic cells based on the presence of an organized
nucleus9.

3. Conduct the activities for Conceptual understanding:

* Aim: To observe the nucleus in cheek cells (Lab Activity):

* Conducting activities in groups/discussion: Guide students through the procedure for preparing a
temporary mount of cheek cells using methylene blue stain10. Emphasize precautions11.

* Writing the reports, drawing the diagrams: Students observe under the microscope and draw their
observations, noting the dark-colored spherical/oval structure (nucleus)12.

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can share their cheek cell
drawings.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: "What is the shape of the cells you observed?", "Why is the nucleus
called the 'control room'?", "Name cells without a nucleus."
5. Conclusion and Assessment:

* Brief conclusion: The nucleus, discovered by Robert Brown, is the largest and most distinct
organelle, controlling cell functions and genetic information. Cells are classified as prokaryotic or
eukaryotic based on the nucleus's organization.

* Instructing children: Ask students to think about the "jelly-like" substance filling the cell, preparing
for cytoplasm and other organelles.

Period 4: Cytoplasm & Endoplasmic Reticulum (ER)

1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the nucleus.

* Probing / Inquisitive Questions: "What fills the space between the nucleus and the cell membrane?",
"How do substances move around inside the cell?", "What are ribosomes and what do they do?"

* Declaration of the Lesson name: "Today, we will explore the cytoplasm, the cell's internal
environment, and the Endoplasmic Reticulum, a crucial network for transport and synthesis."

2. Reading the lesson:

* Reading: Instruct students to read Page 5 (from "Cytoplasm" to "Endoplasmic Reticulum (ER)").

* Identifying new/difficult/unfamiliar words and concepts: "Cytoplasm," "cell organelles," "protoplasm,"

"nucleoplasm," "Endoplasmic Reticulum (ER)," "membrane-bound tubes and tubules," "ribosomes,"
"Rough Endoplasmic Reticulum (RER)," "Smooth Endoplasmic Reticulum (SER)," "protein
manufacturing," "fat molecules or lipids," "detoxifying."

* Discussion in groups: Students discuss the composition of cytoplasm and the roles of RER and
SER.

* Teachers writing words on the board and explaining: Define cytoplasm as the fluid content with
organelles13. Differentiate protoplasm/cytoplasm/nucleoplasm14. Explain ER as a network for
transport15. Describe RER (with ribosomes, for protein synthesis) and SER (without ribosomes, for
lipid synthesis and detoxification)16.

3. Conduct the activities for Conceptual understanding:

* Drawing/Diagram Analysis: Have students draw a diagram of a cell and indicate the cytoplasm and
ER (Fig-1/2, Fig-6). Discuss how the ER facilitates internal transport.

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can share their cell
diagrams with ER labeled.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: "What is the function of the cytoplasm?", "What is the difference
between RER and SER?", "How does ER help in detoxification?"

5. Conclusion and Assessment:

* Brief conclusion: The cytoplasm is the jelly-like substance where organelles are suspended. The
ER, a network of membranes, functions in synthesis (proteins on RER, lipids on SER) and transport
within the cell.

* Instructing children: Ask students to think about how substances are packaged and processed after
synthesis.

Period 5: Golgi Complex & Lysosomes

1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall ER and synthesis of proteins and lipids.

* Probing / Inquisitive Questions: "After proteins are made, where do they go for packaging?", "What
happens to old or unwanted cell parts?", "Why are some organelles called 'suicidal bags'?"

* Declaration of the Lesson name: "Today, we will explore the Golgi Complex, the cell's packaging
and distribution center, and Lysosomes, the cell's waste disposal and recycling units."

2. Reading the lesson:

* Reading: Instruct students to read Page 6 ("Golgi body or Golgi complex") and Page 7
("Lysosome").

* Identifying new/difficult/unfamiliar words and concepts: "Camillo Golgi," "sac-like structures,"

"vesicles," "packing," "secretion," "regenerate or repair," "hormones and enzymes," "destructive
enzymes," "suicidal bags."

* Discussion in groups: Students discuss the functions of Golgi and Lysosomes.

* Teachers writing words on the board and explaining: Explain Golgi body's role in modifying,
packing, and transporting substances17. Describe lysosomes as containing destructive enzymes and
their function in waste digestion or self-digestion ("suicidal bags")18.

3. Conduct the activities for Conceptual understanding:

* Diagram Analysis/Discussion: Analyze Fig-7 (Golgi Complex). Discuss how lysosomes might
destroy damaged organelles or entire cells.

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can draw simple diagrams
illustrating the functions of Golgi or Lysosomes.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: "How is Golgi related to ER?", "Why do some cells have more Golgi
bodies?", "Why are lysosomes called suicidal bags?"

5. Conclusion and Assessment:

* Brief conclusion: The Golgi complex packages and distributes substances. Lysosomes act as the
cell's waste disposal, using enzymes to break down materials, even the cell itself in certain situations.
* Instructing children: Ask students to think about how cells generate energy to perform all these
functions.

Period 6: Mitochondria - The Powerhouse

1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall cell functions like transport, synthesis, and waste disposal.

* Probing / Inquisitive Questions: "Where does the cell get its energy from?", "What process provides
energy to the cell?", "What special structures are involved in energy production?"

* Declaration of the Lesson name: "Today, we will explore the Mitochondria, the 'powerhouses' of the
cell, and the site of cellular respiration."

2. Reading the lesson:

* Reading: Instruct students to read Page 7 ("Mitochondria") and Page 8 (Mitochondria continuation).

* Identifying new/difficult/unfamiliar words and concepts: "Mitochondria," "Janus Green-B," "oval or

cylindrical," "double-membrane wall," "cristae," "matrix," "cellular respiration," "powerhouses of the
cell."

* Discussion in groups: Students discuss the appearance, structure, and primary function of
mitochondria.

* Teachers writing words on the board and explaining: Explain the vital role of mitochondria in cellular
respiration, earning them the name "powerhouses of the cell"19. Describe their double-membrane
structure with inner folds called cristae and inner fluid called matrix20.

3. Conduct the activities for Conceptual understanding:

* Activity 2: Observing Mitochondria: (Demonstration or detailed discussion). Describe the procedure

using onion peel and Janus Green-B stain to visualize mitochondria (Fig-8)21.

* Drawing the reports, drawing the diagrams: Students draw the observed mitochondria and label its
internal structures (Fig-8)22.

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can share their
mitochondria drawings.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: "Why is Janus Green-B used to stain mitochondria?", "What are
cristae and matrix?", "Why are mitochondria called 'powerhouses'?"

5. Conclusion and Assessment:

* Brief conclusion: Mitochondria are double-membraned organelles with cristae and matrix,
responsible for cellular respiration and generating energy (ATP) for the cell.

* Instructing children: Ask students to think about plant-specific organelles and structures.
Period 7: Ribosomes, Plastids & Vacuoles
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the energy producers (mitochondria).

* Probing / Inquisitive Questions: "Where are proteins actually made?", "What gives plants their
color?", "What are the large 'empty' spaces in plant cells?"

* Declaration of the Lesson name: "Today, we will identify Ribosomes, the protein factories, explore
Plastids (including chloroplasts for photosynthesis), and understand the role of Vacuoles."

2. Reading the lesson:

* Reading: Instruct students to read Page 8 ("Ribosomes" and "Plastids") and Page 9 ("Vacuoles"
section).

* Identifying new/difficult/unfamiliar words and concepts: "Ribosomes," "RNA and proteins," "protein
synthesis," "Plastids," "chromoplasts," "leucoplasts," "chloroplasts," "chlorophyll," "granum," "stroma,"
"Vacuoles," "fluid-filled sac-like structures," "turgor pressure," "succulent plant."

* Discussion in groups: Students discuss the types of plastids, the function of chloroplasts, and the
differences in vacuoles between plant and animal cells.

* Teachers writing words on the board and explaining: Explain ribosome's role in protein synthesis23.
Describe the three types of plastids and chloroplast structure (Fig-9c) and function
(photosynthesis)24. Contrast plant and animal vacuoles and explain turgor pressure25.

3. Conduct the activities for Conceptual understanding:

* Activity 3: Observation of chloroplast in Rheo leaf & Activity 4: Observing chloroplast in algae:
(Discussion/Drawing). Discuss the observation of green granules (chloroplasts) in Rheo leaf peel and
algae filaments (Fig-9a, 9b).

* Activity 5: Observing vacuoles: (Discussion). Discuss the observation of large empty spaces in
succulent plant cells.

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can share drawings of
chloroplasts or plant cells with prominent vacuoles.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: "What is the primary function of ribosomes?", "Why are chloroplasts
only in plant cells?", "How do vacuoles maintain turgor pressure?"

5. Conclusion and Assessment:

* Brief conclusion: Ribosomes synthesize proteins. Plastids, including chloroplasts, perform

specialized functions like photosynthesis. Vacuoles maintain turgor and store substances, being
much larger in mature plant cells.

* Instructing children: Ask students to think about the overall arrangement of organelles in a 3D cell
and the history of cell theory.
Period 8: Cell as a 3D Structure & The Cell Theory
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall all the organelles learned.

* Probing / Inquisitive Questions: "Are cells flat or 3D?", "Who first proposed that all living things are
made of cells?", "Where do new cells come from?"

* Declaration of the Lesson name: "Today, we will understand the three-dimensional nature of cells
and learn about the foundational Cell Theory and its proponents."

2. Reading the lesson:

* Reading: Instruct students to read Page 9 ("Are the cells flat?" and "Where do cells come from?"),
up to "Rudolf Carl Virchow."

* Identifying new/difficult/unfamiliar words and concepts: "Three-dimensional," "focus," "Matthias

Jakob Schleiden," "Theodor Schwann," "Botanist," "Zoologist," "generalizing," "propounding the cell
theory."

* Discussion in groups: Students discuss their perception of cell shape and the contributions of
Schleiden and Schwann.

* Teachers writing words on the board and explaining: Emphasize that cells are 3D structures despite
appearing flat under a microscope26. Introduce Schleiden and Schwann as the co-founders of the
cell theory, stating that all living organisms are composed of cells27.

3. Conduct the activities for Conceptual understanding:

* Activity (Discussion/Observation): Refer to Fig-10 ("Cell - Three dimensional picture of cell")28.

Discuss how changing the microscope focus helps visualize cell thickness29.

* Discussion: "Why was there a gap of about 200 years between Robert Hooke first observing cells
and the formulation of the cell theory?"

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can share their
interpretations of 3D cell structure.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: "How can we observe cell thickness?", "Who were Schleiden and
Schwann?", "What did their original cell theory state?"

5. Conclusion and Assessment:

* Brief conclusion: Cells are complex three-dimensional entities. The initial cell theory by Schleiden
and Schwann established that all living organisms are made of cells, a pivotal concept in biology.

* Instructing children: Ask students to consider how this theory was later updated to explain where
new cells come from.
Period 9: Modern Cell Theory & Chapter Key Concepts
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the original cell theory.

* Probing / Inquisitive Questions: "What was missing from Schleiden and Schwann's original theory?",
"Who updated the cell theory?", "What are the two main principles of modern cell theory?"

* Declaration of the Lesson name: "Today, we will complete our understanding of the Cell Theory with
Rudolf Virchow's contribution and synthesize the key concepts of cell structure and function learned
in this chapter."

2. Reading the lesson:

* Reading: Instruct students to read Page 9 (from "Rudolf Carl Virchow") and Page 10 (conclusion of
the "Cell Theory").

* Identifying new/difficult/unfamiliar words and concepts: "Rudolf Carl Virchow," "pre-existing cells,"
"division," "cardinal principles."

* Discussion in groups: Students discuss Virchow's contribution and the final shape of the cell theory.

* Teachers writing words on the board and explaining: Explain Virchow's famous statement "Omnis
cellula e cellula" (all cells arise from pre-existing cells)30. Present the two "cardinal principles" of
modern cell theory31.

3. Conduct the activities for Conceptual understanding:

* Review of Key Concepts: Go through the "Key words" and "What we have learnt" sections on Page
10 (implied, based on typical textbook structure) to reinforce all learned terms and functions.

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can present their overall
understanding of cell theory.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: "What is the complete Cell Theory?", "How do the functions of
different organelles contribute to the life of a cell?", "Why is cell division important?"

5. Conclusion and Assessment:

* Brief conclusion: The modern cell theory, finalized by Virchow, states that all living organisms are
composed of cells and cell products, and all cells arise from pre-existing cells, a cornerstone of
biology.

* Instructing children: Instruct children to revise the entire chapter and prepare for a comprehensive
assessment in the next period.

Period 10: Chapter Assessment & Application

1. Introduction:
* Greetings: Greet students.

* Mind Mapping: Rapid fire recall of key organelles and their functions.

* Probing / Inquisitive Questions: "Can you identify all parts of a cell?", "How do cell parts work
together?", "What is the significance of studying cells?"

* Declaration of the Lesson name: "Today, we will consolidate our learning from 'Cell - Structure and
Functions' through a comprehensive assessment and application of concepts."

2. Reading the lesson:

* Reading: Quick review of "What we have learnt" on Page 10 (if applicable) or any summary
provided in the textbook.

* Identifying new/difficult/unfamiliar words and concepts: Address any remaining confusions from the
entire chapter.

* Discussion in groups: Small groups can prepare a quick "quiz" for another group on a specific topic.

* Teachers writing words on the board and explaining: Clarify any challenging concepts based on
student questions.

3. Conduct the activities for Conceptual understanding:

* Problem Solving/Application:

* Provide unlabeled diagrams of plant and animal cells for students to label.

* Ask students to match organelles to their functions.

* Present short scenarios: "What would happen if a cell's mitochondria stopped working?" or "Why
are muscle cells rich in mitochondria?"

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students can share their labeled
diagrams or concept maps of the cell.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: Use a mix of recall questions and higher-order thinking questions
from the "Improve your learning" section (not explicitly provided in text sample, but usually found at
chapter end). Include fill in the blanks and multiple choice (if provided in the actual textbook).

5. Conclusion and Assessment:

* Brief conclusion: Reiterate that the cell is the fundamental structural and functional unit of life, with
specialized organelles working in coordination to sustain life.

* Instructing children: Assign "Improve your learning" questions (if available in the textbook) for
written homework. Encourage students to read the next chapter to prepare.
 ANNUAL PLAN FOR 10TH CLASS BIOLOGICAL SCIENCE (2025-2026)

Total Number of Periods Required: 145

Academic Standards to be Achieved:
1. Conceptual Understanding: Students should be able to explain concepts, provide examples, give
reasons, compare, contrast, and explain processes. They should also be able to develop their own
brain mappings.
2. Asking Questions and Making Hypothesis: Students should be able to ask questions to understand
and clarify concepts, participate in discussions, and formulate hypotheses based on experimental
results and given issues.
3. Experimentation and Field Investigation: Students should be able to conduct experiments
independently, arrange materials, record observations, collect alternative materials, take
precautions, participate in field investigations, and prepare reports.
4. Information Skills and Projects: Students should be able to collect and systematically analyze
information (using interviews, checklists, questionnaires) and conduct their own project work.
5. Communicating through Drawing and Model Making: Students should be able to explain their
conceptual understanding through labeled diagrams, flowcharts, concept maps, graphs, and
models.
6. Appreciation and Aesthetic Sense, Values: Students should be able to appreciate human efforts
and nature, develop an aesthetic sense towards nature, and follow constitutional values.
7. Application to Daily Life and Concern for Biodiversity: Students should be able to apply scientific
concepts to daily life situations and demonstrate concern for biodiversity.

Annual Plan Table

Resource
s Chapte
If
No. (Textboo Activities r Signat
Not, Signat
S. Unit/Less of k, Lab, (CCE) / Compl ure of
Month Valid ure of
No on Name Peri Charts, Experiment eted Teach
Reas HM
ods ICT, s / Projects (Yes/N er
on
Models o)
etc.)

Lab:
Starch
Test,
Textbook
Mohl's Half
, Charts,
Leaf Exp.,
June Lab
1 Nutrition 10 Hydrilla
2025 (Starch
Exp.,
Test),
Activity-4,
Models
Concept
Map, Draw
diagrams

Lab: CO₂
Textbook
Release,
, Charts,
Bell Jar
Respirom
July Respirati Exp.,
2 10 eter,
2025 on Concept
Videos
Map, Mind
(DIKSHA
Map, Draw
)
diagrams

Activity:
Textbook
Demo of
, Charts
July Transport Water
3 10 (Heart,
2025 ation Transport
Xylem),
(Balsam
Models
plant),
 Heart
Model,
Blood
Grouping
Exp.,
Drawing

Lab: Urine
Test for
Glucose/Pr
Textbook
otein,
August , Charts
4 Excretion 10 Demo of
2025 (Nephron
Dialysis
), Models
Model,
Concept
Map

Activity:
Reflex
Textbook Action
, Models Demo, Eye
Septe
Coordinat (Brain, Dissection,
5 mber 10
ion Eye, Draw
2025
Neuron), diagrams
ICT of Eye,
Brain,
Nerve Cell

Lab:
Observatio
Textbook n of Flower
, Charts, Parts,
Octobe Reproduc Models Seed
6 15
r 2025 tion (Reprodu Germinatio
ctive n Exp.,
System) Concept
Map, Draw
diagrams

Group
Discussion
,
Presentatio
Coordinat Textbook
Novem n on
ion in Life , Models,
7 ber 10 Hormones,
Processe Charts,
2025 Draw
s Videos
diagrams
of
Endocrine
Glands

Textbook
Activity:
, Models
Mendel's
(DNA),
Laws
Decem Heredity Charts
Demo,
8 ber and 15 (Mendel’
Concept
2025 Evolution s
Map, DNA
Experime
Model
nt),
Making
Videos

Textbook Group
Decem Our
, Eco Project on
9 ber Environm 10
Club Local
2025 ent
Resource Environme
 s, Charts, ntal Issues,
PPT Field Visit
Report,
Poster
Making

Project:
Textbook
Rainwater
, Charts,
Natural Harvesting,
Januar Models,
10 Resource 10 Model on
y 2026 Field
s Renewable
Study
Resources,
Material
Quiz

Practice
Previous
Tests,
Februa QPs,
Quiz,
ry & Workshe
11 Revision 35 Summary
MARC ets,
Charts,
H 2026 Model
CCE
Papers
Practice

Teacher Responses:

Suggestions of Headmaster:
Conclusion & Suggestions
This annual plan provides a structured approach to covering the 10th-grade Biological Science syllabus,
integrating academic standards with practical and inquiry-based activities. It aims to foster a deep
conceptual understanding, encourage scientific thinking, and promote the application of biological
knowledge to real-world scenarios.

Next Steps & Potential Improvements:

• Regularly assess student learning through formative and summative evaluations as per CCE
guidelines.
• Incorporate more digital resources and interactive simulations where available.
• Organize field trips to local ecosystems, waste management facilities, or health centers to provide
practical exposure (e.g., in "Our Environment" and "Natural Resources" units).
• Encourage student-led projects and presentations to enhance communication and information
skills.
• Provide differentiated instruction to cater to diverse learning needs within the classroom.
 UNIT / LESSON PLAN: 1-NUTRITION
I. Class: X

II. Unit / Lesson: NUTRITION

III. Number of Periods Required: 10

IV. Academic Standards (Particular to this unit only)

• Conceptual Understanding (AS1): Students should be able to explain concepts, provide examples,
give reasons, compare, contrast, and explain processes related to nutrition. They should also be
able to develop their own brain mappings.
• Asking Questions and Making Hypothesis (AS2): Students should be able to ask questions to
understand and clarify nutritional concepts, participate in discussions, and formulate hypotheses
based on experimental results and given issues.
• Experimentation and Field Investigation (AS3): Students should be able to conduct experiments on
nutrition independently (e.g., starch test, Mohl's half-leaf), arrange materials, record observations,
collect alternative materials, take precautions, and prepare reports.
• Information Skills and Projects (AS4): Students should be able to collect and systematically
analyze information (using interviews, checklists, questionnaires) on nutrition-related topics (e.g.,
malnutrition, food habits) and conduct project work.
• Communicating through Drawing and Model Making (AS5): Students should be able to explain
their conceptual understanding of nutrition through labeled diagrams (e.g., digestive system,
chloroplast), flowcharts, and concept maps.
• Appreciation and Aesthetic Sense, Values (AS6): Students should be able to appreciate the
intricate processes of nutrition in living organisms and the importance of healthy eating habits.
• Application to Daily life and Concern to Biodiversity (AS7): Students should be able to apply
scientific concepts of nutrition to daily life situations (e.g., balanced diet, preventing deficiencies)
and show concern for food sources and biodiversity.

V. Teaching Plan

Perio Teaching LEARNING Teaching TLM /

Assessment [CCE]
d Concept OUTCOMES Strategy Resources

Students will
be able to:
• Define
nutrition and its
importance. Activity-based
• Differentiate introduction:
between Brainstorming
autotrophic what food is Textbook (Pg AS1: Ask students to
Introduction to
and and why it's 1-2), define
Nutrition;
heterotrophic needed. Whiteboard, autotrophs/heterotroph
Autotrophic vs.
nutrition with Discussion on Pictures of s with examples. AS2:
Heterotrophic
1 examples. autotrophs and diverse "What if plants couldn't
Nutrition;
• Recall basic heterotrophs. organisms, photosynthesize?"
Photosynthesis
concepts of Introduce Van Video on Van AS6: Value the
Overview (Van
photosynthesis Helmont's Helmont's foundational role of
Helmont)
and identify experiment experiment. plants.
initial raw through
materials. discussion and
• Understand video.
the historical
context of Van
Helmont's
experiment.
 Students will
be able to: Explain the
• Write and balanced
balance the equation of
overall photosynthesis
equation for . Discuss C.B. Textbook (Pg
photosynthesis Van Niel's 2-4), Lab
. work. materials
AS1: Ask students to
• Explain C.B. Demonstrate (iodine,
Photosynthesis write and balance the
Van Niel's Activity-1 methylated
: Equation, Van photosynthesis
contribution to (Starch Test) in spirit, beaker,
Niel's equation. AS3: Assess
the class, involving test tube,
2 contribution, observation skills
understanding boiling leaf in Bunsen burner,
Products, during starch test. AS2:
of water, then tripod stand,
Activity-1 "Does sunlight always
photosynthesis methylated petridish,
(Starch Test) lead to starch
. spirit, and leaves), Chart
formation?"
• Identify starch iodine test. of
as a product of Emphasize photosynthesis
photosynthesis safety equation.
. precautions.
• Conduct and Students
interpret the record
starch test on a observations.
leaf.

Students will
be able to:
• Describe Discuss
Priestley's Priestley's
experiment experiment
and its and its
conclusions significance.
Factors
regarding air. Explain how Textbook (Pg
Essential for
• Explain how Mohl's Half 4-6), Priestley's AS1: Explain the role of
Photosynthesis
Mohl's Half Leaf experiment CO2 in photosynthesis.
: Role of Air
Leaf Experiment diagram/chart, AS3: Assess setup and
3 (Priestley's
Experiment (Activity-2) Bell jar, KOH, observation of Mohl's
Experiment,
demonstrates demonstrates potted plant, experiment. AS2: "Why
Activity-2
the necessity the need for split cork, wide- destarch the plant?"
Mohl's Half
of carbon CO2. Set up mouthed bottle.
Leaf Exp.)
dioxide for the
photosynthesis experiment.
. Discuss the
• Perform and importance of
draw the setup destarching.
for Mohl's
experiment.

Discuss
Students will
Ingenhousz
be able to:
and
• Explain the
Engelman's Textbook (Pg
role of light in
experiments, 6-7), Lab
Factors photosynthesis
emphasizing materials AS1: Explain the light-
Essential for based on
the need for (Beaker, dependent nature of
Photosynthesis Ingenhousz's
light. Perform funnel, test oxygen evolution. AS3:
: Role of Light and
Lab Activity: tubes, Hydrilla, Assess experimental
4 (Ingenhousz, Engelman's
Oxygen black setup, observation, and
Engelman); experiments.
Evolution using paper/cloth, testing for oxygen.
Lab Activity • Conduct an
Hydrilla. bucket, incense AS5: Draw the Hydrilla
(Oxygen experiment to
Students set stick, match setup.
Evolution) demonstrate
up control box), Chart of
the evolution of
(dark) and light spectrum.
oxygen during
experimental
photosynthesis
(light) setups
.
and observe
 • Test for the bubbles. Test
presence of for oxygen
oxygen gas. using glowing
splint.

Students will
be able to:
• State the role
of chlorophyll
Discuss
and other
Ingenhousz's
pigments in
proposition on
photosynthesis
green parts.
Factors . Textbook (Pg
Introduce AS1: Label parts of
Essential for • Identify 8-10), T.S. of
chlorophyll and chloroplast. Explain
Photosynthesis chloroplasts as leaf chart,
other chlorophyll's role. AS5:
: Role of the sites of Chloroplast
pigments. Draw a neatly labeled
5 Chlorophyll, photosynthesis model/chart,
Explain the diagram of chloroplast.
Site of . Microscope &
structure of AS2: "How do reddish
Photosynthesis • Describe the permanent
chloroplast leaves
(Chloroplast internal slides (leaf T.S.
(grana, photosynthesize?"
Structure) structure of a if available).
stroma). Show
chloroplast
T.S. of leaf and
(grana,
chloroplast
stroma).
diagrams.
• Relate leaf
anatomy to the
location of
chloroplasts.

Students will
be able to:
• Differentiate
between light-
dependent and Detail the two
light- phases:
independent Photochemical
reactions. phase (Light
• Explain the reaction, Textbook (Pg
Mechanism of AS1: Differentiate light
key events photolysis, 10-11),
Photosynthesis and dark reactions.
occurring in the ATP, NADPH Flowchart of
: Light- AS5: Create a flow
light reaction formation) and light/dark
6 Dependent and chart of the
(photolysis, Dark reaction reactions,
Light- mechanism. AS2:
ATP, NADPH (CO2 Animation/vide
Independent "What if photolysis
formation). reduction, o explaining the
Reactions doesn't occur?"
• Describe the glucose processes.
process of synthesis).
carbon dioxide Explain where
reduction in the each occurs in
dark reaction. the chloroplast.
• Understand
the overall flow
of energy
conversion.

Introduce
Students will
Heterotrophic different
be able to:
Nutrition: modes of
• Classify
Types heterotrophic Textbook (Pg AS1: Compare different
organisms
(Saprophytic, nutrition with 11-13), heterotrophic modes.
based on
Parasitic, examples Charts/videos AS5: Draw nutrition in
7 heterotrophic
Holozoic); (mold, yeast, of Amoeba, Amoeba/Paramoecium.
modes of
Nutrition in Cuscuta, Paramoecium, AS7: Identify local
nutrition
Amoeba, amoeba, Cuscuta. parasitic plants.
(saprophytic,
Paramoecium, paramoecium).
parasitic,
Cuscuta Discuss
holozoic).
adaptations for
 • Describe the food intake in
process of these
nutrition in organisms.
unicellular
organisms like
Amoeba and
Paramoecium.
• Explain
parasitic
nutrition with
Cuscuta as an
example.

Students will
be able to:
• Identify and
Introduce the
label the main
human
parts of the
digestive
human
system as an
alimentary
alimentary
canal.
canal. Discuss
• Describe the
parts and
Human process of
functions from
Digestive mastication Textbook (Pg
mouth to AS1: Trace food path.
System: and the role of 13-15), Human
stomach. Explain enzyme
Overview, teeth and digestive
Explain functions. AS3: Assess
Passage of tongue. system
8 mastication observation of salivary
Food (Mouth to • Explain the chart/model,
and the role of amylase action. AS5:
Stomach), composition Activity-7 (flour,
salivary Draw human digestive
Mastication, and function of test tubes,
amylase. Refer system.
Saliva's Role, saliva, iodine, saliva).
to Activity-7
Enzymes Chart especially
from Chapter 7
salivary
(Salivary
amylase.
Amylase
• Analyze the
Action).
digestive
Discuss Table-
enzymes chart
1 (Digestive
(Table-1) to
Enzymes).
understand
their actions
and products.

Students will
be able to:
• Explain the
processes of
digestion,
absorption, Explain
and defecation. digestion,
Human • Describe the absorption
Digestive structure and (villi, microvilli),
Textbook (Pg AS1: Explain
System: Small function of the and defecation.
15-17), Charts absorption process.
& Large small and large Discuss the
of small AS7: Discuss healthy
Intestine, intestines, functions of
9 intestine villi, eating habits to prevent
Absorption, including villi. small and large
images/videos indigestion. AS4:
Defecation; • Discuss intestines.
on digestive Collect info on common
Health Aspects common health Cover health
health. digestive issues.
of Alimentary issues related aspects:
Canal to the vomiting,
alimentary indigestion,
canal ulcers.
(vomiting,
indigestion,
ulcers) and
preventive
measures.
 Discuss
Students will
malnutrition
be able to:
(protein,
• Define
calorie,
malnutrition
protein-
and its types.
calorie).
• Describe the
Explain
symptoms and
Kwashiorkor,
causes of
Malnutrition & Marasmus, Textbook (Pg
Kwashiorkor, AS1: Differentiate
Deficiency and Obesity 17-19),
Marasmus, deficiency diseases.
Diseases with Charts/images
and Obesity. AS4: Research local
(Kwashiorkor, symptoms. of deficiency
10 • Identify malnutrition data (if
Marasmus, Detail vitamin diseases
various possible). AS7:
Obesity, deficiency (Kwashiorkor,
vitamins, their Promote awareness on
Vitamin diseases Marasmus),
sources, and balanced diet.
Deficiencies) (Table-2) Vitamin chart.
the deficiency
including
diseases
sources and
associated with
symptoms.
them (Table-2).
Conclude the
• Understand
unit by
the importance
summarizing
of a balanced
key nutritional
diet.
concepts.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Encourage students to maintain a "Biology Journal" to record observations, reflections, and new
vocabulary for each unit.
• Use online interactive quizzes and simulations related to photosynthesis and digestion.
• Assign small group projects on specific digestive organs or types of nutrition (e.g., "Life of a Food
Particle").
• Organize a debate on "Is organic food always healthier?" to encourage critical thinking.
• Invite a local nutritionist for a guest lecture on balanced diet and common deficiencies in the
region.
• Emphasize the interdisciplinary nature by connecting photosynthesis to chemistry (chemical
equations) and human nutrition to health and societal issues.
VII. Teacher Responses:
Conclusion & Suggestions
This Unit/Lesson Plan for "Nutrition" aims to provide a dynamic and engaging learning experience,
ensuring comprehensive coverage of the topic while addressing all specified academic standards. The
blend of theoretical concepts, practical activities, and real-world applications is designed to make learning
impactful and relevant for the students.

Next Steps & Potential Improvements:

• Formative Assessment Integration: Implement short quizzes, exit tickets, and peer assessments at
the end of each period to check understanding.
• Resource Enhancement: Explore additional digital tools, virtual lab simulations, and educational
videos (e.g., from DIKSHA or other reputable sources) to supplement traditional teaching
materials.
• Interdisciplinary Connections: Reinforce connections between Biology and other subjects like
Chemistry (for biochemical processes), Physics (for energy transfer), and Social Studies (for
societal impacts of nutrition).
• Student Feedback: Collect regular feedback from students on teaching strategies and activities to
continuously refine the pedagogical approach.
 UNIT / LESSON PLAN: RESPIRATION
I. Class: X

II. Unit / Lesson: RESPIRATION

III. Number of Periods Required: 10

IV. Academic Standards (Particular to this unit only)

• Conceptual Understanding (AS1): Students should be able to explain concepts, provide examples,
give reasons, compare, contrast, and explain processes related to respiration. They should also be
able to develop their own brain mappings.
• Asking Questions and Making Hypothesis (AS2): Students should be able to ask questions to
understand and clarify respiratory concepts, participate in discussions, and formulate hypotheses
based on experimental results and given issues.
• Experimentation and Field Investigation (AS3): Students should be able to conduct experiments on
respiration independently (e.g., CO₂ release, anaerobic respiration), arrange materials, record
observations, collect alternative materials, take precautions, and prepare reports.
• Information Skills and Projects (AS4): Students should be able to collect and systematically
analyze information (using interviews, checklists, questionnaires) on respiration-related topics
(e.g., respiratory diseases, Pranayama) and conduct project work.
• Communicating through Drawing and Model Making (AS5): Students should be able to explain
their conceptual understanding of respiration through labeled diagrams (e.g., respiratory system,
alveolus), flowcharts, and concept maps.
• Appreciation and Aesthetic Sense, Values (AS6): Students should be able to appreciate the
intricate processes of respiration in living organisms and the importance of healthy respiratory
practices.
• Application to Daily life and Concern to Biodiversity (AS7): Students should be able to apply
scientific concepts of respiration to daily life situations (e.g., effects of exercise, pollution) and
show concern for environmental factors affecting respiration.
V. Teaching Plan
Teaching LEARNING Teaching TLM /
Period Assessment [CCE]
Concept OUTCOMES Strategy Resources

Students will
be able to:
• Understand Activity-based
historical introduction:
context of Discuss
respiration Priestley's and
Discovery of
(Lavoisier, Lavoisier's Textbook (Pg
Gases & AS1: Explain early
Priestley). work. Perform 24-26),
Respiration; discoveries. AS3:
• Define a simple Priestley's
Steps in Assess observation
breathing and activity to show experiment
1 Respiration of CO₂ in exhaled air.
gaseous CO₂ in exhaled chart, Lime
(Breathing & AS2: "What if air
exchange. air (using lime water, test
Gaseous wasn't a mixture of
• Differentiate water and tubes, straw,
Exchange at gases?"
inhaled and blowing). mirror.
Lungs)
exhaled air Discuss the
composition. macroscopic
• Explain why steps of
exhaled air is respiration.
warm and
moist.

Students will Use a detailed Textbook (Pg

AS1: Label
Pathway of Air in be able to: chart/model of 27-28), Human
respiratory system
Human • Trace the the human respiratory
2 parts. AS5: Draw
Respiratory pathway of air respiratory system
pathway of air. AS2:
System from nostrils to system. chart/model,
"What if the
alveoli. Explain each Activity-1
 • Describe the part's function. materials respiratory tract
function of Activity-1 (fruit). wasn't moist?"
each part (Swallowing
(nostrils, nasal and Breath) to
cavity, demonstrate
pharynx, epiglottis
larynx, function.
trachea, Discussion on
bronchi, the importance
bronchioles, of moist and
alveoli). warm
• Understand passages.
the protective
mechanisms of
the respiratory
tract.

Students will
Hands-on
be able to:
activity:
• Explain the
Students place
mechanism of
hands on
inspiration and
chest/abdomen AS1: Explain
Mechanism of expiration. Textbook (Pg
to feel inspiration/expiration.
Respiration • Describe the 29-31), Lungs
movements AS5: Draw
(Inhalation & role of the and diaphragm
3 during movement of rib
Exhalation); Role diaphragm and chart, Lung
breathing. cage. AS6:
of Diaphragm & rib cage in model (if
Explain the Appreciate lung
Ribs breathing. available).
mechanics with design.
• Understand
diagrams.
how volume
Discuss the
and pressure
spongy nature
changes drive
of lungs.
air movement.

Students will
be able to:
• Explain
Discuss the
gaseous
structure of
exchange at
alveoli and
the alveolar
capillaries for
level
Gaseous efficient gas
(diffusion).
Exchange exchange. Textbook (Pg AS1: Explain gas
• Describe how
(Alveoli to Explain the 31-32), exchange and
oxygen and
Capillaries); binding of Alveolus with transport. AS2: "Why
4 carbon dioxide
Transportation of oxygen to capillary chart, does O₂ percentage
are
Gases haemoglobin Haemoglobin decrease in exhaled
transported by
(Haemoglobin, and its release structure chart. air?"
blood, focusing
Oxyhaemoglobin) in tissues.
on
Analyze the
haemoglobin.
gas
• Analyze the
composition
composition
table.
table of
inhaled vs.
exhaled air.

Students will Explain the

be able to: concept of Textbook (Pg
Cellular • Define energy release 33-34), AS1: Compare
Respiration: cellular at the cellular Mitochondria aerobic/anaerobic.
Aerobic vs. respiration. level. Introduce diagram, AS5: Draw
5
Anaerobic; ATP • Differentiate ATP and its Flowchart of mitochondria. AS2:
(Energy between function. Use a glucose "Do lungs' cells need
Currency) aerobic and flowchart to breakdown O₂ for respiration?"
anaerobic explain pathways.
respiration. different
 • Explain the pathways of
role of ATP as glucose
the energy breakdown.
currency of the Discuss
cell. mitochondria
• Understand as
the pathways powerhouses.
of glucose
breakdown
(glycolysis,
fermentation).

Students will
be able to:
• Relate
Discuss the
strenuous
athlete's
exercise to
example.
lactic acid
Analyze the
accumulation
provided graph
Lactic Acid and muscle AS1: Explain muscle
(Fig-11) of Textbook (Pg
Accumulation & pain. fatigue. AS5:
lactic acid 35-36), Athlete
6 Oxygen Debt • Explain the Interpret graphs.
accumulation. picture, Lactic
(Athlete Graph concept of AS7: Relate to daily
Guide students acid graph.
Analysis) oxygen debt. exercise.
to draw
• Analyze and
conclusions
interpret the
from the graph
graph showing
regarding
lactic acid
oxygen debt.
concentration
in blood over
time.

Students will
Perform Lab
be able to:
Activity:
• Conduct an
Experiments
experiment to
with Yeast. Set
demonstrate Textbook (Pg
up the
CO₂ and heat 37-39), Lab
apparatus to
production materials
show CO₂ AS3: Assess yeast
Anaerobic during (Yeast, glucose
release and experiment. AS1:
Respiration anaerobic solution, liquid
temperature Differentiate
(Experiments respiration in paraffin,
change. respiration and
7 with Yeast, yeast. thermometer,
Discuss combustion. AS2:
Fermentation); • Explain the lime water),
fermentation. "Why doesn't
Respiration vs. process of Combustion
Demonstrate combustion happen
Combustion fermentation setup (glucose,
Activity-2: in cells?"
(ethanol/lactic test tube,
Combustion of
acid Bunsen
Glucose and
production). burner).
discuss
• Compare and
differences
contrast
from
respiration with
respiration.
combustion.

Students will
Discuss heat
be able to: Textbook (Pg
as a byproduct
• Understand 39-40),
Heat Production of respiration. AS1: Explain heat
how living Charts/images
by Living Explain production. AS5:
organisms of respiratory
Organisms; adaptations for Draw/label different
produce heat organs in
8 Evolution in Gas gaseous respiratory organs.
and regulate different
Exchanging exchange AS6: Appreciate
body animals
Systems across different diversity in
temperature. (cockroach,
(Animals) animal phyla, adaptations.
• Trace the fish, frog,
linking to their
evolution of mammals).
habitats.
gas-
 exchanging
systems in
different
animals
(diffusion,
tracheal,
branchial,
cutaneous,
pulmonary).
• Relate
respiratory
organs to
habitat.

Students will
be able to:
• Identify
different parts
Discuss how
of plants
plants respire
involved in
through various Textbook (Pg
Respiration in gaseous
parts. Explain 40-41), Leaf
Plants (Stomata, exchange AS1: Identify plant
gaseous T.S. chart
Lenticels, Aerial (stomata, respiratory parts.
diffusion and (stomata),
9 Roots); lenticels, root AS2: "Why do
gradients. Stem lenticels
Conduction in surface, aerial swamp plants have
Discuss image,
Plants; Aeration roots). aerial roots?"
adaptations like Mangrove
of Roots • Explain the
hollow stems roots picture.
mechanism of
and aerial
gas conduction
roots.
within plants.
• Understand
how roots are
aerated.

Students will
be able to:
• Conduct Perform
experiments to Activity-3 & 4
demonstrate (Germinating
CO₂ and heat Seeds) to show AS3: Assess seed
Textbook (Pg
evolution CO₂ and heat experiments. AS1:
Respiration in 41-43), Lab
during release. Compare
Plants (Activities: materials
respiration in Compare the photosynthesis &
CO₂ & Heat (moong/Bengal
germinating results with respiration. AS5:
Evolution in gram, cloth
10 seeds animal Create a Venn
Seeds); pouch, glass
(Activity-3 & respiration. diagram or table
Photosynthesis bottle, lime
4). Review the comparing the two
vs. Respiration water,
• Compare and fundamental processes. AS7:
(Summary) thermosflask,
contrast differences and Relate Pranayama to
thermometer).
photosynthesis relationships lung capacity.
and respiration between
processes. photosynthesis
• Summarize and respiration.
key learnings
of the unit.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Encourage students to create mnemonic devices for remembering the pathway of air.
• Use animated videos to show the mechanics of breathing and gas exchange at the alveolar level.
• Assign small research projects on specific respiratory diseases (e.g., Asthma, COPD) and their
prevention.
• Conduct a mini-symposium where students present their findings on aerobic vs. anaerobic
respiration in daily life scenarios (e.g., baking, exercise).
 • Discuss the importance of clean air and the impact of pollution on the respiratory system.
• Organize a demonstration of basic first aid for choking, emphasizing the importance of epiglottis
function.
VII. Teacher Responses:

Conclusion & Suggestions

This Unit/Lesson Plan for "Respiration" aims to provide a comprehensive and interactive learning
experience, covering all aspects of the topic while ensuring the achievement of specified academic
standards. The planned activities focus on fostering scientific inquiry, practical skills, and an appreciation
for the vital process of respiration.

Next Steps & Potential Improvements:

• Deep Dive into Disorders: Dedicate a short session to discussing common respiratory disorders
and ways to maintain respiratory health, perhaps involving a school nurse or local health
professional.
• Real-world Data Analysis: If possible, find and analyze real-world data on air quality and its
correlation with respiratory illnesses in different regions.
• Digital Tools for Visualization: Utilize 3D models or virtual reality experiences (if available) to help
students visualize complex structures like alveoli and mitochondria more effectively.
• Peer Teaching: Encourage students to prepare and present short lessons on specific sub-topics to
their peers, enhancing their conceptual understanding and communication skills.
 UNIT / LESSON PLAN: TRANSPORTATION
I. Class: X

II. Unit / Lesson: TRANSPORTATION

III. Number of Periods Required: 10

IV. Academic Standards (Particular to this unit only)

• Conceptual Understanding (AS1): Students should be able to explain the necessity and
mechanisms of transportation in unicellular and multicellular organisms, including human
circulatory system (heart, blood vessels, cardiac cycle, lymph) and plant transport (water, minerals,
food). They should be able to define related terms and processes.
• Asking Questions and Making Hypothesis (AS2): Students should be able to formulate questions
about the efficiency of different transport systems, factors affecting flow, and hypothesize
outcomes of experiments related to transport.
• Experimentation and Field Investigation (AS3): Students should be able to conduct experiments
and observations related to pulse, heart structure, blood flow in veins, and water/food transport in
plants, record data, and draw inferences.
• Information Skills and Projects (AS4): Students should be able to collect and systematically
analyze information on topics like blood pressure, blood disorders (e.g., Haemophilia,
Thalassemia), and different transport mechanisms in nature, preparing reports and presentations.
• Communicating through Drawing and Model Making (AS5): Students should be able to explain
their conceptual understanding through labeled diagrams (e.g., human heart, circulatory pathways,
root absorption, xylem/phloem location), and interpret graphical representations.
• Appreciation and Aesthetic Sense, Values (AS6): Students should be able to appreciate the
complexity, efficiency, and vital role of transport systems in sustaining life, and value health
practices related to circulation.
• Application to Daily life and Concern to Biodiversity (AS7): Students should be able to apply
scientific concepts of transportation to daily life situations (e.g., understanding oedema, importance
of exercise for heart health) and recognize the interdependence of life forms through transport
mechanisms.
V. Teaching Plan
LEARNING
Perio Teaching
OUTCOME Teaching Strategy TLM / Resources Assessment [CCE]
d Concept
S

Students
will be able
to:
• Define
transportatio Activity-based
n and its introduction:
necessity. Discuss the need
• for transport in AS3: Assess pulse
Understand various organisms. measurement and
how Activity-1 (Pulse Textbook (Pg 48- indicator
Introduction to materials Measurement): 49), Stop watch, construction. AS1:
Transportation are Students measure Activity-1 table, Explain relationship
1
; Pulse & transported their pulse at rest Injection bottle between pulse and
Heartbeat in unicellular and after exercise. lid/shirt button, heartbeat. AS7:
vs. Activity-2 (Pulse matchstick. Discuss daily life
multicellular Indicator): Students situations affecting
organisms. make and observe pulse.
• Measure a pulse indicator.
pulse rate Discuss variations
and relate it in pulse rate.
to
heartbeat.
• Construct
a simple
 pulse
indicator.

Students
will be able
to:
•
Understand
the
Discuss the history
invention
of the stethoscope
and use of
(Rene Laennec).
the
Activity-3 (Make
stethoscope AS3: Assess ability
your own Textbook (Pg 50-
Stethoscope & . to construct
Stethoscope). Lab 51),
Heart • Locate the stethoscope and
Activity Paper/bamboo for
Location; Lab human observe heart
(Observation of stethoscope,
Activity heart and externally. AS5:
2 Mammalian Heart): Mammalian heart
(Internal understand Draw external
Demonstrate/guide specimen/3D
Structure of its general features of the heart.
students in model, tray, jug of
Mammalian size. AS6: Emphasize
observing external water, dissection
Heart) • Observe respect for
features of a scissors, forceps.
and identify specimens.
sheep/goat heart
external
specimen. Discuss
features of a
the protective
mammalian
layers.
heart.
•
Understand
basic safety
in lab
dissection.

Students
will be able
to:
• Identify
and label
the four
chambers of
the heart
(atria,
Explain the internal
ventricles).
structure using a
•
detailed chart or 3D AS1: Explain valve
Internal Understand
model. Discuss the Textbook (Pg 51- function. AS5: Draw
Structure of the function
thickness of 53), Human heart and label the internal
Human Heart of septa and
3 chamber walls and chart/model structure of the heart.
(Chambers, valves.
the one-way flow (internal AS2: "Why are
Valves, Blood •
ensured by valves. structure). ventricular walls
Vessels) Differentiate
Trace the path of thicker?"
between
blood through the
major
heart.
arteries and
veins
connected
to the heart.
•
Understand
the concept
of coronary
vessels.

Blood Vessels Students Discuss Textbook (Pg 54- AS1: Compare

& Circulation will be able contributions of 56), William arteries/veins/capillar
4 (Historical to: Fabrici, Harvey Harvey diagram, ies. AS3: Assess
Context: • (pulmonary & Marcello Malpighi observation in
Fabrici, Understand systemic diagram, Harvey's demo. AS4:
 Harvey, the circulation), and Tourniquet, Chart Research how blood
Malpighi); historical Malpighi comparing is collected for tests.
Arteries & progression (capillaries). arteries, veins,
Veins of Perform Activity-4 capillaries (Table-
circulatory (Harvey's 3).
system Demonstration) to
discovery show blood flow in
(valves, full veins. Fill in the
circulation, table comparing
capillaries). arteries and veins.
•
Differentiate
between
arteries,
veins, and
capillaries
based on
structure
and
function.
• Perform
Harvey's
classical
experiment
on veins.

Students
will be able
to:
• Define
cardiac
cycle,
systole, and
Explain the steps of
diastole.
the cardiac cycle,
•
Cardiac Cycle relating it to heart AS1: Explain cardiac
Understand Textbook (Pg 57-
(Systole, sounds ("lub-dub"). cycle. AS5: Draw
the 59), Cardiac cycle
Diastole, Use animations if schematic diagrams
sequence of animation/chart,
Heart possible. Discuss of single/double
5 events in Single/Double
Sounds); the advantages of circulation. AS2:
one circulation
Single vs. double circulation. "Why is double
heartbeat diagrams (Fig-
Double Compare examples circulation more
and heart 11).
Circulation of single (fish) and efficient?"
sounds.
double (mammals)
•
circulation.
Differentiate
between
single and
double
circulation
with
examples.

Students
Discuss oedema as
will be able
an introduction to
to:
the lymphatic
Lymphatic • Describe Textbook (Pg 59- AS1: Explain
system. Explain the
System the 61), Lymphatic lymphatic system.
formation and
(Lymph, lymphatic system diagram, AS6: Appreciate
function of lymph.
Tissue Fluid, system and Examples of evolution of
6 Trace the
Oedema); its animals with complexity. AS7:
evolutionary
Evolution of components different Discuss
progression of
Transport (lymph, circulatory causes/prevention of
transport systems
Systems tissue fluid). systems. oedema.
from unicellular
• Explain
organisms to
the role of
complex animals.
lymph in
 linking blood
and tissues.
•
Understand
how
different
organisms
evolved
diverse
transport
systems.

Students
will be able
to:
• Define
blood
pressure
and its
components
(systolic, Explain BP
Blood
diastolic). measurement
Pressure Textbook (Pg 61-
• (sphygmomanomet
(Systolic, 63),
Understand er). Discuss factors AS1: Define BP and
Diastolic, Sphygmomanom
hypertensio affecting BP. Detail clotting. AS4: Collect
Hypertension); eter image/demo,
n and its the cascade of BP data. AS7:
7 Blood Blood clotting
causes. events during blood Discuss diet and
Coagulation flowchart,
• Explain clotting. Introduce lifestyle for healthy
(Thrombokina Information on
the process disorders like BP.
se, Vitamin K and
of blood Haemophilia and
Fibrinogen, blood disorders.
coagulation Thalassemia (refer
Fibrin)
and the role annexure).
of key
factors
(platelets,
enzymes,
fibrin).
• Relate
vitamin K to
clotting.

Students
will be able
to:
•
Understand
how water
Introduce plant
and
transport. Activity-5
minerals are Textbook (Pg 63-
(Absorbing Root
absorbed by 65),
Hairs): Observe AS1: Explain water
Transport in plant roots. Mustard/bajra
mustard/bajra absorption by roots.
Plants: Water • Explain seeds, wet filter
seedlings and root AS3: Assess root
Absorption the role of paper, slides,
hairs under hair and root
8 (Root Hairs, root hairs cover slips,
microscope. pressure
Osmosis, and microscope,
Activity-6 (Root experiments. AS5:
Root osmosis in potted plant,
Pressure): Set up Draw L.S. of root
Pressure) water glass tube, rubber
and observe the with root hair.
uptake. tubing (for root
glass tube
• Describe pressure).
experiment.
the concept
Discuss osmosis.
of root
pressure.
• Perform
an activity to
demonstrate
root hairs
 and root
pressure.

Students
will be able
to:
• Explain
the
mechanism
of water
movement
Discuss the
in xylem
cohesive and
(transpiratio
Transport in adhesive properties AS1: Explain
n pull). Textbook (Pg 65-
Plants: Water of water. Explain transpiration stream.
• Relate 66), Transpiration
Movement the "transpiration AS2: "How does
transpiration diagram
9 (Transpiration stream" and its water reach tall
to rainfall. (polythene bag
Stream); pulling effect. trees?" AS6:
• over plant), Water
Transport of Discuss the Appreciate water
Understand cycle chart.
Mineral Salts process of mineral cycle in nature.
how mineral
salt absorption and
salts are
transport.
transported
in plants.
• Appreciate
the large
volume of
water
transpired
by plants.

Students
will be able
to:
• Explain
how food is
Discuss food
transported
transport via
through
phloem. Explain
phloem.
the aphid feeding
Transport in •
mechanism and the
Plants: Food Understand
ringing experiment Textbook (Pg 67- AS1: Explain food
Transport the
as evidence. 68), Aphid transport. AS3:
(Phloem, significance
Conclude the unit diagram, Ringing Interpret
Aphid of aphid
10 with a experiment aphid/ringing
Experiment, experiments
comprehensive diagram, Review experiment results.
Ringing and ringing
review of human questions from AS5: Summarize unit
Experiment); experiments
and plant transport. textbook. concepts visually.
Summary & .
Revision: Use
Revision •
"What we have
Summarize
learnt" and
the entire
"Improve your
unit on
learning" questions.
transportatio
n.
• Answer
review
questions.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Use animated videos to show the functioning of the heart and blood flow.
• Arrange a visit to a local hospital (with prior permission) to observe a sphygmomanometer in use.
• Encourage students to create models of the human circulatory system using recyclable materials.
• Assign group presentations on specific blood disorders or advancements in circulatory system
research.
• Discuss the importance of hydration for proper bodily functions, linking it to transportation.
 • Conduct a debate: "Which is more crucial for plant survival: water transport or food transport?"
VII. Teacher Responses:

Conclusion & Suggestions

This Unit/Lesson Plan for "Transportation" is designed to provide a thorough understanding of essential
biological transport systems. By combining theoretical knowledge with hands-on activities and real-world
connections, it aims to make the learning experience comprehensive and engaging.

Next Steps & Potential Improvements:

• Case Studies: Introduce short case studies on circulatory or plant transport issues (e.g., heart
attack, wilting plants) to promote problem-solving and critical thinking.
• Guest Speaker: Invite a local doctor or botanist to share insights on transport mechanisms from
their professional experience.
• Interactive Digital Modules: Utilize interactive digital modules or simulations that allow students to
explore the intricate pathways of blood and sap flow.
• Concept Mapping Challenge: Organize a class-wide challenge for students to create detailed
concept maps connecting all sub-topics within the "Transportation" unit.
 UNIT / LESSON PLAN: EXCRETION
I. Class: X

II. Unit / Lesson: EXCRETION

III. Number of Periods Required: 10

IV. Academic Standards (Particular to this unit only)

• Conceptual Understanding (AS1): Students should be able to explain the concept of excretion and
its importance, list waste products, describe the human excretory system (kidneys, nephron
structure and function, urine formation), understand accessory excretory organs, differentiate
excretion in various organisms, and explain plant excretion and secondary metabolites.
• Asking Questions and Making Hypothesis (AS2): Students should be able to formulate questions
about excretory processes, impacts of waste accumulation, and specific excretory adaptations in
different organisms. They should be able to hypothesize about the effects of hormonal imbalances
or organ failure.
• Experimentation and Field Investigation (AS3): Students should be able to conduct experiments to
study external and internal features of a kidney (mammalian), and understand procedures for
collecting and analyzing plant secretions.
• Information Skills and Projects (AS4): Students should be able to collect and systematically
analyze information on topics like kidney health, organ donation, uses of plant alkaloids, and
prepare reports or news bulletins.
• Communicating through Drawing and Model Making (AS5): Students should be able to explain
their conceptual understanding through neatly labeled diagrams (e.g., L.S. of kidney, nephron,
excretory system flowchart) and interpret data from tables (e.g., blood and urine reports).
• Appreciation and Aesthetic Sense, Values (AS6): Students should be able to appreciate the
efficiency and complexity of excretory mechanisms in the human body and nature, and value
organ donation.
• Application to Daily life and Concern to Biodiversity (AS7): Students should be able to apply
scientific concepts of excretion to daily life (e.g., healthy kidney habits, understanding diseases like
uremia, ethical considerations of organ donation) and recognize the economic importance of plant
secondary metabolites.
V. Teaching Plan
Perio Teaching LEARNING Teaching TLM /
Assessment [CCE]
d Concept OUTCOMES Strategy Resources

Activity-based
introduction:
Students will be able Discuss the
to: concept of
• Define excretion waste
Introduction to and its importance. generation in Textbook (Pg
Excretion; • Identify waste living 74-77),
AS1: List waste
Waste products of organisms. Sample
products and explain
Products; metabolism. Brainstorm blood/urine
excretion. AS4:
Human • Understand the metabolic reports
1 Interpret diagnostic
Excretory basic components of wastes. (Table-2 & 3),
reports. AS2: "What
System: the human excretory Analyze Human
if waste products
Overview & system. sample blood excretory
aren't removed?"
Blood/Urine • Interpret blood and and urine test system chart
Analysis urine test reports to reports (overview).
identify normal vs. (Table-2 & 3).
abnormal levels of Discuss the
substances. necessity of
waste
removal.

Human Lab Activity Textbook (Pg AS3: Assess

Students will be able
2 Excretory (Kidney 77-78), dissection/observatio
to:
System: Lab Observation): Sheep/goat n skills. AS5: Draw
 Activity (Kidney • Identify the location Guide kidney L.S. of kidney. AS1:
Observation) & and general students in specimen, Describe kidney's
External/Intern structure of kidneys observing a sharp external/internal
al Features of in the human body. sheep/goat blade/scalpel, features.
Kidney • Perform a kidney. tray, water,
dissection/observatio Discuss its 3D kidney
n of a mammalian shape, color, model (if
kidney to study its and major dissection not
external and internal regions upon feasible).
features (cortex, longitudinal
medulla, hilum). section (L.S.).
• Understand basic Emphasize
lab safety protocols. proper
handling and
hygiene.

Students will be able

Explain the
to:
microscopic
• Identify the
structure of a
nephron as the
nephron. Textbook (Pg
structural and
Human Focus on the 78-79),
functional unit of the AS1: Label parts of
Excretory Malpighian Nephron
kidney. nephron. AS5: Draw
System: body and its chart/model,
• Describe the Malpighian body.
3 Structure of role in Microscope
components of the AS2: "Why is
Nephron filtration. (if permanent
Malpighian body efferent arteriole
(Malpighian Discuss the slides of
(Bowman's capsule, narrower?"
Body) concept of nephron are
glomerulus).
pressure available).
• Understand the
filtration. Use
role of
detailed
afferent/efferent
diagrams.
arterioles in filtration.

Students will be able

to:
Continue with
• Identify and
nephron
Human describe the parts of
structure,
Excretory the renal tubule
focusing on
System: (PCT, Loop of
the renal Textbook (Pg AS1: Describe renal
Structure of Henle, DCT,
tubule and its 79), Detailed tubule parts. AS5:
4 Nephron collecting duct).
surrounding nephron Complete a labeled
(Renal Tubule) • Understand the
capillaries. chart. diagram of nephron.
& Overall peritubular capillary
Review the
Nephron network.
overall flow of
Function • Explain why the
filtrate through
nephron is
the nephron.
considered the
functional unit.

Students will be able Explain the

to: high-pressure
• Explain the first two filtration at the
stages of urine glomerulus.
Mechanism of
formation: Discuss Textbook (Pg AS1: Explain initial
Urine
glomerular filtration selective re- 80), stages of urine
Formation:
and tubular re- absorption of Flowchart of formation. AS2:
5 Glomerular
absorption. useful urine "What if re-
Filtration &
• Understand the substances in formation absorption doesn't
Tubular Re-
concept of 'primary the tubules. stages. occur?"
absorption
urine'. Compare
• Identify substances primary urine
filtered and to blood
reabsorbed. plasma.
 Continue with
urine
Students will be able formation
to: stages,
• Explain tubular focusing on
Mechanism of
secretion and the secretion and Textbook (Pg AS1: Describe all
Urine
formation of concentration. 80-81), stages of urine
Formation:
concentrated urine. Detail the Excretory formation. AS5:
Tubular
• Understand the structure and system Draw excretory
6 Secretion &
role of vasopressin. function of the flowchart, system flowchart.
Concentrated
• Describe the remaining Chart on AS7: Discuss
Urine; Ureters,
structure and parts of the micturition common urination
Bladder,
function of ureters, excretory reflex. habits.
Urethra
urinary bladder, and system.
urethra. Discuss
• Explain micturition. micturition
and its
control.

Students will be able

to:
Discuss urine
• Analyze the normal
composition
composition of urine
and
and factors
Composition of variations.
influencing it. Textbook (Pg AS1: Explain
Urine; Kidney Explain
• Understand the 82-83), Urine dialysis. AS2: "What
Failure & kidney failure
concept of End composition happens if kidneys
7 Dialysis and the need
Stage Renal data, Dialysis fail?" AS4: Research
Machine for dialysis.
Disease (ESRD) and machine how dietary protein
(Artificial Use diagrams
uremia. diagram. affects urine.
Kidney) to illustrate
• Explain the
the dialysis
principle and
machine and
working of a dialysis
its process.
machine
(haemodialysis).

Discuss
Students will be able
kidney
to:
transplantatio
• Understand kidney
n and the Textbook (Pg
transplantation as a
Kidney importance of 83-84),
long-term solution. AS1: Describe
Transplantation donor Kidney
• Identify and explain accessory organs.
; Accessory matching and transplantatio
the excretory AS7: Discuss organ
Excretory organ n diagram,
8 functions of donation ethics and
Organs (Lungs, donation. Charts/image
accessory organs: importance. AS4:
Skin, Liver, Detail the s of lungs,
lungs, skin (sweat, Collect information
Large secondary skin, liver,
sebum), liver (bile on sebum.
Intestine) excretory large
pigments, urea), and
roles of lungs, intestine.
large intestine.
skin, liver, and
• Understand organ
large
donation.
intestine.

Discuss Textbook (Pg

Students will be able
diverse 84-87),
Excretion in to:
excretory Charts on
Other • Identify different AS1: Compare
strategies animal
Organisms; excretory excretion across
across the excretory
Plant Excretion organs/mechanisms organisms/plants.
animal organs
& Secondary in various phyla AS4: Research uses
9 kingdom (Table-4),
Metabolites (Amoeba, Planaria, of alkaloids. AS7:
(Table-4). Pictures of
(Alkaloids, Annelids, Arthropods Discuss economic
Explain plants
Tannins, etc.). importance of plant
unique plant producing
Resins, Gums, • Explain how plants products.
excretion alkaloids,
Latex) excrete waste
methods tannins,
products.
(transpiration, gums, latex.
 • Differentiate guttation,
primary and storage in
secondary leaves/bark).
metabolites. Introduce
• Give examples and primary and
uses of plant secondary
secondary metabolites
metabolites. with examples
and uses.

Discuss root
secretions
and their
implications.
Clearly define
Students will be able
and
to:
distinguish
• Understand the
between
concept of root AS1: Differentiate
excretion and
Plant Excretion secretions in plants. Textbook (Pg excretion vs.
secretion with
(Root • Differentiate clearly 88), Review secretion. AS5:
examples
Secretions); between excretion questions Create a concept
from both
10 Excretion vs. and secretion. from map for the unit.
plants and
Secretion; • Summarize key textbook, AS2: "Why do
animals.
Summary & concepts of the Concept map specific crops fail in
Conclude the
Revision entire unit. template. the same soil
unit with a
• Answer review repeatedly?"
comprehensiv
questions and
e review.
reinforce
Revision: Use
understanding.
"What we
have learnt"
and "Improve
your learning"
questions.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Use animated videos to show the filtration process in the nephron in detail.
• Arrange for a medical professional (e.g., a nurse or doctor) to speak about kidney health, dialysis,
and organ donation.
• Assign projects where students create posters or presentations on a specific excretory disorder or
a plant-derived medicine (secondary metabolite).
• Conduct a "pH of urine" activity (if lab facilities allow and ethical guidelines are followed) to
observe variations based on diet/hydration.
• Encourage critical thinking by discussing the ethical dilemmas surrounding organ transplantation.
• Facilitate a discussion on the role of government and NGOs in promoting organ donation and
kidney health awareness.
VII. Teacher Responses:
Conclusion & Suggestions
This Unit/Lesson Plan for "Excretion" aims to provide a comprehensive and engaging learning
experience, covering all aspects of the topic while ensuring the achievement of specified academic
standards. The planned activities emphasize conceptual understanding, practical application, and an
appreciation for the vital processes of waste management in living systems.

Next Steps & Potential Improvements:

• Case Study on Kidney Disease: Develop a short case study on a patient with kidney disease,
presenting their symptoms, diagnosis, and treatment options to reinforce learning.
• Virtual Field Trip: Explore virtual tours of a dialysis center or a research lab studying plant
secondary metabolites.
• Debate: Organize a debate on the pros and cons of different waste management strategies in
ecosystems, linking to environmental concerns.
• Creative Writing: Encourage students to write short stories or poems from the perspective of a
waste molecule traveling through the excretory system.
 UNIT / LESSON PLAN: 5-COORDINATION
I. Class: X

II. Unit / Lesson: COORDINATION

III. Number of Periods Required: 10

IV. Academic Standards (Particular to this unit only)

• Conceptual Understanding (AS1): Students should be able to explain the concept of coordination,
types of responses to stimuli, the structure and function of the nervous system (neuron, CNS,
PNS, ANS), and the endocrine system (hormones, glands, feedback mechanisms). They should
also understand control mechanisms in plants.
• Asking Questions and Making Hypothesis (AS2): Students should be able to formulate questions
about how different systems interact, the specific roles of brain parts, and hypothesize about the
effects of nervous or hormonal disruptions.
• Experimentation and Field Investigation (AS3): Students should be able to conduct activities
demonstrating reaction time (e.g., falling stick), involuntary reflexes (e.g., knee jerk), and plant
responses to stimuli (e.g., Mimosa pudica, phototropism, geotropism).
• Information Skills and Projects (AS4): Students should be able to collect and systematically
analyze information on topics like specific brain functions, endocrine disorders (e.g., diabetes), and
different types of nerves.
• Communicating through Drawing and Model Making (AS5): Students should be able to explain
their conceptual understanding through neatly labeled diagrams (e.g., neuron, brain, reflex arc,
endocrine glands), and draw/interpret diagrams of plant tropisms.
• Appreciation and Aesthetic Sense, Values (AS6): Students should be able to appreciate the
complexity and precision of coordination mechanisms in living organisms and recognize the
importance of maintaining balance in biological systems.
• Application to Daily life and Concern to Biodiversity (AS7): Students should be able to apply
scientific concepts of coordination to daily life situations (e.g., reacting to danger, understanding
medical conditions like diabetes) and relate plant responses to environmental factors.
V. Teaching Plan
Perio Teaching LEARNING Teaching
TLM / Resources Assessment [CCE]
d Concept OUTCOMES Strategy

Activity-based
Students will
introduction:
be able to:
Begin with
• Define
examples of
coordination
coordinated
and its
movements.
importance in
Discuss
living
various stimuli
organisms. AS1: Define
Introduction to and
• Explain the coordination, stimuli,
Coordination; responses in
concept of Textbook (Pg 94- response. AS3: Assess
Responding to daily life.
stimuli and 95), Long observation and data
1 Stimuli; Perform
response. stick/scale, collection in Activity-1.
Activity-1 Activity-1
• Demonstrate stopwatch. AS2: "Why do living
(Holding a (Holding a
and analyze bodies respond to
Falling Stick) Falling Stick).
their reaction stimuli?"
Analyze
time using the
results and
falling stick
discuss
activity.
factors
• Understand
affecting
the sequence
reaction time
of events in a
and rapid
response.
responses.

Nervous Students will Discuss Textbook (Pg 96- AS1: Label neuron
2
Coordination: be able to: Galen's 97), Permanent parts. AS5: Draw a
 Historical • Understand observations slide of nerve neatly labeled neuron.
Context the historical and early cell/neuron, AS2: "How does a
(Galen); development understanding microscope, neuron differ from a
Structure of of ideas about of nerves. Lab neuron typical cell?"
Nerve Cell nervous Activity: chart/model.
(Neuron) control. Observe
• Identify the Permanent
neuron as the Slide of Nerve
structural and Cell (Activity-
functional unit 2). Explain the
of the nervous function of
system. each part of
• Describe the neuron.
and label the Discuss the
main parts of importance of
a neuron myelin sheath.
(dendrites,
cell body,
axon, myelin
sheath, nodes
of Ranvier).

Students will
be able to:
Explain how
• Define
impulses
synapse and
cross the
explain its role
synaptic gap.
in nerve
Synapse; Discuss the
transmission.
Pathways: classification
• Classify AS1: Explain synapse
From Stimulus of nerves Textbook (Pg 97-
nerves into and nerve types. AS5:
to Response; based on their 98), Synapse
afferent Draw a simple nerve
3 Types of function and diagram,
(sensory), pathway. AS2: "How
Nerves direction of Flowchart of
efferent does information cross
(Afferent, message nerve pathways.
(motor), and the gap in a synapse?"
Efferent, transmission.
association
Association) Relate to
nerves.
Activity-1 by
• Understand
identifying
the flow of
detectors and
information
effectors.
from stimulus
to response.

Students will
be able to:
• Define reflex Discuss
action and voluntary and
differentiate it involuntary
from voluntary actions.
actions. Perform
• Explain the Activity-3
Reflexes &
concept of a (Knee Jerk
Reflex Arc; Textbook (Pg 98- AS1: Differentiate
reflex arc and Reflex) to
Voluntary vs. 99), Knee jerk voluntary/involuntary/ref
its demonstrate
Involuntary reflex lex. AS5: Draw a reflex
4 components. an involuntary
Actions; demonstration, arc. AS6: Appreciate
• Understand action.
Speed of Reflex arc the efficiency of
why reflex Explain the
Nerve diagram. reflexes.
actions are reflex arc
Transmission
faster than using a
voluntary diagram.
actions. Discuss the
• Relate nerve speed of
transmission nerve
speed to impulses.
bodily
responses.
 Students will
be able to:
• Identify the
brain as part
of the CNS
and its
location.
• Describe the Explain the
protective protection of
structures of the brain. Use
the brain a brain
Central
(cranium, model/chart to Textbook (Pg AS1: Label brain parts.
Nervous
meninges, show its 100-101), Human AS5: Draw a labeled
System
5 cerebrospinal external brain model/chart, diagram of the brain.
(CNS): Brain
fluid). features and Diagram of brain AS6: Appreciate brain's
Structure &
• Understand major protection. protection.
Protection
the divisions.
arrangement Discuss grey
of grey and and white
white matter. matter.
• Identify the
three main
divisions of
the brain
(forebrain,
midbrain,
hindbrain).

Students will
be able to:
Discuss
• Explain the
Table-1
functions of
(Functions of
various parts
Brain Parts) in
of the brain
detail, linking
(cerebrum,
Central each part to AS1: Explain functions
diencephalon,
Nervous specific of brain parts/spinal
midbrain, Textbook (Pg
System cognitive and cord. AS4: Research
cerebellum, 101-102), Chart of
(CNS): physiological cranial/spinal nerves.
6 medulla brain functions
Functions of processes. AS2: "What if all
oblongata). (Table-1), Spinal
Brain Parts Explain the functions were
• Describe the cord diagram.
(Table-1) & structure and controlled only by the
structure and
Spinal Cord role of the brain?"
function of the
spinal cord as
spinal cord.
a control
• Understand
center and
the historical
communicatio
context of
n pathway.
spinal cord
research.

Students will Explain PNS

be able to: as a network
• Understand extending
Peripheral
the structure from CNS.
Nervous
and Discuss Bell
System AS1: Differentiate
components and Textbook (Pg
(PNS); PNS/ANS. AS5:
of the PNS Magendie's 102-104), PNS
Autonomous Interpret ANS diagram.
(cranial, spinal work. chart, ANS chart
7 Nervous AS2: "What if
nerves). Introduce (Sympathetic vs.
System sympathetic and
• Identify the ANS and its Parasympathetic -
(ANS): parasympathetic didn't
dorsal and role in Fig-14).
Sympathetic & balance?"
ventral roots. involuntary
Parasympathe
• Define the functions
tic
Autonomous (e.g., pupil
Nervous dilation). Use
System (ANS) Fig-14 to
 and its compare
involuntary sympathetic
control. and
• Differentiate parasympathe
between tic actions.
sympathetic
and
parasympathe
tic systems
and their
opposing
actions.

Students will
be able to:
• Understand
that
coordination Introduce
can occur coordination
without by chemicals.
nervous Discuss the
control. historical
Coordination • Relate the discovery of
Textbook (Pg AS1: Explain insulin's
Without pancreas and insulin by
105-106), role. AS4: Research
Nerves: The Islets of Langerhans,
Pictures of diabetes management.
8 Story of Langerhans to Banting, Best,
Langerhans/Banti AS7: Discuss healthy
Insulin insulin and Macleod.
ng, Pancreas lifestyle for diabetes
(Pancreas & production. Explain how
diagram. prevention.
Diabetes) • Explain the insulin
discovery of regulates
insulin and its blood sugar
role in and its
regulating medical
blood sugar. application.
• Connect
insulin
deficiency to
diabetes.

Discuss
Students will Starling's
be able to: coinage of
• Define 'hormone'.
hormones and Explain the
endocrine ductless
glands. nature of
• Explain the endocrine
Other
concept of a glands. Detail
Chemical
feedback the "fight or
Coordinators
mechanism in flight" Textbook (Pg AS1: Identify
(Hormones,
hormone response due 106-108), glands/hormones/functi
Endocrine
regulation. to Adrenalin. Endocrine glands ons. AS5: Draw a
9 Glands,
• Identify Explain chart (Table-2), feedback loop. AS6:
Feedback
major positive and Videos on Appreciate hormonal
Mechanism);
endocrine negative hormonal action. balance.
Table-2:
glands and feedback
Endocrine
their secreted mechanisms
Glands
hormones. in hormone
• Describe the production
general using
effects of examples
various (prolactin,
hormones on insulin).
the body. Review Table-
2.
 Students will
be able to:
• Understand Discuss plant
that plants responses
also respond (Mimosa
to stimuli. pudica -
• Identify Activity-4).
phytohormone Introduce
s and their phytohormone
general s (Auxins,
functions. Cytokinins, Textbook (Pg
• Differentiate Gibberellins, 109-111), Mimosa AS1: Explain plant
Control between Abscisic acid, pudica plant, responses & hormones.
Mechanisms tropic and Ethylene - potted bean plant AS3: Assess
in Plants: nastic Table-3). (Activity-5), observation of
10 Phytohormone movements Explain Charts of plant Mimosa/plant tropisms.
s; Tropic & with examples various hormones (Table- AS5: Draw plant
Nastic (phototropism, tropisms 3), Diagrams of tropisms. AS6:
Movements geotropism, (phototropism tropisms and Appreciate plant
hydrotropism, - Activity-5, Went's adaptations.
thigmotropism geotropism, experiment.
, hydrotropism,
chemotropism thigmotropism
). ,
• Understand chemotropism
key ). Discuss
experiments Darwin and
(Darwin, Went's
Went) related experiments.
to plant
hormones.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Use interactive online simulations or virtual dissections of the brain to help students visualize
complex structures.
• Invite a yoga or meditation practitioner to discuss how conscious breathing and focus can
influence the nervous system (e.g., managing stress).
• Assign a project where students research a specific neurological disorder or endocrine imbalance
and present their findings.
• Encourage students to design and conduct simple experiments on plant tropisms using everyday
materials (e.g., growing seedlings in different light conditions).
• Facilitate a discussion on the ethical implications of genetic engineering related to plant hormones
(e.g., for faster growth or seedless fruits).
• Organize a "Human Body Systems" fair where students create models and interactive displays for
different organ systems, highlighting their coordination.
VII. Teacher Responses:
Conclusion & Suggestions
This Unit/Lesson Plan for "Coordination" aims to provide a dynamic and in-depth exploration of how living
organisms regulate their internal environments and respond to external stimuli. By integrating historical
context, experimental activities, and real-world examples, the plan seeks to develop conceptual
understanding and foster critical thinking among students.

Next Steps & Potential Improvements:

• Case Studies: Introduce case studies on specific instances of nervous system damage or
hormonal disorders to analyze the impact on coordination.
• Role-Playing: Organize role-playing scenarios where students act as different parts of the nervous
or endocrine system to demonstrate their coordinated functions.
• Technology Integration: Utilize virtual reality (VR) or augmented reality (AR) apps that allow
students to "walk through" a neuron or explore the brain's regions in an immersive way.
• "Ask a Scientist" Session: If possible, arrange a virtual or in-person session with a neurologist or
endocrinologist for students to ask questions directly.
• Creative Expression: Encourage students to express their understanding of coordination through
creative writing (e.g., a story from the perspective of an impulse) or art.
 • UNIT / LESSON PLAN: 6-REPRODUCTION
I. Class: X

II. Unit / Lesson: REPRODUCTION

III. Number of Periods Required: 15

IV. Academic Standards (Particular to this unit only)

• Conceptual Understanding (AS1): Students should be able to explain the concept of reproduction,
types (asexual and sexual), different asexual modes (fission, budding, fragmentation,
parthenogenesis, regeneration, vegetative propagation, spore formation), human reproductive
systems (male and female, gamete formation, fertilization, embryonic development, childbirth),
plant reproduction (flower structure, pollination, fertilization, seed/fruit formation), and cell division
(mitosis, meiosis, cell cycle). They should also understand concepts of reproductive health.
• Asking Questions and Making Hypothesis (AS2): Students should be able to ask questions about
reproductive strategies, genetic implications of different modes, and societal issues related to
reproductive health. They should be able to hypothesize about outcomes of experiments (e.g.,
curd formation, seed germination) and genetic consequences.
• Experimentation and Field Investigation (AS3): Students should be able to conduct activities like
observing bacterial colony formation, mold growth (spore formation), pollen grains, seed
germination, and analyze prepared slides of cell division stages.
• Information Skills and Projects (AS4): Students should be able to collect and systematically
analyze information on topics like advantages/disadvantages of artificial vegetative propagation,
reproductive health issues (HIV/AIDS), child marriage, female foeticide, and local farming practices
for plant propagation.
• Communicating through Drawing and Model Making (AS5): Students should be able to explain
their conceptual understanding through neatly labeled diagrams (e.g., Fission, Budding,
male/female reproductive systems in humans and plants, flower parts, sperm, ovule, embryo
development, cell cycle, mitosis/meiosis stages, contraception methods), and draw flowcharts for
life cycles and processes.
• Appreciation and Aesthetic Sense, Values (AS6): Students should be able to appreciate the
intricate biological processes of reproduction and cell division, and develop an aesthetic sense
towards life's continuation. They should also uphold values related to responsible reproductive
health and social equity (e.g., against foeticide, child marriage).
• Application to Daily life and Concern to Biodiversity (AS7): Students should be able to apply
scientific concepts of reproduction to daily life (e.g., birth control, preventing STDs, promoting
healthy society) and show concern for issues like population control, female foeticide, and genetic
implications for biodiversity.
V. Teaching Plan
Perio Teaching LEARNING TLM /
Teaching Strategy Assessment [CCE]
d Concept OUTCOMES Resources

Students will Activity-based

be able to: introduction:
• Define Discuss the
reproduction necessity of
and its reproduction.
Textbook (Pg AS1: Define types of
importance. Brainstorm ways
Introduction to 116-117), Milk, asexual
• Differentiate organisms
Reproduction; curd, bowls reproduction. AS3:
between reproduce.
Asexual (Activity-1 Assess observation
sexual and Perform Activity-1
1 Reproduction: materials), of curd formation.
asexual (Bacterial Colony
Fission, Charts of AS2: "Why do
reproduction. in Milk) to observe
Budding, Fission, insects appear in
• Explain rapid
Fragmentation Budding, swarms during rainy
fission (binary reproduction.
Fragmentation. season?"
& multiple), Explain fission,
budding, and budding, and
fragmentation fragmentation
with using diagrams
examples. and examples
 • Relate (Paramoecium,
Activity-1 to Yeast, Spirogyra).
bacterial
reproduction.

Students will
be able to: Discuss
• Define parthenogenesis
parthenogene (algae, fungi,
sis and ants/bees).
parthenocarpy Introduce AS1: Differentiate
Asexual with parthenocarpy Textbook (Pg parthenogenesis/car
Reproduction: examples. (seedless fruits). 118), py. AS2:
Parthenogenes • Explain Explain Pictures/diagra "Regeneration vs.
2
is, regeneration regeneration, ms of seedless fragmentation: Are
Parthenocarpy, and contrasting it with fruits, Planaria they same?" AS5:
Regeneration distinguish it fragmentation regeneration. Draw Planaria
from (Planaria example regeneration.
fragmentation. - Fig-5). Conduct
• Identify a brainstorming
organisms session for more
exhibiting examples.
these modes.

Students will
be able to:
• Define
vegetative
Introduce natural
propagation.
vegetative Textbook (Pg
• Describe
propagation. 118-119),
Asexual natural AS1: Explain natural
Show examples Bryophyllum
Reproduction: methods of vegetative
(or pictures) of leaf, Onion,
Vegetative vegetative propagation
3 Bryophyllum, Potato, Ginger,
Propagation propagation methods. AS7:
onion, potato, Pictures of
(Natural (leaves, Identify local plants
ginger. Discuss stolons, bulbs,
Methods) stems, roots) showing these.
how each part tubers,
with specific
leads to a new rhizomes.
examples
plant.
(Bryophyllum,
stolons, bulbs,
tubers,
rhizomes).

Students will
be able to:
• Explain
artificial
methods of
Discuss cutting,
vegetative
layering, and
propagation
grafting with
(cutting, Textbook (Pg AS1: Explain
practical
Asexual layering, 119-120), artificial methods.
demonstrations (if
Reproduction: grafting). Branches for AS3: Assess ability
possible) or
Vegetative • Understand cutting/layering, to describe
4 detailed diagrams.
Propagation the concepts grafting procedures. AS4:
Explain the
(Artificial of stock and tools/diagrams, Collect info on
purpose of each
Methods) scion in videos on tissue artificial propagation
method. Introduce
grafting. culture. pros/cons.
tissue culture as a
• Recognize
modern
the
technique.
advantages of
artificial
propagation
and tissue
culture.
 Students will
be able to:
• Explain Lab Activity
spore (Rhizopus
formation in Observation):
fungi Guide students to
(Rhizopus) observe mold
and ferns. under a
Textbook (Pg
Asexual • Understand microscope. AS3: Assess
120-122), Moldy
Reproduction: the conditions Discuss spore observation of mold.
bread,
Spore necessary for formation. Show AS1: Compare
microscope,
5 Formation; spore fern sporophylls. spore formation in
slide, coverslip,
Sexual germination. Introduce sexual fungi/ferns. AS2:
fern leaf
Reproduction • Define reproduction, "Why do fish lay
(sporophyll),
Introduction sexual emphasizing many eggs?"
needle.
reproduction gamete fusion and
(gamete different types of
fusion, fertilization
fertilization). (aquatic vs.
• Differentiate terrestrial
external and animals).
internal
fertilization.

Students will
be able to:
• Identify and
label the
organs of the
male
reproductive
system. Use a detailed
• Describe the chart/model of the
functions of male reproductive
testes, system. Explain
Textbook (Pg
epididymis, the anatomy and AS1: Label male
Human 123-124), Male
vas deferens, physiology of reproductive organs.
Reproductive reproductive
seminal each organ. AS5: Draw a sperm
6 System: Male system
vesicles, Discuss sperm cell. AS2: "Why are
Reproductive chart/model,
prostate structure (Fig-13b) testes outside the
System Sperm cell
gland, and its passage. body?"
diagram.
Cowper's Discuss the
gland, and significance of
urethra. scrotum's
• Explain location.
sperm
production
and its
passage.
• Describe the
structure of a
sperm cell.

Use a detailed
Students will
chart/model of the
be able to:
female
• Identify and
reproductive Textbook (Pg
Human label the
system. Explain 124), Female AS1: Label female
Reproductive organs of the
the anatomy and reproductive reproductive organs.
System: female
7 physiology of system AS5: Draw the
Female reproductive
each organ. chart/model, female reproductive
Reproductive system.
Discuss ovum Ovary/Follicle system.
System • Describe the
formation and diagrams.
functions of
ovulation. Explain
ovaries,
the site of
fallopian
fertilization.
 tubes, uterus,
and vagina.
• Explain
ovulation and
the process of
fertilization in
the fallopian
tube.

Students will
be able to:
• Explain
implantation of
the embryo in Explain the post-
the uterus. fertilization events
• Describe the leading to AS1: Explain
Textbook (Pg
Human structure and implantation. functions of
125-126),
Reproduction: function of the Discuss the placenta/amnion.
Diagrams of
Embryonic placenta, formation and AS5: Draw
embryonic
Development amnion, critical functions of developmental
8 development
(Implantation, allantois, and the stages. AS6:
stages (Fig-16),
Placenta, yolk sac. extraembryonic Appreciate the
Placenta and
Amnion, • Understand membranes and complexities of
umbilical cord
Umbilical Cord) the role of the placenta. Use human
diagrams.
these diagrams to show development.
structures in embryonic
nourishing and development.
protecting the
developing
embryo/foetus
.

Students will
be able to:
• Describe the
process of Explain the stages
childbirth of childbirth.
(labor pains, Discuss the
role of uterus). importance of
Human
• Understand colostrum and AS1: Describe
Reproduction: Textbook (Pg
the early childbirth. AS7:
Childbirth; 126), Childbirth
9 significance of breastfeeding. Emphasize
Menstrual diagrams/videos
colostrum for Briefly review the importance of
Cycle (Brief .
newborns. menstrual cycle's colostrum.
Mention)
• Recall the role in preparing
basic concept the uterus (recap
of the from previous
menstrual knowledge).
cycle in
relation to
reproduction.

Students will
Use real flowers
be able to:
(Hibiscus, Datura)
• Identify and
or detailed charts.
label the parts AS1: Label flower
Discuss the
Sexual of a flower Textbook (Pg parts, define
functions of
Reproduction (sepals, 127-128), Real pollination. AS5:
different floral
in Flowering petals, flowers Draw a labeled
10 parts. Explain
Plants: Flower stamens, (Hibiscus, flower. AS6:
unisexual vs.
Structure & carpels). Datura), Flower Appreciate beauty
bisexual flowers.
Pollination • Differentiate model/chart. and function of
Define and give
between flowers.
examples of self
unisexual and
and cross-
bisexual
pollination.
flowers.
 • Define self-
pollination and
cross-
pollination.
• Explain the
process of
pollen grain
transfer.

Students will
be able to:
• Observe
Lab Activity
pollen grains
(Pollen Grain
under a
Observation -
microscope.
Activity-2): Textbook (Pg
Sexual • Describe the
Students prepare 129), Flower AS3: Assess
Reproduction structure of an
and observe samples for observation of
in Flowering ovule
pollen. Explain the pollen, pollen. AS1:
11 Plants: Pollen (embryosac,
structure of the microscope, Describe ovule
Grain polar nuclei,
ovule in detail, slides, structure. AS5: Draw
Observation; egg cell,
focusing on the coverslips, pollen grain/ovule.
Ovule Structure synergids,
embryosac and its ovule diagram.
antipodals).
cells. Discuss the
• Understand
role of sticky
the
stigma.
germination of
pollen on
stigma.

Students will
be able to:
Explain the entry
• Explain the
of pollen tube into
process of
Sexual embryosac. Detail
fertilization in
Reproduction the fusion of male Textbook (Pg
plants. AS1: Explain double
in Flowering nuclei with egg 130),
• Understand fertilization. AS5:
Plants: and fusion Fertilization
the concept of Draw plant
12 Fertilization & nucleus (double diagram (Fig-
double fertilization. AS2:
Double fertilization). 21), Seed/Fruit
fertilization. "Why do some fruits
Fertilization; Discuss the post- development
• Describe the have many seeds?"
Seed & Fruit fertilization diagrams.
development
Formation changes leading
of zygote into
to seed and fruit
embryo, ovule
formation.
into seed, and
ovary into fruit.

Students will
be able to:
• Explain seed
Textbook (Pg
germination
Perform Activity-3 131-135),
and identify
(Seed Soaked seeds
seed parts.
Sexual Germination). (groundnut/Ben
• Understand
Reproduction Introduce cell gal gram), Seed AS3: Assess seed
the phrase
in Flowering division. Discuss germination germination
'Omnis cellula
Plants: Seed the significance of diagram, observation. AS1:
13 e cellula'.
Germination; mitosis in growth Permanent Explain mitosis
• Describe the
Cell Division: and repair. Use slides of mitosis stages. AS5: Draw
process of
Introduction & diagrams/animatio stages, mitosis stages.
mitosis and its
Mitosis ns to explain each microscope,
stages
stage of mitosis mitosis
(prophase,
(Activity-4). charts/animation
metaphase,
s.
anaphase,
telophase,
cytokinesis).
 • Understand
its role in
growth and
repair.

Students will
be able to:
• Differentiate
between
Explain meiosis
mitosis and
as reduction
meiosis.
division,
• Explain the
contrasting it with AS1: Differentiate
importance of Textbook (Pg
mitosis. Discuss mitosis/meiosis.
Cell Division: meiosis in 136-137),
its role in gamete AS5: Draw cell
Meiosis & Cell sexual Mitosis vs.
formation. cycle. AS6:
14 Cycle; reproduction Meiosis
Introduce the cell Appreciate cell
Importance of (reduction comparison
cycle and its division for life. AS2:
Cell Division division). chart, Cell cycle
phases. Discuss "What if no
• Understand diagram.
the significance of meiosis?"
the concept of
cell division in
the cell cycle
development and
(G1, S, G2, M
tissue repair.
phases).
• Appreciate
the regulation
of cell division.

Students will
be able to:
• Understand
the concept of
reproductive
health.
Discuss the
• Identify
importance of
common
reproductive
Sexually
health and safe
Transmitted
practices. Explain
Diseases
common STDs
(STDs) like
Reproductive and their Textbook (Pg AS1: Explain
Gonorrhea,
Health: STDs, prevention. 137-139), Red reproductive health
Syphilis,
Birth Control, Discuss different Ribbon symbol, terms. AS7: Discuss
AIDS.
Social Ills birth control Contraception STD prevention &
15 • Explain
(Teenage methods (Fig-32). methods chart social
various birth
Motherhood, Address social ills (Fig-32), responsibilities. AS4:
control
Female like child marriage Information on Research HIV/AIDS
methods
Foeticide) and female HIV/AIDS. impact.
(physical,
foeticide,
chemical,
emphasizing legal
surgical).
and ethical
• Discuss
aspects. Conclude
social issues
with a summary of
like teenage
the unit.
motherhood
and female
foeticide and
their
consequences
.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Use animated videos to show the complex processes of human fertilization and embryonic
development.
• Arrange a session with a local doctor or health worker to discuss reproductive health, STDs, and
family planning methods in a sensitive and age-appropriate manner.
 • Encourage students to create public awareness campaigns (posters, slogans, short skits) on
topics like "Stop Female Foeticide" or "Responsible Parenthood."
• Organize a field trip to a local nursery or agricultural research center to observe and learn about
different vegetative propagation techniques in practice.
• Facilitate a debate on ethical considerations surrounding reproductive technologies (e.g., IVF,
surrogacy) if deemed appropriate for the class maturity level.
• Provide supplementary reading materials on significant discoveries in reproduction and genetics
(e.g., the work of Watson and Crick).
VII. Teacher Responses:

Conclusion & Suggestions

This comprehensive Unit Lesson Plan for "Reproduction" is designed to facilitate a deep and sensitive
understanding of the biological processes of life continuation, alongside critical discussions on related
health and societal issues. The blend of conceptual clarity, experimental learning, and value-based
education aims to equip students with essential knowledge and a responsible outlook.

Next Steps & Potential Improvements:

• Guest Lecture on Reproductive Health: Invite a qualified health professional to deliver a lecture
focusing on adolescent reproductive health and common myths, ensuring a safe space for
questions.
• Interactive Simulations: Explore and integrate interactive online simulations that demonstrate
meiosis, fertilization, and embryonic development visually.
• Role-Play/Case Studies: Develop role-playing scenarios or case studies related to ethical
dilemmas in reproduction (e.g., organ donation, family planning decisions) to encourage empathy
and critical thinking.
• Creative Project: Assign a creative project where students can choose to illustrate a reproductive
process, design a public health awareness poster, or write a short story related to the unit's
themes.
 UNIT / LESSON PLAN: 7-COORDINATION IN LIFE PROCESSES
I. Class: X

II. Unit / Lesson: COORDINATION IN THE LIFE PROCESS

III. Number of Periods Required: 10

IV. Academic Standards (Particular to this unit only)

• Conceptual Understanding (AS1): Students should be able to explain the intricate coordination
between different organ systems (digestive, nervous, endocrine, circulatory, respiratory) in carrying
out life processes. They should understand the roles of hormones (Ghrelin, Leptin, Secretin,
Cholecystokinin) and nervous control (cranial nerves, enteric nervous system) in digestion and
associated functions.
• Asking Questions and Making Hypothesis (AS2): Students should be able to formulate questions
about the interdependencies of organ systems, the impact of dysfunctions in one system on
others, and hypothesize about the effects of different food types or emotional states on digestion.
• Experimentation and Field Investigation (AS3): Students should be able to conduct activities
demonstrating the mechanical breakdown of food, the role of saliva, the influence of palate on
taste, and model peristaltic movement. They should be able to observe and record data from these
activities.
• Information Skills and Projects (AS4): Students should be able to collect and systematically
analyze information on topics like the gut microbiome, historical discoveries in digestion (e.g., Dr.
Beaumont's experiments), and the health implications of poor dietary habits.
• Communicating through Drawing and Model Making (AS5): Students should be able to explain
their conceptual understanding through neatly labeled diagrams (e.g., taste pathways, dentition,
peristalsis, villi, overall coordination flowcharts), and create models (e.g., oesophagus model,
folded paper model of intestine).
• Appreciation and Aesthetic Sense, Values (AS6): Students should be able to appreciate the
remarkable teamwork and integration of various organ systems in the human body, recognizing it
as a "wonderful machine." They should also value healthy living and proper dietary practices.
• Application to Daily life and Concern to Biodiversity (AS7): Students should be able to apply
concepts of coordinated life processes to daily life situations (e.g., understanding hunger, chewing
food properly, managing stress-related digestive issues) and advocate for healthy habits.
V. Teaching Plan
Perio Teaching LEARNING TLM / Assessment
Teaching Strategy
d Concept OUTCOMES Resources [CCE]

Students will be able

to:
Introductory Discussion:
• Understand the AS1: Define
Begin by discussing the
concept of coordination
complexity of the human
Introduction coordination and and explain
body and how systems
to interdependence of Textbook (Pg hunger
work together.
Coordinatio life processes. 144-145), signals. AS2:
Brainstorm organ
n in Life • Identify organ Whiteboard, "What
systems involved in
1 Processes; systems involved in Chart showing systems are
basic actions. Activity-1
Feeling digestion. Ghrelin/Leptin involved in
(Feeling Hungry):
Hungry • Explain the role of action, Table- hunger?"
Discuss what makes
(Ghrelin & Ghrelin and Leptin 1. AS7: Relate to
students feel hungry/full
Leptin) hormones in hunger personal
(Table-1 from textbook).
and satiety. hunger
Introduce Ghrelin and
• Recognize the experiences.
Leptin.
brain's role in hunger
signals.

Outcome of Students will be able Discuss how sensory Textbook (Pg AS3: Assess
Sensation to: inputs (smell, sight) 146-147), observation in
2 of Hunger; • Explain how taste influence appetite. Cumin, sounf, Activity-2.
Taste and and smell are Perform Activity-2 potato, apple AS1: Explain
Smell intertwined in (Chewing (Activity-2 taste/smell
 Relationshi perceiving food Cumin/Sounf/Potato/Ap materials), relation. AS2:
p (Activity- flavor. ple with closed nose). Nose "Why does
2) • Understand the Discuss observations clip/fingers, food taste
role of olfactory and explain the Taste bud bland with a
receptors and taste chemoreception chart (from cold?"
buds. mechanism. Introduce Nutrition
• Perform Activity-2 Pavlov's conditioned chapter).
to demonstrate the reflexes.
influence of smell on
taste.
• Identify parts of the
mouth involved in
taste perception.

Students will be able

to:
• Explain the role of
the tongue and Perform Activity-4
Textbook (Pg AS3: Assess
palate in tasting (Sugar Crystals on
148-149), performance
Taste and food. Tongue with/without
Sugar and
Palate • Conduct Activity-4 palate contact). Discuss
crystals, observation in
(Activity-4); to understand the observations about
stopwatch, Activities 4 &
Mouth - need for dissolved dissolving food for taste.
3 chalk pieces 5. AS1:
The food. Perform Activity-5
(whole & Explain role of
Munching • Understand the (Chalkpiece in Vinegar).
crushed), tongue/palate.
Machine importance of Link this to the need for
vinegar, AS2: "Why is
(Activity-5) mechanical mechanical digestion
mineral water it important to
breakdown of food. and increased surface
bottles (cut). chew food?"
• Perform Activity-5 area.
to demonstrate
increased surface
area from crushing.

Students will be able

to:
• Identify different Discuss the dental Textbook (Pg
types of teeth and formula and functions of 150-152), AS1: Explain
Mouth -
their functions in incisors, canines, Dental mastication
The
mastication. premolars, molars. formula and saliva's
Munching
• Explain the Explain mastication and chart/jaw role. AS3:
Machine
process of jaw muscles. Perform model, Flour, Assess
(Teeth,
4 mastication. Activity-7 (Action of water, test observation of
Mastication
• Understand the Saliva on Flour). tubes, iodine, starch
); Saliva's
role of saliva in Perform Activity-8 saliva digestion/pH
Role
moistening food and (Testing pH of Mouth). (Activity-7), change. AS7:
(Activity-7,
initial starch Discuss the alkaline pH paper, Discuss oral
Activity-8)
digestion. nature of saliva and its color chart hygiene.
• Observe pH role in enzyme action. (Activity-8).
changes in the
mouth (Activity-8).

Students will be able

to:
Discuss swallowing
• Describe the Textbook (Pg
mechanism and
structure and 153-154), AS1: Define
oesophagus structure.
Travel of function of the Waste cycle peristalsis.
Perform Activity-9
Food oesophagus. tube, oil, AS3: Assess
(Potato in Cycle Tube)
through • Explain peristaltic potatoes model
5 to model peristalsis.
Oesophagu movement and its (Activity-9 demonstration
Explain the coordinated
s mechanism (circular materials), . AS5: Draw
contraction and
(Peristalsis) and longitudinal Peristalsis peristaltic
relaxation of muscles
muscles). diagram (Fig- movement.
that propel food. Link to
• Understand the 6).
involuntary control.
role of mucus in food
passage.
 • Model peristalsis
using Activity-9.

Students will be able

to:
• Explain why the AS1: Explain
Discuss the stomach's
stomach is Textbook (Pg stomach
structure and role as a
Stomach - structured as a bag. 154-157), functions and
"mixer." Explain HCl
The Mixer • Describe the Gastric gland protection.
secretion and its
and composition and chart, Green AS2: "Why is
functions. Introduce
6 Digester function of gastric leaves, stomach bag-
chyme. Lab Activity
(Gastric juice, including HCl. vaseline, like?" AS3:
(Acid on Leaves) to
Juice, HCl, • Understand the weak acid (for Assess
demonstrate mucus
Chyme) formation of chyme. demonstration observation of
protection. Discuss the
• Explain how the ). acid effect on
pyloric sphincter.
stomach is protected leaves.
from its own acid
(mucus).

Students will be able

to:
• Describe peristaltic
Discuss the churning Textbook (Pg
movement in the
action and peristalsis 155-157),
Peristalsis stomach. AS1: Explain
within the stomach. Peristalsis in
in • Understand the stomach
Explain the pyloric stomach
Stomach; regulation of chyme peristalsis &
sphincter's role. diagram (Fig-
Travel of release into the villi function.
7 Introduce absorption in 7), Villi
Food to duodenum. AS3: Assess
the small intestine, diagram (Fig-
Intestine • Explain how villi model of villi.
focusing on villi. 9), Chart
(Villi, increase surface AS5: Draw
Perform Activity-10 paper, gum
Absorption) area for absorption villus diagram.
(Paper Tube and Folded (Activity-10
in the small intestine.
Papers). materials).
• Model surface area
increase using
Activity-10.

Students will be able

to:
• Understand the
concept of the
enteric nervous
system (ENS) as the
Enteric Introduce the ENS and
'second brain'. AS1: Explain
Nervous its autonomy. Explain
• Describe the Textbook (Pg ENS &
System how stool is formed and
process of waste 158-159), defecation.
(Second stored in the large
expulsion ENS diagram, AS2: "Why is
Brain); intestine. Discuss the
8 (defecation). Rectum and ENS called
Expulsion process of defecation
• Identify the anal anal sphincter second
of Wastes and the role of
sphincters and diagram (Fig- brain?" AS7:
(Rectum, internal/external anal
differentiate their 10). Discuss stress
Anus, sphincters. Link stress
control and digestion.
Sphincters) to digestive issues.
(voluntary/involuntar
y).
• Discuss the
coordination of the
gut's muscular and
neural apparatus.

Coordinatio Discuss how nutrients AS1: Explain

Students will be able Textbook (Pg
n with from digestion are inter-system
to: 160),
Respiration utilized for energy, coordination.
• Explain how the Flowchart
9 and linking to respiration AS6:
digestive system showing inter-
Circulation; (oxygen intake, CO₂ Appreciate
coordinates with the system
Energy release) and circulation body as a
respiratory and coordination.
Utilization; (transport of O₂ and "wonderful
 Overall circulatory systems nutrients). Emphasize machine."
System for energy release. that no system works in AS5: Draw an
Integration • Understand the isolation. Conclude with overall
fate of absorbed a summary of the coordination
nutrients (oxidation chapter. flowchart.
for energy).
• Appreciate the
overall integration of
various organ
systems in
maintaining life.
• Summarize key
coordination points.

Students will be able

Q&A Session: Address AS1:
to:
questions from "Improve Comprehensiv
• Recall and Textbook (Pg
your learning" section. e review. AS2:
reinforce all 161-164,
Concept Map Creation: Solve
concepts covered in "Improve your
Revision Students create a analytical
the unit. learning"
and comprehensive concept questions.
10 • Apply conceptual questions),
Problem map for the entire unit. AS5: Assess
understanding to Whiteboard,
Solving Problem Solving: concept map
answer diverse Markers,
Discuss complex quality. AS7:
questions. Concept map
scenarios involving Discuss real-
• Identify areas of templates.
multi-system life health
weakness and seek
coordination. problems.
clarification.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Use digital simulations or interactive apps that demonstrate the journey of food through the
digestive tract and the real-time interaction of different systems.
• Invite a medical professional or a dietician to discuss the impact of diet and lifestyle on the overall
coordination of bodily functions.
• Assign group projects where students create detailed flowcharts or animated presentations
showing how a specific life process (e.g., digestion of a meal) involves multiple organ systems.
• Conduct a "Human Body Quiz Bowl" focusing on the coordination aspect.
• Explore the historical context of digestive research, including the contributions of scientists like Dr.
William Beaumont (Annexure).
• Encourage students to read articles or watch documentaries about breakthroughs in
understanding the gut-brain axis.
VII. Teacher Responses:
Conclusion & Suggestions
This Unit/Lesson Plan for "Coordination in Life Processes" aims to provide a holistic understanding of how
the various systems in the human body work together seamlessly. By focusing on the interconnectedness
and functional integration, the plan seeks to deepen students' appreciation for the complexity of life and
its underlying regulatory mechanisms.

Next Steps & Potential Improvements:

• Case Studies on System Failures: Introduce short case studies where one system fails (e.g., nerve
damage affecting digestion, circulatory issues impacting nutrient delivery) and have students
analyze the cascading effects on other systems.
• Virtual Anatomy Labs: If possible, leverage virtual anatomy and physiology labs to provide a more
immersive experience of organ system interactions.
• Student-Led Investigations: Encourage students to design simple investigations into how personal
habits (e.g., sleep, stress) might affect their digestive or energy levels, promoting self-awareness
and data collection.
• Community Health Project: Collaborate with local health initiatives for a project focusing on
promoting healthy eating and lifestyle habits that support overall body coordination.
 • UNIT / LESSON PLAN: 8- HEREDITY AND EVOLUTION

I. Class: X
II. Unit / Lesson: Heredity and Evolution (Chapter 8)
III. Number of Periods required: 10
IV. Academic Standards (Particular to this unit only)
• Conceptual understanding
• Asking questions and making hypothesis
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan

LEARNING
Perio Teaching OUTCOMES Teaching Assessment
TLM / Resources
d Concept (Students will Strategy [CCE]
be able to...)

-
Brainstorming
: "What
makes us
- Distinguish
similar
between
to/different
Introduction to similarities and - Conceptual
from our
Heredity & variations Understanding:
parents?" - Student photographs
Variations among Ask students to
- Group (family/friends, if
- Observing organisms. define 'variation'
discussion comfortable)
variations in - Identify in their own
based on - Pea/bean pods and
nature inheritable words.
Activities 1 & seeds
1 - Similarities & traits in - Asking
2 -
differences humans and Questions:
(family/friends Whiteboard/Blackboar
among family other Encourage
traits). d
members/friend organisms. students to
- Observation - Chart paper for
s - Appreciate formulate
activity: recording observations
- Importance of the significance questions about
Pea/bean
variations of variations for trait inheritance.
seeds
species
(Activity 3).
survival.
- Questioning:
"Why are
variations
important?"

Mendel & His - Recognize - Short lecture

Experiments: Gregor Mendel on Mendel's - Conceptual
Selection of Pea as the 'Father life and Understanding:
Plant of Genetics'. contributions. - Pictures of Gregor Oral questions
- Introduction to - Explain the - Interactive Mendel about Mendel's
Gregor Johann advantages of discussion on - Diagram of pea plant reasons for
2
Mendel pea plants for why pea with highlighted traits choosing pea.
- Reasons for genetic plants were - Flashcards of - Information
selecting pea experiments. ideal (e.g., contrasting characters Skills: Students
plant - List and fast list Mendel's 7
- Seven identify reproduction, characters.
contrasting Mendel's seven clear traits).
 characters of contrasting - Table
pea plants characters in presentation
pea plants. of contrasting
characters
(Table 3).

- Describe - Step-by-step
Mendel's explanation of
Monohybrid
experimental monohybrid - Conceptual
Cross: P & F1
procedure for cross using Understanding:
Generation &
monohybrid diagrams. Draw and label
Law of
cross. - Use symbols a monohybrid
Dominance
- Predict the (YY, yy, Yy) to - Diagrams/Charts of cross for F1
- Pure breeds &
outcome of F1 represent monohybrid cross (P generation.
cross-pollination
3 generation in a factors. to F1) - Asking
- F1 generation
monohybrid - Discussion - Colored markers Questions:
results
cross. on Mendel's - Projector/Smartboard "What would
- Mendel's
- State and three happen if the
assumptions
explain the assumptions. dominant trait
(factors, gamete
Law of - Guided wasn't always
formation,
Dominance problem- expressed?"
dominance)
with an solving (e.g.,
example. tall x dwarf).

- Punnett
square
Monohybrid demonstration -
Cross: F2 - Predict the for F2 Communicating
Generation; phenotypic and generation. through
Phenotype & genotypic - Calculate Drawing:
Genotype ratios of F2 phenotypic - Punnett square Construct a
- Self-pollination generation. (3:1) and templates Punnett square
of F1 - Differentiate genotypic - Chart showing for a given
4 - F2 generation between (1:2:1) ratios. phenotypic/genotypic monohybrid
results (3:1 phenotype and - Class ratios (Table 4) cross.
ratio) genotype. activity: - Worksheets with - Conceptual
- Phenotype vs. - Define Students practice problems Understanding:
Genotype homozygous create their Explain the
- Homozygous and own Punnett difference
vs. heterozygous. squares for between 3:1
Heterozygous various and 1:2:1 ratios.
monohybrid
crosses.

- Introduce
dihybrid cross
(briefly, as
detailed ratios
are for higher
- Conceptual
- Explain the classes).
Understanding:
Dihybrid Cross concept of a - Emphasize - Simplified diagrams
Define Law of
& Laws of dihybrid cross. the concepts of dihybrid cross
Segregation and
Inheritance - State and rather than - Analogy for
Law of
- Introduction to define the Law complex independent
Independent
Dihybrid cross of Segregation. Punnett assortment (e.g.,
5 Assortment.
- Law of - Understand squares. shuffling two separate
- Asking
Segregation the basic - Relate Law decks of cards).
Questions: Pose
- Law of principle of the of - Annexure notes for
hypothetical
Independent Law of Segregation advanced
scenarios
Assortment Independent to gamete understanding.
involving two
Assortment. formation in
traits.
monohybrid
cross.
- Illustrate
Law of
Independent
 Assortment
with simple
example (e.g.,
color and
shape of
peas).

- Describe the - Lecture:

relationship Genes as
between traits, segments of
Expression of alleles, and DNA. -
Traits & Sex genes (DNA). - Use a flow Communicating
Determination - Explain the chart for through
- Traits, factors, basic human sex Drawing: Draw
alleles, genes mechanism of determination a flow chart for
- DNA model/diagram
(DNA) sex (Fig. 3). human sex
- Human Karyotype
- DNA structure determination - Interactive determination.
6 chart (optional)
(brief) in humans activity: Game -
- Chart strips, buttons,
- Sex (XX/XY). 1 (monohybrid Experimentation
bags (for Activity 4)
determination in - Analyze the cross with : Participate
humans role of the strips/buttons) actively in the
- Activity 4: father in sex . heredity game
Button/Strip determination. - Discussion: and interpret
Game - Conduct and "Who results.
interpret results determines
of the heredity the baby's
game. sex?"

- Explain how
variations arise
- Story-telling
in sexually
approach for
Evolution: reproducing
beetle
Variations in organisms.
situations
Population & - Illustrate - Conceptual
(Fig. 4, 5, 6,
Natural natural Understanding:
7).
Selection selection with a Explain the
- Guided - Diagrams of beetle
- How variations concrete difference
discussion on populations
develop example between natural
each - Real-life examples of
- Situations (green selection and
situation: natural selection (e.g.,
7 leading to beetles). genetic drift.
"Why did peppered moths).
evolution - Define and - Asking
green beetles - Videos explaining
(beetle explain 'genetic Questions: "Can
survive?" natural
examples): drift' and its a bodybuilder
"What if an selection/genetic drift.
Natural impact on pass on strong
elephant
selection, populations. muscles to their
steps?"
Genetic drift, - Differentiate children?"
- Emphasize
Non-inheritable between
the role of
changes inheritable and
DNA in
non-inheritable
inheritance.
traits in
evolution.

Theories of - Summarize - Comparative

Evolution: Lamarck's analysis of - Conceptual
Lamarckism & theory and Lamarckism Understanding:
Darwinism explain why it vs. Compare and
- Lamarck's was disproved. Darwinism. - Pictures of Lamarck, contrast
Theory of - Describe - Discussion: Weismann, Darwin Lamarckism and
Acquired Charles "Giraffe's - Diagrams illustrating Darwinism.
8
Characters Darwin's neck giraffe neck evolution - Application to
- Weismann's contributions to elongation." - Videos on Darwin's Daily Life:
Experiment evolutionary - Case study: theory. Relate 'survival
- Charles theory. Deer of the fittest' to
Darwin & - Explain the population observable
Natural concept of and phenomena.
Selection 'Natural predators.
 - Darwin's Selection' and - Presentation
theory in a 'Survival of the of Darwin's
nutshell Fittest'. voyage and
- List the key observations.
tenets of
Darwin's theory
of evolution.

- Define
speciation,
microevolution,
- Lecture with
and
visual aids
macroevolution
(diagrams of
.
organs,
Speciation & - Distinguish
embryos, -
Evidences of between
fossils). Communicating
Evolution homologous - Diagrams of
- Group through
- Micro & and analogous homologous/analogou
activity: Drawing: Draw
Macroevolution organs with s organs (Fig. 12)
Categorize examples of
(Speciation) examples. - Charts of vertebrate
examples as homologous
- Homologous - Explain how embryos (Fig. 13)
homologous and analogous
9 vs. Analogous embryological - Pictures of
or analogous. organs.
organs similarities Archaeopteryx,
- Discussion - Information
- Embryological provide dinosaur fossils (Fig.
on Skills: Students
evidences evidence for 14, 15)
Archaeoptery research local
- Fossils evolution. - Video on carbon
x as a fossil finds or
(Archaeopteryx, - Describe the dating.
connecting carbon dating
carbon dating, significance of
link. applications.
Palaeontology) fossils as
- Video on
evidence for
fossil
evolution.
formation and
- Understand
carbon dating.
carbon dating
method (basic
concept).

- Trace the
- Discussion - Conceptual
broad stages of
on human Understanding:
human
Human migratory Explain the
evolution.
Evolution & patterns from concept of
- Understand
Vestigial Africa. human common
the concept of
Organs - Interactive ancestry.
common
- Human session on - Appreciation &
ancestry for all - Timeline of human
evolutionary vestigial Values: Discuss
humans. evolution
history organs (e.g., the importance
- Define - Diagrams of human
- Diversity and appendix, of
10 vestigial vestigial organs
common wisdom understanding
organs and - Global migration map
ancestry teeth). human
provide - Concept map
- Vestigial - Q&A session evolution.
examples in template.
organs & to clarify - Assessment
humans.
Atavism doubts from [CCE]: Short
- Define
- Review and the entire unit. written test
'Atavism' with
Doubt - Short quiz or covering key
an example.
Clarification concept terms and
- Consolidate
mapping concepts from
learning from
activity. the unit.
the entire unit.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Activity Enhancement: For Activities 1 and 2, ensure sensitivity regarding personal traits.
Encourage students to observe general patterns rather than focusing on individual differences in a
judgmental way.
• Practical Demonstrations: If possible, arrange for live pea plant observations or use botanical
models. For DNA, a simple 3D model can be created using pipe cleaners and beads.
 • Case Studies: Research and discuss current examples of natural selection (e.g., antibiotic
resistance in bacteria, pesticide resistance in insects) to link the concepts to real-world scenarios.
• Guest Speakers: Invite a local biologist or a university student studying genetics/evolution to share
their insights.
• Virtual Field Trips: Utilize online resources (e.g., virtual tours of natural history museums) to
explore fossil exhibits or displays on evolution.
• Debate: Organize a short debate on "Should we use genetic modification to eliminate undesirable
traits in crops?" connecting to the "Application to Daily life" standard.
• Project Work: Assign small group projects on topics like:
o "Famous Geneticists and Their Contributions"
o "The Role of DNA in Inheritance"
o "Examples of Natural Selection in Your Surroundings"
o "Conservation Efforts Based on Understanding Biodiversity"
• Art Integration: Encourage students to create posters, cartoons (as per AS6), or models depicting
concepts like food chains, pyramids, or the process of evolution.
• Reading Corner: Provide access to age-appropriate books or articles on genetics, evolution, and
biodiversity to encourage independent learning.
VII. Teacher Responses:
• Addressing Misconceptions: Be prepared to address common misconceptions such as:
o "Evolution means we came from monkeys." (Clarify common ancestry, not direct lineage
from modern monkeys).
o "Acquired traits can be inherited." (Reiterate Weismann's experiment and the distinction
between somatic and germ cells).
o "Natural selection is about individuals trying to adapt." (Emphasize that variation arises
randomly; nature 'selects' based on existing variations).
o "Humans are the pinnacle of evolution." (Explain that evolution is ongoing and organisms
are adapted to their specific environments, not necessarily 'higher' or 'lower').
• Encouraging Inquiry: Foster an environment where students feel comfortable asking questions,
even seemingly "silly" ones. Respond with open-ended questions that encourage deeper thought
and critical analysis.
• Connecting Concepts: Continuously draw connections between different concepts within the
chapter (e.g., how variations, which are the basis of heredity, are also the raw material for
evolution).
• Promoting Ethical Discussion: When discussing topics like human evolution, diversity, or genetic
modification, guide discussions towards ethical considerations and the importance of scientific
understanding in shaping societal views.
• Reinforcing Academic Standards: Explicitly mention which academic standards are being met
during specific activities or discussions (e.g., "This activity helps us develop our conceptual
understanding of variations," or "Your questions are a great example of 'asking questions and
making hypotheses'").
 • UNIT / LESSON PLAN: 9- OUR ENVIRONMENT

I. Class: X
II. Unit / Lesson: Our Environment (Chapter 9)
III. Number of Periods required: 15
IV. Academic Standards (Particular to this unit only)
• Conceptual understanding
• Asking questions and making hypothesis
• Experimentation and field investigation
• Information Skills and projects
• Communicating through Drawing and model making
• Appreciation and Aesthetic sense, values
• Application to Daily life and concern to Biodiversity
V. Teaching Plan

LEARNING
Peri Teaching OUTCOMES Teaching Assessment
TLM / Resources
od Concept (Students will Strategy [CCE]
be able to...)

-
Brainstormin
g: "What
makes up
our
surroundings
- Define
?"
'environment',
Introduction to - Class
'biotic factors',
Environment discussion - Conceptual
'abiotic factors',
- Definition of on examples Understanding:
'habitat', and
environment of Ask students to
'niche'. - Whiteboard/Blackboard
- Biotic and biotic/abiotic define key terms.
- Identify biotic - Pictures/Charts of
Abiotic factors factors. - Application to
1 and abiotic various habitats
- Habitat and - Activity: Daily Life: Ask
components in - Local ecosystem
Niche Students for examples of
their examples
- Importance identify their biotic/abiotic
surroundings.
of own habitat factors in their
- Understand
environmental and an daily lives.
the concept of
balance example of a
balance in an
niche.
ecosystem.
-
Questioning:
"Why is
balance
important in
nature?"

Food Chains - Identify - Review of - Communicating

- Diagrams of food chains
2 and Food producers, food through Drawing:
and webs (Fig. 1, 3)
Webs primary, chains/webs Students draw
 - Relationship secondary, and from - Flashcards of different specific food
between tertiary previous organisms chains.
organisms consumers. classes. (producers/consumers) - Conceptual
and food - Illustrate food - Interactive - Chart paper for drawing Understanding:
- Components chains with activity: food chains/webs Ask "What
of a food appropriate Create food happens if a
chain arrows. chains with component of a
(producer, - Explain the given food chain is
consumers) concept of a animals removed?"
- Arrows in food web as (grass,
food chains interconnected snake,
- Food web food chains. rabbit,
concept - Draw simple hawk).
food chains - Discussion
and webs from on 'arrows'
given indicating
organisms. energy flow.
- Group
activity:
Identify 4
food chains
in
surroundings
.

- Lecture and
Energy Flow discussion
- Explain the
in Ecosystems on energy
stepwise flow
(Part 1) transfer.
of energy in an
- Energy -
ecosystem.
transfer Questioning: - Conceptual
- Understand
through "Why are Understanding:
why food
trophic levels food chains - Diagram illustrating Explain the
chains are
- Short length short?" and energy flow in a food concept of
generally short
of food chains "Why do chain energy loss in a
(max 4 steps).
(why 4 numbers - Visual representation of food chain.
3 - Explain the
steps?) decrease?" energy loss (e.g., pie - Asking
decrease in
- Decrease in - Explanation chart) Questions:
organism
number of of 10% law - Calculator for 10% law Encourage
numbers at
organisms at (implicitly examples questions about
successive
higher trophic through 80- energy
trophic levels.
levels 90% loss). efficiency.
- Describe
- Energy loss - Examples
energy
at each of energy
dissipation as
trophic level loss in daily
heat.
(80-90%) life (e.g., car
engine).

- Relate - Discussion
Energy Flow
climatic factors on global
in Ecosystems
to different ecosystems
(Part 2) &
terrestrial (forests,
Niche
ecosystems. deserts, - Conceptual
- Major
- Differentiate mountains). Understanding:
ecosystems - World map showing
between food - Analyze Explain 'niche'
(terrestrial: different biomes
chains and Fig. 2 (Food and 'food web'.
rainfall, temp, - Diagrams of specific
food webs in chains in - Application to
4 light) ecosystems (Fig. 2)
terms of different Daily Life:
- Food web - Pictures of animals
complexity. ecosystems). Provide
vs. Food illustrating unique feeding
- Define and - Detailed examples of
chain habits
explain 'niche' explanation animal niches in
(precision)
with examples. of 'niche' and local areas.
- Niche:
- Discuss the its practical
position in
interconnected implications.
food web and
ness of -
mode of life
communities. Brainstormin
 g other
examples of
niches.

- Introduction
to ecological
Ecological pyramids,
- Define
Pyramids: connecting to
'Ecological
Introduction & Egyptian
Pyramid' and
Pyramid of pyramids.
recall its
Numbers - Step-by-
originator. - Communicating
- Definition step
- List the three through Drawing:
and origin of guidance on
types of Draw pyramids
Ecological drawing
ecological - Diagrams of pyramids of numbers for
Pyramids pyramids of
pyramids. (Fig. 4, 5) specific food
(Charles numbers
- Construct and - Grid paper for drawing chains.
Elton) (e.g., forest
5 interpret pyramids - Conceptual
- Types of example,
upright - Examples of number Understanding:
pyramids Fig. 5).
pyramids of pyramids (e.g., aphids- Explain why
(number, - Discussion:
numbers. ladybirds-birds-hawks) some pyramids
biomass, "Is there a
- Explain the of numbers
energy) relationship
relationship might be
- Pyramid of between
between size inverted.
Numbers: numbers and
and number of
graphic size?"
organisms in a
representation - Practice
pyramid of
, upright drawing
numbers.
examples pyramids for
given food
chains.

- Discussion
on 'biomass'
and its
Ecological applications
- Define
Pyramids: (biofuel).
'biomass' and
Pyramid of -
'biofuels'. - Conceptual
Biomass Comparative
- Explain how Understanding:
- Definition of analysis of
biomass Explain the
Biomass terrestrial vs.
decreases in concept of
- Biomass as aquatic
terrestrial - Diagrams of upright and inverted biomass
biofuel biomass
ecosystems. inverted biomass pyramid in
- Upright pyramids
- Justify why pyramids (Fig. 6) aquatic
Pyramid of (Fig. 6).
6 aquatic - Examples of biomass ecosystems.
Biomass - Emphasize
pyramids of sources - Asking
(terrestrial) inefficiency
biomass are - Discussion on energy Questions:
- Inverted of energy
inverted. conversion efficiency. Encourage
Pyramid of conversion to
- Understand questions about
Biomass tissue.
the percentage biomass and
(aquatic) -
of biomass energy
- Efficiency of Questioning:
transferred efficiency.
biomass "Why is
between
transfer (10- biomass
trophic levels.
20%) important for
the next
trophic
level?"

Ecological - Explain the - Detailed - Conceptual

- Diagram of pyramid of
Pyramids: role of explanation Understanding:
energy (Fig. 7)
Pyramid of photosynthesis of energy Explain why
- Flowchart of energy
Energy in energy pyramid (Fig. energy pyramids
7 transfer (Solar energy ->
- Food as conversion. 7). are always
Producers -> Consumers)
source of - Trace the - Analogy of upright.
- Examples of metabolic
chemical/pote flow of energy man-made - Asking
activities
ntial energy from sun to machines Questions: Pose
 - producers to (car engine) questions about
Photosynthesi consumers. for energy the ultimate
s and energy - Account for loss. source of energy
conversion energy loss at - Discussion for all life.
- Energy flow: each trophic on mineral
Producers to level due to circulation
Consumers metabolic and
- Metabolic activities. biogeochemi
requirements - Justify why cal cycles
and heat loss the pyramid of (brief
- Why pyramid energy is review).
of energy is always upright. - Link back to
always upright the 10% law.

- Identify - Introduce
Human
human the Kolleru
Activities and
activities that Lake story.
Ecosystems:
impact - Group
Kolleru Lake
ecosystems. activity:
Story (Part 1)
- Understand Analyze - Information
- Impact of
the case study Table 1 data Skills: Interpret
human
of Kolleru Lake and answer data from Table
interventions
as an example questions - Kolleru Lake 1.
- Kolleru Lake:
of human (Why more map/pictures (Fig. 7) - Asking
wetland, bird
8 impact. water in - Table 1 data printouts Questions:
sanctuary
- Analyze data 1967? Why - Projector for satellite Formulate
- Threats to
from Table 1 to dense images (if available) questions about
Kolleru Lake:
infer reasons weeds? the causes and
shrinking size,
for lake Reasons for effects of lake
pollution
degradation. decrease?). pollution.
- Data
- Discuss the - Discussion
analysis:
importance of on migratory
Table 1 (Area
wetlands and birds and
changes
bird their
1967-2004)
sanctuaries. importance.

Human
Activities and
- Continue
Ecosystems: - Explain the
Kolleru Lake
Kolleru Lake impact of
story.
Story (Part 2) aquaculture on
- Discussion
- Aquaculture the lake
on
and its impact ecosystem.
'anthropogen
- Major - Identify
ic sources' of
sources of various - Conceptual
pollution.
pollution sources of Understanding:
- Explain
(agricultural pollution Explain
eutrophicatio - Images of
runoff, affecting eutrophication
n with Eichhornia/Pistia
industrial Kolleru Lake. and its
examples of - Charts explaining
effluents, - Define consequences.
9 weeds. DO/BOD
sewage) 'eutrophication' - Application to
- Relate DO - Case study of Minamata
- and its effects. Daily Life:
and BOD to disease (brief reference,
Eutrophication - Relate water Discuss common
fish survival 'Do you know?' box).
(Eichhornia, quality water-borne
and water-
Pistia) changes (DO, diseases and
borne
- Water quality BOD) to their causes.
diseases.
parameters aquatic life and
- Problem-
(alkaline, human health.
solving:
turbid, low - Discuss
"How do
DO, high health issues
these factors
BOD) faced by local
lead to
- Health inhabitants.
pollution?"
consequences
(diseases)
 - Discussion
- Explain the
Human on
physical
Activities and 'biological',
problems
Ecosystems: 'chemical',
affecting the
Kolleru Lake 'physical'
lake (siltation,
Story (Part 3) problems - Information
encroachment)
- Siltation, (Table 2). Skills: Analyze
.
encroachment - Group and interpret
- Analyze
, blockages activity: data from Table
Table 2 to - Table 2 data printouts
- Endangered Interpret 2.
understand the - Pictures of Kolleru Lake
fish varieties Table 2 and -
influence of post-restoration (if
- Table 2: answer Experimentation/
10 different available)
Influence of related Field
human - Checklist for Activity 1
human questions. Investigation:
activities. (local ecosystem
activities on - Introduce Plan and begin
- Discuss the observation)
problems "Operation the local
purpose of
- "Operation Kolleru" as a ecosystem
"Operation
Kolleru" success observation
Kolleru".
initiative story/effort. activity.
- Conduct a
- Activity 1: - Explain
basic
Observe local Activity 1 for
observation of
water a local
a local water
ecosystem ecosystem
ecosystem.
observation.

- Discussion:
"What
Impact of
happens
Monoculture &
when a
Pesticides - Compare
forest is
(Part 1) monoculture
replaced by
- Monoculture with a natural
a single
vs. natural ecosystem. - Conceptual
crop?"
ecosystem - Explain why Understanding:
-
- Pest and monocultures Explain the
Brainstormin
parasite are prone to - Pictures of monoculture problems
g: "Why do
multiplication pest outbreaks. vs. diverse fields associated with
pests thrive
in - List different - Images of pests/fungi on monoculture and
in
11 monocultures types of toxic crops pesticide use.
monoculture
- Use of toxic chemicals - Information on common - Asking
s?"
chemicals used in pesticides (without Questions:
- Lecture on
(pesticides, agriculture. endorsing specific brands) Encourage
the concept
herbicides, - Discuss the questions about
of a 'perfect
fungicides) negative agricultural
pesticide'
- Drawbacks impacts of practices.
(non-
of pesticides: indiscriminate
existent).
indiscriminate pesticide use
- Examples
action, on food chains.
of pesticide
upsetting food
impact on
chains
beneficial
organisms.

- Differentiate - Explanation - Conceptual

Impact of between of cumulative Understanding:
Monoculture & degradable effects. Explain
Pesticides and non- - Detailed - Diagrams illustrating bioaccumulation
(Part 2) degradable discussion bioaccumulation/biomagni and
- Cumulative pesticides. on fication biomagnification.
effect of - Define bioaccumulat - EBWR study data (Fig. - Information
12
pesticides 'bioaccumulatio ion and 8, text details) Skills: Analyze
- Degradable n' and biomagnificat - Pictures of EBWR research study
vs. Non- 'biomagnificatio ion. - Case study of Minamata data and draw
degradable n' with - Analyze the disease (revisit). conclusions.
pesticides examples. EBWR - Application to
(Hg, As, Pb) - Analyze the research Daily Life:
Edulabad study, Discuss ways to
 - Water including minimize
Bioaccumulati Reservoir metal exposure to
on study (heavy concentratio heavy metal
- metal ns and contamination.
Biomagnificati contamination, bioaccumulat
on health effects). ion trends.
- Case study: - Understand - Discuss
Edulabad the health risks physiological
Water of consuming disorders
Reservoir contaminated caused by
(EBWR) & food. heavy
heavy metal metals.
bioaccumulati
on

- Story-telling
- Narrate the and
story of the discussion of
Human
Chinese the Sparrow
Impact on
Sparrow Campaign
Ecosystems:
Campaign. (Fig. 9, 10).
Sparrow
- Identify the -
Campaign
initial Questioning:
- The Great
misjudgment "What was
Sparrow
regarding the food
Campaign - Appreciation &
sparrows' role. chain
(China 1958) Aesthetic Sense,
- Understand disrupted?"
- Reasons for - Pictures/cartoons of the Values: Discuss
the "Were
the campaign Sparrow Campaign (Fig. the ethical
catastrophic sparrows
(accused of 9, 10) implications of
ecological truly
eating grain) - Maps showing affected human actions
13 consequences responsible?
- Methods of regions of China on nature.
of eradicating a "
sparrow - Videos/documentaries - Application to
species. - Discussion
eradication on the campaign (if Daily Life: Relate
- Discuss the on the Great
- Scientific suitable) to local instances
importance of Chinese
findings on of human-wildlife
scientific Famine link
sparrows' diet conflict.
research in to
-
ecological environment
Consequence
balance. al
s: locust
- Analyze the disturbance.
swarms,
human impact - Critical
famine,
on thinking: "Is it
environmental
environment right to
degradation
from this case eradicate a
study. living
organism?"

Prevention & - Describe the

- Recap
Environmental three kinds of
consequence
Ethics changes that
s of human
- occur when
activities
Consequence natural - Application to
(town
s of human ecosystems Daily Life:
development - Information on eco-
interventions are altered. Brainstorm and
example). friendly agricultural
(species loss, - List and prepare slogans
- Discussion practices
adaptation, explain for ecofriendly
on - Case studies of
14 increase) methods for activities.
alternative successful biological
- Minamata sustainable - Appreciation &
pest control control
disease pest control. Values: Discuss
methods. - Slogans for
(revisit as - Define moral obligations
- Emphasize environmental awareness
cautionary 'Environmental towards the
the long-term
tale) Ethics' and its environment.
biological
- Steps importance.
principles.
towards - Discuss the
- Introduction
prevention: role of
to
Rotation of individual
 crops, responsibility in environment
Studying pest environmental al ethics.
life histories, protection. - Group
Biological discussion:
control, "Protect
Genetic nature,
strains protect
- yourselves."
Environmental
ethics:
morality of
human
activities

- Full class
review of key
terms and
- Consolidate
concepts.
understanding
- Q&A
of food chains,
session for - Conceptual
food webs,
Review & student Understanding:
ecological
Assessment queries. Answer
pyramids,
- Recap of key - Work questions on all
human
concepts through major topics.
impacts, and
- Doubt selected - Unit summary - Asking
prevention
clarification "Improve notes/mind map Questions:
strategies.
- Solving your - Textbook "Improve your Clarify any
- Articulate
15 practice learning" learning" and "Key words" remaining
answers to
questions questions as sections doubts.
various types
from "Improve a class or in - Prepared - Assessment
of questions
your learning" groups. quiz/assessment paper [CCE]:
(AS1-AS7).
section - Conduct a Comprehensive
- Apply learned
- Self- short quiz assessment
concepts to
assessment/Q (multiple through quiz and
new scenarios.
uick Quiz choice, fill-in- question-
- Engage in
the-blanks). answering.
self-
- Encourage
assessment of
peer
knowledge.
assessment
and
discussion.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Local Ecosystem Study: Extend Activity 1 (observing a water ecosystem) into a mini-project.
Students can present their findings (food chains, abiotic factors, threats, and suggested remedies)
to the class. This can include simple water quality tests if resources are available.
• Role-Playing: Assign roles (e.g., a farmer, an environmentalist, a local resident, a scientist) to
students to debate the use of pesticides or the development around Kolleru Lake.
• Documentary/Video Snippets: Show short clips from documentaries about ecosystems,
environmental pollution, or conservation efforts (e.g., specific examples of biomagnification or
success stories of ecosystem restoration).
• Art and Awareness: Organize a poster-making competition or a slogan-writing activity related to
environmental protection and sustainable living. Display the best works in the classroom or school
bulletin board.
• Guest Lecture: Invite a local environmental activist, a representative from a water management
board, or a scientist working on pollution control to share real-world insights and inspire students.
• Data Interpretation Workshop: Conduct a small workshop focused on analyzing environmental
data (e.g., graphs showing pollution levels over time, species diversity charts) to enhance
information skills.
• Debate: Facilitate a debate on "Is economic development always at odds with environmental
protection?" or "Should genetically modified crops be widely adopted?"
 • Field Visit (if feasible): A visit to a local park, pond, or even a botanical garden can provide direct
observation opportunities for understanding ecosystems and biotic/abiotic interactions.
• Current Events Link: Encourage students to bring newspaper articles or news reports about local
or global environmental issues and discuss them in class, linking them to the concepts learned.
• Connect to SDGs: Discuss how the topics in "Our Environment" relate to the UN Sustainable
Development Goals (e.g., SDG 6: Clean Water and Sanitation, SDG 13: Climate Action, SDG 14:
Life Below Water, SDG 15: Life on Land).
VII. Teacher Responses:
• Emphasize Interconnectedness: Throughout the unit, consistently highlight how all components of
an ecosystem are interconnected and how a change in one affects others. This reinforces the
'holistic' understanding of the environment.
• Promote Critical Thinking: When discussing human impacts, encourage students to think critically
about the short-term benefits versus long-term consequences of actions. Ask "What are the trade-
offs?"
• Foster a Sense of Responsibility: Guide discussions to cultivate a sense of personal and collective
responsibility towards environmental conservation. Emphasize that every individual action,
however small, contributes to the larger picture.
• Validate Student Observations: When students share observations from Activity 1 or other real-life
examples, validate their contributions and help them connect these observations to the scientific
concepts.
• Address Local Context: Where possible, use local examples of environmental issues or
conservation efforts to make the learning more relevant and relatable to students' lives in
Hanamkonda, Telangana.
• Encourage Solutions-Oriented Thinking: While discussing problems like pollution, always steer the
conversation towards possible solutions, preventive measures, and sustainable practices.
• Bridge to Other Subjects: Point out connections between environmental science and other
subjects like geography (climatic zones, topography), chemistry (pollutants, biogeochemical
cycles), and economics (cost of pollution, green technologies).
• Manage Sensitive Topics: When discussing sensitive topics like famine or diseases, handle them
with empathy and focus on the scientific and societal lessons learned.
 UNIT / LESSON PLAN: NATURAL RESOURCES
I. Class: X

II. Unit / Lesson: 10 NATURAL RESOURCES

III. Number of Periods required: 10

IV. Academic Standards (Particular to this unit only):

• Conceptual understanding: Students will understand the classification of natural resources

(renewable, non-renewable), the causes and effects of resource depletion, and the principles
of sustainable development.
• Asking questions and making hypotheses: Students will be able to formulate questions
about resource management and propose solutions for conservation.
• Experimentation and field investigation: Students will engage in activities like surveying
water usage, observing local environmental practices, and analyzing data related to resource
consumption.
• Information Skills and projects: Students will collect, analyze, and present information from
various sources (textbook, news, surveys) on natural resources and their management, and
undertake projects like making models or reports.
• Communicating through Drawing and model making: Students will express their
understanding of resource management concepts through drawings and models (e.g.,
rainwater harvesting).
• Appreciation and Aesthetic sense, values: Students will develop an appreciation for the
importance of natural resources and internalize values related to their responsible use and
conservation for future generations.
• Application to Daily life and concern to Biodiversity: Students will connect the concepts of
natural resource management to their daily lives, understand the impact of human activities on
biodiversity, and develop a sense of responsibility towards its conservation.

V. Teaching Plan (TABLE FORM):

Learning
Perio Teaching Outcomes Teaching
TLM / Resources Assessment [CCE]
d Concept (Students will Strategy
be able to...)
Define natural Interactive
Formative: <br> -
resources. Discussion:
Class participation in
Introduction <br> Begin with
discussions. <br> -
to Natural Distinguish students'
Quick check: Ask
Resources & between understanding
Textbook (SCERT, students to classify
Water renewable and of "natural
Telangana, Unit 10, pg examples of
Scarcity non-renewable resources."
1 213-214), resources as
(Wanaparthy resources. Introduce the
Whiteboard/Blackboard renewable/non-
& <br> case study of
, Markers/Chalk renewable. <br> -
Vaddicherla Analyze the Wanaparthy
Short answer: "Why
Case Study - initial data of and
is water scarcity a
Part 1) Wanaparthy Vaddicherla.
major concern in
and Facilitate a
these villages?"
Vaddicherla discussion on
 villages. the data
<br> Identify presented in
the primary Table 1,
source of focusing on
irrigation and "Total Area,"
its impact on "Area Under
household Irrigation," and
income. "Number of
<br> Wells."
Discuss the Encourage
implications of students to ask
inconsistent questions like
rainfall on "What is the
cropping total irrigated
patterns. area in
Wanaparthy?"
and "Will the
area under
irrigation
change due to
increase in
population?"
Group
Activity: Divide
Analyze the students into
changes in groups to
area under analyze Table
irrigation and 2. Each group
number of discusses the
wells after five questions
years (Table provided in the
2). <br> textbook (e.g.,
Discuss the "How does
impact of ‘decline in
declining wells number of
Water
on cultivation wells’ affect
Scarcity Formative: <br> -
and crop area under
(Wanaparthy Group discussion
choice. <br> cultivation?"). Textbook (SCERT,
& contributions. <br>
Identify factors Facilitate a Telangana, Unit 10, pg
2 Vaddicherla - Analysis of Table 2.
affecting whole-class 214-215), Chart paper
Case Study - <br> - Individual
expenditure on discussion to for group work
Part 2) & reflection on the bore
well irrigation. synthesize
Water well question.
<br> Relate findings.
Usage
Kharif and Introduce
Rabi seasons concepts of
to water water usage in
availability. different
<br> seasons.
Critically Think-Pair-
evaluate Share: "Do you
increasing think increasing
bore well the depth of
depth as a bore well is a
solution. good solution
for increasing
total land area
 under
irrigation?
Why/Why not?"
Case Study
Analysis:
Focus on
Analyze
Tables 3 and 4.
annual
Guide students
expenditure on
to compare
well irrigation
costs and
for small and
income for
large farmers
different farmer
(Table 3).
categories and
<br>
villages. Pose
Compare
questions like
income from
"Which crop is
different crops Formative: <br> -
most profitable
(Table 4) and Calculations based
for farmers in
identify the on data. <br> -
Economic Vaddicherla?"
most Debate/Discussion:
Aspects of and "Do you
profitable. Textbook (SCERT, "Is farming profitable
Water think the
3 <br> Telangana, Unit 10, pg for farmers in
Scarcity & income of a
Discuss the 215-216) Vaddicherla?" <br>
Groundwater farmer with
financial - Conceptual
Depletion small hand
challenges understanding of
holding in
faced by groundwater
Vaddicherla is
farmers due to depletion.
sufficient to
water scarcity.
meet his
<br>
expenditure?"
Understand
Introduce the
the concept of
concept of
groundwater
groundwater
over-
depletion and
exploitation
its severity in
and its
combined
consequences
Andhra
.
Pradesh (Do
you know?
box).
Explain Interactive
methods of Lecture with
well Q&A: Formative: <br> -
recharging Introduce the Concept mapping of
Solutions for (percolation solutions water management
Water tanks, soak implemented in Textbook (SCERT, techniques. <br> -
Managemen pits, dykes). Wanaparthy Telangana, Unit 10, pg Short quiz on key
t (Case <br> and 216-218), Images of terms (percolation
4
Study of Understand Vaddicherla, water harvesting tank, drip irrigation).
Kothapally the importance then transition structures (if available), <br> -
Village - Part of community to the Projector Brainstorming: "How
1) efforts in water Kothapally can these methods
management. case study. be applied in our
<br> Explain the locality?"
Describe various
farmer-based community-
 interventions based and
for soil and farmer-based
water interventions.
conservation Show images
(canals, of masonry
landforms, drip dams, contour
irrigation). field bunding,
<br> etc. Encourage
Recognize the questions like
role of "How can wells
organizations be recharged?"
like ICRISAT and "What
in promoting does the case
sustainable tell us about a
practices. water resource
and its effect
on farmers?"
Analyze the
impact of
wasteland
Activity-Based
development
Learning:
and tree
Discuss
plantation on
Activity-1
resource
(Study water
restoration.
usage in
<br>
locality and
Understand
prepare a
the overall
questionnaire). Formative: <br> -
water
Facilitate a Submission of
availability and
class Activity-1
Solutions for utilization in
discussion on Textbook (SCERT, questionnaire.
Water Telangana
"How can we Telangana, Unit 10, pg <br> -
Managemen and Andhra
use water 218-220), Chart paper Argumentative
5 t (Kothapally Pradesh.
judiciously?" for Activity-1 essay: "Should there
Village - Part <br>
and "Could the questionnaire, be laws for water
2) & Water Discuss
amount of Projector for pie chart distribution and
Distribution strategies to
water used for use?" <br> -
reduce water
irrigation in our Interpretation of pie
consumption,
state be chart.
especially in
reduced?
agriculture.
How?". Analyze
<br>
the "Sources vs
Appreciate the
area under
need for
irrigation" pie
judicious water
chart (Fig-6)
use and the
and discuss its
potential for
implications.
interstate
water
disputes.
Types of Classify Interactive Formative: <br> -
Textbook (SCERT,
Natural natural Discussion: Role-play: A debate
Telangana, Unit 10, pg
6 Resources: resources into Begin with between a developer
221-222), Flashcards
Renewable renewable and "Natural and a
with resource names
& Non- non-renewable resources conservationist.
 renewable & with examples. around us" and <br> - Definition
Conservatio <br> Explain the definitions matching for key
n why of renewable terms. <br> - Case
conservation and non- study analysis: "How
is necessary. renewable. did the villagers in
<br> Discuss the Kothapally resort to
Discuss the "Do you know?" sustainable
consequences box about management?"
of water use
indiscriminate restrictions.
resource Brainstorm
utilization examples of
(overhunting, resource
deforestation, wastage in
soil daily life.
exhaustion, Introduce
pollution). sustainable
<br> development
Understand and ask, "What
the concept of would you do to
sustainable motivate others
development. to manage an
important
resource in
your locality?"
Understand
the importance
of forests as Lecture with
renewable Visuals: Show
resources and images of
their forests,
ecological deforestation,
role. <br> and sustainable
Discuss the forestry
causes and practices.
impacts of Discuss the Formative: <br> -
deforestation. Bishnoi Short presentation:
<br> Learn movement as "Ways to conserve
Textbook (SCERT,
Forest about an inspiring forests." <br> -
Telangana, Unit 10, pg
Conservatio sustainable example. Diagram: Draw
222-223), Images of
7 n & Soil forestry Transition to contour strip
forests, deforestation,
Conservatio practices (e.g., soil cropping. <br> -
contour farming,
n Bishnois, conservation, Discussion: "How
Projector
Chenchu and explaining the can traditional
Gond tribes). impacts of poor wisdom contribute to
<br> Explain farming and conservation?"
the importance methods like
of soil as a contour strip
vital resource. cropping.
<br> Facilitate a
Describe discussion on
methods of "Why do you
soil think forests
conservation are important?"
(contour strip
cropping,
 selective
harvesting).
Activity-Based
Define
Learning:
biodiversity
Conduct
and explain its
Activity-2
significance.
(Insects around
<br>
the house and
Discuss
seasonal
threats to
variation).
biodiversity
Discuss the
(hunting,
importance of
pollution,
biodiversity
habitat
beyond food. Formative: <br> -
destruction).
Introduce fossil Activity-2 chart
<br> Textbook (SCERT,
fuels and their completion. <br> -
Understand Telangana, Unit 10, pg
Biodiversity wide range of Brainstorming: "How
the role of 223-225), Images of
Conservatio uses (Do you can we reduce our
8 parks and diverse ecosystems,
n & Fossil know? box fossil fuel
sanctuaries in fossil fuels, alternative
Fuels about consumption?"
wildlife energy sources,
petroleum <br> - Short essay:
protection. Projector
products). "Why is biodiversity
<br> Identify
Discuss the important?"
fossil fuels and
environmental
their uses.
consequences
<br> Explain
of burning fossil
the need to
fuels.
conserve fossil
Brainstorm
fuels and their
alternative
environmental
energy sources
impact. <br>
and ways to
Explore
conserve fossil
alternatives to
fuels in daily
fossil fuels.
life.
Understand Interactive
the depletion Discussion &
of mineral Problem
resources and Solving:
the Discuss the
Formative: <br> -
environmental challenges of
Role-play: Scenario
impact of mineral
where students
mining. <br> depletion and
Textbook (SCERT, apply the Four R's to
Explore the impact of
Telangana, Unit 10, pg a common problem.
Mineral solutions for mining.
225-227), Examples of <br> - Group
9 Resources & mineral Conduct
recycled materials, discussion on sorting
The Four R's conservation Activity-3
Images of mining, waste. <br> -
(less wasteful (Seminar on
Projector Quick check:
mining, mining impact).
Students provide an
recycling). Introduce the
example for each of
<br> Explain "Four R's" and
the Four R's.
the "Four R's" provide real-life
of examples for
environmental each.
conservation: Encourage
Reduce, students to
 Reuse, think of other
Recycle, things they
Recover. could reduce,
<br> Apply reuse, or
the Four R's to recycle.
various Discuss the
scenarios in complexities of
daily life. plastic
recycling.
Class
Discussion:
Discuss the
role of
Understand
conservation
the role of
groups and the
governments
limitations of
and
their efforts
international
without public
organizations Summative: <br>
participation.
(IUCN) in - Unit Test (covering
Encourage
conservation. conceptual
students to
<br> understanding,
propose ways
Discuss the application, problem-
they and their
importance of solving). <br> -
friends can
individual and Project-based
manage a Textbook (SCERT,
Conservatio community assessment (e.g.,
resource. Telangana, Unit 10, pg
10 n Groups & involvement in Rainwater harvesting
Conclude with 227-230),
Review resource model, report on a
the importance Whiteboard/Blackboard
management. local resource).
of individual
<br> Reflect <br> - Review of
responsibility
on personal "Improve your
and the
responsibility learning" questions
"Improve your
towards as
learning"
natural homework/classwork
section.
resources. .
Facilitate a
<br> Review
comprehensive
key concepts
review of the
and address
unit,
student
addressing any
queries.
lingering
questions or
misconceptions
.
VI. Teacher’s Notes: (Additional Resources, Activities)

• Guest Speaker: Invite a local environmental activist, a farmer practicing sustainable

agriculture, or a representative from a water management board to share their experiences
and insights.
• Field Trip: If feasible, organize a visit to a local water harvesting structure, a tree plantation
drive, or a recycling unit.
• Documentaries/Videos: Show short documentaries or videos on topics like deforestation,
water conservation techniques (drip irrigation), or renewable energy sources. (e.g., "Water:
The Great Mystery," "Planet Earth" segments).
• Debates: Organize debates on controversial topics related to natural resources, such as
"Should development always take precedence over environmental conservation?" or "Is
privatization of water resources beneficial?"
 • Poster Making/Slogan Writing: Encourage students to create posters or slogans promoting
natural resource conservation.
• Research Project: Assign students to research a specific natural resource in their locality
(e.g., a local river, forest, or mineral deposit) and prepare a report on its status, challenges,
and conservation efforts.
• Newspaper Clipping Analysis: Ask students to collect news articles related to natural
resources (e.g., water disputes, mining controversies, conservation initiatives) and discuss
them in class.
• Role-Playing: Students can role-play different stakeholders in a resource management
scenario (e.g., a farmer, a factory owner, an environmentalist, a government official).
• Model Making: Encourage students to build models of rainwater harvesting systems, solar
panels, or wind turbines.
• Discussion on "Are we also an important resource of nature? How?": This is a thought-
provoking question that can lead to a deeper understanding of human impact and
responsibility.
• Connect to Current Events: Regularly bring up current news or events related to natural
resources to make the learning more relevant.

VIII. Teacher Responses:

• Addressing Misconceptions: Be prepared to address common misconceptions, such as

"water is limitless" or "technology will solve all resource problems."
• Facilitating Discussion: Encourage open-ended questions and create a safe space for
students to express their opinions and concerns.
• Promoting Critical Thinking: Guide students to analyze data, evaluate different
perspectives, and propose solutions based on evidence.
• Emphasizing Local Context: Relate the concepts to the students' local environment and
community, making the learning more tangible and relatable.
• Encouraging Action: Inspire students to take personal responsibility and advocate for
sustainable practices in their daily lives.
• Connecting to Interdisciplinary Learning: Highlight the connections between natural
resources and other subjects like geography, economics, and social studies.
• Providing Constructive Feedback: Offer specific and actionable feedback on student work
and participation to foster growth.
• Differentiating Instruction: Provide varied activities and resources to cater to different
learning styles and abilities. For example, provide additional support for struggling learners
and challenging activities for advanced learners.
• Promoting Collaboration: Encourage group work and peer learning to enhance social and
communication skills.
• Celebrating Success: Acknowledge and celebrate student efforts and achievements in
understanding and promoting natural resource conservation.
 UNIT/LESSON PLAN FOR A CLASS X REVISION OF ALL UNITS

I. Class: X
II. Unit / Lesson: REVISION
III. Number of Periods Required: 35
IV. Academic Standards (Particular to this unit only)
• Conceptual Understanding: Students will demonstrate a deep understanding of core
biological concepts.
• Asking Questions and Making Hypotheses: Students will formulate relevant questions and
propose testable hypotheses related to biological processes.
• Experimentation and Field Investigation: Students will interpret experimental data and
understand the principles behind biological investigations.
• Information Skills and Projects: Students will effectively gather, analyze, and present
biological information from various sources.
• Communicating through Drawing and Model Making: Students will effectively
communicate biological structures and processes through diagrams and models.
• Appreciation and Aesthetic Sense, Values: Students will appreciate the complexity and
interconnectedness of biological systems and develop values related to environmental
responsibility.
• Application to Daily Life and Concern for Biodiversity: Students will connect biological
concepts to real-world scenarios and demonstrate concern for biodiversity.

V. Teaching Plan

ALL CHAPTERS REVISION ( 20 PERIODS )

Perio Teaching Learning Teaching Assessme
TLM / Resources
d Concept Outcomes Strategy nt [CCE]

- Recap &
Brainstorm:
Students
Begin with a
will be able
quick recall of - Short
to: <br> -
key terms. Q&A
Explain
<br> - session
modes of -
Concept <br> -
nutrition. Whiteboard/Smart
Mapping: Concept
<br> - board <br> -
Students create map
Describe Human Digestive
1-2 Nutrition concept maps evaluation
human System
of the digestive <br> -
digestive chart/model <br>
process. <br> Peer
system. - Videos on
- Doubt assessme
<br> - digestion
Clearing: nt of
Relate
Address specific explanatio
nutrition to
queries. <br> ns
energy
- Problem
needs.
Solving:
Discuss clinical
 cases related to
digestive
disorders.

- Think-Pair-
Share: Discuss
Students
differences
will be able
between
to: <br> -
breathing and
Differentiat - Drawing
respiration.
e aerobic - and
<br> -
and Whiteboard/Smart labeling
Diagrammatic
anaerobic board <br> - the
Analysis:
respiration. Human respiratory
Analyze
3-4 Respiration <br> - Respiratory system
diagrams of
Explain System <br> -
respiratory
human chart/model <br> Flowchart
pathways.
respiratory - Animation on of energy
<br> -
system. cellular respiration release in
Analogy
<br> - respiration
Building:
Describe
Create
gaseous
analogies for
exchange.
cellular
respiration.

Students - Group
will be able Discussion:
to: <br> - Functions of
Describe blood
transport in components.
plants and <br> - Model - - Labeling
animals. Building Whiteboard/Smart the heart
<br> - (Conceptual): board <br> - and blood
Transportat Explain Students Human Circulatory vessels
5-6
ion human describe how System <br> -
circulatory they'd build a chart/model <br> Explaining
system. model of the - Plant transport the double
<br> - heart. <br> - diagrams circulation
Discuss Case Study:
compositio Analyze
n and scenarios of
function of circulatory
blood. issues.

Students - Diagram
- Drawing
will be able Interpretation:
- and
to: <br> - Interpret
Whiteboard/Smart labeling
Explain diagrams of the
board <br> - the
excretion nephron. <br>
Human Excretory excretory
7-8 Excretion in plants - Role-Play: Act
System system
and out the filtration
chart/model <br> <br> -
animals. process in the
- Diagram of Explaining
<br> - kidney. <br> -
nephron the role of
Describe Debate:
kidney in
human Discuss the
 excretory ethical aspects homeostas
system. of organ is
<br> - donation
Explain the (kidney).
process of
urine
formation.

- Interactive
Students Simulation
will be able (Conceptual):
to: <br> - Students
Explain describe how a
coordinatio stimulus leads
n in plants to a response.
- Listing
and <br> -
- functions
animals. Comparison
Whiteboard/Smart of different
<br> - Chart:
board <br> - brain parts
Coordinatio Describe Differentiate
9-10 Charts of nervous <br> -
n human between
and endocrine Matching
nervous nervous and
systems <br> - hormones
and hormonal
Videos on reflexes with their
endocrine control. <br> -
functions
systems. Q&A with
<br> - Pictionary:
Relate Students draw
hormones concepts
to specific related to
functions. coordination for
others to guess.

Students
will be able - Jigsaw
to: <br> - Activity: Each
Differentiat group becomes -
e asexual expert on a type Explaining
-
and sexual of asexual the
Whiteboard/Smart
reproductio reproduction. significanc
board <br> -
n. <br> - <br> - Ethical e of sexual
11- Reproducti Diagrams of
Describe Discussion: reproductio
12 on reproductive
human Responsible n <br> -
systems <br> -
reproductiv sexual health. Discussing
Videos on
e systems. <br> - Mind methods of
reproduction
<br> - Map: Create a family
Explain mind map of the planning
methods of reproductive
birth process.
control.

Students - Integrated -
-
will be able Case Study: Integrated
Coordinatio Whiteboard/Smart
13- to: <br> - Analyze a problem-
n in Life board <br> -
14 Integrate complex solving
Processes Relevant diagrams
understand physiological questions
and charts
ing of all scenario (e.g., <br> -
 life response to Peer
processes. exercise) evaluation
<br> - requiring of group
Explain knowledge from presentatio
how multiple ns
systems chapters. <br>
work - Group
together. Presentation:
Groups present
on how different
systems
coordinate for a
specific
function.

Students
will be able
- Punnett
to: <br> -
Square
Explain
Practice:
basic
Hands-on
principles - - Solving
solving of
of heredity. Whiteboard/Smart genetic
genetic
<br> - board <br> - problems
Heredity & problems.
15- Solve Punnett Square <br> -
and <br> -
16 simple examples <br> - Explaining
Evolution Debate: Nature
genetic Videos on the role of
vs. Nurture.
crosses. Mendel's DNA in
<br> -
<br> - experiments heredity
Timeline
Discuss
Creation: Trace
concepts
the history of
of variation
genetics.
and
evolution.

- Ecosystem
Students Modeling
will be able (Conceptual):
to: <br> - Students design
Describe their ideal
-
ecosystem sustainable
Identifying
s and their ecosystem.
- trophic
component <br> - Field
Whiteboard/Smart levels in a
s. <br> - Trip
board <br> - food web
Our Explain (Virtual/Imagin
17- Ecosystem <br> -
Environme food ary): Discuss
18 charts/diagrams Proposing
nt chains and observations if
<br> - Videos on solutions
food webs. they were to
environmental for
<br> - visit a local
issues environme
Discuss ecosystem.
ntal
environme <br> - Poster
problems
ntal Making: Create
problems awareness
and posters on
solutions. environmental
issues.
 - Resource
Students
Audit: Students
will be able
list natural
to: <br> -
resources used
Identify - Listing
in their daily
various - renewable
lives. <br> -
natural Whiteboard/Smart and non-
Role-Play:
resources. board <br> - renewable
Represent
19- Natural <br> - Pictures/videos of resources
different
20 Resources Discuss natural resources <br> -
stakeholders in
sustainable <br> - Case Designing
a resource
manageme studies on a personal
management
nt. <br> - resource depletion conservati
decision. <br>
Explain on plan
- Debate:
conservati
"Development
on
vs.
strategies.
Conservation."

EXAMS PREPARATION (15 PERIODS)

- Timed
Practice:
Students solve
sections of
previous papers
under exam
Students conditions.
will be able <br> - Peer
to: <br> - Correction:
- Self-
Analyze Students
assessme
question exchange
- Previous years' nt of
Revision of patterns. papers and
question papers performan
21- Previous <br> - correct each
<br> - Model ce <br> -
25 Question Understan other's answers
answer keys Identifying
Papers d marking based on
<br> - Timer areas for
schemes. provided
improveme
<br> - solutions.
nt
Identify <br> -
common Teacher
mistakes. Feedback:
Detailed
discussion of
common errors
and effective
answering
strategies.

Students - Full-length -
will be able Practice Tests: - Practice test Performan
to: <br> - Administer tests papers (newly ce analysis
26- Practice
Apply designed to designed) <br> - of practice
30 Tests
learned simulate board OMR sheets (if tests
concepts. exam applicable) <br> -
<br> - conditions. Remedial
 Manage <br> - work
time Individualized based on
effectively Feedback: identified
during Provide gaps
exams. personalized
<br> - feedback on
Build strengths and
confidence weaknesses.
. <br> -
Strategic
Planning: Help
students devise
strategies for
tackling different
question types.

- Mock Board
Exam: Conduct
a full-scale
mock exam.
Students
<br> - Post-
will be able
Mock Analysis: - Final
to: <br> -
Thorough assessme
Consolidat
discussion of nt of
e all
solutions, time - Board exam readiness
Prefinal & knowledge.
management, pattern papers <br> -
31- Ready for <br> -
and <br> - Relaxation Student
35 Board Refine
presentation. techniques self-
Exams exam
<br> - handouts reflection
strategies.
Motivation & on
<br> -
Stress preparedn
Manage
Management: ess
exam
Discussions on
stress.
maintaining a
positive mindset
and coping with
exam pressure.

VI. Teacher’s Notes: (Additional Resources, Activities)

• Online Resources: Utilize educational websites like BYJU'S, Vedantu, Khan Academy for
animated explanations and practice questions.
• Interactive Simulations: Explore virtual labs or simulations related to physiological processes
(e.g., Phet simulations for genetics).
• Guest Speakers: If possible, invite a local doctor, environmentalist, or science professional to
share their experiences and connect concepts to real life.
• Science Journals/Magazines: Encourage students to read articles from popular science
magazines (e.g., National Geographic, Down to Earth) to broaden their knowledge and
appreciation.
• Debates and Discussions: Organize debates on controversial topics in biology (e.g., GM
crops, cloning) to foster critical thinking and communication skills.
• Quizzing Platforms: Use platforms like Kahoot, Quizizz for engaging and quick assessments.
• "Biology in the News" Segment: Dedicate a few minutes each week for students to share
recent news articles related to biology, fostering application to daily life.
 • Collaborative Projects: Encourage small group projects where students research a specific
disease, environmental issue, or technological advancement related to the syllabus and
present their findings.

VIII. Teacher Responses:

During the revision periods, my responses will be crucial in facilitating effective learning and
addressing student needs. I will:
• Act as a Facilitator: Guide students through the revision process, encouraging them to
identify their own learning gaps and seek clarification.
• Provide Targeted Feedback: Offer specific, constructive feedback on student performance in
assessments and practice sessions, highlighting areas for improvement.
• Differentiate Instruction: Adapt my explanations and activities to cater to diverse learning
styles and paces within the classroom.
• Encourage Peer Learning: Create opportunities for students to teach each other, reinforcing
their understanding and promoting collaborative learning.
• Address Misconceptions: Actively listen for and clarify common misconceptions through
targeted explanations and examples.
• Promote Critical Thinking: Ask probing questions that encourage students to think beyond
rote memorization and apply their understanding to novel situations.
• Manage Time Effectively: Ensure that all topics are covered within the allocated periods,
adjusting pace as needed.
• Foster a Positive Learning Environment: Create a supportive and encouraging atmosphere
where students feel comfortable asking questions and making mistakes.
• Monitor Progress: Keep track of individual student progress to identify those who may need
additional support or challenge.
• Motivate and Build Confidence: Regularly encourage students, celebrate their successes,
and help them build confidence for the upcoming board exams.
 PERIOD PLANS FOR THE "NUTRITION" CHAPTER

Chapter 1: Nutrition - Complete Period Plans

Overall Goal: Students will understand the concepts of autotrophic and heterotrophic nutrition, the
process of photosynthesis, and nutrition in human beings, including related health aspects and
deficiency diseases.

Period 1: Introduction to Nutrition & Autotrophic Basics

1. Introduction:

* Greetings: Greet students warmly.

* Mind Mapping: Ask students to brainstorm everything that comes to mind when they hear "food" or
"nutrition." Write ideas on the board.

* Probing / Inquisitive Questions: "Why do we eat food?", "Do all living things eat the same way?",
"Where do plants get their food?"

* Declaration of the Lesson name: "Today, we begin Chapter 1: Nutrition, exploring how organisms
obtain and use food, starting with how plants make their own."

2. Reading the lesson:

* Reading: Instruct students to read Page 1, focusing on the introduction and "Autotrophic Nutrition."

* Identifying new/difficult/unfamiliar words and concepts: Encourage students to highlight

"autotrophic," "heterotrophic," "synthesize," "carbohydrates," "proteins," "lipids," "mineral salts."

* Discussion in groups: Students discuss sections and identified words.

* Teachers writing words on the board and explaining: Explain terms like "autotrophic" (organisms
using light energy to synthesize chemical compounds), "heterotrophic," and "synthesize" (produce
complex compounds from simple ones).

3. Conclusion and Assessment:

* Brief conclusion: Summarize that all living things need food for growth and energy, and introduce
autotrophic (self-feeding) and heterotrophic (other-feeding) nutrition.

* Instructing children: Ask students to review the sections and be ready to discuss how plants
specifically make their food.
Period 2: Photosynthesis - Definition & Early Discoveries (Water & Air)
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall "autotrophs" and how plants are "universal food providers."

* Probing / Inquisitive Questions: "What is the key process for plants making food?", "What raw
materials do you think plants need?", "How did scientists first figure out plants use water and air?"

* Declaration of the Lesson name: "Today, we'll define Photosynthesis and explore the early
experimental insights into its essential raw materials: water and air."

2. Reading the lesson:

* Reading: Instruct students to read Page 1 (continuation), Page 2 ("Photosynthesis" section), and
Page 4 ("Water and Photosynthesis" and "Air and Photosynthesis").

* Identifying new/difficult/unfamiliar words and concepts: "Photosynthesis," "chlorophyll,"

"organic/inorganic molecules," "C.B. Van Niel," "Van Helmont," "Joseph Priestley," "bell jar."

* Discussion in groups: Students discuss the definition and the basic equation. They also discuss Van
Helmont's and Priestley's experiments.

* Teachers writing words on the board and explaining: Explain photosynthesis equation (CO2+2H2
OLight, ChlorophyllCH2O+H2O+O2). Describe Van Helmont's role (water's contribution to plant
mass) and Priestley's (plants "restore" air).

3. Conduct the activities for Conceptual understanding:

* Activity (Discussion-based, using text figures): Discuss Priestley's experiment (Fig-3) – the candle,
mouse, and mint plant. "Do you find any relationship between candle, rat, mint plant? Discuss."

4. Conclusion and Assessment:

* Brief conclusion: Emphasize that photosynthesis uses light, simple inorganic substances, and early
experiments showed water and air's importance.

* Instructing children: Ask students to think about how to specifically test for starch in leaves,
preparing for Activity 1.
Period 3: Starch Test & Carbon Dioxide's Role (Mohl's Experiment)
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the idea that plants make food (starch).

* Probing / Inquisitive Questions: "How can we prove starch is made in leaves?", "How can we show
carbon dioxide is essential, specifically?"

* Declaration of the Lesson name: "Today, we will perform a basic test for starch and examine Mohl's
Half-Leaf Experiment to confirm the necessity of carbon dioxide for photosynthesis."

2. Reading the lesson:

* Reading: Instruct students to read Page 3 ("Activity-1 Presence of starch...") and Page 5 ("Activity-2
Carbondioxide is necessary for Photosynthesis...").

* Identifying new/difficult/unfamiliar words and concepts: "Methylated spirit," "iodine solution," "bluish
black," "destarched plant," "potassium hydroxide (KOH)," "split cork."

* Discussion in groups: Students discuss the steps and purpose of both activities.

* Teachers writing words on the board and explaining: Clarify the steps of the starch test (boiling,
spirit, iodine). Explain destarching and the role of KOH in Mohl's experiment.

3. Conduct the activities for Conceptual understanding:

* Activity 1: Presence of starch in leaves: (Demonstration or detailed discussion). Show or explain

how boiling leaves in spirit and then adding iodine confirms starch.

* Activity 2: Carbondioxide is necessary for Photosynthesis (Mohl’s half leaf experiment):

(Discussion/drawing). Guide students through the setup and expected results of Mohl's experiment
(Fig-4). Discuss "Why was the plant kept in dark and then in sun light?" and "Why did we test two
leaves in this experiment?".

4. Conclusion and Assessment:

* Brief conclusion: Starch test confirms food production, and Mohl's experiment provides direct
evidence for carbon dioxide's role.

* Instructing children: Ask students to think about the role of light beyond just enabling gaseous
exchange, preparing for the Hydrilla experiment.
Period 4: Light's Essential Role & Chlorophyll Discovery
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall that CO2 is needed for photosynthesis.

* Probing / Inquisitive Questions: "What happens if plants don't get light?", "How do we know oxygen
is released?", "What is the green substance in plants?"

* Declaration of the Lesson name: "Today, we will explore the critical role of light in producing oxygen
and the discovery of chlorophyll."

2. Reading the lesson:

* Reading: Instruct students to read Page 6 ("Light and Photosynthesis"), Page 7 ("Experiment to
observe oxygen is evolved..."), and Page 8 ("Chlorophyll and Photosynthesis").

* Identifying new/difficult/unfamiliar words and concepts: "Jan Ingenhousz," "Hydrilla," "bubbles,"

"Engelman," "pigments," "Pelletier and Caventou," "chlorophyll."

* Discussion in groups: Discuss Ingenhousz's observations of oxygen bubbles and Engelman's work
with light spectrum. Discuss the naming of chlorophyll.

* Teachers writing words on the board and explaining: Emphasize the observations from the Hydrilla
experiment.

3. Conduct the activities for Conceptual understanding:

* Lab Activity: Experiment to observe oxygen is evolved during photosynthesis in the presence of
light: (Detailed discussion/simulated). Explain the setup (Fig-5) and how the glowing matchstick test
confirms oxygen. Discuss how a setup in the dark would differ.

* Activity 3: Sunlight is necessary to form starch in green plants: (Revisit/Discussion for chlorophyll
part). Discuss the black paper experiment (Fig-6) again, focusing on how only parts exposed to light
(and thus having active chlorophyll) formed starch.

4. Conclusion and Assessment:

* Brief conclusion: Light is indispensable for oxygen release and starch formation, a process enabled
by the green pigment chlorophyll.

* Instructing children: Ask students to read about the internal structure of a leaf and chloroplast for
the next period.
Period 5: Photosynthesis - Cellular Location & Mechanism
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall that chlorophyll is green and light is needed.

* Probing / Inquisitive Questions: "Where exactly in the plant cell does photosynthesis happen?",
"Does it happen all at once or in stages?", "What are 'light' and 'dark' reactions?"

* Declaration of the Lesson name: "Today, we will pinpoint the cellular location of photosynthesis –
the chloroplast – and dissect its two main phases: light-dependent and light-independent reactions."

2. Reading the lesson:

* Reading: Instruct students to read Page 9 ("Where does Photosynthesis take place?"), Page 10
(Fig-7, Fig-8, "Do you know?"), and Page 11 ("Mechanism of Photosynthesis").

* Identifying new/difficult/unfamiliar words and concepts: "Organelles," "chloroplasts," "grana,"

"stroma," "thylakoids," "photons," "photolysis," "NADP," "NADPH," "ATP," "light reaction," "dark
reaction."

* Discussion in groups: Discuss the leaf's cross-section, the internal structure of a chloroplast, and
the general events of light and dark reactions.

* Teachers writing words on the board and explaining: Explain the functions of palisade/spongy
parenchyma, and within chloroplast, the role of grana (light reactions, photolysis, ATP/NADPH
formation) and stroma (dark reactions, CO2 reduction to glucose).

3. Conduct the activities for Conceptual understanding:

* Drawing labeled diagrams: Have students draw and label a diagram of a chloroplast (Fig-8).

* Flow Chart/Concept Map: Create a class flow chart on the board illustrating the steps of light and
dark reactions with their inputs/outputs and locations.

4. Conclusion and Assessment:

* Brief conclusion: Photosynthesis occurs in chloroplasts, specifically involving light reactions in grana
and light-independent reactions in stroma, producing glucose and oxygen.

* Instructing children: Ask students to consider how organisms that don't photosynthesize get food,
preparing for heterotrophic nutrition.
Period 6: Heterotrophic Nutrition - Diverse Strategies & Unicellular Organisms
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall that plants are autotrophs; now introduce the opposite.

* Probing / Inquisitive Questions: "If an organism can't make its own food, how does it eat?", "Do all
animals eat the same way?", "How do tiny organisms like Amoeba get food?"

* Declaration of the Lesson name: "Today, we will explore the diverse strategies of Heterotrophic
Nutrition, including saprophytes, parasites, and holozoic feeders, focusing on unicellular examples."

2. Reading the lesson:

* Reading: Instruct students to read Page 11 (from "Heterotrophic Nutrition") and Page 12 ("How do
organisms obtain their nutrition").

* Identifying new/difficult/unfamiliar words and concepts: "Saprophytes," "parasitic," "Cuscuta," "lice,"

"leeches," "tapeworms," "amoeba," "pseudopodia," "food vacuole," "Paramoecium," "cilia,"
"cytostome," "haustoria."

* Discussion in groups: Students discuss examples and mechanisms for each type of heterotrophic
nutrition.

* Teachers writing words on the board and explaining: Define saprophytic (external breakdown,
absorption), parasitic (derive from host without killing), and holozoic (take in whole material). Explain
pseudopodia/food vacuoles in Amoeba and cilia/cytostome in Paramoecium. Discuss Cuscuta's
parasitic adaptations (haustoria).

3. Conduct the activities for Conceptual understanding:

* Drawing/Comparing Diagrams: Have students draw and label diagrams of nutrition in Amoeba (Fig-
9a) and Paramoecium (Fig-9b). Compare and contrast their feeding mechanisms.

4. Conclusion and Assessment:

* Brief conclusion: Heterotrophic organisms obtain food from external sources using diverse
strategies adapted to their body design, from simple diffusion in unicellular organisms to specialized
structures.

* Instructing children: Ask students to consider how the complex human body obtains and processes
food.
Period 7: Human Digestive System - Oral Cavity, Oesophagus & Stomach
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the types of heterotrophic nutrition.

* Probing / Inquisitive Questions: "How do humans, as complex organisms, digest food?", "What
happens in the mouth?", "How does food move down to the stomach?"

* Declaration of the Lesson name: "Today, we begin our study of Nutrition in Human Beings, focusing
on the alimentary canal's initial parts: mouth, oesophagus, and stomach."

2. Reading the lesson:

* Reading: Instruct students to read Page 13 ("Nutrition in Human Beings") and Page 14 ("Passage of
food through alimentary canal or gut" and "At the stomach...").

* Identifying new/difficult/unfamiliar words and concepts: "Alimentary canal," "mastication," "bolus,"

"salivary glands," "amylase (ptyalin)," "peristaltic movement," "gastric juice," "HCl," "pepsin," "chyme,"
"pyloric sphincters."

* Discussion in groups: Students discuss mechanical and chemical digestion in the mouth, the role of
saliva, and the journey to the stomach.

* Teachers writing words on the board and explaining: Explain functions of teeth, tongue, salivary
amylase. Describe peristalsis (Fig-13) and the roles of HCl and pepsin in the stomach.

3. Conduct the activities for Conceptual understanding:

* Activity (Discussion-based, referencing concepts): Discuss the principles from Activity 7 (Action of
saliva on flour, from Coordination chapter) related to salivary amylase action. Discuss Activity 5
(Making a model of oesophagus from Coordination chapter) to illustrate peristalsis.

4. Conclusion and Assessment:

* Brief conclusion: Human digestion starts in the mouth (mastication, salivary amylase), food moves
via oesophageal peristalsis, and in the stomach, it's churned with acidic gastric juice containing
pepsin.

* Instructing children: Ask students to prepare for the detailed breakdown of digestion in the small
intestine.
Period 8: Human Digestive System - Small Intestine, Absorption & Large Intestine
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall food becoming "chyme" in the stomach.

* Probing / Inquisitive Questions: "What happens to food after the stomach?", "Where does most
digestion and absorption occur?", "What's left for the large intestine?"

* Declaration of the Lesson name: "Today, we will focus on the small intestine's crucial role in
digestion and absorption, and the final stages in the large intestine."

2. Reading the lesson:

* Reading: Instruct students to read Page 14 (from "The small intestine is the longest...") and Page
15 (entire page, including Activity-4 and "Transport of the products...").

* Identifying new/difficult/unfamiliar words and concepts: "Duodenum," "bile juice," "emulsification,"

"pancreatic juice," "trypsin," "lipase," "intestinal juice," "microvilli," "absorption," "defecation."

* Discussion in groups: Students discuss the functions of the liver, pancreas, and intestinal walls, and
the importance of villi.

* Teachers writing words on the board and explaining: Explain emulsification, the roles of pancreatic
enzymes (trypsin for proteins, lipase for fats), and intestinal enzymes. Emphasize the increased
surface area by microvilli for absorption.

3. Conduct the activities for Conceptual understanding:

* Activity 4: Studying the enzymes chart: (Group work/Discussion). Have students analyze Table-1 on
Page 15, identifying enzymes, their secretion sites, acting substrates, and products.

* Activity (Discussion-based): Discuss the concept of villi and increased surface area, referencing
Activity 10 (Paper tube and folded papers) from Coordination chapter.

4. Conclusion and Assessment:

* Brief conclusion: The small intestine is the primary site for complete digestion and nutrient
absorption, aided by liver, pancreas, and intestinal juices, with villi maximizing efficiency. The large
intestine reabsorbs water.

* Instructing children: Ask students to think about what can go wrong with digestion and how diet
impacts health.
Period 9: Health Aspects of Digestion & Malnutrition
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall the journey of food through the digestive system.

* Probing / Inquisitive Questions: "What happens when our digestive system doesn't work well?",
"What is a 'balanced diet'?", "What happens if we don't get enough nutrients?"

* Declaration of the Lesson name: "Today, we will discuss common health aspects of the alimentary
canal and delve into the critical issue of malnutrition and its forms."

2. Reading the lesson:

* Reading: Instruct students to read Page 16 ("Health aspects of the alimentary canal") and Page 17
("Diseases due to malnutrition").

* Identifying new/difficult/unfamiliar words and concepts: "Vomiting," "indigestion," "peptic ulcers,"

"malnutrition," "Kwashiorkor," "Marasmus," "Obesity."

* Discussion in groups: Students discuss causes and preventions of common digestive issues.
Discuss the three types of malnutrition and their symptoms.

* Teachers writing words on the board and explaining: Explain causes of vomiting (overeating,
indigestible food) and indigestion. Describe the specific deficiencies and symptoms of Kwashiorkor
(protein) and Marasmus (protein and calories).

3. Conduct the activities for Conceptual understanding:

* Activity (Discussion): Discuss the importance of a balanced diet and how dietary choices affect
overall health. "What symptoms are observed in Kwashiorkor and Marasmus?" "How can obesity be
a health problem?"

4. Conclusion and Assessment:

* Brief conclusion: Proper diet and habits maintain digestive health. Malnutrition, caused by nutrient
deficiencies, leads to severe health conditions like Kwashiorkor, Marasmus, and obesity, highlighting
the need for balanced nutrition.

* Instructing children: Ask students to think about micronutrients like vitamins and their importance.
Period 10: Vitamin Deficiency Diseases & Chapter Review
1. Introduction:

* Greetings: Greet students.

* Mind Mapping: Recall malnutrition types.

* Probing / Inquisitive Questions: "Why are vitamins important?", "What happens if we don't get
enough of certain vitamins?", "Can we get all vitamins from one food?"

* Declaration of the Lesson name: "Today, we will examine various Vitamin Deficiency Diseases and
then conduct a comprehensive review of the entire Nutrition chapter."

2. Reading the lesson:

* Reading: Instruct students to read Page 18 ("Vitamin deficiency diseases") and Page 19 (Table-2:
Vitamins). Then, quickly review "Key words" and "What we have learnt" on Page 20-21.

* Identifying new/difficult/unfamiliar words and concepts: "Micro nutrients," "water soluble vitamins,"
"fat soluble vitamins," and specific vitamin names (Thiamin, Retinol, Ascorbic acid etc.) and their
associated deficiency diseases/symptoms from Table-2.

* Discussion in groups: Students identify examples of each vitamin type, their sources, and related
diseases.

* Teachers writing words on the board and explaining: Briefly explain the two categories of vitamins
and discuss 3-4 key deficiency diseases from the table (e.g., Beri-beri, Scurvy, Rickets, Night
blindness).

3. Conduct the activities for Conceptual understanding:

* Group Activity/Review: Divide students into groups. Assign each group a section of the "What we
have learnt" summary (Page 20-21) to present and explain to the class.

4. Presentation – Discussion:

* Exhibiting reports, diagrams, models prepared by the students: Students present their assigned
summary points.

* Writing thought-provoking questions on the blackboard, explaining and discussing the lesson based
on the presentation of children: Use questions from "Improve your learning" (Page 21), "Fill in the
blanks" (Page 23), and "Choose the correct answer" (Page 23) to assess overall understanding of the
chapter. Facilitate a rapid-fire Q&A session.

5. Conclusion and Assessment:

* Brief conclusion: Summarize that vitamins are essential micronutrients, and their deficiency leads to
specific disorders. Reiterate the main concepts of nutrition from autotrophs to human digestion and
health.

* Instructing children: Encourage students to revise the entire chapter thoroughly for an upcoming
assessment and to apply the concepts learned to their daily dietary choices.
 TEACHER’S DIARY
REFERENCE PURPOSE
ONLY ( AY 2025 – 2026 )
6 CLASS TO 10 CLASS
TH TH
 TEACHING DIARY CONTENT ( AY 2025 – 2026 )
TEACHER'S NAME :
CLASS : X
SUBJECT : BIOLOGICAL SCIENCE

UNIT 01: NUTRITION

S. PERIOD NAME OF THE NAME OF THE SUB- LEARNING OUTCOME(S) TO BE

CLASS SUBJECT REMARKS
NO NO. UNIT/CHAPTER TOPIC/CONCEPT ACHIEVED

ORAL QUESTIONS: "DEFINE NUTRITION."

BIOLOGICAL INTRODUCTION TO DEFINE NUTRITION, AUTOTROPHS,
1 1 X NUTRITION QUICK CHECK: "GIVE AN EXAMPLE OF AN
SCIENCE NUTRITION AND HETEROTROPHS. 1
AUTOTROPH AND A HETEROTROPH." 2

AUTOTROPHIC NUTRITION EXPLAIN THE SIGNIFICANCE OF

QUESTION: "WHAT IS THE PRIMARY
BIOLOGICAL - PHOTOSYNTHESIS PHOTOSYNTHESIS. IDENTIFY RAW
2 2 X NUTRITION FUNCTION OF PHOTOSYNTHESIS?" LIST RAW
SCIENCE (OVERVIEW & RAW MATERIALS NEEDED FOR
MATERIALS FOR PHOTOSYNTHESIS. 4
MATERIALS) PHOTOSYNTHESIS. 3

DESCRIBE THE ROLE OF WATER AND

PHOTOSYNTHESIS - RAW OBSERVE AND RECORD OBSERVATIONS FOR
BIOLOGICAL CARBON DIOXIDE IN
3 3 X NUTRITION MATERIALS (WATER & MOHL'S EXPERIMENT. EXPLAIN THE
SCIENCE PHOTOSYNTHESIS. EXPLAIN
CO2) CONCLUSION OF PRIESTLEY'S EXPERIMENT. 6
PRIESTLEY'S EXPERIMENT. 5

ANALYZE RESULTS OF BLACK PAPER

PHOTOSYNTHESIS - RAW EXPLAIN THE ROLE OF LIGHT AND
EXPERIMENT. DRAW AND LABEL A DIAGRAM
BIOLOGICAL MATERIALS (LIGHT & CHLOROPHYLL IN PHOTOSYNTHESIS.
4 4 X NUTRITION OF THE CHLOROPLAST. FORMULATE A
SCIENCE CHLOROPHYLL) & IDENTIFY THE END PRODUCTS OF
BALANCED EQUATION FOR GLUCOSE
PRODUCTS PHOTOSYNTHESIS. 7
SYNTHESIS DURING PHOTOSYNTHESIS. 8

PHOTOSYNTHESIS
BIOLOGICAL DIFFERENTIATE BETWEEN LIGHT- SHORT ANSWER QUESTIONS: "WHERE DO
5 5 X NUTRITION MECHANISM (LIGHT &
SCIENCE DEPENDENT AND LIGHT- LIGHT REACTIONS OCCUR?" "WHAT IS
DARK REACTIONS)
 INDEPENDENT REACTIONS. IDENTIFY PHOTOLYSIS?" EXPLAIN THE ROLE OF ATP
THE SITES OF THESE REACTIONS. 9 AND NADPH. 10

DEFINE HETEROTROPHIC NUTRITION COMPARE AND CONTRAST SAPROPHYTIC

BIOLOGICAL HETEROTROPHIC AND ITS DIFFERENT MODES AND PARASITIC NUTRITION. DRAW AND
6 6 X NUTRITION
SCIENCE NUTRITION (SAPROPHYTIC, PARASITIC, LABEL THE PROCESS OF NUTRITION IN
HOLOZOIC). 11 AMOEBA. 12

IDENTIFY THE PARTS OF THE

LABEL A DIAGRAM OF THE HUMAN
HUMAN DIGESTIVE ALIMENTARY CANAL FROM MOUTH
BIOLOGICAL DIGESTIVE SYSTEM (MOUTH, OESOPHAGUS,
7 7 X NUTRITION SYSTEM - MOUTH TO TO STOMACH. DESCRIBE THE
SCIENCE STOMACH). DESCRIBE THE FUNCTION OF
STOMACH PROCESSES OF DIGESTION IN THESE
SALIVA AND PEPSIN. 14
PARTS. 13

DESCRIBE THE ROLE OF SMALL IDENTIFY THE ENZYMES ACTING ON

HUMAN DIGESTIVE
BIOLOGICAL INTESTINE, LIVER, AND PANCREAS IN CARBOHYDRATES, PROTEINS, AND FATS IN
8 8 X NUTRITION SYSTEM - SMALL
SCIENCE DIGESTION. EXPLAIN THE SMALL INTESTINE. EXPLAIN
INTESTINE
EMULSIFICATION. 15 EMULSIFICATION. 16

EXPLAIN THE PROCESS OF

EXPLAIN THE SIGNIFICANCE OF VILLI. TRACE
HUMAN DIGESTIVE ABSORPTION AND THE ROLE OF VILLI.
BIOLOGICAL THE PATH OF FOOD THROUGH THE
9 9 X NUTRITION SYSTEM - ABSORPTION & DESCRIBE THE FUNCTION OF THE
SCIENCE ALIMENTARY CANAL FROM MOUTH TO
ELIMINATION LARGE INTESTINE AND DEFECATION.
17 ANUS. 18

UNDERSTAND COMMON DIGESTIVE

HEALTH ASPECTS OF ISSUES (VOMITING, INDIGESTION, DISCUSS THE CAUSES AND PREVENTION OF
BIOLOGICAL
10 10 X NUTRITION ALIMENTARY CANAL & ULCERS). APPRECIATE THE INDIGESTION. IMPORTANCE OF A BALANCED
SCIENCE
MALNUTRITION IMPORTANCE OF A BALANCED DIET DIET. 20
AND HEALTHY HABITS. 19
 UNIT 02: RESPIRATION

S. PERIOD NAME OF THE NAME OF THE SUB- LEARNING OUTCOME(S) TO BE

CLASS SUBJECT REMARKS
NO NO. UNIT/CHAPTER TOPIC/CONCEPT ACHIEVED

DEFINE RESPIRATION AND BREATHING. ORAL QUESTIONS: "HOW DID PRIESTLEY'S

INTRODUCTION TO UNDERSTAND THE HISTORICAL EXPERIMENT CONTRIBUTE TO
BIOLOGICAL
11 1 X RESPIRATION RESPIRATION & CONTEXT OF GAS DISCOVERY UNDERSTANDING AIR?" FORMATIVE
SCIENCE
DISCOVERY OF GASES (PRIESTLEY, LAVOISIER) IN RELATION TO ASSESSMENT: SHORT ANSWER QUESTIONS
RESPIRATION. 21 ON LAVOISIER'S FINDINGS. 22

OBSERVE AND RECORD OBSERVATIONS

STEPS IN RESPIRATION LIST THE MAJOR STEPS INVOLVED IN FROM THE CO2 EXPERIMENT. QUESTION:
BIOLOGICAL
12 2 X RESPIRATION & BREATHING RESPIRATION. DESCRIBE THE "WHICH GAS TURNS LIME WATER MILKY?"
SCIENCE
MECHANISM (PART 1) COMPOSITION OF EXHALED AIR. 23 PREDICT CHANGES IN BREATHING RATE
DURING EXERCISE. 24

IDENTIFY AND DESCRIBE THE FUNCTION

LABEL A DIAGRAM OF THE RESPIRATORY
BIOLOGICAL PATHWAY OF AIR IN OF EACH ORGAN IN THE HUMAN
13 3 X RESPIRATION SYSTEM. SHORT ANSWER: "WHAT IS THE
SCIENCE RESPIRATORY SYSTEM RESPIRATORY PATHWAY (NOSTRILS TO
FUNCTION OF THE NASAL CAVITY?" 26
ALVEOLI). 25

EXPLAIN THE ROLES OF THE

MECHANISM OF DIAPHRAGM AND RIB CAGE IN EXPLAIN HOW THE DIAPHRAGM AND RIBS
BIOLOGICAL
14 4 X RESPIRATION BREATHING (PART 2) & INHALATION AND EXHALATION. FACILITATE BREATHING. ANSWER: "WHY IS IT
SCIENCE
EPIGLOTTIS DESCRIBE THE FUNCTION OF THE ADVISED NOT TO TALK WHILE EATING?" 28
EPIGLOTTIS. 27

EXPLAIN HOW GASEOUS EXCHANGE ANALYZE THE TABLE OF INHALED/EXHALED

GASEOUS EXCHANGE
BIOLOGICAL OCCURS IN THE ALVEOLI. DESCRIBE AIR COMPOSITION. EXPLAIN THE ROLE OF
15 5 X RESPIRATION AT LUNGS & GAS
SCIENCE HOW OXYGEN AND CARBON DIOXIDE HAEMOGLOBIN. SHORT QUIZ ON GAS
TRANSPORT
ARE TRANSPORTED BY BLOOD. 29 EXCHANGE. 30
 CELLULAR DEFINE CELLULAR RESPIRATION. DEFINE CELLULAR RESPIRATION. EXPLAIN THE
BIOLOGICAL
16 6 X RESPIRATION RESPIRATION EXPLAIN AEROBIC RESPIRATION, ITS IMPORTANCE OF MITOCHONDRIA. DISCUSS
SCIENCE 31
(AEROBIC) PRODUCTS, AND THE ROLE OF ATP. THE ENERGY RELEASED FROM ATP. 32

CELLULAR DEFINE ANAEROBIC RESPIRATION. INTERPRET THE LACTIC ACID GRAPH AND
BIOLOGICAL RESPIRATION EXPLAIN LACTIC ACID FERMENTATION ANSWER RELATED QUESTIONS. EXPLAIN WHY
17 7 X RESPIRATION
SCIENCE (ANAEROBIC) & LACTIC AND ITS PHYSIOLOGICAL EFFECTS MUSCLES PAIN AFTER STRENUOUS EXERCISE.
ACID (MUSCLE PAIN, OXYGEN DEBT). 33 DEFINE OXYGEN DEBT. 34

OBSERVE AND RECORD RESULTS OF THE

ANAEROBIC
EXPLAIN ALCOHOLIC FERMENTATION IN YEAST EXPERIMENT. EXPLAIN THE ROLE OF
BIOLOGICAL RESPIRATION
18 8 X RESPIRATION YEAST AND ITS PRACTICAL YEAST IN DOUGH RISING. COMPARE LACTIC
SCIENCE (FERMENTATION IN 35
APPLICATIONS. ACID FERMENTATION AND ALCOHOLIC
YEAST)
FERMENTATION. 36

COMPARE AND CONTRAST

COMPARE AND CONTRAST RESPIRATION AND
RESPIRATION VS. RESPIRATION WITH COMBUSTION.
BIOLOGICAL COMBUSTION. EXPLAIN THE SOURCE OF
19 9 X RESPIRATION COMBUSTION & HEAT EXPLAIN HOW LIVING ORGANISMS
SCIENCE BODY HEAT. DISCUSS HOW THE BODY
PRODUCTION PRODUCE HEAT AND ITS SIGNIFICANCE.
37 REGULATES TEMPERATURE. 38

UNIT TEST/QUIZ. PROJECT PRESENTATION

CONSOLIDATE UNDERSTANDING OF ALL
BIOLOGICAL REVIEW & ON A RELATED TOPIC (E.G., "IMPACT OF
20 10 X RESPIRATION CONCEPTS. APPLY KNOWLEDGE TO
SCIENCE APPLICATION SMOKING ON LUNGS"). DEBATES ON
REAL-LIFE SITUATIONS. 39
RESPIRATORY HEALTH ISSUES. 40
 UNIT 03: TRANSPORTATION

S. PERIOD NAME OF THE NAME OF THE SUB- LEARNING OUTCOME(S) TO BE

CLASS SUBJECT REMARKS
NO NO. UNIT/CHAPTER TOPIC/CONCEPT ACHIEVED

OBSERVATION OF STUDENT
INTRODUCTION TO UNDERSTAND THE NECESSITY OF
BIOLOGICAL PARTICIPATION IN ACTIVITIES. ANALYSIS OF
21 1 X TRANSPORTATION TRANSPORTATION & TRANSPORTATION. MEASURE AND
SCIENCE PULSE RATE DATA. QUESTION: "WHY DOES
PULSE RATE ANALYZE PULSE RATE VARIATIONS. 41
PULSE RATE INCREASE AFTER EXERCISE?" 42

IDENTIFY THE LOCATION AND

LABEL A DIAGRAM OF THE EXTERNAL AND
HEART: STRUCTURE APPROXIMATE SIZE OF THE HEART.
BIOLOGICAL INTERNAL STRUCTURE OF THE HEART.
22 2 X TRANSPORTATION (EXTERNAL & OBSERVE AND DESCRIBE THE
SCIENCE DESCRIBE THE FUNCTION OF
INTERNAL) & FUNCTION EXTERNAL AND INTERNAL FEATURES
PERICARDIUM. 44
OF A MAMMALIAN HEART. 43

DIFFERENTIATE BETWEEN ARTERIES, EXPLAIN THE SIGNIFICANCE OF HARVEY'S

BLOOD VESSELS: TYPES VEINS, AND CAPILLARIES BASED ON AND MALPIGHI'S DISCOVERIES. FILL TABLE
BIOLOGICAL
23 3 X TRANSPORTATION & HISTORICAL STRUCTURE AND FUNCTION. 3 (ARTERY VS. VEIN). ANALYZE
SCIENCE
DISCOVERIES UNDERSTAND THE CONTRIBUTIONS OF OBSERVATIONS FROM HARVEY'S
FABRICI, HARVEY, AND MALPIGHI. 45 DEMONSTRATION. 46

COMPARE AND CONTRAST PULMONARY

BLOOD VESSELS: COMPARE ARTERIES AND VEINS
ARTERY AND PULMONARY VEIN. EXPLAIN
BIOLOGICAL DETAILED DIFFERENCES STRUCTURALLY AND FUNCTIONALLY.
24 4 X TRANSPORTATION THE FIRST TWO STEPS OF THE CARDIAC
SCIENCE & CARDIAC CYCLE (PART DESCRIBE THE INITIAL PHASES OF THE
CYCLE. DEFINE 'SYSTOLE' AND 'DIASTOLE'.
1) CARDIAC CYCLE. 47 48

DESCRIBE VENTRICULAR CONTRACTION

SEQUENCE THE EVENTS OF THE CARDIAC
CARDIAC CYCLE (PART AND RELAXATION. RELATE HEART
BIOLOGICAL CYCLE. EXPLAIN THE ORIGIN OF 'LUB' AND
25 5 X TRANSPORTATION 2) & PULSE-HEARTBEAT SOUNDS TO VALVE CLOSURE.
SCIENCE 'DUB' SOUNDS. STATE THE RELATIONSHIP
RELATIONSHIP UNDERSTAND THE RELATIONSHIP
BETWEEN PULSE RATE AND HEART RATE. 50
BETWEEN PULSE AND HEARTBEAT. 49
 DIFFERENTIATE BETWEEN SINGLE AND
COMPARE SINGLE AND DOUBLE
SINGLE VS. DOUBLE DOUBLE CIRCULATION. DESCRIBE THE
BIOLOGICAL CIRCULATION USING FLOWCHARTS.
26 6 X TRANSPORTATION CIRCULATION & COMPOSITION AND FUNCTION OF LYMPH.
SCIENCE DESCRIBE THE LYMPHATIC SYSTEM
LYMPHATIC SYSTEM EXPLAIN WHY LEGS MIGHT SWELL
AND ITS ROLE. 51
(OEDEMA). 52

TRACE THE EVOLUTION OF TRANSPORT COMPARE AND CONTRAST OPEN AND

SYSTEMS FROM UNICELLULAR CLOSED CIRCULATORY SYSTEMS. GIVE
BIOLOGICAL EVOLUTION OF
27 7 X TRANSPORTATION ORGANISMS TO COMPLEX EXAMPLES OF ORGANISMS WITH
SCIENCE TRANSPORT SYSTEMS
MULTICELLULAR ANIMALS (OPEN VS. DIFFERENT TYPES OF TRANSPORT SYSTEMS.
CLOSED CIRCULATORY SYSTEMS). 53 54

DEFINE BLOOD PRESSURE, SYSTOLIC

EXPLAIN HOW BLOOD PRESSURE IS
BLOOD PRESSURE & AND DIASTOLIC PRESSURE.
BIOLOGICAL MEASURED. DESCRIBE THE STEPS OF
28 8 X TRANSPORTATION COAGULATION OF UNDERSTAND THE PROCESS OF BLOOD
SCIENCE BLOOD COAGULATION. DISCUSS THE
BLOOD COAGULATION AND RELATED
IMPORTANCE OF BLOOD CLOTTING. 56
DISORDERS. 55

UNDERSTAND THE NEED FOR

TRANSPORT IN PLANTS. DESCRIBE THE DESCRIBE THE STRUCTURE OF A ROOT
TRANSPORTATION IN
BIOLOGICAL STRUCTURE OF ROOT HAIRS. EXPLAIN HAIR. EXPLAIN HOW OSMOSIS HELPS IN
29 9 X TRANSPORTATION PLANTS: WATER
SCIENCE THE MECHANISM OF WATER WATER ABSORPTION BY ROOTS. DEFINE
ABSORPTION (ROOTS)
ABSORPTION BY ROOTS (OSMOSIS, ROOT PRESSURE. 58
ROOT PRESSURE). 57

EXPLAIN THE SIGNIFICANCE OF ROOT

DEMONSTRATE ROOT PRESSURE. PRESSURE. SUMMARIZE THE KEY
TRANSPORTATION IN
BIOLOGICAL CONSOLIDATE UNDERSTANDING OF DIFFERENCES AND SIMILARITIES IN
30 10 X TRANSPORTATION PLANTS: WATER
SCIENCE THE ENTIRE UNIT AND DISCUSS TRANSPORT BETWEEN PLANTS AND
MOVEMENT & REVIEW
APPLICATIONS. 59 ANIMALS. UNIT ASSESSMENT/PROJECT
SUBMISSION. 60
 UNIT 04: EXCRETION

S. PERIOD NAME OF THE NAME OF THE SUB-

CLASS SUBJECT LEARNING OUTCOME(S) TO BE ACHIEVED REMARKS
NO NO. UNIT/CHAPTER TOPIC/CONCEPT

DEFINE EXCRETION AND ITS NECESSITY.

PARTICIPATION IN DISCUSSION ABOUT
INTRODUCTION TO IDENTIFY VARIOUS METABOLIC WASTES.
BIOLOGICAL WASTE PRODUCTS. COMPLETION OF
31 1 X EXCRETION EXCRETION & WASTE ANALYZE BLOOD AND URINE REPORTS
SCIENCE TABLE 1. ANALYSIS OF BLOOD/URINE
PRODUCTS TO IDENTIFY COMPONENTS AND
REPORTS QUESTIONS. 62
ABNORMAL LEVELS. 61

HUMAN EXCRETORY UNDERSTAND THE COMPONENTS OF LABELED SKETCH OF THE EXTERNAL

BIOLOGICAL SYSTEM: GROSS THE HUMAN EXCRETORY SYSTEM. KIDNEY. QUESTIONS: "WHY IS THE RIGHT
32 2 X EXCRETION
SCIENCE ANATOMY & KIDNEY OBSERVE AND DESCRIBE THE EXTERNAL KIDNEY LOWER?", "WHAT ENTERS/EXITS
EXTERNAL FEATURES FEATURES OF A MAMMALIAN KIDNEY. 63 AT THE HILUM?" 64

HUMAN EXCRETORY OBSERVE AND DESCRIBE THE INTERNAL

LABELED SKETCH OF KIDNEY L.S. IDENTIFY
SYSTEM: KIDNEY REGIONS OF THE KIDNEY (CORTEX,
BIOLOGICAL PARTS OF THE MALPIGHIAN BODY.
33 3 X EXCRETION INTERNAL STRUCTURE & MEDULLA). UNDERSTAND THE BASIC
SCIENCE EXPLAIN THE SIGNIFICANCE OF EFFERENT
NEPHRON STRUCTURE STRUCTURE OF A NEPHRON AND ITS
ARTERIOLE'S DIAMETER. 66
(PART 1) MALPIGHIAN BODY. 65

DESCRIBE THE RENAL TUBULE (PCT,

NEPHRON STRUCTURE
LOOP OF HENLE, DCT, COLLECTING LABELED DIAGRAM OF A NEPHRON.
BIOLOGICAL (PART 2) & WHY
34 4 X EXCRETION DUCT). EXPLAIN WHY THE NEPHRON IS JUSTIFY WHY NEPHRONS ARE FUNCTIONAL
SCIENCE NEPHRONS ARE
THE STRUCTURAL AND FUNCTIONAL UNITS. 68
FUNCTIONAL UNITS
UNIT OF THE KIDNEY. 67

MECHANISM OF URINE
EXPLAIN THE TERM 'PRIMARY URINE'.
FORMATION (PART 1): EXPLAIN THE PROCESSES OF
BIOLOGICAL DESCRIBE THE PROCESS OF GLOMERULAR
35 5 X EXCRETION GLOMERULAR FILTRATION GLOMERULAR FILTRATION AND
SCIENCE FILTRATION. EXPLAIN THE IMPORTANCE
& TUBULAR TUBULAR REABSORPTION IN DETAIL. 69
OF TUBULAR REABSORPTION. 70
REABSORPTION
 MECHANISM OF URINE EXPLAIN THE ROLE OF TUBULAR
EXPLAIN TUBULAR SECRETION AND THE
FORMATION (PART 2): SECRETION. DESCRIBE HOW
BIOLOGICAL FORMATION OF CONCENTRATED URINE.
36 6 X EXCRETION TUBULAR SECRETION & CONCENTRATED URINE IS FORMED.
SCIENCE DISCUSS FACTORS AFFECTING URINE
CONCENTRATED URINE RELATE VASOPRESSIN TO URINE
VOLUME. 71
FORMATION CONCENTRATION. 72

SEQUENCE THE PATH OF URINE FROM

DESCRIBE THE STRUCTURE AND
REMAINING PARTS OF KIDNEY TO OUTSIDE. DESCRIBE THE
BIOLOGICAL FUNCTION OF URETERS, URINARY
37 7 X EXCRETION EXCRETORY SYSTEM & FUNCTION OF THE URINARY BLADDER.
SCIENCE BLADDER, AND URETHRA. EXPLAIN THE
MICTURITION EXPLAIN THE CONTROL OF MICTURITION.
PROCESS OF MICTURITION. 73 74

UNDERSTAND THE NORMAL LIST MAJOR COMPONENTS OF URINE.

COMPOSITION OF URINE AND FACTORS EXPLAIN THE PRINCIPLE OF
COMPOSITION OF URINE
BIOLOGICAL AFFECTING IT. LEARN ABOUT END STAGE HAEMODIALYSIS. DISCUSS THE PROS AND
38 8 X EXCRETION & KIDNEY FAILURE
SCIENCE RENAL DISEASE (ESRD) AND ITS CONS OF DIALYSIS VS. TRANSPLANTATION.
MANAGEMENT
SOLUTIONS (DIALYSIS, ANSWER "WHAT HAPPENS IF BOTH
TRANSPLANTATION). 75 KIDNEYS FAIL?" 76

IDENTIFY AND EXPLAIN THE EXCRETORY LIST ACCESSORY EXCRETORY ORGANS AND
ACCESSORY EXCRETORY FUNCTIONS OF LUNGS, SKIN, LIVER, AND THEIR WASTE PRODUCTS. COMPARE
BIOLOGICAL
39 9 X EXCRETION ORGANS & EXCRETION IN LARGE INTESTINE. COMPARE EXCRETORY EXCRETORY MECHANISMS ACROSS
SCIENCE
OTHER ORGANISMS STRATEGIES IN DIFFERENT ANIMAL DIFFERENT PHYLA. DEFINE CONTRACTILE
PHYLA. 77 VACUOLE AND ITS FUNCTION. 78

UNDERSTAND WASTE MANAGEMENT EXPLAIN HOW PLANTS EXCRETE WASTE.

EXCRETION IN PLANTS & STRATEGIES IN PLANTS. DIFFERENTIATE GIVE EXAMPLES OF PRIMARY AND
BIOLOGICAL SECONDARY BETWEEN PRIMARY AND SECONDARY SECONDARY METABOLITES AND THEIR
40 10 X EXCRETION
SCIENCE METABOLITES (REVIEW & METABOLITES AND THEIR USES. USES. DIFFERENTIATE BETWEEN
APPLICATION) DISTINGUISH BETWEEN EXCRETION AND EXCRETION AND SECRETION WITH
SECRETION. 79 EXAMPLES. OVERALL UNIT ASSESSMENT. 80
 UNIT 05: COORDINATION

S. PERIOD NAME OF THE NAME OF THE SUB-

CLASS SUBJECT LEARNING OUTCOME(S) TO BE ACHIEVED REMARKS
NO NO. UNIT/CHAPTER TOPIC/CONCEPT

OBSERVE STUDENT PARTICIPATION IN

DISCUSSIONS, ESPECIALLY THEIR ABILITY
TO GIVE DIVERSE EXAMPLES OF
COORDINATION. FORMATIVE
DEFINE COORDINATION AND IDENTIFY ITS ASSESSMENT: ASK STUDENTS TO WRITE
IMPORTANCE IN DAILY LIFE. EXPLAIN WHAT A SHORT RESPONSES TO THE QUESTIONS
INTRODUCTION TO
STIMULUS IS AND WHY LIVING ORGANISMS IN THE TEXTBOOK UNDER "RESPONDING
BIOLOGICAL COORDINATION &
41 1 X COORDINATION RESPOND TO IT. UNDERSTAND THE SEQUENCE TO STIMULI" (E.G., "WHAT HELPS US TO
SCIENCE RESPONDING TO
OF EVENTS IN RESPONDING TO A STIMULUS RESPOND TO SUCH SIGNALS OF
STIMULI
(DETECTION, TRANSMISSION, PROCESSING, CHANGE?", "WHY DOES THE LIVING
EXECUTION). 818181 BODY RESPOND TO SUCH SIGNALS?").
EVALUATE STUDENT ANALYSIS OF
ACTIVITY-1 RESULTS (E.G., "WHY DID
THIS HAPPEN?", "HOW FAST DO YOU
THINK THE PROCESS WAS?"). 82

OBSERVE STUDENT PARTICIPATION IN

DISCUSSIONS, ESPECIALLY THEIR ABILITY
TO GIVE DIVERSE EXAMPLES OF
DEFINE COORDINATION AND IDENTIFY ITS COORDINATION. FORMATIVE
IMPORTANCE IN DAILY LIFE. EXPLAIN WHAT A ASSESSMENT: ASK STUDENTS TO WRITE
INTRODUCTION TO
STIMULUS IS AND WHY LIVING ORGANISMS SHORT RESPONSES TO THE QUESTIONS
BIOLOGICAL COORDINATION &
42 2 X COORDINATION RESPOND TO IT. UNDERSTAND THE SEQUENCE IN THE TEXTBOOK UNDER "RESPONDING
SCIENCE RESPONDING TO
OF EVENTS IN RESPONDING TO A STIMULUS TO STIMULI" (E.G., "WHAT HELPS US TO
STIMULI
(DETECTION, TRANSMISSION, PROCESSING, RESPOND TO SUCH SIGNALS OF
EXECUTION). 838383 CHANGE?", "WHY DOES THE LIVING
BODY RESPOND TO SUCH SIGNALS?").
EVALUATE STUDENT ANALYSIS OF
ACTIVITY-1 RESULTS (E.G., "WHY DID
 THIS HAPPEN?", "HOW FAST DO YOU
THINK THE PROCESS WAS?"). 84

FORMATIVE ASSESSMENT: CHECK

DESCRIBE THE BASIC STRUCTURE OF A NEURON
STUDENT DRAWINGS AND LABELING OF
(NERVE CELL) AND LABEL ITS PARTS. EXPLAIN
INTEGRATING NERVE CELLS FOR ACCURACY AND
THE FUNCTION OF EACH PART OF A NEURON IN
PATHWAYS: COMPLETENESS. ORAL QUESTIONS ON
IMPULSE TRANSMISSION. DEFINE SYNAPSE AS
NERVOUS THE FUNCTION OF DENDRITES, AXON,
BIOLOGICAL THE FUNCTIONAL CONTACT REGION BETWEEN
43 3 X COORDINATION COORDINATION MYELIN SHEATH, AND THE PROCESS AT
SCIENCE TWO NEURONS. EXPLAIN HOW INFORMATION
(STRUCTURE OF THE SYNAPSE. THINK-PAIR-SHARE: ASK
IS TRANSMITTED ACROSS A SYNAPSE
NERVE CELL & STUDENTS TO DISCUSS: "IF A NEURON'S
(CHEMICAL/ELECTRICAL SIGNALS).
SYNAPSE) MYELIN SHEATH IS DAMAGED, WHAT
DIFFERENTIATE BETWEEN MYELINATED AND
MIGHT BE THE CONSEQUENCES FOR
NON-MYELINATED FIBERS. 858585
NERVE IMPULSE TRANSMISSION?" 86

FORMATIVE ASSESSMENT: CHECK

DESCRIBE THE BASIC STRUCTURE OF A NEURON
STUDENT DRAWINGS AND LABELING OF
(NERVE CELL) AND LABEL ITS PARTS. EXPLAIN
INTEGRATING NERVE CELLS FOR ACCURACY AND
THE FUNCTION OF EACH PART OF A NEURON IN
PATHWAYS: COMPLETENESS. ORAL QUESTIONS ON
IMPULSE TRANSMISSION. DEFINE SYNAPSE AS
NERVOUS THE FUNCTION OF DENDRITES, AXON,
BIOLOGICAL THE FUNCTIONAL CONTACT REGION BETWEEN
44 4 X COORDINATION COORDINATION MYELIN SHEATH, AND THE PROCESS AT
SCIENCE TWO NEURONS. EXPLAIN HOW INFORMATION
(STRUCTURE OF THE SYNAPSE. THINK-PAIR-SHARE: ASK
IS TRANSMITTED ACROSS A SYNAPSE
NERVE CELL & STUDENTS TO DISCUSS: "IF A NEURON'S
(CHEMICAL/ELECTRICAL SIGNALS).
SYNAPSE) MYELIN SHEATH IS DAMAGED, WHAT
DIFFERENTIATE BETWEEN MYELINATED AND
MIGHT BE THE CONSEQUENCES FOR
NON-MYELINATED FIBERS. 878787
NERVE IMPULSE TRANSMISSION?" 88

CLASSIFY NERVES INTO AFFERENT/SENSORY, FORMATIVE ASSESSMENT: ASK

EFFERENT/MOTOR, AND ASSOCIATION NERVES. STUDENTS TO APPLY THE
PATHWAYS: FROM CLASSIFICATION OF NERVES TO A NEW
IDENTIFY THE DETECTOR (RECEPTOR) AND
BIOLOGICAL STIMULUS TO SCENARIO (E.G., TOUCHING A HOT
45 5 X COORDINATION EFFECTOR ORGANS. DISTINGUISH BETWEEN
SCIENCE RESPONSE (TYPES OF PLATE). SHORT ANSWER QUESTIONS:
VOLUNTARY AND INVOLUNTARY RESPONSES.
NERVES & REFLEXES) "EXPLAIN THE DIFFERENCE BETWEEN A
DEFINE A REFLEX AND PROVIDE EXAMPLES.
898989 VOLUNTARY AND AN INVOLUNTARY
ACTION WITH AN EXAMPLE." ORAL
 CHECK FOR UNDERSTANDING OF
RECEPTOR AND EFFECTOR. 90

DESCRIBE THE COMPONENTS AND PATHWAY

OF A REFLEX ARC. EXPLAIN WHY REFLEXES ARE
FASTER THAN VOLUNTARY ACTIONS. IDENTIFY
THE MAIN PARTS OF THE CENTRAL NERVOUS FORMATIVE ASSESSMENT: ASK
SYSTEM (CNS) AS THE BRAIN AND SPINAL STUDENTS TO DRAW AND LABEL A
THE REFLEX ARC & CORD. DESCRIBE THE PROTECTIVE STRUCTURES SIMPLE REFLEX ARC FOR A GIVEN
CENTRAL NERVOUS OF THE BRAIN (CRANIUM, MENINGES, STIMULUS (E.G., HAND TOUCHING A HOT
BIOLOGICAL SYSTEM (BRAIN - CEREBRO-SPINAL FLUID) AND THEIR OBJECT). MATCHING EXERCISE: MATCH
46 6 X COORDINATION
SCIENCE FOREBRAIN, FUNCTIONS. DIFFERENTIATE BETWEEN GREY BRAIN PARTS WITH THEIR FUNCTIONS.
MIDBRAIN, MATTER AND WHITE MATTER. LIST THE THREE ORAL QUESTIONS ON THE PROTECTIVE
HINDBRAIN) MAJOR DIVISIONS OF THE BRAIN AND THEIR LAYERS OF THE BRAIN AND THE
SUB-PARTS. STATE THE KEY FUNCTIONS OF THE SIGNIFICANCE OF THE KNEE JERK REFLEX.
OLFACTORY LOBES, CEREBRUM, 92

DIENCEPHALON (THALAMUS,
HYPOTHALAMUS), OPTIC LOBES, CEREBELLUM,
AND MEDULLA OBLONGATA. 919191

DESCRIBE THE STRUCTURE AND LOCATION OF

THE SPINAL CORD WITHIN THE VERTEBRAL FORMATIVE ASSESSMENT: COMPARE
COLUMN. COMPARE THE ARRANGEMENT OF AND CONTRAST THE GREY AND WHITE
GREY AND WHITE MATTER IN THE SPINAL MATTER DISTRIBUTION IN THE BRAIN
CORD WITH THAT OF THE BRAIN. DISCUSS AND SPINAL CORD USING A VENN
CENTRAL NERVOUS HISTORICAL EXPERIMENTS (LEONARDO DA DIAGRAM OR TABLE. EXPLAIN THE
SYSTEM (SPINAL VINCI, STEPHEN HALES) THAT ELUCIDATED THE
BIOLOGICAL SIGNIFICANCE OF THE BELL-MAGENDIE
47 7 X COORDINATION CORD) & PERIPHERAL SPINAL CORD'S INDEPENDENT CONTROL
SCIENCE LAW. SHORT ANSWER QUESTIONS ON
NERVOUS SYSTEM CAPABILITIES. DEFINE THE PERIPHERAL THE PROTECTIVE FUNCTION OF THE
(PNS) NERVOUS SYSTEM (PNS) AND ITS VERTEBRAL COLUMN FOR THE SPINAL
COMPONENTS (SPINAL AND CRANIAL NERVES). CORD. ASK STUDENTS TO EXPLAIN WHY
EXPLAIN THE FINDINGS OF CHARLES BELL AND SOME FUNCTIONS ARE NOT UNDER
FRANCOIS MAGENDIE REGARDING THE DIRECT BRAIN/SPINAL CORD CONTROL. 94
FUNCTIONS OF DORSAL AND VENTRAL ROOTS
OF SPINAL NERVES. IDENTIFY CRANIAL NERVES
 AND SPINAL NERVES AND THEIR APPROXIMATE
NUMBERS. 939393

DEFINE THE AUTONOMOUS NERVOUS SYSTEM

(ANS) AS A PART OF THE PNS THAT
INVOLUNTARILY CONTROLS INTERNAL
ORGANS, BLOOD VESSELS, SMOOTH AND
CARDIAC MUSCLES. EXPLAIN THE CONCEPT OF FORMATIVE ASSESSMENT: CREATE A
INVOLUNTARY CONTROL IN THE ANS. COMPARATIVE TABLE SHOWING THE
AUTONOMOUS
ILLUSTRATE THE ANS'S FUNCTION WITH AN EFFECTS OF SYMPATHETIC VS.
NERVOUS SYSTEM
EXAMPLE LIKE PUPIL DILATION/CONSTRICTION. PARASYMPATHETIC STIMULATION ON AT
BIOLOGICAL (ANS) &
48 8 X COORDINATION DIFFERENTIATE BETWEEN THE SYMPATHETIC LEAST 5 DIFFERENT ORGANS. ORAL
SCIENCE INTRODUCTION TO
AND PARASYMPATHETIC DIVISIONS OF THE QUESTIONS ON THE DEFINITION AND
CHEMICAL
ANS BASED ON THEIR EFFECTS ON VARIOUS OVERALL ROLE OF THE ANS. ASK
COORDINATION
ORGANS. IDENTIFY ORGANS INFLUENCED BY STUDENTS TO EXPLAIN THE PUPIL REFLEX
EACH BRANCH OF THE ANS. BEGIN TO IN THEIR OWN WORDS. 96
UNDERSTAND THAT COORDINATION CAN
OCCUR WITHOUT DIRECT NERVOUS CONTROL,
LEADING TO CHEMICAL COORDINATION.
95959595

UNDERSTAND THE HISTORICAL DISCOVERY OF

INSULIN AND ITS ROLE IN BLOOD SUGAR FORMATIVE ASSESSMENT: SHORT
REGULATION. DEFINE HORMONES AS ANSWER QUESTIONS ON THE DISCOVERY
CHEMICAL MESSENGERS AND ENDOCRINE OF INSULIN AND ITS FUNCTION.
HORMONAL GLANDS AS DUCTLESS GLANDS. COMPARE SCENARIO-BASED QUESTION: "DESCRIBE
COORDINATION ENDOCRINE GLANDS WITH EXOCRINE GLANDS. THE PHYSIOLOGICAL CHANGES THAT
BIOLOGICAL
49 9 X COORDINATION (OTHER CHEMICAL EXPLAIN THE "FIGHT OR FLIGHT" RESPONSE OCCUR WHEN A PERSON EXPERIENCES
SCIENCE
COORDINATORS & AND THE ROLE OF THE ADRENALIN HORMONE SUDDEN FEAR, AND NAME THE
ENDOCRINE GLANDS) RELEASED BY THE ADRENAL GLAND. IDENTIFY HORMONE RESPONSIBLE FOR THESE
THE LOCATION, HORMONE SECRETED, AND CHANGES." LABELING EXERCISE ON A
PRIMARY RESPONSE OF MAJOR ENDOCRINE DIAGRAM OF THE HUMAN BODY
GLANDS: PITUITARY, THYROID, OVARY, TESTES, SHOWING ENDOCRINE GLANDS. 98
ADRENAL, PANCREAS. 979797
 DEFINE FEEDBACK MECHANISM AND EXPLAIN
FORMATIVE ASSESSMENT: EXPLAIN WITH
ITS ROLE IN REGULATING HORMONE
AN EXAMPLE (OTHER THAN INSULIN)
SECRETION. PROVIDE EXAMPLES OF POSITIVE
HOW A FEEDBACK MECHANISM MIGHT
AND NEGATIVE FEEDBACK LOOPS IN
REGULATE HORMONE SECRETION.
HORMONAL CONTROL. UNDERSTAND THAT
OBSERVE STUDENT PARTICIPATION AND
FEEDBACK PLANTS RESPOND TO VARIOUS
OBSERVATIONS DURING MIMOSA
MECHANISM & ENVIRONMENTAL STIMULI, DESPITE LACKING A
BIOLOGICAL PUDICA ACTIVITY. SHORT ANSWER:
50 10 X COORDINATION CONTROL NERVOUS SYSTEM. IDENTIFY EXAMPLES OF
SCIENCE "HOW DO PLANTS COORDINATE THEIR
MECHANISMS IN PLANT RESPONSES TO STIMULI. DEFINE
ACTIVITIES WITHOUT A NERVOUS
PLANTS PHYTOHORMONES AND EXPLAIN THEIR ROLE
SYSTEM?" SUMMATIVE ASSESSMENT: A
IN COORDINATING PLANT ACTIVITIES.
COMPREHENSIVE UNIT TEST COVERING
COMPARE AND CONTRAST COORDINATION IN
ALL CONCEPTS, INCLUDING MULTIPLE-
PLANTS AND ANIMALS. SUMMARIZE THE
CHOICE, SHORT ANSWER, AND
OVERALL CONCEPT OF COORDINATION IN
DIAGRAM-BASED QUESTIONS. 100
LIVING ORGANISMS. 999999

UNIT 06: REPRODUCTION

S. PERIOD NAME OF THE NAME OF THE SUB- LEARNING OUTCOME(S) TO BE

CLASS SUBJECT REMARKS
NO NO. UNIT/CHAPTER TOPIC/CONCEPT ACHIEVED

DEFINE REPRODUCTION AND ITS OBSERVE STUDENT PARTICIPATION IN

IMPORTANCE FOR SPECIES DISCUSSIONS ABOUT THE IMPORTANCE OF
CONTINUITY. DIFFERENTIATE REPRODUCTION. FORMATIVE ASSESSMENT:
INTRODUCTION TO BETWEEN ASEXUAL AND SEXUAL ASSESS STUDENT OBSERVATIONS AND
BIOLOGICAL REPRODUCTION & ASEXUAL REPRODUCTION. CONDUCT AN CONCLUSIONS FROM THE CURD ACTIVITY.
51 1 X REPRODUCTION EXPERIMENT TO DEMONSTRATE
SCIENCE REPRODUCTION (FISSION, SHORT ANSWER: "DIFFERENTIATE BETWEEN
BUDDING, FRAGMENTATION) BACTERIAL REPRODUCTION. BINARY AND MULTIPLE FISSION." QUICK
DESCRIBE FISSION (BINARY & CHECK: ASK STUDENTS TO NAME ONE
MULTIPLE) WITH EXAMPLES. ORGANISM THAT REPRODUCES BY BUDDING
EXPLAIN BUDDING WITH AN AND ONE BY FRAGMENTATION. 102
EXAMPLE. DEFINE
 FRAGMENTATION WITH
EXAMPLES. 101101101101

DEFINE REPRODUCTION AND ITS

IMPORTANCE FOR SPECIES
OBSERVE STUDENT PARTICIPATION IN
CONTINUITY. DIFFERENTIATE
DISCUSSIONS ABOUT THE IMPORTANCE OF
BETWEEN ASEXUAL AND SEXUAL
REPRODUCTION. FORMATIVE ASSESSMENT:
REPRODUCTION. CONDUCT AN
INTRODUCTION TO ASSESS STUDENT OBSERVATIONS AND
EXPERIMENT TO DEMONSTRATE
BIOLOGICAL REPRODUCTION & ASEXUAL CONCLUSIONS FROM THE CURD ACTIVITY.
52 2 X REPRODUCTION BACTERIAL REPRODUCTION.
SCIENCE REPRODUCTION (FISSION, SHORT ANSWER: "DIFFERENTIATE BETWEEN
DESCRIBE FISSION (BINARY &
BUDDING, FRAGMENTATION) BINARY AND MULTIPLE FISSION." QUICK
MULTIPLE) WITH EXAMPLES.
CHECK: ASK STUDENTS TO NAME ONE
EXPLAIN BUDDING WITH AN
ORGANISM THAT REPRODUCES BY BUDDING
EXAMPLE. DEFINE
AND ONE BY FRAGMENTATION. 104
FRAGMENTATION WITH
EXAMPLES. 103103103103

DEFINE PARTHENOGENESIS AND

FORMATIVE ASSESSMENT: ASK STUDENTS
PROVIDE EXAMPLES. DEFINE
TO DIFFERENTIATE BETWEEN
PARTHENOCARPY AND EXPLAIN
ASEXUAL REPRODUCTION PARTHENOGENESIS AND PARTHENOCARPY
ITS OCCURRENCE WITH
BIOLOGICAL (PARTHENOGENESIS, WITH EXAMPLES. EXPLAIN THE DIFFERENCE
53 3 X REPRODUCTION EXAMPLES. EXPLAIN
SCIENCE PARTHENOCARPY, BETWEEN FRAGMENTATION AND
REGENERATION WITH
REGENERATION) REGENERATION. EVALUATE NOTES
EXAMPLES. COMPARE AND
PREPARED ON PARTHENOGENESIS AND
CONTRAST REGENERATION AND
PARTHENOCARPY. 106
FRAGMENTATION. 105105105105

DEFINE VEGETATIVE
FORMATIVE ASSESSMENT: ASK STUDENTS
PROPAGATION. DESCRIBE
TO IDENTIFY THE TYPE OF VEGETATIVE
ASEXUAL REPRODUCTION NATURAL VEGETATIVE
BIOLOGICAL PROPAGATION FROM A GIVEN PLANT
54 4 X REPRODUCTION (NATURAL & ARTIFICIAL PROPAGATION BY LEAVES,
SCIENCE PICTURE. EXPLAIN THE ADVANTAGES OF
VEGETATIVE PROPAGATION) STEMS, AND ROOTS. EXPLAIN
GRAFTING. ORAL QUESTIONS ON THE
ARTIFICIAL VEGETATIVE
PRINCIPLES OF TISSUE CULTURE. EVALUATE
PROPAGATION METHODS:
INFORMATION COLLECTED BY STUDENTS
CUTTING, LAYERING, AND
 GRAFTING. UNDERSTAND THE ON ADVANTAGES/DISADVANTAGES OF
PURPOSE OF GRAFTING. ARTIFICIAL VEGETATIVE PROPAGATION. 108
DISCUSS THE CONCEPT OF
TISSUE CULTURE. 107107107107

DEFINE VEGETATIVE
PROPAGATION. DESCRIBE
FORMATIVE ASSESSMENT: ASK STUDENTS
NATURAL VEGETATIVE
TO IDENTIFY THE TYPE OF VEGETATIVE
PROPAGATION BY LEAVES,
PROPAGATION FROM A GIVEN PLANT
STEMS, AND ROOTS. EXPLAIN
ASEXUAL REPRODUCTION PICTURE. EXPLAIN THE ADVANTAGES OF
BIOLOGICAL ARTIFICIAL VEGETATIVE
55 5 X REPRODUCTION (NATURAL & ARTIFICIAL GRAFTING. ORAL QUESTIONS ON THE
SCIENCE PROPAGATION METHODS:
VEGETATIVE PROPAGATION) PRINCIPLES OF TISSUE CULTURE. EVALUATE
CUTTING, LAYERING, AND
INFORMATION COLLECTED BY STUDENTS
GRAFTING. UNDERSTAND THE
ON ADVANTAGES/DISADVANTAGES OF
PURPOSE OF GRAFTING.
ARTIFICIAL VEGETATIVE PROPAGATION. 110
DISCUSS THE CONCEPT OF
TISSUE CULTURE. 109109109109

DESCRIBE SPORE FORMATION IN

FUNGI AND NON-FLOWERING
PLANTS. CONDUCT A LAB
ACTIVITY TO OBSERVE RHIZOPUS
FORMATIVE ASSESSMENT: ASSESS STUDENT
MOLD. IDENTIFY SPOROPHYLLS
LAB REPORTS/DRAWINGS OF RHIZOPUS.
AND SORI IN FERNS. COMPARE
COMPARE AND CONTRAST ASEXUAL AND
ASEXUAL REPRODUCTION (SPORE RHIZOPUS AND FERN SPORES.
BIOLOGICAL SEXUAL REPRODUCTION IN A SHORT
56 6 X REPRODUCTION FORMATION) & INTRODUCTION DEFINE SEXUAL REPRODUCTION.
SCIENCE PARAGRAPH. EXPLAIN WHY INTERNAL
TO SEXUAL REPRODUCTION DIFFERENTIATE BETWEEN
FERTILIZATION IS ADVANTAGEOUS FOR
EXTERNAL AND INTERNAL
LAND ANIMALS. ORAL QUESTIONS ON THE
FERTILIZATION. UNDERSTAND
PROCESS OF SPORE FORMATION. 112
THE 'NEED FOR SEXUAL
REPRODUCTION' FOR
VARIATION AND ADAPTATION.
111111111
 IDENTIFY AND LABEL THE
MAJOR ORGANS OF THE
HUMAN MALE REPRODUCTIVE
FORMATIVE ASSESSMENT: LABEL A BLANK
SYSTEM. DESCRIBE THE
DIAGRAM OF THE MALE REPRODUCTIVE
LOCATION AND PRIMARY
SYSTEM. SHORT ANSWER: "EXPLAIN THE
FUNCTION OF EACH ORGAN.
FUNCTION OF SEMINAL VESICLES AND
EXPLAIN THE PROCESS OF
BIOLOGICAL HUMAN MALE REPRODUCTIVE PROSTATE GLAND." EXPLAIN THE
57 7 X REPRODUCTION SPERM PRODUCTION. DESCRIBE
SCIENCE SYSTEM SIGNIFICANCE OF THE ACROSOME AND
THE STRUCTURE OF A HUMAN
MITOCHONDRIA IN A SPERM CELL. DISCUSS
SPERM CELL AND THE FUNCTION
THE ADAPTIVE ADVANTAGE OF TESTES
OF ITS PARTS. TRACE THE
BEING OUTSIDE THE ABDOMINAL CAVITY.
PATHWAY OF SPERMATOZOA. 114
DISCUSS THE SIGNIFICANCE OF
THE SCROTUM'S TEMPERATURE
REGULATION. 113113113113

IDENTIFY AND LABEL THE

MAJOR ORGANS OF THE
HUMAN MALE REPRODUCTIVE
FORMATIVE ASSESSMENT: LABEL A BLANK
SYSTEM. DESCRIBE THE
DIAGRAM OF THE MALE REPRODUCTIVE
LOCATION AND PRIMARY
SYSTEM. SHORT ANSWER: "EXPLAIN THE
FUNCTION OF EACH ORGAN.
FUNCTION OF SEMINAL VESICLES AND
EXPLAIN THE PROCESS OF
BIOLOGICAL HUMAN MALE REPRODUCTIVE PROSTATE GLAND." EXPLAIN THE
58 8 X REPRODUCTION SPERM PRODUCTION. DESCRIBE
SCIENCE SYSTEM SIGNIFICANCE OF THE ACROSOME AND
THE STRUCTURE OF A HUMAN
MITOCHONDRIA IN A SPERM CELL. DISCUSS
SPERM CELL AND THE FUNCTION
THE ADAPTIVE ADVANTAGE OF TESTES
OF ITS PARTS. TRACE THE
BEING OUTSIDE THE ABDOMINAL CAVITY.
PATHWAY OF SPERMATOZOA. 116
DISCUSS THE SIGNIFICANCE OF
THE SCROTUM'S TEMPERATURE
REGULATION. 115115115115
 IDENTIFY AND LABEL THE
MAJOR ORGANS OF THE
HUMAN FEMALE
REPRODUCTIVE SYSTEM.
DESCRIBE THE LOCATION AND
PRIMARY FUNCTION OF EACH
ORGAN. EXPLAIN THE PROCESS
OF OVUM DEVELOPMENT AND FORMATIVE ASSESSMENT: LABEL A BLANK
OVULATION. DESCRIBE THE DIAGRAM OF THE FEMALE REPRODUCTIVE
PROCESS OF FERTILIZATION AND SYSTEM. SEQUENCE THE EVENTS FROM
HUMAN FEMALE REPRODUCTIVE
BIOLOGICAL ZYGOTE FORMATION. EXPLAIN OVULATION TO IMPLANTATION. SHORT
59 9 X REPRODUCTION SYSTEM &
SCIENCE THE CHANGES IN THE UTERUS ANSWER: "WHAT IS THE ROLE OF THE
FERTILIZATION/IMPLANTATION
FOR EMBRYO RECEPTION. PLACENTA IN FETAL DEVELOPMENT?"
DEFINE IMPLANTATION AND ITS EXPLAIN THE PROTECTIVE FUNCTION OF
SIGNIFICANCE. DESCRIBE THE AMNIOTIC FLUID. 118
STRUCTURE AND FUNCTION OF
THE CHORION, AMNION,
ALLANTOIS, AND YOLK SAC.
EXPLAIN THE ROLE OF THE
PLACENTA AND UMBILICAL
CORD. DEFINE GESTATION
PERIOD. 117117117117

IDENTIFY AND LABEL THE

MAJOR ORGANS OF THE FORMATIVE ASSESSMENT: LABEL A BLANK
HUMAN FEMALE DIAGRAM OF THE FEMALE REPRODUCTIVE
REPRODUCTIVE SYSTEM. SYSTEM. SEQUENCE THE EVENTS FROM
HUMAN FEMALE REPRODUCTIVE DESCRIBE THE LOCATION AND
BIOLOGICAL OVULATION TO IMPLANTATION. SHORT
60 10 X REPRODUCTION SYSTEM & PRIMARY FUNCTION OF EACH
SCIENCE ANSWER: "WHAT IS THE ROLE OF THE
FERTILIZATION/IMPLANTATION ORGAN. EXPLAIN THE PROCESS
PLACENTA IN FETAL DEVELOPMENT?"
OF OVUM DEVELOPMENT AND EXPLAIN THE PROTECTIVE FUNCTION OF
OVULATION. DESCRIBE THE AMNIOTIC FLUID. 120
PROCESS OF FERTILIZATION AND
ZYGOTE FORMATION. EXPLAIN
 THE CHANGES IN THE UTERUS
FOR EMBRYO RECEPTION.
DEFINE IMPLANTATION AND ITS
SIGNIFICANCE. DESCRIBE THE
STRUCTURE AND FUNCTION OF
THE CHORION, AMNION,
ALLANTOIS, AND YOLK SAC.
EXPLAIN THE ROLE OF THE
PLACENTA AND UMBILICAL
CORD. DEFINE GESTATION
PERIOD. 119119119119

DESCRIBE THE PROCESS OF

CHILDBIRTH. EXPLAIN THE
SIGNIFICANCE OF COLOSTRUM.
IDENTIFY AND LABEL THE PARTS
FORMATIVE ASSESSMENT: EXPLAIN THE
OF A FLOWER. STATE THE
ROLE OF COLOSTRUM. LABEL A BLANK
FUNCTIONS OF SEPALS AND
BIOLOGICAL CHILDBIRTH & FLOWER - THE DIAGRAM OF A FLOWER. DIFFERENTIATE
61 11 X REPRODUCTION PETALS. DIFFERENTIATE
SCIENCE REPRODUCTIVE PART BETWEEN UNISEXUAL AND BISEXUAL
BETWEEN UNISEXUAL AND
FLOWERS. OBSERVE STUDENT
BISEXUAL FLOWERS. DESCRIBE
PARTICIPATION IN FLOWER DISSECTION. 122
THE MALE REPRODUCTIVE PART
(STAMEN) AND FEMALE
REPRODUCTIVE PART (CARPEL).
121121121121

DESCRIBE THE PROCESS OF

CHILDBIRTH. EXPLAIN THE FORMATIVE ASSESSMENT: EXPLAIN THE
SIGNIFICANCE OF COLOSTRUM. ROLE OF COLOSTRUM. LABEL A BLANK
BIOLOGICAL CHILDBIRTH & FLOWER - THE IDENTIFY AND LABEL THE PARTS DIAGRAM OF A FLOWER. DIFFERENTIATE
62 12 X REPRODUCTION OF A FLOWER. STATE THE
SCIENCE REPRODUCTIVE PART BETWEEN UNISEXUAL AND BISEXUAL
FUNCTIONS OF SEPALS AND FLOWERS. OBSERVE STUDENT
PETALS. DIFFERENTIATE PARTICIPATION IN FLOWER DISSECTION. 124
BETWEEN UNISEXUAL AND
BISEXUAL FLOWERS. DESCRIBE
 THE MALE REPRODUCTIVE PART
(STAMEN) AND FEMALE
REPRODUCTIVE PART (CARPEL).
123123123123

DEFINE SELF-POLLINATION AND

CROSS-POLLINATION. EXPLAIN
HOW STRUCTURAL FEATURES
FORMATIVE ASSESSMENT: DIFFERENTIATE
MIGHT AFFECT POLLINATION
BETWEEN SELF-POLLINATION AND CROSS-
TYPE. DESCRIBE THE PROCESS
POLLINATION. DRAW AND LABEL A POLLEN
BIOLOGICAL POLLINATION & STRUCTURE OF OF POLLEN GRAIN
63 13 X REPRODUCTION GRAIN AND AN OVULE. ORAL QUESTIONS
SCIENCE OVULE OBSERVATION. EXPLAIN THE
ON THE COMPONENTS OF THE EMBRYO
STRUCTURE OF A POLLEN
SAC. OBSERVE STUDENT ABILITY TO
GRAIN. IDENTIFY THE PARTS OF
PREPARE AND OBSERVE POLLEN SLIDES. 126
AN OVULE. DESCRIBE THE
COMPONENTS OF THE EMBRYO
SAC. 125125125125

DEFINE SELF-POLLINATION AND

CROSS-POLLINATION. EXPLAIN
HOW STRUCTURAL FEATURES
FORMATIVE ASSESSMENT: DIFFERENTIATE
MIGHT AFFECT POLLINATION
BETWEEN SELF-POLLINATION AND CROSS-
TYPE. DESCRIBE THE PROCESS
POLLINATION. DRAW AND LABEL A POLLEN
BIOLOGICAL POLLINATION & STRUCTURE OF OF POLLEN GRAIN
64 14 X REPRODUCTION GRAIN AND AN OVULE. ORAL QUESTIONS
SCIENCE OVULE OBSERVATION. EXPLAIN THE
ON THE COMPONENTS OF THE EMBRYO
STRUCTURE OF A POLLEN
SAC. OBSERVE STUDENT ABILITY TO
GRAIN. IDENTIFY THE PARTS OF
PREPARE AND OBSERVE POLLEN SLIDES. 128
AN OVULE. DESCRIBE THE
COMPONENTS OF THE EMBRYO
SAC. 127127127127

FERTILIZATION & POST- DESCRIBE THE FORMATION OF FORMATIVE ASSESSMENT: EXPLAIN DOUBLE
BIOLOGICAL THE POLLEN TUBE AND ITS FERTILIZATION IN YOUR OWN WORDS.
65 15 X REPRODUCTION FERTILIZATION CHANGES IN
SCIENCE ENTRY INTO THE OVULE. DRAW A DIAGRAM SHOWING THE STAGES
FLOWERING PLANTS
EXPLAIN THE PROCESS OF OF FERTILIZATION IN A FLOWER. SHORT
 DOUBLE FERTILIZATION. ANSWER: "WHAT HAPPENS TO THE OVULE
DESCRIBE THE DEVELOPMENT AND OVARY AFTER FERTILIZATION?"
OF THE ZYGOTE INTO AN SUMMATIVE ASSESSMENT: A
EMBRYO. EXPLAIN THE COMPREHENSIVE UNIT TEST INCLUDING
DEVELOPMENT OF THE MULTIPLE-CHOICE, SHORT ANSWER,
ENDOSPERM AND ITS DIAGRAM-BASED, AND ANALYTICAL
FUNCTION. EXPLAIN POST- QUESTIONS COVERING ALL CONCEPTS. 130
FERTILIZATION CHANGES:
OVULE TO SEED, OVARY TO
FRUIT. IDENTIFY FLORAL PARTS
THAT MAY BE SEEN IN A FRUIT.
DESCRIBE SEED GERMINATION
AND THE COMPLETE LIFE CYCLE
OF A FLOWERING PLANT.
129129129129

UNIT 07: COORDINATION IN LIFE PROCESSES

S. PERIOD NAME OF THE NAME OF THE SUB-

CLASS SUBJECT LEARNING OUTCOME(S) TO BE ACHIEVED REMARKS
NO NO. UNIT/CHAPTER TOPIC/CONCEPT

UNDERSTAND THE CONCEPT OF

OBSERVE STUDENT PARTICIPATION IN
COORDINATION IN LIFE PROCESSES.
ACTIVITY-1 DISCUSSION. FORMATIVE
IDENTIFY FACTORS INFLUENCING HUNGER
ASSESSMENT: SHORT ANSWER: "EXPLAIN
COORDINATION INTRODUCTION TO SENSATION. EXPLAIN THE ROLE OF GLUCOSE
BIOLOGICAL THE ROLE OF GHRELIN AND LEPTIN IN
66 1 X IN LIFE COORDINATION: AND HORMONES (GHRELIN, LEPTIN) IN
SCIENCE HUNGER REGULATION." QUICK CHECK: ASK
PROCESSES FEELING HUNGRY HUNGER. IDENTIFY NERVOUS SYSTEM
STUDENTS TO NAME ONE NEURAL AND
COMPONENTS INVOLVED IN HUNGER
ONE HORMONAL CONTROL FOR HUNGER.
SIGNALS. NAME ORGAN SYSTEMS INVOLVED 132
IN HUNGER SENSATION. 131131131
 EXPLAIN THE CLOSE RELATIONSHIP
BETWEEN TASTE AND SMELL IN PERCEIVING
FORMATIVE ASSESSMENT: ASSESS STUDENT
FOOD FLAVOR. UNDERSTAND THE ROLE OF
OBSERVATIONS AND CONCLUSIONS FROM
CHEMORECEPTORS (OLFACTORY
COORDINATION ACTIVITIES 2 & 3. SHORT ANSWER: "WHY
BIOLOGICAL COORDINATION IN RECEPTORS, TASTE BUDS) IN SENSING SMELL
67 2 X IN LIFE DO WE SAY THAT TASTE AND SMELL ARE
SCIENCE TASTE & SMELL AND TASTE. CONDUCT EXPERIMENTS TO
PROCESSES INTIMATELY ENTWINED?" EXPLAIN HOW A
OBSERVE THE EFFECT OF SMELL ON TASTE.
COLD CAN AFFECT YOUR PERCEPTION OF
DESCRIBE THE MECHANISM OF TASTE
FOOD FLAVOR. 134
PERCEPTION. DISCUSS THE EFFECT OF SCENT
STRENGTH ON TASTE SENSATION. 133133133133

EXPLAIN THE ROLE OF THE PALATE IN TASTE

PERCEPTION. CONDUCT AN EXPERIMENT TO
DEMONSTRATE THE ROLE OF TONGUE- FORMATIVE ASSESSMENT: EXPLAIN THE
COORDINATION IN PALATE CONTACT IN TASTING. DESCRIBE ROLE OF TONGUE-PALATE CONTACT IN
COORDINATION TASTE & PALATE, THE MECHANISM OF TASTE SIGNAL TASTING. SHORT ANSWER: "WHY IS
BIOLOGICAL
68 3 X IN LIFE MOUTH AS A TRANSMISSION TO THE BRAIN. MECHANICAL CRUSHING OF FOOD
SCIENCE
PROCESSES MUNCHING UNDERSTAND THE NECESSITY OF IMPORTANT?" OBSERVE STUDENT
MACHINE MECHANICAL CRUSHING OF FOOD. EXPLAIN CONCLUSIONS FROM THE CHALK ACTIVITY.
HOW TEETH CONTRIBUTE TO DIGESTION 136

(MASTICATION). IDENTIFY DIFFERENT TYPES

OF TEETH AND THEIR FUNCTIONS. 135135135135

IDENTIFY AND DESCRIBE DIFFERENT TYPES

OF TEETH AND THEIR SPECIFIC FUNCTIONS.
UNDERSTAND THE CONCEPT OF DENTAL
FORMATIVE ASSESSMENT: COMPLETE
FORMULA. EXPLAIN THE PROCESS OF
TABLE-2. EXPLAIN THE FUNCTION OF
COORDINATION MASTICATION. DESCRIBE THE ROLE OF JAW
BIOLOGICAL DENTITION & ROLE SALIVARY AMYLASE. DESCRIBE THE
69 4 X IN LIFE MUSCLES AND CRANIAL NERVES IN
SCIENCE OF SALIVA PROCESS OF MASTICATION. ASSESS
PROCESSES CHEWING. UNDERSTAND THE COMPOSITION
STUDENT OBSERVATIONS FROM ACTIVITY-
AND FUNCTIONS OF SALIVA. CONDUCT AN
7. 138
EXPERIMENT TO DEMONSTRATE THE
ACTION OF SALIVARY AMYLASE ON STARCH.
137137137137
 DETERMINE THE PH OF THEIR MOUTH AND
OBSERVE CHANGES AFTER EATING. RELATE FORMATIVE ASSESSMENT: ANALYZE
MOUTH PH TO SALIVARY AMYLASE ACTIVITY STUDENT PH OBSERVATIONS AND
PH OF MOUTH &
COORDINATION AND FOOD TYPE. DESCRIBE THE STRUCTURE CONCLUSIONS FROM ACTIVITY-8. SHORT
BIOLOGICAL FOOD PASSAGE
70 5 X IN LIFE AND FUNCTION OF THE OESOPHAGUS. ANSWER: "DESCRIBE THE FUNCTIONS OF
SCIENCE THROUGH
PROCESSES EXPLAIN THE ROLE OF MUCUS IN THE THE OESOPHAGUS BASED ON THE
OESOPHAGUS
OESOPHAGUS. CONDUCT A MODEL ACTIVITY SCHEMATIC DIAGRAM." ASSESS STUDENT
TO UNDERSTAND BOLUS MOVEMENT. UNDERSTANDING FROM ACTIVITY-9. 140
139139139

EXPLAIN PERISTALTIC MOVEMENT IN THE

OESOPHAGUS IN DETAIL. RELATE THE
OESOPHAGUS MODEL TO ACTUAL
PERISTALSIS. UNDERSTAND THE FORMATIVE ASSESSMENT: DESCRIBE THE
PERISTALSIS IN COORDINATION INVOLVED IN STOMACH MECHANISM OF PERISTALSIS IN THE
COORDINATION
BIOLOGICAL OESOPHAGUS & FUNCTION. EXPLAIN THE ROLE OF NERVOUS OESOPHAGUS. EXPLAIN WHY THE
71 6 X IN LIFE
SCIENCE STOMACH: THE SYSTEM IN STIMULATING GASTRIC GLANDS. STOMACH IS 'BAG-LIKE'. SHORT ANSWER:
PROCESSES
MIXER DESCRIBE THE SECRETIONS OF THE "WHAT IS CHYME AND HOW IS IT
STOMACH (HCI) AND THEIR FUNCTIONS. FORMED?" 142
EXPLAIN THE FORMATION OF CHYME AND
THE BREAKDOWN OF PROTEINS.
141141141141141141141

UNDERSTAND HOW THE STOMACH IS

PROTECTED FROM ITS OWN ACID
SECRETIONS. CONDUCT AN EXPERIMENT TO FORMATIVE ASSESSMENT: EXPLAIN HOW
STOMACH DEMONSTRATE THE PROTECTIVE ACTION OF THE STOMACH PROTECTS ITSELF FROM HCI.
COORDINATION PROTECTION, A COATING. EXPLAIN THE REGULATION OF SHORT ANSWER: "WHAT IS THE FUNCTION
BIOLOGICAL
72 7 X IN LIFE PYLORIC SPHINCTER FOOD EXIT FROM THE STOMACH BY THE OF THE PYLORIC SPHINCTER?" DESCRIBE
SCIENCE
PROCESSES & REVERSE PYLORIC SPHINCTER. DESCRIBE REVERSE REVERSE PERISTALSIS WITH AN EXAMPLE.
PERISTALSIS PERISTALSIS IN HUMANS (VOMITING) AND ASSESS STUDENT OBSERVATIONS FROM
RUMINANTS (RUMINATION). UNDERSTAND THE LEAF ACTIVITY. 144
THE VARYING TRANSIT TIMES OF FOOD.
143143143
 DESCRIBE THE TRANSITION OF FOOD FROM
STOMACH TO SMALL INTESTINE. EXPLAIN
THE STIMULATION OF PANCREATIC JUICE,
BILE JUICE, AND SUCCUS ENTERICUS. FORMATIVE ASSESSMENT: EXPLAIN THE
UNDERSTAND THE IMPORTANCE OF THE SIGNIFICANCE OF VILLI IN DIGESTION.
COORDINATION
BIOLOGICAL SMALL INTESTINE: SMALL INTESTINE'S LENGTH AND COILING SHORT ANSWER: "WHY IS THE SMALL
73 8 X IN LIFE
SCIENCE ABSORPTION & VILLI FOR ABSORPTION. EXPLAIN HOW VILLI INTESTINE LONG AND COILED?" ASSESS
PROCESSES
INCREASE SURFACE AREA FOR ABSORPTION. STUDENT UNDERSTANDING OF SURFACE
CONDUCT A MODEL ACTIVITY TO AREA INCREASE FROM ACTIVITY-10. 146
DEMONSTRATE SURFACE AREA INCREASE BY
FOLDS. IDENTIFY COMPONENTS OF A
VILLUS. 145145145

UNDERSTAND THE CONCEPT OF THE

ENTERIC NERVOUS SYSTEM (ENS) AS THE
'SECOND BRAIN'. DESCRIBE THE LOCATION
FORMATIVE ASSESSMENT: EXPLAIN WHY
AND COMPONENTS OF THE ENS. EXPLAIN
THE ENS IS CALLED THE 'SECOND BRAIN'.
THE FUNCTIONS OF THE ENS IN
COORDINATION THE ENTERIC SHORT ANSWER: "HOW DOES THE ENS
BIOLOGICAL CONTROLLING GUT MOVEMENTS. DISCUSS
74 9 X IN LIFE NERVOUS SYSTEM CONTRIBUTE TO OVERALL BODY HEALTH
SCIENCE THE ENS'S ROLE IN THE IMMUNE SYSTEM
PROCESSES ("SECOND BRAIN") BEYOND DIGESTION?" DISCUSS THE
AND ITS COMMUNICATION WITH GUT
CONNECTION BETWEEN TENSION AND
BACTERIA. RECOGNIZE THE CONNECTION
LOOSE MOTIONS. 148
BETWEEN THE ENS, CNS, AND MENTAL
STATE. RELATE EVERYDAY EXPERIENCES TO
ENS FUNCTION. 147147147147

DIFFERENTIATE BETWEEN EXPULSION OF

FORMATIVE ASSESSMENT: DIFFERENTIATE
UNDIGESTED FOOD AND METABOLIC
BETWEEN INTERNAL AND EXTERNAL ANAL
WASTES. DESCRIBE THE PROCESS OF WASTE
COORDINATION SPHINCTERS. EXPLAIN THE PRIMARY
BIOLOGICAL WASTE EXPULSION & MOVEMENT AND STORAGE IN THE LARGE FUNCTION OF THE LARGE INTESTINE.
75 10 X IN LIFE INTESTINE. EXPLAIN THE ROLE OF THE
SCIENCE UNIT RECAP SUMMATIVE ASSESSMENT: UNIT TEST
PROCESSES RECTUM AND ANAL SPHINCTERS IN
COVERING ALL CONCEPTS OF
DEFECATION. DIFFERENTIATE BETWEEN
COORDINATION IN LIFE PROCESSES,
VOLUNTARY AND INVOLUNTARY CONTROL
INCLUDING DEFINITIONS, MECHANISMS,
OF ANAL SPHINCTERS. RELATE THE CONCEPT
 OF SPHINCTERS TO OTHER PARTS OF THE EXPERIMENTAL UNDERSTANDING, AND
DIGESTIVE CANAL. UNDERSTAND THE LINK APPLICATION QUESTIONS. 150
BETWEEN DIGESTION, RESPIRATION, AND
ENERGY PRODUCTION. SUMMARIZE THE
CONTINUOUS COORDINATION OF SYSTEMS
IN THE DIGESTIVE PROCESS. 149149149149

UNIT 08: HEREDITY AND EVOLUTION

S. PERIOD NAME OF THE LEARNING OUTCOME(S) TO BE

CLASS SUBJECT NAME OF THE SUB-TOPIC/CONCEPT REMARKS
NO NO. UNIT/CHAPTER ACHIEVED

STUDENTS WILL UNDERSTAND THAT

OFFSPRING RESEMBLE PARENTS BUT
INTRODUCTION TO HEREDITY & FORMATIVE: OBSERVATION OF
ALSO SHOW VARIATIONS. STUDENTS
VARIATION - SIMILARITIES & STUDENT PARTICIPATION IN
WILL BE ABLE TO IDENTIFY AND
DIFFERENCES - ACTIVITY 1: COMPARE DISCUSSIONS AND TABLE
BIOLOGICAL HEREDITY AND COMPARE TRAITS WITHIN FAMILY AND
76 1 X YOUR TRAITS - ACTIVITY 2: OBSERVE FILLING. QUICK CHECK: ASK
SCIENCE EVOLUTION FRIENDS. STUDENTS WILL DEFINE
FRIENDS' TRAITS - DEFINITION OF STUDENTS TO DEFINE
'VARIATION' AND RECOGNIZE ITS
VARIATION - ACTIVITY 3: PEA/BEAN VARIATION IN THEIR OWN
PRESENCE. STUDENTS WILL PONDER
POD SEEDS WORDS. 152
THE IMPORTANCE AND USEFULNESS
OF VARIATIONS. 151

STUDENTS WILL UNDERSTAND THAT

OFFSPRING RESEMBLE PARENTS BUT
INTRODUCTION TO HEREDITY & FORMATIVE: OBSERVATION OF
ALSO SHOW VARIATIONS. STUDENTS
VARIATION - SIMILARITIES & STUDENT PARTICIPATION IN
WILL BE ABLE TO IDENTIFY AND
DIFFERENCES - ACTIVITY 1: COMPARE DISCUSSIONS AND TABLE
BIOLOGICAL HEREDITY AND COMPARE TRAITS WITHIN FAMILY AND
77 2 X YOUR TRAITS - ACTIVITY 2: OBSERVE FILLING. QUICK CHECK: ASK
SCIENCE EVOLUTION FRIENDS. STUDENTS WILL DEFINE
FRIENDS' TRAITS - DEFINITION OF STUDENTS TO DEFINE
'VARIATION' AND RECOGNIZE ITS
VARIATION - ACTIVITY 3: PEA/BEAN VARIATION IN THEIR OWN
PRESENCE. STUDENTS WILL PONDER
POD SEEDS WORDS. 154
THE IMPORTANCE AND USEFULNESS
OF VARIATIONS. 153
 STUDENTS WILL RECOGNIZE MENDEL'S
CONTRIBUTION TO GENETICS.
STUDENTS WILL LIST REASONS FOR
MENDEL'S EXPERIMENTS (PART 1) - QUIZ: SHORT QUESTIONS ON
MENDEL'S CHOICE OF PEA PLANT.
GREGOR JOHANN MENDEL: FATHER OF MENDEL'S CHOICE OF PEA
STUDENTS WILL IDENTIFY THE 7
BIOLOGICAL HEREDITY AND GENETICS - REASONS FOR SELECTING PLANT AND CHARACTERS.
78 3 X CONTRASTING CHARACTERS STUDIED
SCIENCE EVOLUTION PEA PLANT - SEVEN CONTRASTING CONCEPT CHECK: ASK STUDENTS
BY MENDEL. STUDENTS WILL
CHARACTERS - MENDEL'S HYPOTHESIS - TO EXPLAIN "PURE BREED" IN
UNDERSTAND MENDEL'S INITIAL
PROCEDURE FOLLOWED BY MENDEL MENDEL'S CONTEXT. 156
ASSUMPTIONS. STUDENTS WILL
COMPREHEND MENDEL'S
EXPERIMENTAL PROCEDURE. 155155155155

STUDENTS WILL RECOGNIZE MENDEL'S

CONTRIBUTION TO GENETICS.
STUDENTS WILL LIST REASONS FOR
MENDEL'S EXPERIMENTS (PART 1) - QUIZ: SHORT QUESTIONS ON
MENDEL'S CHOICE OF PEA PLANT.
GREGOR JOHANN MENDEL: FATHER OF MENDEL'S CHOICE OF PEA
STUDENTS WILL IDENTIFY THE 7
BIOLOGICAL HEREDITY AND GENETICS - REASONS FOR SELECTING PLANT AND CHARACTERS.
79 4 X CONTRASTING CHARACTERS STUDIED
SCIENCE EVOLUTION PEA PLANT - SEVEN CONTRASTING CONCEPT CHECK: ASK STUDENTS
BY MENDEL. STUDENTS WILL
CHARACTERS - MENDEL'S HYPOTHESIS - TO EXPLAIN "PURE BREED" IN
UNDERSTAND MENDEL'S INITIAL
PROCEDURE FOLLOWED BY MENDEL MENDEL'S CONTEXT. 158
ASSUMPTIONS. STUDENTS WILL
COMPREHEND MENDEL'S
EXPERIMENTAL PROCEDURE. 157157157157

STUDENTS WILL EXPLAIN THE

MENDEL'S EXPERIMENTS (PART 2): OUTCOME OF A MONOHYBRID CROSS WORKSHEET: PROBLEMS
MONOHYBRID CROSS - F1 GENERATION FOR F1 AND F2 GENERATIONS. INVOLVING MONOHYBRID
- F2 GENERATION (3:1 RATIO) - STUDENTS WILL UNDERSTAND THE CROSSES AND PUNNETT
BIOLOGICAL HEREDITY AND ASSUMPTIONS OF MENDEL (FACTORS, CONCEPTS OF DOMINANT AND SQUARES. ACTIVITY-BASED
80 5 X RECESSIVE TRAITS. STUDENTS WILL
SCIENCE EVOLUTION DOMINANCE, SEGREGATION) - ASSESSMENT: EVALUATE
PHENOTYPE & GENOTYPE - DIFFERENTIATE BETWEEN PHENOTYPE STUDENT UNDERSTANDING
PHENOTYPIC RATIO (3:1) & GENOTYPIC AND GENOTYPE. STUDENTS WILL BE THROUGH ACTIVITY 4 (GAME 1).
RATIO (1:2:1) - LAW OF DOMINANCE ABLE TO STATE AND EXPLAIN THE LAW 160
OF DOMINANCE. STUDENTS WILL BE
ABLE TO DETERMINE PHENOTYPIC AND
 GENOTYPIC RATIOS FOR A
MONOHYBRID CROSS. 159

STUDENTS WILL EXPLAIN THE

OUTCOME OF A MONOHYBRID CROSS
FOR F1 AND F2 GENERATIONS.
MENDEL'S EXPERIMENTS (PART 2): WORKSHEET: PROBLEMS
STUDENTS WILL UNDERSTAND THE
MONOHYBRID CROSS - F1 GENERATION INVOLVING MONOHYBRID
CONCEPTS OF DOMINANT AND
- F2 GENERATION (3:1 RATIO) - CROSSES AND PUNNETT
RECESSIVE TRAITS. STUDENTS WILL
BIOLOGICAL HEREDITY AND ASSUMPTIONS OF MENDEL (FACTORS, SQUARES. ACTIVITY-BASED
81 6 X DIFFERENTIATE BETWEEN PHENOTYPE
SCIENCE EVOLUTION DOMINANCE, SEGREGATION) - ASSESSMENT: EVALUATE
AND GENOTYPE. STUDENTS WILL BE
PHENOTYPE & GENOTYPE - STUDENT UNDERSTANDING
ABLE TO STATE AND EXPLAIN THE LAW
PHENOTYPIC RATIO (3:1) & GENOTYPIC THROUGH ACTIVITY 4 (GAME 1).
OF DOMINANCE. STUDENTS WILL BE 162
RATIO (1:2:1) - LAW OF DOMINANCE
ABLE TO DETERMINE PHENOTYPIC AND
GENOTYPIC RATIOS FOR A
MONOHYBRID CROSS. 161

STUDENTS WILL BE ABLE TO STATE

AND UNDERSTAND THE LAW OF
MENDEL'S LAWS & SEX
SEGREGATION. STUDENTS WILL DEFINE
DETERMINATION - LAW OF
'HERITABLE TRAITS', 'HEREDITY', AND QUESTIONNAIRE: ASK STUDENTS
SEGREGATION - LAW OF INDEPENDENT
'INHERITANCE'. STUDENTS WILL TO EXPLAIN HOW SEX IS
ASSORTMENT (BRIEF MENTION) -
UNDERSTAND THAT GENES (DNA DETERMINED. CONCEPT
BIOLOGICAL HEREDITY AND HERITABLE TRAITS - HEREDITY &
82 7 X SEGMENTS) CONTROL TRAITS. MAPPING: STUDENTS CREATE A
SCIENCE EVOLUTION INHERITANCE - HOW TRAITS GET
STUDENTS WILL EXPLAIN HOW SEX IS CONCEPT MAP CONNECTING
EXPRESSED (DNA, GENES, ALLELES) -
DETERMINED IN HUMAN BEINGS DNA, GENES, ALLELES, AND
SEX DETERMINATION IN HUMAN
BASED ON CHROMOSOMES. STUDENTS TRAITS. 164
BEINGS (XX, XY CHROMOSOMES) -
WILL BE ABLE TO ANSWER QUESTIONS
DISCOVERY OF SEX CHROMOSOMES
RELATED TO PARENTAL CONTRIBUTION
TO SEX. 163163163163

EVOLUTION: VARIATIONS & NATURAL STUDENTS WILL UNDERSTAND HOW THINK-PAIR-SHARE: DISCUSS
BIOLOGICAL HEREDITY AND SELECTION - VARIATIONS DEVELOP VARIATIONS ARISE. STUDENTS WILL THE BEETLE SCENARIOS AND
83 8 X
SCIENCE EVOLUTION DURING REPRODUCTION - ACTIVITY 5: ANALYZE THE IMPACT OF VARIATIONS THEIR IMPLICATIONS. SHORT
VARIATIONS IN BEETLE POPULATION ON POPULATION SURVIVAL (BEETLE ANSWER QUESTIONS:
 (SITUATION 1 & 2) - NATURAL EXAMPLE). STUDENTS WILL DEFINE DIFFERENTIATE BETWEEN
SELECTION - GENETIC DRIFT - AND EXPLAIN 'NATURAL SELECTION' ACQUIRED AND INHERITED
SITUATION 3: ACQUIRED VS. INHERITED AND 'GENETIC DRIFT'. STUDENTS WILL TRAITS, EXPLAIN WEISMANN'S
TRAITS - LAMARCKISM (INHERITANCE DIFFERENTIATE BETWEEN INHERITED EXPERIMENT. 166166166166
OF ACQUIRED CHARACTERS) - AND ACQUIRED TRAITS. STUDENTS
WEISMANN'S EXPERIMENT WILL UNDERSTAND LAMARCK'S
THEORY AND ITS REFUTATION BY
WEISMANN'S EXPERIMENT. 165165165165

STUDENTS WILL UNDERSTAND HOW

EVOLUTION: VARIATIONS & NATURAL VARIATIONS ARISE. STUDENTS WILL
SELECTION - VARIATIONS DEVELOP ANALYZE THE IMPACT OF VARIATIONS THINK-PAIR-SHARE: DISCUSS
DURING REPRODUCTION - ACTIVITY 5: ON POPULATION SURVIVAL (BEETLE THE BEETLE SCENARIOS AND
VARIATIONS IN BEETLE POPULATION EXAMPLE). STUDENTS WILL DEFINE THEIR IMPLICATIONS. SHORT
BIOLOGICAL HEREDITY AND (SITUATION 1 & 2) - NATURAL AND EXPLAIN 'NATURAL SELECTION' ANSWER QUESTIONS:
84 9 X
SCIENCE EVOLUTION SELECTION - GENETIC DRIFT - AND 'GENETIC DRIFT'. STUDENTS WILL DIFFERENTIATE BETWEEN
SITUATION 3: ACQUIRED VS. INHERITED DIFFERENTIATE BETWEEN INHERITED ACQUIRED AND INHERITED
TRAITS - LAMARCKISM (INHERITANCE AND ACQUIRED TRAITS. STUDENTS TRAITS, EXPLAIN WEISMANN'S
OF ACQUIRED CHARACTERS) - WILL UNDERSTAND LAMARCK'S EXPERIMENT. 168168168168
WEISMANN'S EXPERIMENT THEORY AND ITS REFUTATION BY
WEISMANN'S EXPERIMENT. 167167167167

STUDENTS WILL RECOGNIZE CHARLES

DARWIN'S CONTRIBUTION. STUDENTS
GROUP DISCUSSION: DISCUSS
DARWINISM & SPECIATION - CHARLES WILL EXPLAIN THE CORE PRINCIPLE OF
THE "THINK AND DISCUSS"
DARWIN: THEORY OF EVOLUTION - NATURAL SELECTION AND 'SURVIVAL
QUESTION. CONCEPT MAPPING:
INFLUENCE OF LYELL & MALTHUS - OF THE FITTEST'. STUDENTS WILL LIST
BIOLOGICAL HEREDITY AND STUDENTS CREATE A CONCEPT
85 10 X DARWIN'S FINCHES - SURVIVAL OF THE THE KEY TENETS OF DARWIN'S
SCIENCE EVOLUTION MAP OF DARWIN'S THEORY.
FITTEST - DARWIN'S THEORY IN A THEORY. STUDENTS WILL
EXIT TICKET: ASK STUDENTS TO
NUTSHELL - LIMITATIONS OF DARWIN'S UNDERSTAND THE CONCEPT OF
DEFINE SPECIATION IN ONE
THEORY - SPECIATION SPECIATION. STUDENTS WILL
SENTENCE. 170
ACKNOWLEDGE THE LIMITATIONS OF
DARWIN'S THEORY. 169169169169
 UNIT 09: OUR ENVIRONMENT

S. PERIOD NAME OF THE LEARNING OUTCOME(S) TO BE

CLASS SUBJECT NAME OF THE SUB-TOPIC/CONCEPT REMARKS
NO NO. UNIT/CHAPTER ACHIEVED

STUDENTS WILL RECALL AND DEFINE

FOOD CHAINS & FOOD WEBS -
FOOD CHAINS AND FOOD WEBS.
REVIEW: FOOD CHAIN, FOOD WEB -
STUDENTS WILL CORRECTLY IDENTIFY
ARROWS IN FOOD CHAINS -
PRODUCERS AND DIFFERENT LEVELS OF
PRODUCERS, CONSUMERS (PRIMARY, FORMATIVE: OBSERVATION OF
CONSUMERS. STUDENTS WILL EXPLAIN
SECONDARY, TERTIARY) - ACTIVITY: STUDENT PARTICIPATION IN
WHY FOOD CHAINS ARE GENERALLY
BIOLOGICAL OUR IDENTIFY FOOD CHAINS IN FOOD CHAIN IDENTIFICATION.
86 1 X SHORT. STUDENTS WILL EXPLAIN THE
SCIENCE ENVIRONMENT SURROUNDINGS - SHORT LENGTH OF QUICK CHECK: ASK STUDENTS TO
DECREASE IN ORGANISM NUMBERS AT
FOOD CHAINS - DECREASE IN EXPLAIN ENERGY FLOW USING A
HIGHER TROPHIC LEVELS DUE TO
ORGANISM NUMBERS ALONG FOOD SIMPLE FOOD CHAIN. 172
ENERGY LOSS. STUDENTS WILL
CHAINS - ENERGY DISSIPATION AT
APPRECIATE THE
EACH TROPHIC LEVEL - TERRESTRIAL
INTERCONNECTEDNESS OF
& AQUATIC ECOSYSTEMS (BRIEF)
ECOSYSTEMS. 171171171171

STUDENTS WILL RECALL AND DEFINE

FOOD CHAINS & FOOD WEBS -
FOOD CHAINS AND FOOD WEBS.
REVIEW: FOOD CHAIN, FOOD WEB -
STUDENTS WILL CORRECTLY IDENTIFY
ARROWS IN FOOD CHAINS -
PRODUCERS AND DIFFERENT LEVELS OF
PRODUCERS, CONSUMERS (PRIMARY, FORMATIVE: OBSERVATION OF
CONSUMERS. STUDENTS WILL EXPLAIN
SECONDARY, TERTIARY) - ACTIVITY: STUDENT PARTICIPATION IN
WHY FOOD CHAINS ARE GENERALLY
BIOLOGICAL OUR IDENTIFY FOOD CHAINS IN FOOD CHAIN IDENTIFICATION.
87 2 X SHORT. STUDENTS WILL EXPLAIN THE
SCIENCE ENVIRONMENT SURROUNDINGS - SHORT LENGTH OF QUICK CHECK: ASK STUDENTS TO
DECREASE IN ORGANISM NUMBERS AT
FOOD CHAINS - DECREASE IN EXPLAIN ENERGY FLOW USING A
HIGHER TROPHIC LEVELS DUE TO
ORGANISM NUMBERS ALONG FOOD SIMPLE FOOD CHAIN. 174
ENERGY LOSS. STUDENTS WILL
CHAINS - ENERGY DISSIPATION AT
APPRECIATE THE
EACH TROPHIC LEVEL - TERRESTRIAL
INTERCONNECTEDNESS OF
& AQUATIC ECOSYSTEMS (BRIEF)
ECOSYSTEMS. 173173173173

BIOLOGICAL OUR NICHE & ECOLOGICAL PYRAMIDS STUDENTS WILL DEFINE 'NICHE' AND DRAWING ASSIGNMENT:
88 3 X
SCIENCE ENVIRONMENT (INTRODUCTION) - CONCEPT OF PROVIDE AN EXAMPLE. STUDENTS WILL STUDENTS SUBMIT THEIR
 NICHE - DEFINITION OF ECOLOGICAL DEFINE 'ECOLOGICAL PYRAMID' AND DRAWN PYRAMIDS OF
PYRAMID - CHARLES ELTON - TYPES NAME ITS FOUNDER. STUDENTS WILL NUMBERS. Q&A: "WHAT IS A
OF PYRAMIDS: NUMBER, BIOMASS, LIST THE THREE TYPES OF ECOLOGICAL NICHE?" "WHEN WOULD A
ENERGY - PYRAMID OF NUMBERS: PYRAMIDS. STUDENTS WILL PYRAMID OF NUMBERS BE
UPRIGHT EXAMPLES - ACTIVITY: UNDERSTAND AND DRAW UPRIGHT INVERTED?" 176
DRAW PYRAMIDS OF NUMBERS PYRAMIDS OF NUMBERS. STUDENTS
WILL IDENTIFY CONDITIONS LEADING
TO INVERTED PYRAMIDS OF NUMBERS.
175175175175175175175175175

STUDENTS WILL DEFINE 'NICHE' AND

PROVIDE AN EXAMPLE. STUDENTS WILL
NICHE & ECOLOGICAL PYRAMIDS
DEFINE 'ECOLOGICAL PYRAMID' AND DRAWING ASSIGNMENT:
(INTRODUCTION) - CONCEPT OF
NAME ITS FOUNDER. STUDENTS WILL STUDENTS SUBMIT THEIR
NICHE - DEFINITION OF ECOLOGICAL
LIST THE THREE TYPES OF ECOLOGICAL DRAWN PYRAMIDS OF
BIOLOGICAL OUR PYRAMID - CHARLES ELTON - TYPES
89 4 X PYRAMIDS. STUDENTS WILL NUMBERS. Q&A: "WHAT IS A
SCIENCE ENVIRONMENT OF PYRAMIDS: NUMBER, BIOMASS,
UNDERSTAND AND DRAW UPRIGHT NICHE?" "WHEN WOULD A
ENERGY - PYRAMID OF NUMBERS:
PYRAMIDS OF NUMBERS. STUDENTS PYRAMID OF NUMBERS BE
UPRIGHT EXAMPLES - ACTIVITY:
WILL IDENTIFY CONDITIONS LEADING INVERTED?" 178
DRAW PYRAMIDS OF NUMBERS
TO INVERTED PYRAMIDS OF NUMBERS.
177177177177177177177177177

STUDENTS WILL DEFINE BIOMASS AND

PYRAMIDS OF BIOMASS & ENERGY - UNDERSTAND ITS SIGNIFICANCE IN
DEFINITION OF BIOMASS - PYRAMID FOOD CHAINS. STUDENTS WILL DRAW WRITTEN EXPLANATION:
OF BIOMASS: UPRIGHT (TERRESTRIAL) AND EXPLAIN UPRIGHT AND INVERTED STUDENTS EXPLAIN WHY
& INVERTED (AQUATIC) - 10-20% PYRAMIDS OF BIOMASS. STUDENTS PYRAMID OF ENERGY IS ALWAYS
BIOLOGICAL OUR BIOMASS TRANSFER - ENERGY WILL EXPLAIN WHY ENERGY PYRAMIDS UPRIGHT. COMPARATIVE
90 5 X
SCIENCE ENVIRONMENT SOURCE FOR ORGANISMS - PYRAMID ARE ALWAYS UPRIGHT. STUDENTS WILL ANALYSIS: ASK STUDENTS TO
OF ENERGY: ALWAYS UPRIGHT - DIFFERENTIATE BETWEEN THE FLOW OF COMPARE AND CONTRAST
ENERGY LOSS AS HEAT (INEFFICIENCY) ENERGY AND THE CYCLING OF PYRAMIDS OF NUMBER,
- CYCLING OF MATERIALS VS. ONE- MATERIALS. STUDENTS WILL TRACE THE BIOMASS, AND ENERGY. 180
WAY ENERGY FLOW ORIGIN OF FOOD ENERGY BACK TO THE
SUN. 179179179179
 STUDENTS WILL DEFINE BIOMASS AND
PYRAMIDS OF BIOMASS & ENERGY - UNDERSTAND ITS SIGNIFICANCE IN
DEFINITION OF BIOMASS - PYRAMID FOOD CHAINS. STUDENTS WILL DRAW WRITTEN EXPLANATION:
OF BIOMASS: UPRIGHT (TERRESTRIAL) AND EXPLAIN UPRIGHT AND INVERTED STUDENTS EXPLAIN WHY
& INVERTED (AQUATIC) - 10-20% PYRAMIDS OF BIOMASS. STUDENTS PYRAMID OF ENERGY IS ALWAYS
BIOLOGICAL OUR BIOMASS TRANSFER - ENERGY WILL EXPLAIN WHY ENERGY PYRAMIDS UPRIGHT. COMPARATIVE
91 6 X
SCIENCE ENVIRONMENT SOURCE FOR ORGANISMS - PYRAMID ARE ALWAYS UPRIGHT. STUDENTS WILL ANALYSIS: ASK STUDENTS TO
OF ENERGY: ALWAYS UPRIGHT - DIFFERENTIATE BETWEEN THE FLOW OF COMPARE AND CONTRAST
ENERGY LOSS AS HEAT (INEFFICIENCY) ENERGY AND THE CYCLING OF PYRAMIDS OF NUMBER,
- CYCLING OF MATERIALS VS. ONE- MATERIALS. STUDENTS WILL TRACE THE BIOMASS, AND ENERGY. 182
WAY ENERGY FLOW ORIGIN OF FOOD ENERGY BACK TO THE
SUN. 181181181181

HUMAN IMPACT ON ECOSYSTEMS:

STUDENTS WILL UNDERSTAND HOW
KOLLERU LAKE CASE STUDY (PART 1) -
HUMAN ACTIVITIES MODIFY NATURAL
INTRODUCTION TO HUMAN
ECOSYSTEMS. STUDENTS WILL
INTERVENTIONS - STORY OF KOLLERU
APPRECIATE THE ECOLOGICAL
LAKE: BACKGROUND, SIGNIFICANCE WORKSHEET: QUESTIONS BASED
IMPORTANCE OF WETLANDS LIKE
(BIRD SANCTUARY, BIODIVERSITY) - ON TABLE-1 AND THE INITIAL
KOLLERU LAKE. STUDENTS WILL
BIOLOGICAL OUR SATELLITE DATA ANALYSIS (TABLE-1): DESCRIPTION OF KOLLERU LAKE.
92 7 X ANALYZE DATA FROM TABLE-1 TO
SCIENCE ENVIRONMENT WATER SPREAD, WEEDS, GROUP DISCUSSION: STUDENTS
IDENTIFY CHANGES IN KOLLERU LAKE.
AQUACULTURE, ENCROACHMENT - DISCUSS THE PRIMARY REASONS
STUDENTS WILL IDENTIFY SPECIFIC
REASONS FOR DECREASE IN LAKE FOR KOLLERU'S DECLINE. 184
HUMAN ACTIVITIES IMPACTING THE
AREA & INCREASED WEEDS -
LAKE. STUDENTS WILL EXPLAIN HOW
AQUACULTURE AS A PROFITABLE
THESE ACTIVITIES LEAD TO PHYSICAL
BUSINESS - DIVERSION OF NATURAL
CHANGES. 183183183183183183183183183
FLOW SYSTEM

HUMAN IMPACT ON ECOSYSTEMS: STUDENTS WILL UNDERSTAND HOW WORKSHEET: QUESTIONS BASED
KOLLERU LAKE CASE STUDY (PART 1) - HUMAN ACTIVITIES MODIFY NATURAL ON TABLE-1 AND THE INITIAL
BIOLOGICAL OUR INTRODUCTION TO HUMAN ECOSYSTEMS. STUDENTS WILL DESCRIPTION OF KOLLERU LAKE.
93 8 X INTERVENTIONS - STORY OF KOLLERU APPRECIATE THE ECOLOGICAL
SCIENCE ENVIRONMENT GROUP DISCUSSION: STUDENTS
LAKE: BACKGROUND, SIGNIFICANCE IMPORTANCE OF WETLANDS LIKE DISCUSS THE PRIMARY REASONS
(BIRD SANCTUARY, BIODIVERSITY) - KOLLERU LAKE. STUDENTS WILL FOR KOLLERU'S DECLINE. 186
SATELLITE DATA ANALYSIS (TABLE-1): ANALYZE DATA FROM TABLE-1 TO
 WATER SPREAD, WEEDS, IDENTIFY CHANGES IN KOLLERU LAKE.
AQUACULTURE, ENCROACHMENT - STUDENTS WILL IDENTIFY SPECIFIC
REASONS FOR DECREASE IN LAKE HUMAN ACTIVITIES IMPACTING THE
AREA & INCREASED WEEDS - LAKE. STUDENTS WILL EXPLAIN HOW
AQUACULTURE AS A PROFITABLE THESE ACTIVITIES LEAD TO PHYSICAL
BUSINESS - DIVERSION OF NATURAL CHANGES. 185185185185185185185185185
FLOW SYSTEM

HUMAN IMPACT ON ECOSYSTEMS:

KOLLERU LAKE CASE STUDY (PART 2) STUDENTS WILL IDENTIFY AND EXPLAIN
& POLLUTION - MAJOR SOURCES OF MAJOR SOURCES OF WATER
POLLUTION (AGRICULTURAL RUNOFF, POLLUTION. STUDENTS WILL DEFINE
INDUSTRIAL EFFLUENTS, SEWAGE) - 'EUTROPHICATION' AND DESCRIBE ITS
ROLE-PLAY: STUDENTS ROLE-
EUTROPHICATION (EX: EICHHORNIA, EFFECTS. STUDENTS WILL INTERPRET
PLAY DIFFERENT STAKEHOLDERS
PISTIA) - CHEMICAL CHANGES IN LAKE THE MEANING OF LOW DO AND HIGH
DISCUSSING THE KOLLERU LAKE
WATER (ALKALINE, TURBID, LOW DO, BOD AND THEIR IMPACT ON AQUATIC
BIOLOGICAL OUR PROBLEM. CASE STUDY REPORT:
94 9 X HIGH BOD) - HEALTH CONSEQUENCES LIFE. STUDENTS WILL IDENTIFY HEALTH
SCIENCE ENVIRONMENT STUDENTS WRITE A SHORT
(WATER-BORNE DISEASES, VECTOR- PROBLEMS CAUSED BY LAKE
REPORT ON THE PROBLEMS
BORNE DISEASES) - IMPACT ON POLLUTION. STUDENTS WILL ANALYZE
FACED BY KOLLERU LAKE AND ITS
AQUATIC LIFE (FISH DISEASES, TABLE-2 TO UNDERSTAND THE
INHABITANTS. 188188188188
ENDANGERED SPECIES, OXYGEN COMPLEX INFLUENCES OF HUMAN
DISSOLUTION) - TABLE-2 ANALYSIS: ACTIVITIES. STUDENTS WILL
INFLUENCE OF HUMAN ACTIVITIES APPRECIATE EFFORTS LIKE "OPERATION
ON PROBLEMS - "OPERATION KOLLERU." 187187187187187187187187187
KOLLERU"

HUMAN IMPACT ON ECOSYSTEMS: STUDENTS WILL IDENTIFY AND EXPLAIN ROLE-PLAY: STUDENTS ROLE-
KOLLERU LAKE CASE STUDY (PART 2) MAJOR SOURCES OF WATER PLAY DIFFERENT STAKEHOLDERS
& POLLUTION - MAJOR SOURCES OF POLLUTION. STUDENTS WILL DEFINE DISCUSSING THE KOLLERU LAKE
BIOLOGICAL OUR POLLUTION (AGRICULTURAL RUNOFF, 'EUTROPHICATION' AND DESCRIBE ITS PROBLEM. CASE STUDY REPORT:
95 10 X
SCIENCE ENVIRONMENT INDUSTRIAL EFFLUENTS, SEWAGE) - EFFECTS. STUDENTS WILL INTERPRET STUDENTS WRITE A SHORT
EUTROPHICATION (EX: EICHHORNIA, THE MEANING OF LOW DO AND HIGH REPORT ON THE PROBLEMS
PISTIA) - CHEMICAL CHANGES IN LAKE BOD AND THEIR IMPACT ON AQUATIC FACED BY KOLLERU LAKE AND ITS
WATER (ALKALINE, TURBID, LOW DO, LIFE. STUDENTS WILL IDENTIFY HEALTH INHABITANTS. 190190190190
HIGH BOD) - HEALTH CONSEQUENCES PROBLEMS CAUSED BY LAKE
 (WATER-BORNE DISEASES, VECTOR- POLLUTION. STUDENTS WILL ANALYZE
BORNE DISEASES) - IMPACT ON TABLE-2 TO UNDERSTAND THE
AQUATIC LIFE (FISH DISEASES, COMPLEX INFLUENCES OF HUMAN
ENDANGERED SPECIES, OXYGEN ACTIVITIES. STUDENTS WILL
DISSOLUTION) - TABLE-2 ANALYSIS: APPRECIATE EFFORTS LIKE "OPERATION
INFLUENCE OF HUMAN ACTIVITIES KOLLERU." 189189189189189189189189189
ON PROBLEMS - "OPERATION
KOLLERU"

STUDENTS WILL UNDERSTAND WHY

PESTICIDES, BIOACCUMULATION &
LARGE-SCALE MONOCULTURE
BIOMAGNIFICATION -
REQUIRES PEST CONTROL. STUDENTS
MONOCULTURE VS. NATURAL
WILL EVALUATE THE PROS AND CONS
ECOSYSTEM - PROBLEMS WITH
OF USING PESTICIDES. STUDENTS WILL DRAWING ASSIGNMENT:
LARGE-SCALE CROPS (PESTS,
DIFFERENTIATE BETWEEN DEGRADABLE STUDENTS DRAW A FOOD CHAIN
PARASITES) - USE OF TOXIC
BIOLOGICAL OUR AND NON-DEGRADABLE PESTICIDES. SHOWING BIOMAGNIFICATION.
96 11 X CHEMICALS (PESTICIDES, HERBICIDES,
SCIENCE ENVIRONMENT STUDENTS WILL DEFINE AND QUICK CHECK: ASK STUDENTS TO
FUNGICIDES) - INDISCRIMINATE
DIFFERENTIATE BETWEEN DEFINE BIOACCUMULATION AND
ACTION OF PESTICIDES -
BIOACCUMULATION AND BIOMAGNIFICATION. 192192192192
DEGRADABLE VS. NON-DEGRADABLE
BIOMAGNIFICATION. STUDENTS WILL
PESTICIDES - DEFINITION OF
EXPLAIN HOW NON-DEGRADABLE
BIOACCUMULATION - DEFINITION OF
PESTICIDES CONCENTRATE UP THE
BIOMAGNIFICATION
FOOD CHAIN. 191191191191191191191191191

PESTICIDES, BIOACCUMULATION & STUDENTS WILL UNDERSTAND WHY

BIOMAGNIFICATION - LARGE-SCALE MONOCULTURE
MONOCULTURE VS. NATURAL REQUIRES PEST CONTROL. STUDENTS DRAWING ASSIGNMENT:
ECOSYSTEM - PROBLEMS WITH WILL EVALUATE THE PROS AND CONS STUDENTS DRAW A FOOD CHAIN
BIOLOGICAL OUR LARGE-SCALE CROPS (PESTS, OF USING PESTICIDES. STUDENTS WILL SHOWING BIOMAGNIFICATION.
97 12 X PARASITES) - USE OF TOXIC DIFFERENTIATE BETWEEN DEGRADABLE
SCIENCE ENVIRONMENT QUICK CHECK: ASK STUDENTS TO
CHEMICALS (PESTICIDES, HERBICIDES, AND NON-DEGRADABLE PESTICIDES. DEFINE BIOACCUMULATION AND
FUNGICIDES) - INDISCRIMINATE STUDENTS WILL DEFINE AND BIOMAGNIFICATION. 194194194194
ACTION OF PESTICIDES - DIFFERENTIATE BETWEEN
DEGRADABLE VS. NON-DEGRADABLE BIOACCUMULATION AND
PESTICIDES - DEFINITION OF BIOMAGNIFICATION. STUDENTS WILL
 BIOACCUMULATION - DEFINITION OF EXPLAIN HOW NON-DEGRADABLE
BIOMAGNIFICATION PESTICIDES CONCENTRATE UP THE
FOOD CHAIN. 193193193193193193193193193

STUDENTS WILL UNDERSTAND WHY

PESTICIDES, BIOACCUMULATION &
LARGE-SCALE MONOCULTURE
BIOMAGNIFICATION -
REQUIRES PEST CONTROL. STUDENTS
MONOCULTURE VS. NATURAL
WILL EVALUATE THE PROS AND CONS
ECOSYSTEM - PROBLEMS WITH
OF USING PESTICIDES. STUDENTS WILL DRAWING ASSIGNMENT:
LARGE-SCALE CROPS (PESTS,
DIFFERENTIATE BETWEEN DEGRADABLE STUDENTS DRAW A FOOD CHAIN
PARASITES) - USE OF TOXIC
BIOLOGICAL OUR AND NON-DEGRADABLE PESTICIDES. SHOWING BIOMAGNIFICATION.
98 13 X CHEMICALS (PESTICIDES, HERBICIDES,
SCIENCE ENVIRONMENT STUDENTS WILL DEFINE AND QUICK CHECK: ASK STUDENTS TO
FUNGICIDES) - INDISCRIMINATE
DIFFERENTIATE BETWEEN DEFINE BIOACCUMULATION AND
ACTION OF PESTICIDES -
BIOACCUMULATION AND BIOMAGNIFICATION. 196196196196
DEGRADABLE VS. NON-DEGRADABLE
BIOMAGNIFICATION. STUDENTS WILL
PESTICIDES - DEFINITION OF
EXPLAIN HOW NON-DEGRADABLE
BIOACCUMULATION - DEFINITION OF
PESTICIDES CONCENTRATE UP THE
BIOMAGNIFICATION
FOOD CHAIN. 195195195195195195195195195

EFFECTS OF BIOACCUMULATION
(HEAVY METALS) & ECOSYSTEM STUDENTS WILL ANALYZE THE
CHANGES - EDULABAD WATER EDULABAD STUDY TO UNDERSTAND
RESERVOIR STUDY: CONTEXT, HEAVY HEAVY METAL CONTAMINATION.
METALS IDENTIFIED - CYPRINUS STUDENTS WILL IDENTIFY HEALTH RISKS MINI-PROJECT: STUDENTS
CARPIO AS BIOINDICATOR - ASSOCIATED WITH CONSUMING RESEARCH A LOCAL
COMPARISON: EBWR VS. BIBINAGAR - CONTAMINATED FOOD. STUDENTS WILL ENVIRONMENTAL ISSUE
BIOLOGICAL OUR FINDINGS: HIGHER PROPOSE REASONS FOR INCREASED RELATED TO HUMAN IMPACT
99 14 X
SCIENCE ENVIRONMENT BIOACCUMULATION, LOWER POLLUTION DURING MONSOON. AND PROPOSE SOLUTIONS.
GLYCOGEN/LIPIDS - SEASONAL STUDENTS WILL DESCRIBE THE VARIOUS DEBATE: A SHORT DEBATE ON
VARIATIONS IN BIOACCUMULATION - WAYS HUMANS CHANGE NATURAL SUSTAINABLE DEVELOPMENT VS.
HEALTH EFFECTS IN HUMANS ECOSYSTEMS. STUDENTS WILL RAPID INDUSTRIALIZATION. 198
(HYPERTENSION, RENAL DAMAGE CATEGORIZE THE OUTCOMES OF
ETC.) - CONSEQUENCES OF HUMAN-INDUCED ECOSYSTEM
UNPLANNED URBAN SETTLEMENTS - CHANGES. 197197197197197197197197197
HUMAN IMPACT ON ECOSYSTEMS
 (DAMMING, DRAINING,
DEFORESTATION, URBANIZATION) -
OUTCOMES: SPECIES EXTINCTION,
ADAPTATION, INCREASE IN NUMBERS

EFFECTS OF BIOACCUMULATION
(HEAVY METALS) & ECOSYSTEM
CHANGES - EDULABAD WATER
RESERVOIR STUDY: CONTEXT, HEAVY STUDENTS WILL ANALYZE THE
METALS IDENTIFIED - CYPRINUS EDULABAD STUDY TO UNDERSTAND
CARPIO AS BIOINDICATOR - HEAVY METAL CONTAMINATION.
COMPARISON: EBWR VS. BIBINAGAR - STUDENTS WILL IDENTIFY HEALTH RISKS MINI-PROJECT: STUDENTS
FINDINGS: HIGHER ASSOCIATED WITH CONSUMING RESEARCH A LOCAL
BIOACCUMULATION, LOWER CONTAMINATED FOOD. STUDENTS WILL ENVIRONMENTAL ISSUE
BIOLOGICAL OUR GLYCOGEN/LIPIDS - SEASONAL PROPOSE REASONS FOR INCREASED RELATED TO HUMAN IMPACT
100 15 X
SCIENCE ENVIRONMENT VARIATIONS IN BIOACCUMULATION - POLLUTION DURING MONSOON. AND PROPOSE SOLUTIONS.
HEALTH EFFECTS IN HUMANS STUDENTS WILL DESCRIBE THE VARIOUS DEBATE: A SHORT DEBATE ON
(HYPERTENSION, RENAL DAMAGE WAYS HUMANS CHANGE NATURAL SUSTAINABLE DEVELOPMENT VS.
ETC.) - CONSEQUENCES OF ECOSYSTEMS. STUDENTS WILL RAPID INDUSTRIALIZATION. 200
UNPLANNED URBAN SETTLEMENTS - CATEGORIZE THE OUTCOMES OF
HUMAN IMPACT ON ECOSYSTEMS HUMAN-INDUCED ECOSYSTEM
(DAMMING, DRAINING, CHANGES. 199199199199199199199199199
DEFORESTATION, URBANIZATION) -
OUTCOMES: SPECIES EXTINCTION,
ADAPTATION, INCREASE IN NUMBERS

UNIT 10: NATURAL RESOURCES

S. PERIOD NAME OF THE LEARNING OUTCOME(S) TO BE

CLASS SUBJECT NAME OF THE SUB-TOPIC/CONCEPT REMARKS
NO NO. UNIT/CHAPTER ACHIEVED

BIOLOGICAL NATURAL WATER AS A NATURAL RESOURCE: STUDENTS WILL DIFFERENTIATE FORMATIVE ASSESSMENT:
101 1 X CASE STUDY OF WANAPARTHY & BETWEEN RENEWABLE AND NON- OBSERVATION OF GROUP WORK AND
SCIENCE RESOURCES
VADDICHERLA - INTRODUCTION TO RENEWABLE RESOURCES. DISCUSSIONS DURING DATA
 NATURAL RESOURCES STUDENTS WILL COMPARE AND ANALYSIS. WORKSHEET: QUESTIONS
(RENEWABLE/NON-RENEWABLE) - CONTRAST GROUNDWATER REQUIRING INTERPRETATION OF
GROUNDWATER SITUATION: SITUATIONS IN WANAPARTHY AND TABLES AND DRAWING
WANAPARTHY VS. VADDICHERLA - VADDICHERLA. STUDENTS WILL CONCLUSIONS. QUICK QUIZ: DEFINE
PERCOLATION TANK (DEFINITION & DEFINE AND EXPLAIN THE ROLE OF RENEWABLE/NON-RENEWABLE
IMPORTANCE) - ANALYSIS OF TABLE-1 PERCOLATION TANKS. STUDENTS RESOURCES. 202
& TABLE-2 (INITIAL & 5-YEAR DATA WILL ANALYZE GIVEN DATA
ON WELLS & IRRIGATION) - IMPACT (TABLE-1, TABLE-2) TO INFER
OF POPULATION INCREASE ON CHANGES AND IMPACTS.
IRRIGATION - EFFECTS OF DECLINING STUDENTS WILL CONNECT
WELLS ON CULTIVATION & FARMERS - GROUNDWATER DEPLETION TO
WATER SCARCITY AND SOIL NATURE - SOCIO-ECONOMIC IMPACTS ON
CONVERSION OF OPEN WELLS TO FARMERS. STUDENTS WILL
BOREWELLS - KHARIF VS. RABI EVALUATE THE SUSTAINABILITY OF
IRRIGATION - EXPENDITURE ON WELL CURRENT FARMING PRACTICES.
IRRIGATION (TABLE-3) - INCOME ON STUDENTS WILL INTERPRET
CROPS (TABLE-4) - FARMER FINANCIAL DATA (TABLE-3, TABLE-
CHALLENGES & CROP CHOICES 4) AND DISCUSS FARMER
(PADDY VS. LESS WATER CROPS) - PROFITABILITY.
GROUNDWATER DEPLETION IN
COMBINED AP

WATER AS A NATURAL RESOURCE: STUDENTS WILL DIFFERENTIATE

CASE STUDY OF WANAPARTHY & BETWEEN RENEWABLE AND NON- FORMATIVE ASSESSMENT:
VADDICHERLA - INTRODUCTION TO RENEWABLE RESOURCES. OBSERVATION OF GROUP WORK AND
NATURAL RESOURCES STUDENTS WILL COMPARE AND DISCUSSIONS DURING DATA
(RENEWABLE/NON-RENEWABLE) - CONTRAST GROUNDWATER ANALYSIS. WORKSHEET: QUESTIONS
BIOLOGICAL NATURAL GROUNDWATER SITUATION: SITUATIONS IN WANAPARTHY AND
102 2 X REQUIRING INTERPRETATION OF
SCIENCE RESOURCES WANAPARTHY VS. VADDICHERLA - VADDICHERLA. STUDENTS WILL TABLES AND DRAWING
PERCOLATION TANK (DEFINITION & DEFINE AND EXPLAIN THE ROLE OF CONCLUSIONS. QUICK QUIZ: DEFINE
IMPORTANCE) - ANALYSIS OF TABLE-1 PERCOLATION TANKS. STUDENTS RENEWABLE/NON-RENEWABLE
& TABLE-2 (INITIAL & 5-YEAR DATA WILL ANALYZE GIVEN DATA RESOURCES. 204
ON WELLS & IRRIGATION) - IMPACT (TABLE-1, TABLE-2) TO INFER
OF POPULATION INCREASE ON CHANGES AND IMPACTS.
 IRRIGATION - EFFECTS OF DECLINING STUDENTS WILL CONNECT
WELLS ON CULTIVATION & FARMERS - GROUNDWATER DEPLETION TO
WATER SCARCITY AND SOIL NATURE - SOCIO-ECONOMIC IMPACTS ON
CONVERSION OF OPEN WELLS TO FARMERS. STUDENTS WILL
BOREWELLS - KHARIF VS. RABI EVALUATE THE SUSTAINABILITY OF
IRRIGATION - EXPENDITURE ON WELL CURRENT FARMING PRACTICES.
IRRIGATION (TABLE-3) - INCOME ON STUDENTS WILL INTERPRET
CROPS (TABLE-4) - FARMER FINANCIAL DATA (TABLE-3, TABLE-
CHALLENGES & CROP CHOICES 4) AND DISCUSS FARMER
(PADDY VS. LESS WATER CROPS) - PROFITABILITY.
GROUNDWATER DEPLETION IN
COMBINED AP

WATER AS A NATURAL RESOURCE:

STUDENTS WILL DIFFERENTIATE
CASE STUDY OF WANAPARTHY &
BETWEEN RENEWABLE AND NON-
VADDICHERLA - INTRODUCTION TO
RENEWABLE RESOURCES.
NATURAL RESOURCES
STUDENTS WILL COMPARE AND
(RENEWABLE/NON-RENEWABLE) -
CONTRAST GROUNDWATER
GROUNDWATER SITUATION:
SITUATIONS IN WANAPARTHY AND FORMATIVE ASSESSMENT:
WANAPARTHY VS. VADDICHERLA -
VADDICHERLA. STUDENTS WILL OBSERVATION OF GROUP WORK AND
PERCOLATION TANK (DEFINITION &
DEFINE AND EXPLAIN THE ROLE OF DISCUSSIONS DURING DATA
IMPORTANCE) - ANALYSIS OF TABLE-1
PERCOLATION TANKS. STUDENTS ANALYSIS. WORKSHEET: QUESTIONS
BIOLOGICAL NATURAL & TABLE-2 (INITIAL & 5-YEAR DATA
103 3 X WILL ANALYZE GIVEN DATA REQUIRING INTERPRETATION OF
SCIENCE RESOURCES ON WELLS & IRRIGATION) - IMPACT
(TABLE-1, TABLE-2) TO INFER TABLES AND DRAWING
OF POPULATION INCREASE ON
CHANGES AND IMPACTS. CONCLUSIONS. QUICK QUIZ: DEFINE
IRRIGATION - EFFECTS OF DECLINING
STUDENTS WILL CONNECT RENEWABLE/NON-RENEWABLE
WELLS ON CULTIVATION & FARMERS -
GROUNDWATER DEPLETION TO RESOURCES. 206
WATER SCARCITY AND SOIL NATURE -
SOCIO-ECONOMIC IMPACTS ON
CONVERSION OF OPEN WELLS TO
FARMERS. STUDENTS WILL
BOREWELLS - KHARIF VS. RABI
EVALUATE THE SUSTAINABILITY OF
IRRIGATION - EXPENDITURE ON WELL
CURRENT FARMING PRACTICES.
IRRIGATION (TABLE-3) - INCOME ON
STUDENTS WILL INTERPRET
CROPS (TABLE-4) - FARMER
FINANCIAL DATA (TABLE-3, TABLE-
CHALLENGES & CROP CHOICES
 (PADDY VS. LESS WATER CROPS) - 4) AND DISCUSS FARMER
GROUNDWATER DEPLETION IN PROFITABILITY.
COMBINED AP

STUDENTS WILL IDENTIFY AND

WATER MANAGEMENT SOLUTIONS &
EXPLAIN VARIOUS METHODS FOR
GLOBAL WATER SCARCITY: KOLLERU
GROUNDWATER RECHARGE AND
LAKE & KOTHAPALLY CASE STUDIES -
WATER CONSERVATION.
RECHARGING WELLS, WATER
STUDENTS WILL UNDERSTAND THE
SHARING, MICRO-IRRIGATION (DRIP,
GLOBAL DISTRIBUTION OF
SPRINKLERS), SOAK PITS,
FRESHWATER AND THE
DYKES/BARRIERS. - "WATER FOR ALL":
IMPORTANCE OF ITS JUDICIOUS
GLOBAL FRESHWATER DISTRIBUTION
USE. STUDENTS WILL ANALYZE THE
- JUDICIOUS WATER USE - CASE II:
KOTHAPALLY VILLAGE CASE AS AN MINI-PROJECT: STUDENTS COLLECT
KOTHAPALLY VILLAGE - WATER
EXAMPLE OF SUCCESSFUL WATER DATA FOR ACTIVITY 1 (HOUSEHOLD
MANAGEMENT EFFORTS - INITIAL
MANAGEMENT. STUDENTS WILL WATER USAGE) AND PRESENT THEIR
SURVEY FINDINGS OF KOTHAPALLY -
DIFFERENTIATE BETWEEN FINDINGS. SHORT ESSAY: "HOW
ROLE OF ICRISAT - WATER STORAGE
BIOLOGICAL NATURAL COMMUNITY-BASED AND KOTHAPALLY VILLAGE SERVES AS A
104 4 X STRUCTURES, MINI-PERCOLATION
SCIENCE RESOURCES FARMER-BASED INTERVENTIONS. MODEL FOR SUSTAINABLE WATER
PITS, FIELD BUNDING, DRY WELL
STUDENTS WILL IDENTIFY THE MANAGEMENT." DISCUSSION-BASED
RECHARGING - CANALS AROUND
BENEFITS OF MICRO-IRRIGATION ASSESSMENT: EVALUATING STUDENT
FIELDS, LANDFORMS FOR WATER
AND TREE PLANTATION IN WATER PARTICIPATION AND REASONING ON
CONSERVATION, JOINT WATER USE -
CONSERVATION. STUDENTS WILL WATER UTILIZATION AND LAWS. 208
CROP YIELD IMPROVEMENTS - DRIP
INTERPRET THE WATER
IRRIGATION BENEFITS & GLOBAL
UTILIZATION DATA FOR
USAGE - WASTELAND DEVELOPMENT
TELANGANA & AP AND FIGURE-6.
& TREE PLANTATION - SRSP PROJECT
STUDENTS WILL UNDERSTAND THE
(BRIEF MENTION) - TELANGANA & AP
CONCEPT OF ABSOLUTE WATER
WATER AVAILABILITY & FUTURE
SCARCITY. STUDENTS WILL
DEMAND - SOURCES OF IRRIGATION
SUGGEST WAYS TO REDUCE
IN TELANGANA (FIG-6) - UN
WATER CONSUMPTION IN
PREDICTIONS ON WATER SCARCITY
IRRIGATION.
 STUDENTS WILL IDENTIFY AND
WATER MANAGEMENT SOLUTIONS &
EXPLAIN VARIOUS METHODS FOR
GLOBAL WATER SCARCITY: KOLLERU
GROUNDWATER RECHARGE AND
LAKE & KOTHAPALLY CASE STUDIES -
WATER CONSERVATION.
RECHARGING WELLS, WATER
STUDENTS WILL UNDERSTAND THE
SHARING, MICRO-IRRIGATION (DRIP,
GLOBAL DISTRIBUTION OF
SPRINKLERS), SOAK PITS,
FRESHWATER AND THE
DYKES/BARRIERS. - "WATER FOR ALL":
IMPORTANCE OF ITS JUDICIOUS
GLOBAL FRESHWATER DISTRIBUTION
USE. STUDENTS WILL ANALYZE THE
- JUDICIOUS WATER USE - CASE II:
KOTHAPALLY VILLAGE CASE AS AN MINI-PROJECT: STUDENTS COLLECT
KOTHAPALLY VILLAGE - WATER
EXAMPLE OF SUCCESSFUL WATER DATA FOR ACTIVITY 1 (HOUSEHOLD
MANAGEMENT EFFORTS - INITIAL
MANAGEMENT. STUDENTS WILL WATER USAGE) AND PRESENT THEIR
SURVEY FINDINGS OF KOTHAPALLY -
DIFFERENTIATE BETWEEN FINDINGS. SHORT ESSAY: "HOW
ROLE OF ICRISAT - WATER STORAGE
BIOLOGICAL NATURAL COMMUNITY-BASED AND KOTHAPALLY VILLAGE SERVES AS A
105 5 X STRUCTURES, MINI-PERCOLATION
SCIENCE RESOURCES FARMER-BASED INTERVENTIONS. MODEL FOR SUSTAINABLE WATER
PITS, FIELD BUNDING, DRY WELL
STUDENTS WILL IDENTIFY THE MANAGEMENT." DISCUSSION-BASED
RECHARGING - CANALS AROUND
BENEFITS OF MICRO-IRRIGATION ASSESSMENT: EVALUATING STUDENT
FIELDS, LANDFORMS FOR WATER
AND TREE PLANTATION IN WATER PARTICIPATION AND REASONING ON
CONSERVATION, JOINT WATER USE -
CONSERVATION. STUDENTS WILL WATER UTILIZATION AND LAWS. 210
CROP YIELD IMPROVEMENTS - DRIP
INTERPRET THE WATER
IRRIGATION BENEFITS & GLOBAL
UTILIZATION DATA FOR
USAGE - WASTELAND DEVELOPMENT
TELANGANA & AP AND FIGURE-6.
& TREE PLANTATION - SRSP PROJECT
STUDENTS WILL UNDERSTAND THE
(BRIEF MENTION) - TELANGANA & AP
CONCEPT OF ABSOLUTE WATER
WATER AVAILABILITY & FUTURE
SCARCITY. STUDENTS WILL
DEMAND - SOURCES OF IRRIGATION
SUGGEST WAYS TO REDUCE
IN TELANGANA (FIG-6) - UN
WATER CONSUMPTION IN
PREDICTIONS ON WATER SCARCITY
IRRIGATION

WATER MANAGEMENT SOLUTIONS & STUDENTS WILL IDENTIFY AND MINI-PROJECT: STUDENTS COLLECT
BIOLOGICAL NATURAL GLOBAL WATER SCARCITY: KOLLERU EXPLAIN VARIOUS METHODS FOR DATA FOR ACTIVITY 1 (HOUSEHOLD
106 6 X LAKE & KOTHAPALLY CASE STUDIES - GROUNDWATER RECHARGE AND WATER USAGE) AND PRESENT THEIR
SCIENCE RESOURCES
RECHARGING WELLS, WATER WATER CONSERVATION. FINDINGS. SHORT ESSAY: "HOW
SHARING, MICRO-IRRIGATION (DRIP, STUDENTS WILL UNDERSTAND THE KOTHAPALLY VILLAGE SERVES AS A
 SPRINKLERS), SOAK PITS, GLOBAL DISTRIBUTION OF MODEL FOR SUSTAINABLE WATER
DYKES/BARRIERS. - "WATER FOR ALL": FRESHWATER AND THE MANAGEMENT." DISCUSSION-BASED
GLOBAL FRESHWATER DISTRIBUTION IMPORTANCE OF ITS JUDICIOUS ASSESSMENT: EVALUATING STUDENT
- JUDICIOUS WATER USE - CASE II: USE. STUDENTS WILL ANALYZE THE PARTICIPATION AND REASONING ON
KOTHAPALLY VILLAGE - WATER KOTHAPALLY VILLAGE CASE AS AN WATER UTILIZATION AND LAWS. 212
MANAGEMENT EFFORTS - INITIAL EXAMPLE OF SUCCESSFUL WATER
SURVEY FINDINGS OF KOTHAPALLY - MANAGEMENT. STUDENTS WILL
ROLE OF ICRISAT - WATER STORAGE DIFFERENTIATE BETWEEN
STRUCTURES, MINI-PERCOLATION COMMUNITY-BASED AND
PITS, FIELD BUNDING, DRY WELL FARMER-BASED INTERVENTIONS.
RECHARGING - CANALS AROUND STUDENTS WILL IDENTIFY THE
FIELDS, LANDFORMS FOR WATER BENEFITS OF MICRO-IRRIGATION
CONSERVATION, JOINT WATER USE - AND TREE PLANTATION IN WATER
CROP YIELD IMPROVEMENTS - DRIP CONSERVATION. STUDENTS WILL
IRRIGATION BENEFITS & GLOBAL INTERPRET THE WATER
USAGE - WASTELAND DEVELOPMENT UTILIZATION DATA FOR
& TREE PLANTATION - SRSP PROJECT TELANGANA & AP AND FIGURE-6.
(BRIEF MENTION) - TELANGANA & AP STUDENTS WILL UNDERSTAND THE
WATER AVAILABILITY & FUTURE CONCEPT OF ABSOLUTE WATER
DEMAND - SOURCES OF IRRIGATION SCARCITY. STUDENTS WILL
IN TELANGANA (FIG-6) - UN SUGGEST WAYS TO REDUCE
PREDICTIONS ON WATER SCARCITY WATER CONSUMPTION IN
IRRIGATION.

OTHER NATURAL RESOURCES: STUDENTS WILL EXPLAIN THE DRAWING/DIAGRAM: STUDENTS

FORESTS, SOIL, BIODIVERSITY - IMPORTANCE OF FORESTS AND DRAW DIAGRAMS OF CONTOUR STRIP
CLASSIFICATION OF RESOURCES THE NEGATIVE CONSEQUENCES OF CROPPING OR THE BISHNOI
(REVISITED) - IMPORTANCE OF DEFORESTATION. STUDENTS WILL MOVEMENT. SHORT ANSWER:
BIOLOGICAL NATURAL FORESTS (LUNGS, PRODUCTS) - IDENTIFY AND DESCRIBE
107 7 X "EXPLAIN TWO WAYS TO CONSERVE
SCIENCE RESOURCES DEFORESTATION: CAUSES, IMPACTS - SUSTAINABLE FORESTRY SOIL." OBSERVATION LOG: STUDENTS
SUSTAINABLE FORESTRY PRACTICES - PRACTICES. STUDENTS WILL MAINTAIN THEIR INSECT
BISHNOI COMMUNITY AS AN APPRECIATE THE TRADITIONAL OBSERVATION LOG FOR ACTIVITY 2.
EXAMPLE OF CONSERVATION - KNOWLEDGE OF CONSERVATION. 214
CHENCHU AND GOND TRIBES (RECAP) STUDENTS WILL UNDERSTAND THE
 - RECYCLING FOREST PRODUCTS IMPORTANCE OF SOIL AND THE
(PAPER) - IMPORTANCE OF SOIL FOR EFFECTS OF POOR FARMING
FOOD PRODUCTION & PRACTICES. STUDENTS WILL
CONSERVATION - POOR FARMING IDENTIFY AND EXPLAIN SOIL
METHODS LEADING TO SOIL CONSERVATION METHODS.
DEPLETION/EROSION - SOIL STUDENTS WILL DEFINE
CONSERVATION METHODS: CONTOUR BIODIVERSITY AND EXPLAIN WHY
STRIP CROPPING, SELECTIVE ITS CONSERVATION IS CRUCIAL.
HARVESTING - DEFINITION OF STUDENTS WILL RECOGNIZE
BIODIVERSITY - IMPORTANCE OF MAJOR THREATS TO BIODIVERSITY
BIODIVERSITY - THREATS TO AND THE ROLE OF PROTECTED
BIODIVERSITY - CONSERVATION AREAS. STUDENTS WILL CONDUCT
EFFORTS: PARKS, SANCTUARIES, ACTIVITY 2 TO OBSERVE LOCAL
ABOLISHING HUNTING - ACTIVITY 2: INSECT DIVERSITY.
INSECT DIVERSITY

OTHER NATURAL RESOURCES: STUDENTS WILL EXPLAIN THE

FORESTS, SOIL, BIODIVERSITY - IMPORTANCE OF FORESTS AND
CLASSIFICATION OF RESOURCES THE NEGATIVE CONSEQUENCES OF
(REVISITED) - IMPORTANCE OF DEFORESTATION. STUDENTS WILL
FORESTS (LUNGS, PRODUCTS) - IDENTIFY AND DESCRIBE DRAWING/DIAGRAM: STUDENTS
DEFORESTATION: CAUSES, IMPACTS - SUSTAINABLE FORESTRY DRAW DIAGRAMS OF CONTOUR STRIP
SUSTAINABLE FORESTRY PRACTICES - PRACTICES. STUDENTS WILL CROPPING OR THE BISHNOI
BISHNOI COMMUNITY AS AN APPRECIATE THE TRADITIONAL MOVEMENT. SHORT ANSWER:
BIOLOGICAL NATURAL EXAMPLE OF CONSERVATION - KNOWLEDGE OF CONSERVATION.
108 8 X "EXPLAIN TWO WAYS TO CONSERVE
SCIENCE RESOURCES CHENCHU AND GOND TRIBES (RECAP) STUDENTS WILL UNDERSTAND THE SOIL." OBSERVATION LOG: STUDENTS
- RECYCLING FOREST PRODUCTS IMPORTANCE OF SOIL AND THE MAINTAIN THEIR INSECT
(PAPER) - IMPORTANCE OF SOIL FOR EFFECTS OF POOR FARMING OBSERVATION LOG FOR ACTIVITY 2.
FOOD PRODUCTION & PRACTICES. STUDENTS WILL 216
CONSERVATION - POOR FARMING IDENTIFY AND EXPLAIN SOIL
METHODS LEADING TO SOIL CONSERVATION METHODS.
DEPLETION/EROSION - SOIL STUDENTS WILL DEFINE
CONSERVATION METHODS: CONTOUR BIODIVERSITY AND EXPLAIN WHY
STRIP CROPPING, SELECTIVE ITS CONSERVATION IS CRUCIAL.
 HARVESTING - DEFINITION OF STUDENTS WILL RECOGNIZE
BIODIVERSITY - IMPORTANCE OF MAJOR THREATS TO BIODIVERSITY
BIODIVERSITY - THREATS TO AND THE ROLE OF PROTECTED
BIODIVERSITY - CONSERVATION AREAS. STUDENTS WILL CONDUCT
EFFORTS: PARKS, SANCTUARIES, ACTIVITY 2 TO OBSERVE LOCAL
ABOLISHING HUNTING - ACTIVITY 2: INSECT DIVERSITY.
INSECT DIVERSITY

STUDENTS WILL IDENTIFY TYPES

FOSSIL FUELS, MINERALS, & OF FOSSIL FUELS AND THEIR USES.
CONSERVATION STRATEGIES (THE STUDENTS WILL EXPLAIN WHY
FOUR R'S) - FOSSIL FUELS: TYPES FOSSIL FUELS NEED
(COAL, OIL, NATURAL GAS) - USES OF CONSERVATION AND DISCUSS
FOSSIL FUELS & PETROLEUM THEIR ENVIRONMENTAL IMPACTS.
PRODUCTS - WHY CONSERVE FOSSIL STUDENTS WILL LIST ALTERNATIVE
PROJECT: STUDENTS CREATE A
FUELS (DEPLETION, POLLUTION) - ENERGY SOURCES AND PERSONAL
POSTER OR PRESENTATION ON THE
ALTERNATIVES TO FOSSIL FUELS - ACTIONS FOR FOSSIL FUEL
"FOUR R'S" WITH LOCAL EXAMPLES.
WAYS TO CONSERVE FOSSIL FUELS - CONSERVATION. STUDENTS WILL
CASE STUDY APPLICATION: APPLY THE
MINERAL RESOURCES: DEPLETION, UNDERSTAND THE CHALLENGES
"CAN INTERNATIONAL, NATIONAL OR
RISING PRICES, DESTRUCTIVE MINING RELATED TO MINERAL RESOURCE
STATE ORGANIZATIONS ALONE
BIOLOGICAL NATURAL (MTR) - ENVIRONMENTAL IMPACT OF EXTRACTION AND THE
109 9 X MANAGE A RESOURCE?" QUESTION
SCIENCE RESOURCES MINING - SOLUTIONS: LESS IMPORTANCE OF RECYCLING.
TO THE KOTHAPALLY EXAMPLE. SELF-
WASTEFUL MINING, RECYCLING STUDENTS WILL ARTICULATE THE
REFLECTION: STUDENTS REFLECT ON
MINERALS (ACTIVITY 3) - BROADER IMPORTANCE OF
THEIR OWN DAILY WATER USAGE
CONSERVATION AS A VITAL CONCERN CONSERVATION FOR FUTURE
(BASED ON ACTIVITY 1) AND
- FOUR R'S: REDUCE, REUSE, RECYCLE, GENERATIONS. STUDENTS WILL
COMMITMENT TO THE 4 RS.
RECOVER - EXAMPLES FOR EACH R - DEFINE AND PROVIDE EXAMPLES 218218218218
CHALLENGES IN RECYCLING FOR EACH OF THE "FOUR R'S."
(PLASTICS) - ROLE OF GOVERNMENTS STUDENTS WILL UNDERSTAND THE
AND CONSERVATION GROUPS (IUCN) COMPLEXITIES OF RECYCLING,
- COMMUNITY INVOLVEMENT IN ESPECIALLY PLASTICS. STUDENTS
RESOURCE MANAGEMENT - HUMAN WILL RECOGNIZE THE ROLES OF
BEINGS AS A RESOURCE VARIOUS STAKEHOLDERS IN
RESOURCE MANAGEMENT.
 STUDENTS WILL IDENTIFY TYPES
FOSSIL FUELS, MINERALS, & OF FOSSIL FUELS AND THEIR USES.
CONSERVATION STRATEGIES (THE STUDENTS WILL EXPLAIN WHY
FOUR R'S) - FOSSIL FUELS: TYPES FOSSIL FUELS NEED
(COAL, OIL, NATURAL GAS) - USES OF CONSERVATION AND DISCUSS
FOSSIL FUELS & PETROLEUM THEIR ENVIRONMENTAL IMPACTS.
PRODUCTS - WHY CONSERVE FOSSIL STUDENTS WILL LIST ALTERNATIVE
PROJECT: STUDENTS CREATE A
FUELS (DEPLETION, POLLUTION) - ENERGY SOURCES AND PERSONAL
POSTER OR PRESENTATION ON THE
ALTERNATIVES TO FOSSIL FUELS - ACTIONS FOR FOSSIL FUEL
"FOUR R'S" WITH LOCAL EXAMPLES.
WAYS TO CONSERVE FOSSIL FUELS - CONSERVATION. STUDENTS WILL
CASE STUDY APPLICATION: APPLY THE
MINERAL RESOURCES: DEPLETION, UNDERSTAND THE CHALLENGES
"CAN INTERNATIONAL, NATIONAL OR
RISING PRICES, DESTRUCTIVE MINING RELATED TO MINERAL RESOURCE
STATE ORGANIZATIONS ALONE
BIOLOGICAL NATURAL (MTR) - ENVIRONMENTAL IMPACT OF EXTRACTION AND THE
110 10 X MANAGE A RESOURCE?" QUESTION
SCIENCE RESOURCES MINING - SOLUTIONS: LESS IMPORTANCE OF RECYCLING.
TO THE KOTHAPALLY EXAMPLE. SELF-
WASTEFUL MINING, RECYCLING STUDENTS WILL ARTICULATE THE
REFLECTION: STUDENTS REFLECT ON
MINERALS (ACTIVITY 3) - BROADER IMPORTANCE OF
THEIR OWN DAILY WATER USAGE
CONSERVATION AS A VITAL CONCERN CONSERVATION FOR FUTURE
(BASED ON ACTIVITY 1) AND
- FOUR R'S: REDUCE, REUSE, RECYCLE, GENERATIONS. STUDENTS WILL
COMMITMENT TO THE 4 RS.
RECOVER - EXAMPLES FOR EACH R - DEFINE AND PROVIDE EXAMPLES 220220220220
CHALLENGES IN RECYCLING FOR EACH OF THE "FOUR R'S."
(PLASTICS) - ROLE OF GOVERNMENTS STUDENTS WILL UNDERSTAND THE
AND CONSERVATION GROUPS (IUCN) COMPLEXITIES OF RECYCLING,
- COMMUNITY INVOLVEMENT IN ESPECIALLY PLASTICS. STUDENTS
RESOURCE MANAGEMENT - HUMAN WILL RECOGNIZE THE ROLES OF
BEINGS AS A RESOURCE VARIOUS STAKEHOLDERS IN
RESOURCE MANAGEMENT.
 TEACHING DIARY CONTENT (AY 2025 – 2026)

TEACHER'S NAME:

CLASS: IX

SUBJECT: BIOLOGICAL SCIENCE

S.
PERIO CLAS NAME OF THE NAME OF THE SUB-
N SUBJECT LEARNING OUTCOME(S) TO BE ACHIEVED REMARKS
D NO. S UNIT/CHAPTER TOPIC/CONCEPT
O
STUDENTS WILL BE ABLE TO RECALL CONCEPTS OF CELLS, THEIR
DISCOVERY, SIZE, SHAPE, AND TYPES FOCUS ON
1 CELL - 1
(UNICELLULAR/MULTICELLULAR) . STUDENTS WILL BE ABLE TO INTERACTIVE
BIOLOGICA INTRODUCTION TO CELL &
1 1 IX STRUCTURE AND IDENTIFY AND DIFFERENTIATE BETWEEN TYPICAL PLANT AND DISCUSSION ABOUT
L SCIENCE TYPICAL CELL
FUNCTIONS ANIMAL CELLS BASED ON DIAGRAMS2. STUDENTS WILL BE ABLE PRIOR KNOWLEDGE
TO DRAW LABELLED DIAGRAMS OF TYPICAL PLANT AND ANIMAL OF CELLS.
CELLS.
EMPHASIZE THE
STUDENTS WILL BE ABLE TO OBSERVE AND IDENTIFY THE CELL
CONCEPT OF
1 CELL - MEMBRANE THROUGH ACTIVITY-1 (RHEO LEAF PEEL)3333.
BIOLOGICA CELL MEMBRANE OR SELECTIVE
2 2 IX STRUCTURE AND STUDENTS WILL BE ABLE TO EXPLAIN THE COMPOSITION AND
L SCIENCE PLASMA MEMBRANE PERMEABILITY WITH
FUNCTIONS FUNCTIONS OF THE CELL MEMBRANE, INCLUDING ITS SELECTIVE
REAL-LIFE
PERMEABILITY4.
ANALOGIES.
STRESS SAFETY
STUDENTS WILL BE ABLE TO DIFFERENTIATE THE PRESENCE AND
PRECAUTIONS
FUNCTION OF THE CELL WALL IN PLANT CELLS5555. STUDENTS
1 CELL - DURING THE LAB
BIOLOGICA CELL WALL & NUCLEUS WILL BE ABLE TO OBSERVE THE NUCLEUS IN CHEEK CELLS BY
3 3 IX STRUCTURE AND ACTIVITY. CONNECT
L SCIENCE (LAB ACTIVITY) PERFORMING LAB ACTIVITY AS PER GIVEN PROCEDURE6666.
FUNCTIONS NUCLEUS FUNCTION
STUDENTS WILL BE ABLE TO EXPLAIN THE IMPORTANCE AND
TO GENETIC
FUNCTION OF THE NUCLEUS AS THE CELL'S CONTROL ROOM7777.
INFORMATION.
 STUDENTS WILL BE ABLE TO DIFFERENTIATE BETWEEN
PROKARYOTIC AND PROKARYOTIC AND EUKARYOTIC CELLS BASED ON THE PRESENCE
USE VISUAL AIDS TO
1 CELL - EUKARYOTIC CELLS; OR ABSENCE OF AN ORGANISED NUCLEUS AND MEMBRANE-
BIOLOGICA ILLUSTRATE THE
4 4 IX STRUCTURE AND CYTOPLASM & BOUND ORGANELLES8888. STUDENTS WILL BE ABLE TO DEFINE
L SCIENCE STRUCTURAL
FUNCTIONS PROTOPLASM VS. CYTOPLASM AND ITS COMPONENTS9. STUDENTS WILL BE ABLE
DIFFERENCES.
CYTOPLASM TO DIFFERENTIATE BETWEEN PROTOPLASM, CYTOPLASM, AND
NUCLEOPLASM10.
STUDENTS WILL BE ABLE TO DESCRIBE THE STRUCTURE OF
CELL ORGANELLES: ENDOPLASMIC RETICULUM (RER AND SER) AND ITS FUNCTIONS DISCUSS THE
1 CELL - 11
BIOLOGICA ENDOPLASMIC RETICULUM IN PROTEIN AND LIPID SYNTHESIS AND TRANSPORT . STUDENTS INTERCONNECTEDNE
5 5 IX STRUCTURE AND
L SCIENCE (ER) & GOLGI BODY OR WILL BE ABLE TO EXPLAIN THE STRUCTURE AND FUNCTIONS OF SS OF ER AND GOLGI
FUNCTIONS
GOLGI COMPLEX THE GOLGI APPARATUS IN PACKAGING AND TRANSPORTING APPARATUS.
12
SUBSTANCES .
STUDENTS WILL BE ABLE TO EXPLAIN THE ROLE OF LYSOSOMES
AS "SUICIDAL BAGS" AND THEIR FUNCTION IN WASTE EMPHASIZE THE
CELL ORGANELLES:
1 CELL - DIGESTION13. STUDENTS WILL BE ABLE TO OBSERVE VITAL ROLE OF
BIOLOGICA LYSOSOME &
6 6 IX STRUCTURE AND MITOCHONDRIA USING JANUS GREEN-B STAIN (ACTIVITY-2)14. MITOCHONDRIA IN
L SCIENCE MITOCHONDRIA (ACTIVITY-
FUNCTIONS STUDENTS WILL BE ABLE TO DESCRIBE THE STRUCTURE AND ENERGY
2)
FUNCTION OF MITOCHONDRIA AS THE "POWERHOUSES OF THE PRODUCTION.
CELL"15.
STUDENTS WILL BE ABLE TO IDENTIFY RIBOSOMES AND STATE
THEIR FUNCTION IN PROTEIN SYNTHESIS16161616. STUDENTS WILL
BE ABLE TO OBSERVE CHLOROPLASTS IN RHEO LEAF (ACTIVITY-3)
CELL ORGANELLES: HIGHLIGHT THE
1 CELL - AND ALGAE (ACTIVITY-4)17. STUDENTS WILL BE ABLE TO
BIOLOGICA RIBOSOMES, PLASTIDS SIGNIFICANCE OF
7 7 IX STRUCTURE AND DIFFERENTIATE TYPES OF PLASTIDS (CHROMOPLASTS,
L SCIENCE (ACTIVITY-3 & 4), CHLOROPLASTS FOR
FUNCTIONS LEUCOPLASTS, CHLOROPLASTS) AND EXPLAIN THE FUNCTION OF
VACUOLES (ACTIVITY-5) LIFE ON EARTH.
CHLOROPLASTS IN PHOTOSYNTHESIS18181818. STUDENTS WILL BE
ABLE TO OBSERVE VACUOLES AND DESCRIBE THEIR FUNCTION IN
PLANT AND ANIMAL CELLS19.
STUDENTS WILL BE ABLE TO UNDERSTAND THE THREE-
DIMENSIONAL NATURE OF CELLS DESPITE MICROSCOPIC
THREE-DIMENSIONAL DISCUSS THE
1 CELL - OBSERVATIONS (FIG-10)20202020. STUDENTS WILL BE ABLE TO
BIOLOGICA PICTURE OF CELL & CELL HISTORICAL
8 8 IX STRUCTURE AND EXPLAIN THE CONTRIBUTIONS OF SCHLEIDEN, SCHWANN, AND
L SCIENCE THEORY (SCHLEIDEN, DEVELOPMENT OF
FUNCTIONS VIRCHOW TO THE CELL THEORY21212121. STUDENTS WILL BE ABLE
SCHWANN, VIRCHOW) THE CELL THEORY.
TO STATE THE CARDINAL PRINCIPLES OF MODERN CELL
THEORY22.
 STUDENTS WILL BE ABLE TO UNDERSTAND THE CONCEPT OF ENCOURAGE
INTRODUCTION TO PLANT TISSUES IN MULTICELLULAR ORGANISMS23. STUDENTS WILL BE STUDENTS TO THINK
BIOLOGICA TISSUES & ACTIVITY-1 ABLE TO RECALL AND LIST FUNCTIONS OF DIFFERENT PLANT ABOUT HOW
9 1 IX 2 PLANT TISSUES
L SCIENCE (PARTS OF THE PLANT AND PARTS THROUGH ACTIVITY-124242424. STUDENTS WILL DIFFERENT PARTS
THEIR FUNCTIONS) FORMULATE QUESTIONS RELATED TO THE ARRANGEMENT OF PERFORM SPECIFIC
CELLS IN PLANTS FOR SPECIFIC FUNCTIONS25. FUNCTIONS.
STUDENTS WILL BE ABLE TO PREPARE AND OBSERVE ONION PEEL HANDS-ON
CELLS (ACTIVITY-2) AND NOTE THEIR ARRANGEMENT26262626. EXPERIENCE WITH
ACTIVITY-2 (CELLS IN
BIOLOGICA STUDENTS WILL BE ABLE TO PREPARE AND OBSERVE A LEAF PEEL MICROSCOPY. GUIDE
10 2 IX 2 PLANT TISSUES ONION PEEL) & ACTIVITY-3
L SCIENCE (ACTIVITY-3) AND COMPARE ITS CELL ARRANGEMENT WITH STUDENTS IN
(CELLS IN A LEAF PEEL)
ONION PEEL27. STUDENTS WILL BE ABLE TO DEFINE TISSUE AS A COMPARING
GROUP OF SIMILAR CELLS PERFORMING SIMILAR FUNCTIONS . 28 OBSERVATIONS.
STUDENTS WILL BE ABLE TO SET UP AN EXPERIMENT TO
OBSERVE ROOT GROWTH IN AN ONION BULB (ACTIVITY-4)29. CONNECT
ACTIVITY-4 (CELLS IN ROOT
STUDENTS WILL BE ABLE TO PREPARE AND OBSERVE ONION OBSERVATIONS OF
BIOLOGICA TIP) & ACTIVITY-5
11 3 IX 2 PLANT TISSUES ROOT TIP CELLS UNDER A MICROSCOPE (ACTIVITY-5) AND NOTE CELL ARRANGEMENT
L SCIENCE (GROWTH OF ROOTS IN
CELL ARRANGEMENT AND DIVISION30. STUDENTS WILL BE ABLE TO THE CONCEPT OF
ONION BULB)
TO INFER THE ROLE OF SPECIFIC TISSUES IN PLANT GROWTH GROWTH ZONES.
FROM EXPERIMENTAL RESULTS . 31

STUDENTS WILL BE ABLE TO IDENTIFY AND DESCRIBE THE THREE USE DIAGRAMS TO
TYPES OF PLANT TISSUES: TYPES OF MERISTEMATIC TISSUES (APICAL, LATERAL, EXPLAIN THE
BIOLOGICA MERISTEMATIC TISSUES & INTERCALARY) AND THEIR LOCATIONS IN A PLANT 323232323232323232 . LOCATIONS AND
12 4 IX 2 PLANT TISSUES
L SCIENCE ACTIVITY-6 (COMPARISON STUDENTS WILL BE ABLE TO COMPARE MERISTEMATIC TISSUES FUNCTIONS OF
OF MERISTEMATIC TISSUE) IN ROOT AND SHOOT TIPS (ACTIVITY-6) AND LIST THEIR MERISTEMATIC
CHARACTERISTICS 33333333 . TISSUES.
DISCUSS THE
STUDENTS WILL BE ABLE TO IDENTIFY DERMAL TISSUE AS THE
ADAPTATIONS OF
OUTER COVERING OF PLANTS34343434. STUDENTS WILL BE ABLE TO
DERMAL TISSUE & DERMAL TISSUE IN
BIOLOGICA OBSERVE DERMAL TISSUE IN RHEO LEAF (ACTIVITY-8) AND
13 5 IX 2 PLANT TISSUES ACTIVITY-8 (RHEO LEAF- DIFFERENT
L SCIENCE IDENTIFY ITS CHARACTERISTICS LIKE STOMATA AND GUARD
DERMAL TISSUE) ENVIRONMENTS
CELLS353535353535353535. STUDENTS WILL BE ABLE TO EXPLAIN THE
(E.G., DESERT
PROTECTIVE FUNCTIONS OF DERMAL TISSUE36363636.
PLANTS).
GROUND TISSUE & STUDENTS WILL BE ABLE TO IDENTIFY GROUND TISSUE AND ITS USE VISUAL
BIOLOGICA 37373737
14 6 IX 2 PLANT TISSUES ACTIVITY-9 (OBSERVING FUNCTIONS IN STORING FOOD AND PROVIDING SUPPORT . EXAMPLES OF EACH
L SCIENCE
CHLORENCHYMA, STUDENTS WILL BE ABLE TO DIFFERENTIATE THE THREE TYPES OF TISSUE TYPE.
 AERENCHYMA, STORAGE GROUND TISSUES (PARENCHYMA, COLLENCHYMA, CONNECT TISSUE
PARENCHYMA) SCLERENCHYMA) AND THEIR CHARACTERISTICS38. STUDENTS STRUCTURE TO ITS
WILL OBSERVE PERMANENT SLIDES OF CHLORENCHYMA, FUNCTION.
AERENCHYMA, AND STORAGE PARENCHYMA (ACTIVITY-9)39.
STUDENTS WILL BE ABLE TO EXPLAIN THE ROLE OF VASCULAR
EMPHASIZE THE
TISSUES (XYLEM AND PHLOEM) IN TRANSPORTATION WITHIN
IMPORTANCE OF
BIOLOGICA VASCULAR TISSUE: XYLEM PLANTS404040404040404040. STUDENTS WILL BE ABLE TO IDENTIFY
15 7 IX 2 PLANT TISSUES VASCULAR TISSUES
L SCIENCE AND PHLOEM XYLEM AND PHLOEM IN A TS OF STEM (FIG-11) AND DESCRIBE
FOR PLANT SURVIVAL
THEIR SPECIFIC FUNCTIONS41. STUDENTS WILL BE ABLE TO LIST
AND GROWTH.
THE COMPONENTS OF XYLEM AND PHLOEM42.
STUDENTS WILL BE ABLE TO UNDERSTAND THAT ANIMALS ALSO
HAVE DIFFERENT TYPES OF TISSUES FOR SPECIFIC STRESS THE
INTRODUCTION TO FUNCTIONS43434343. STUDENTS WILL BE ABLE TO FOLLOW THE IMPORTANCE OF
BIOLOGICA 3 ANIMAL ANIMAL TISSUES & LAB PROCEDURE TO COLLECT AND OBSERVE CHICKEN SKIN DIFFERENT TISSUES
16 1 IX
L SCIENCE TISSUES ACTIVITY (PROCEDURE - 1: (EPITHELIAL TISSUE) UNDER A MICROSCOPE (PROCEDURE - FOR VARIED
EPITHELIAL TISSUE) 1)44444444. STUDENTS WILL BE ABLE TO IDENTIFY FUNCTIONS IN
CHARACTERISTICS OF EPITHELIAL TISSUE SUCH AS TIGHT ANIMALS.
PACKING AND CONTINUOUS SHEATH ARRANGEMENT45.
STUDENTS WILL BE ABLE TO FOLLOW THE PROCEDURE TO DISCUSS THE
COLLECT AND OBSERVE A BLOOD SAMPLE (PROCEDURE - 2) AND CHALLENGES OF
LAB ACTIVITY (PROCEDURE
IDENTIFY RED BLOOD CELLS46. STUDENTS WILL UNDERSTAND OBSERVING ALL
BIOLOGICA 3 ANIMAL - 2: BLOOD) & LAB
17 2 IX THAT BLOOD IS A TISSUE WITH DIFFERENT BLOOD CELLS
L SCIENCE TISSUES ACTIVITY (PROCEDURE - 3:
COMPONENTS474747474747474747. STUDENTS WILL BE ABLE TO WITHOUT
MUSCLE)
FOLLOW THE PROCEDURE TO PREPARE AND OBSERVE MUSCLE SPECIALIZED
TISSUE (PROCEDURE - 3)48. TECHNIQUES.
STUDENTS WILL BE ABLE TO EXPLAIN THE PROCEDURE FOR
LINK THE OBSERVED
LAB ACTIVITY (PROCEDURE SOFTENING BONE TO OBSERVE BONE TISSUE (PROCEDURE - 4)49.
BIOLOGICA 3 ANIMAL TISSUES TO THEIR
18 3 IX - 4: BONE) & MAJOR TYPES STUDENTS WILL BE ABLE TO LIST AND GENERALLY DESCRIBE THE
L SCIENCE TISSUES GENERAL FUNCTIONS
OF ANIMAL TISSUES FOUR MAJOR TYPES OF ANIMAL TISSUES: EPITHELIAL,
IN THE BODY.
CONNECTIVE, MUSCULAR, AND NERVOUS50.
STUDENTS WILL BE ABLE TO IDENTIFY LOCATIONS OF EPITHELIAL EMPHASIZE THE
EPITHELIAL TISSUE:
TISSUES51. STUDENTS WILL BE ABLE TO OBSERVE AND DRAW PROTECTIVE AND
BIOLOGICA 3 ANIMAL SQUAMOUS, CUBOIDAL,
19 4 IX SQUAMOUS EPITHELIUM (ACTIVITY-1) AND IDENTIFY ITS SECRETORY ROLES
L SCIENCE TISSUES COLUMNAR, GLANDULAR
CHARACTERISTICS52. STUDENTS WILL BE ABLE TO OBSERVE OF EPITHELIAL
& ACTIVITIES 1, 2, 3
CUBOIDAL (ACTIVITY-2) AND COLUMNAR (ACTIVITY-3) EPITHELIA TISSUES.
 FROM PERMANENT SLIDES AND NOTE THEIR
ARRANGEMENTS53535353. STUDENTS WILL UNDERSTAND
STRATIFIED SQUAMOUS AND GLANDULAR EPITHELIA54545454.
STUDENTS WILL BE ABLE TO EXPLAIN THE GENERAL FUNCTIONS
OF CONNECTIVE TISSUES IN BINDING, SUPPORT, TRANSPORT,
AND DEFENSE55. STUDENTS WILL BE ABLE TO DESCRIBE SPECIFIC
TYPES OF CONNECTIVE TISSUES: AREOLAR TISSUE AND
USE DIAGRAMS TO
CONNECTIVE TISSUE: FIBROBLASTS56. STUDENTS WILL BE ABLE TO EXPLAIN THE
ILLUSTRATE THE
BIOLOGICA 3 ANIMAL AREOLAR, ADIPOSE, BONE FUNCTION OF ADIPOSE TISSUE AS FAT STORAGE AND
20 5 IX DIFFERENT TYPES OF
L SCIENCE TISSUES (OSTEOCYTES), CARTILAGE, INSULATOR57. STUDENTS WILL BE ABLE TO DESCRIBE BONE AS A
CONNECTIVE
LIGAMENT, TENDON FRAMEWORK AND IDENTIFY OSTEOCYTES58. STUDENTS WILL BE
TISSUES.
ABLE TO IDENTIFY CARTILAGE AND ITS LOCATIONS59. STUDENTS
WILL BE ABLE TO DIFFERENTIATE BETWEEN LIGAMENTS AND
TENDONS AND THEIR FUNCTIONS IN CONNECTING BONES AND
MUSCLES60.
STUDENTS WILL BE ABLE TO IDENTIFY BLOOD AS A CONNECTIVE EMPHASIZE THE
TISSUE AND ITS MAIN COMPONENTS (PLASMA, RBC, WBC, IMPORTANCE OF
PLATELETS)616161616161616161. STUDENTS WILL BE ABLE TO EXPLAIN SAFE PRACTICES
CONNECTIVE TISSUE:
THE FUNCTIONS OF RBC (OXYGEN TRANSPORT DUE TO DURING BLOOD-
BIOLOGICA 3 ANIMAL BLOOD (COMPONENTS,
21 6 IX HEMOGLOBIN), WBC (DEFENSE), AND PLATELETS (BLOOD RELATED ACTIVITIES.
L SCIENCE TISSUES FUNCTIONS, BLOOD
CLOTTING)626262626262626262. STUDENTS WILL BE ABLE TO PERFORM DISCUSS THE
GROUPS) & LAB ACTIVITY
A BLOOD GROUPING ACTIVITY TO IDENTIFY BLOOD GROUPS (A, CONCEPT OF BLOOD
B, AB, O, RH)63. STUDENTS WILL UNDERSTAND UNIVERSAL RELATIVES BASED ON
RECIPIENTS AND DONORS . 64 BLOOD GROUPS.
STUDENTS WILL BE ABLE TO EXPLAIN THE FUNCTION OF
USE DIAGRAMS TO
MUSCULAR TISSUE IN MOVEMENT65656565. STUDENTS WILL BE
ILLUSTRATE THE
ABLE TO DIFFERENTIATE BETWEEN STRIATED
DIFFERENT MUSCLE
MUSCULAR TISSUE: (VOLUNTARY/SKELETAL), NON-STRIATED
BIOLOGICA 3 ANIMAL TYPES. DISCUSS
22 7 IX STRIATED, NON-STRIATED, (INVOLUNTARY/SMOOTH), AND CARDIAC MUSCLES BASED ON
L SCIENCE TISSUES EXAMPLES OF
CARDIAC & ACTIVITY-5 THEIR STRUCTURE, LOCATION, AND
66666666666666666666666666666666 VOLUNTARY AND
FUNCTION . STUDENTS WILL BE ABLE
INVOLUNTARY
TO OBSERVE THESE THREE TYPES OF MUSCLE SLIDES (ACTIVITY-
MOVEMENTS.
5)67.
STUDENTS WILL BE ABLE TO EXPLAIN THE SPECIALIZED FUNCTION EMPHASIZE THAT
BIOLOGICA 3 ANIMAL NERVOUS TISSUE:
23 8 IX OF NERVOUS TISSUE IN TRANSMITTING STIMULI68. STUDENTS NEURONS DO NOT
L SCIENCE TISSUES NEURONS (CELL BODY,
WILL BE ABLE TO IDENTIFY AND LABEL THE PARTS OF A NEURON REGENERATE.
 AXON, DENDRITES) & (CELL BODY/CYTON, AXON, DENDRITES) AND DESCRIBE THEIR RELATE THE
ACTIVITY-6 ROLES69. STUDENTS WILL BE ABLE TO OBSERVE NERVE CELLS STRUCTURE OF A
FROM A SLIDE (ACTIVITY-6)70. NEURON TO ITS
FUNCTION IN
TRANSMITTING
SIGNALS.
4 INITIATE DISCUSSION
STUDENTS WILL BE ABLE TO RECOGNIZE THE CELL AS THE BASIC
TRANSPORTATIO INTRODUCTION & ON THE NECESSITY
BIOLOGICA UNIT OF LIFE AND RECALL ITS PARTS71. STUDENTS WILL BE ABLE
24 1 IX N THROUGH ACTIVITY-1 (GET IN-GO OF TRANSPORT
L SCIENCE TO IDENTIFY SUBSTANCES THAT ENTER AND EXIT A CELL AND
PLASMA OUT OF THE CELL) ACROSS CELL
HYPOTHESIZE REASONS (ACTIVITY-1)72.
MEMBRANE MEMBRANES.
STUDENTS WILL BE ABLE TO DEFINE SOLUTE, SOLVENT, AND
4
PREPARING SOLUTIONS SOLUTION73. STUDENTS WILL BE ABLE TO PREPARE SATURATED CONNECT THE RAISIN
TRANSPORTATIO
BIOLOGICA (SATURATED, SOLUTIONS AND COMPARE CONCENTRATIONS OF SOLUTIONS74. EXPERIMENT TO THE
25 2 IX N THROUGH
L SCIENCE CONCENTRATED) & LAB STUDENTS WILL BE ABLE TO OBSERVE CHANGES IN RAISINS CONCEPT OF WATER
PLASMA
ACTIVITY (RAISIN) WHEN PLACED IN WATER AND SUGAR SOLUTION (LAB ACTIVITY) MOVEMENT.
MEMBRANE
AND RELATE IT TO WATER MOVEMENT75757575.
STUDENTS WILL BE ABLE TO PERFORM THE POTATO
4 OSMOMETER EXPERIMENT TO DEMONSTRATE OSMOSIS76. GUIDE STUDENTS IN
LAB ACTIVITY (OSMOSIS
TRANSPORTATIO STUDENTS WILL BE ABLE TO DEFINE OSMOSIS, EXOSMOSIS, AND DRAWING
BIOLOGICA WITH POTATO) & 777777
26 3 IX N THROUGH ENDOSMOSIS . STUDENTS WILL BE ABLE TO EXPLAIN THE CONCLUSIONS FROM
L SCIENCE OSMOSIS, EXOSMOSIS,
PLASMA MOVEMENT OF WATER ACROSS A SEMI-PERMEABLE MEMBRANE THE POTATO
ENDOSMOSIS
MEMBRANE FROM LESS SOLUTE CONCENTRATION TO HIGHER SOLUTE EXPERIMENT.
CONCENTRATION78.
STUDENTS WILL BE ABLE TO PERFORM A FILTRATION ACTIVITY
(ACTIVITY-2) AND IDENTIFY SUBSTANCES THAT PASS THROUGH
COMPARE
4 OR ARE RETAINED BY A FILTER79. STUDENTS WILL BE ABLE TO
FILTRATION TO
TRANSPORTATIO ACTIVITY-2 (FILTRATION) & DESCRIBE THE PLASMA MEMBRANE AS A SELECTIVELY
BIOLOGICA SELECTIVE
27 4 IX N THROUGH NATURE AND FUNCTIONS PERMEABLE, LIVING, FLEXIBLE MEMBRANE80808080. STUDENTS
L SCIENCE PERMEABILITY OF
PLASMA OF PLASMA MEMBRANE WILL BE ABLE TO LIST AND EXPLAIN FUNCTIONS OF THE PLASMA
THE PLASMA
MEMBRANE MEMBRANE: SHAPE, MECHANICAL BARRIER, SELECTIVE
MEMBRANE.
PERMEABILITY, ENDOCYTOSIS, RECOGNITION, FLOW OF
INFORMATION, OSMOSIS, CELL CONTINUITY, SPECIALIZATION81.
BIOLOGICA 4 TRANSPORT ACROSS STUDENTS WILL BE ABLE TO DIFFERENTIATE BETWEEN HIGHLIGHT THE
28 5 IX
L SCIENCE TRANSPORTATIO PLASMA MEMBRANE IMPERMEABLE, PERMEABLE, SEMIPERMEABLE, AND SELECTIVELY DIFFERENCE IN CELL
 N THROUGH (IMPERMEABLE, PERMEABLE MEMBRANES82. STUDENTS WILL BE ABLE TO WALL PRESENCE
PLASMA PERMEABLE, PERFORM THE DESHELLED EGG EXPERIMENT (ACTIVITY-3) TO BETWEEN PLANT
MEMBRANE SEMIPERMEABLE, DEMONSTRATE OSMOSIS IN ANIMAL CELLS83. AND ANIMAL CELLS
SELECTIVELY PERMEABLE) AFFECTING
& ACTIVITY-3 (EGG BURSTING IN
EXPERIMENT) HYPOTONIC
SOLUTIONS84.
STUDENTS WILL BE ABLE TO PREPARE A SEMI-PERMEABLE
MEMBRANE USING EGG85. STUDENTS WILL BE ABLE TO PERFORM
4 REINFORCE THE
AN EXPERIMENT USING EGG MEMBRANES TO DEMONSTRATE
TRANSPORTATIO LAB ACTIVITY 3 (EGG CONCEPT OF WATER
BIOLOGICA OSMOSIS86. STUDENTS WILL BE ABLE TO LIST THE IMPORTANCE
29 6 IX N THROUGH MEMBRANE) & POTENTIAL IN
L SCIENCE OF OSMOSIS IN LIVING ORGANISMS (WATER ENTRY IN ROOTS,
PLASMA IMPORTANCE OF OSMOSIS RELATION TO
WATER MOVEMENT BETWEEN CELLS, STOMATA
MEMBRANE OSMOSIS.
OPENING/CLOSING, WASTE FILTRATION, NUTRIENT
ABSORPTION)87.
STUDENTS WILL BE ABLE TO OBSERVE AND DESCRIBE THE
PROCESS OF DIFFUSION USING SCENT, COFFEE POWDER
4 ENCOURAGE
(ACTIVITY-4), AND POTASSIUM PERMANGANATE/COPPER
TRANSPORTATIO STUDENTS TO
BIOLOGICA DIFFUSION & ACTIVITIES 4, SULFATE (ACTIVITY-5)88888888. STUDENTS WILL BE ABLE TO DEFINE
30 7 IX N THROUGH PROVIDE MORE
L SCIENCE 5, 6 DIFFUSION AS THE SPREADING OF MATERIALS EQUALLY
PLASMA REAL-LIFE EXAMPLES
THROUGHOUT A MEDIUM89. STUDENTS WILL BE ABLE TO RELATE
MEMBRANE OF DIFFUSION.
GRAHAM'S LAW OF DIFFUSION TO THE RATE OF DIFFUSION OF
SUBSTANCES90.
STUDENTS WILL BE ABLE TO UNDERSTAND THE CONCEPT OF INITIATE DISCUSSION
5 DIVERSITY IN INTRODUCTION TO DIVERSITY IN LIVING ORGANISMS AND THE NEED FOR ON THE CHALLENGES
BIOLOGICA
31 1 IX LIVING DIVERSITY & ACTIVITY-1 CLASSIFICATION91. STUDENTS WILL BE ABLE TO OBSERVE AND OF STUDYING A VAST
L SCIENCE
ORGANISMS (OBSERVATION OF LEAVES) RECORD CHARACTERISTICS OF DIFFERENT LEAVES (ACTIVITY-1) NUMBER OF DIVERSE
AND IDENTIFY SIMILARITIES AND DIFFERENCES92929292. ORGANISMS.
STUDENTS WILL BE ABLE TO OBSERVE EXTERNAL CHARACTERS OF
ACTIVITY-2 (OBSERVATION MONOCOT AND DICOT PLANTS (ACTIVITY-2) AND IDENTIFY
EMPHASIZE THE
5 DIVERSITY IN OF EXTERNAL CHARACTERS VARYING AND SIMILAR CHARACTERS93. STUDENTS WILL BE ABLE
BIOLOGICA IMPORTANCE OF
32 2 IX LIVING OF MONOCOT AND DICOT TO OBSERVE AND RECORD CHARACTERISTICS OF DIFFERENT
L SCIENCE COTYLEDONS IN
ORGANISMS PLANTS) & ACTIVITY-3 SEEDS (ACTIVITY-3) AND DISTINGUISH BETWEEN
CLASSIFYING PLANTS.
(OBSERVATION OF SEEDS) MONOCOTYLEDONOUS AND DICOTYLEDONOUS
SEEDS949494949494949494.
 ACTIVITY-4 (OBSERVATION
OF DIFFERENT STUDENTS WILL BE ABLE TO COMPLETE TABLE-4 BY OBSERVING
CHARACTERS IN MONOCOT CHARACTERISTICS OF MONOCOT AND DICOT PLANTS95. DISCUSS HOW
5 DIVERSITY IN
BIOLOGICA AND DICOT PLANTS) & STUDENTS WILL BE ABLE TO OBSERVE AND RECORD EXTERNAL VARIATIONS EXIST
33 3 IX LIVING
L SCIENCE DIVERSITY IN ANIMALS CHARACTERS OF VARIOUS INSECTS (ACTIVITY-5) AND IDENTIFY EVEN WITHIN THE
ORGANISMS
(ACTIVITY-5: OBSERVATION DIFFERENCES AND SIMILARITIES IN LEGS, WINGS, AND BODY SAME SPECIES.
OF EXTERNAL CHARACTERS PARTS96969696.
OF INSECTS)
VARIATION IN ANIMALS STUDENTS WILL BE ABLE TO OBSERVE AND RECORD VARIATIONS
LEAD A DISCUSSION
(ACTIVITY-6: VARIATIONS IN HUMAN EXTERNAL CHARACTERS (ACTIVITY-6) AND IDENTIFY
ON HOW
5 DIVERSITY IN IN HUMANS) & VARIATION UNIQUE INDIVIDUAL CHARACTERISTICS97. STUDENTS WILL BE
BIOLOGICA CLASSIFICATION IS
34 4 IX LIVING IN PLANTS (ACTIVITY-7: ABLE TO OBSERVE AND RECORD VARIATIONS IN TWO PLANTS OF
L SCIENCE BASED ON COMMON
ORGANISMS VARIATIONS IN TWO THE SAME SPECIES (ACTIVITY-7)98. STUDENTS WILL BE ABLE TO
LINEAGE AND
DIFFERENT PLANTS OF THE DEFINE VARIATION AND UNDERSTAND ITS ROLE IN
EVOLUTION.
SAME SPECIES) CLASSIFICATION99999999.
STUDENTS WILL BE ABLE TO EXPLAIN THE ADVANTAGES OF
DISCUSS THE
CLASSIFICATION (FOCUSSED STUDY, SYSTEMATIC
CONCEPT OF
NEED OF CLASSIFICATION UNDERSTANDING, UNDERSTANDING RELATIONSHIPS, EASIER
5 DIVERSITY IN EVOLUTION AS A
BIOLOGICA & CLASSIFICATION AND COMPARISON, INSIGHT INTO EVOLUTION)100. STUDENTS WILL BE
35 5 IX LIVING GRADUAL CHANGE
L SCIENCE EVOLUTION (CHARLES ABLE TO CONNECT CLASSIFICATION TO EVOLUTION AND
ORGANISMS AND
DARWIN) UNDERSTAND DARWIN'S CONTRIBUTION101101101101. STUDENTS
ACCUMULATION OF
WILL BE ABLE TO RECOGNIZE OLDER ORGANISMS AS GENERALLY
VARIATIONS.
SIMPLER102.
STUDENTS WILL BE ABLE TO RECALL EARLY CLASSIFICATION
SYSTEMS IN INDIA103. STUDENTS WILL BE ABLE TO DESCRIBE
HISTORY OF LINNAEUS'S BINOMIAL NOMENCLATURE AND HIERARCHICAL
USE TABLE 8 107 TO
CLASSIFICATION CLASSIFICATION (SPECIES, GENUS, FAMILY, ORDER, CLASS,
5 DIVERSITY IN ILLUSTRATE THE
BIOLOGICA (CHARAKA, SUSHRUTA, PHYLA, KINGDOM)104. STUDENTS WILL BE ABLE TO EXPLAIN
36 6 IX LIVING EVOLUTION OF
L SCIENCE PARASARA, LINNAEUS, WHITTAKER'S FIVE-KINGDOM SYSTEM (MONERA, PROTISTA,
ORGANISMS CLASSIFICATION
WHITTAKER, WOESE, FUNGI, PLANTAE, ANIMALIA) AND HIS CRITERIA105. STUDENTS
SYSTEMS.
CAVALIER-SMITH) WILL BE AWARE OF LATER MODIFICATIONS BY WOESE AND
CAVALIER-SMITH (DOMAINS, SIX
KINGDOMS)106106106106106106106106106.
5 DIVERSITY IN HIERARCHY OF STUDENTS WILL BE ABLE TO UNDERSTAND THE HIERARCHY OF
BIOLOGICA EMPHASIZE THE
37 7 IX LIVING CLASSIFICATION & CLASSIFICATION FROM DOMAIN TO SPECIES108. STUDENTS WILL
L SCIENCE DISTINGUISHING
ORGANISMS MONERA BE ABLE TO DESCRIBE THE CHARACTERISTICS OF ORGANISMS IN
 KINGDOM MONERA (UNICELLULAR, PROKARYOTIC, FEATURES OF
REPRODUCTION BY SPLITTING, NUTRIENT ABSORPTION, PROKARYOTIC CELLS.
109
MOVEMENT BY FLAGELLA/CILIA) . STUDENTS WILL BE ABLE TO
IDENTIFY EXAMPLES OF MONERA (BACTERIA,
CYANOBACTERIA)110.
STUDENTS WILL BE ABLE TO DESCRIBE THE CHARACTERISTICS OF
ORGANISMS IN KINGDOM PROTISTA
(UNICELLULAR/MULTICELLULAR, EUKARYOTIC, VARIOUS
NUTRIENT ACQUISITION, SOLITARY/COLONIAL, CELL
COMPARE AND
ORGANELLES, BINARY FISSION)111. STUDENTS WILL BE ABLE TO
5 DIVERSITY IN CONTRAST THE
BIOLOGICA IDENTIFY EXAMPLES OF PROTISTA (PARAMOECIUM, AMOEBA,
38 8 IX LIVING PROTISTA & FUNGI KINGDOMS BASED
L SCIENCE EUGLENA)112. STUDENTS WILL BE ABLE TO DESCRIBE THE
ORGANISMS ON THE PROVIDED
CHARACTERISTICS OF ORGANISMS IN KINGDOM FUNGI
CHARACTERISTICS.
(MULTICELLULAR/UNICELLULAR, EUKARYOTES, HETEROTROPHIC,
ABSORB NUTRIENTS, REPRODUCE BY SPORES)113113113113.
STUDENTS WILL BE ABLE TO IDENTIFY EXAMPLES OF FUNGI
(YEAST, MUSHROOMS, BREAD MOULDS, LICHENS)114.
STUDENTS WILL BE ABLE TO DESCRIBE GENERAL
CHARACTERISTICS OF KINGDOM PLANTAE (MULTICELLULAR,
EUKARYOTIC, CELL WALLS, AUTOTROPHIC, PHOTOSYNTHESIS)115.
STUDENTS WILL BE ABLE TO EXPLAIN THE CLASSIFICATION OF
PLANTS BASED ON DIFFERENTIATION OF PARTS, VASCULAR
PLANTAE & CRYPTOGAMS USE THE FLOW
5 DIVERSITY IN TISSUES, AND SEED BEARING116. STUDENTS WILL BE ABLE TO
BIOLOGICA (THALLOPHYTA, CHART (FIG-11) 120
39 9 IX LIVING DIFFERENTIATE CRYPTOGAMS (NON-FLOWERING, SPORE-
L SCIENCE BRYOPHYTA, TO EXPLAIN PLANT
ORGANISMS BEARING) FROM PHANEROGAMS117. STUDENTS WILL BE ABLE TO
PTERIDOPHYTA) CLASSIFICATION.
DESCRIBE CHARACTERISTICS OF THALLOPHYTA
(UNDIFFERENTIATED BODY), BRYOPHYTA (FALSE ROOTS/LEAVES),
AND PTERIDOPHYTA (TRUE ROOTS/LEAVES)118. STUDENTS WILL
BE ABLE TO IDENTIFY EXAMPLES OF MOSS AND FERN AND THEIR
REPRODUCTIVE STRUCTURES119119119119.
STUDENTS WILL BE ABLE TO DIFFERENTIATE GYMNOSPERMS
PHANEROGAMS
(NAKED SEEDS) FROM ANGIOSPERMS (SEEDS IN A FRUIT)121. USE DIAGRAMS TO
5 DIVERSITY IN (GYMNOSPERMS,
BIOLOGICA STUDENTS WILL BE ABLE TO IDENTIFY MONOCOTS AND DICOTS ILLUSTRATE THE
40 10 IX LIVING ANGIOSPERMS) &
L SCIENCE BASED ON COTYLEDONS AND VENATION122. STUDENTS WILL BE BODY PLANS OF
ORGANISMS CLASSIFICATION OF
ABLE TO DESCRIBE GENERAL CHARACTERISTICS OF KINGDOM DIFFERENT PHYLA.
ANIMALS (PORIFERA,
ANIMALIA (EUKARYOTIC, MULTICELLULAR, HETEROTROPHIC, NO
 COELENTERATA/CNIDARIA CELL WALLS, MOTILE)123. STUDENTS WILL BE ABLE TO DESCRIBE
NS) CHARACTERISTICS OF PHYLUM PORIFERA (PORE-BEARING, NON-
MOTILE, MINIMAL DIFFERENTIATION, SPICULES) AND GIVE
EXAMPLES124. STUDENTS WILL BE ABLE TO DESCRIBE
CHARACTERISTICS OF PHYLUM COELENTERATA/CNIDARIANS
(AQUATIC, BODY DIFFERENTIATION, GASTROVASCULAR CAVITY,
TWO CELL LAYERS, CNIDOBLASTS) AND GIVE
EXAMPLES125125125125.
STUDENTS WILL BE ABLE TO DESCRIBE CHARACTERISTICS OF
PHYLUM PLATYHELMINTHES (BILATERALLY SYMMETRICAL,
TRIPLOBLASTIC, NO TRUE COELOM, FLATTENED BODY) AND GIVE
COMPARE THE BODY
CLASSIFICATION OF EXAMPLES126. STUDENTS WILL BE ABLE TO DESCRIBE
5 DIVERSITY IN CAVITIES (ACOELOM,
BIOLOGICA ANIMALS CHARACTERISTICS OF PHYLUM NEMATODA (BILATERALLY
41 11 IX LIVING PSEUDOCOELOM,
L SCIENCE (PLATYHELMINTHES, SYMMETRICAL, TRIPLOBLASTIC, CYLINDRICAL BODY,
ORGANISMS COELOM) ACROSS
NEMATODA, ANNELIDA) PSEUDOCOELOM) AND GIVE EXAMPLES127. STUDENTS WILL BE
THESE PHYLA.
ABLE TO DESCRIBE CHARACTERISTICS OF PHYLUM ANNELIDA
(BILATERALLY SYMMETRICAL, TRIPLOBLASTIC, TRUE BODY
CAVITY, SEGMENTED BODY) AND GIVE EXAMPLES128.
STUDENTS WILL BE ABLE TO DESCRIBE CHARACTERISTICS OF
PHYLUM ARTHROPODA (LARGEST GROUP, BILATERALLY
SYMMETRICAL, SEGMENTED, OPEN CIRCULATORY SYSTEM,
JOINTED LEGS) AND GIVE EXAMPLES129. STUDENTS WILL BE ABLE
TO DESCRIBE CHARACTERISTICS OF PHYLUM MOLLUSCA
(BILATERAL SYMMETRY, REDUCED COELOM, LITTLE
CLASSIFICATION OF
SEGMENTATION, OPEN CIRCULATORY SYSTEM, KIDNEY-LIKE
ANIMALS (ARTHROPODA, USE VISUAL AIDS TO
5 DIVERSITY IN ORGANS, FOOT FOR MOVEMENT) AND GIVE EXAMPLES130.
BIOLOGICA MOLLUSCA, SHOW THE DIVERSE
42 12 IX LIVING STUDENTS WILL BE ABLE TO DESCRIBE CHARACTERISTICS OF
L SCIENCE ECHINODERMATA, FORMS WITHIN
ORGANISMS PHYLUM ECHINODERMATA (SPINY-SKINNED, EXCLUSIVELY
PROTOCHORDATA, THESE PHYLA.
MARINE, TRIPLOBLASTIC, RADIALLY SYMMETRICAL, COELOMIC
VERTEBRATA)
CAVITY, WATER-DRIVEN TUBE SYSTEM, CALCIUM CARBONATE
SKELETON) AND GIVE EXAMPLES131. STUDENTS WILL BE ABLE TO
DESCRIBE PROTOCHORDATA (BILATERALLY SYMMETRICAL,
TRIPLOBLASTIC, COELOM, NOTOCHORD AT SOME STAGES) AND
GIVE EXAMPLES132. STUDENTS WILL BE ABLE TO DESCRIBE
GENERAL CHARACTERISTICS OF VERTEBRATA (TRUE VERTEBRAL
 COLUMN, INTERNAL SKELETON, COMPLEX DIFFERENTIATION)
AND THEIR KEY FEATURES133.
STUDENTS WILL BE ABLE TO LIST THE FIVE CLASSES OF
VERTEBRATES (PISCES, AMPHIBIANS, REPTILES, BIRDS/AVES,
EMPHASIZE THE
MAMMALS)134. STUDENTS WILL BE ABLE TO DIFFERENTIATE
IMPORTANCE OF
VERTEBRATA (PISCES, BETWEEN COLD-BLOODED AND WARM-BLOODED ANIMALS
5 DIVERSITY IN BINOMIAL
BIOLOGICA AMPHIBIANS, REPTILES, WITH EXAMPLES135. STUDENTS WILL BE ABLE TO EXPLAIN THE
43 13 IX LIVING NOMENCLATURE
L SCIENCE BIRDS/AVES, MAMMALS) & NEED FOR A UNIVERSALLY ACCEPTED SCIENTIFIC NAMING
ORGANISMS FOR CLEAR
NOMENCLATURE SYSTEM (NOMENCLATURE)136136136136136136136136136. STUDENTS
SCIENTIFIC
WILL BE ABLE TO STATE THE NORMS FOR WRITING SCIENTIFIC
COMMUNICATION.
NAMES (GENUS CAPITALIZED, SPECIES LOWERCASE, ITALICS
WHEN PRINTED, UNDERLINED WHEN HANDWRITTEN)137.
STUDENTS WILL BE ABLE TO RECOGNIZE THE IMPORTANCE OF
SENSE ORGANS IN PERCEIVING THE ENVIRONMENT138138138138. DISCUSS THE
INTRODUCTION &
STUDENTS WILL BE ABLE TO EXPLAIN THE ROLES OF SENSES IN CONCEPT OF STIMULI
BIOLOGICA 6 SENSE FUNCTIONS OF SENSE
44 1 IX SURVIVAL, LOCATING MATES, SEEKING SHELTER, AND AND RESPONSES
L SCIENCE ORGANS ORGANS (STIMULATION TO
RECOGNIZING FRIENDS139. STUDENTS WILL BE ABLE TO DESCRIBE WITH DAILY LIFE
SENSATION)
THE PATHWAY FROM STIMULUS TO SENSATION, INVOLVING EXAMPLES.
RECEPTORS, NERVE SIGNALS, AND BRAIN INTERPRETATION .140

STUDENTS WILL BE ABLE TO ANALYZE STIMULI, RESPONSES, AND

SENSORY/MOTOR FUNCTIONS RELATED TO A FLOWER (ACTIVITY- ENCOURAGE
ACTIVITY-1 (FLOWER & 141
1) . STUDENTS WILL UNDERSTAND THAT ONLY A PARTICULAR CRITICAL THINKING
BIOLOGICA 6 SENSE STIMULI/RESPONSES) &
45 2 IX LEVEL OF STIMULUS TRIGGERS A RESPONSE AND THAT ABOUT THE
L SCIENCE ORGANS ACTIVITY-2 (SUGAR 142
STRONGER STIMULI CAN MASK WEAKER ONES (ACTIVITY-2) . THRESHOLD OF
CONCENTRATION)
STUDENTS WILL RECOGNIZE SENSE ORGANS AS "CHANGE SENSATION.
DETECTORS"143143143143.
STUDENTS WILL BE ABLE TO IDENTIFY THE EXTERNAL
STRUCTURES OF THE EYE (EYELIDS, EYELASHES, EYEBROWS,
LACRIMAL GLANDS, CONJUNCTIVA)144144144144. STUDENTS WILL BE USE DIAGRAMS TO
STRUCTURE OF THE EYE
ABLE TO DESCRIBE THE THREE MAIN LAYERS OF THE EYE (SCLERA, EXPLAIN THE
BIOLOGICA 6 SENSE (EXTERNAL AND INTERNAL
46 3 IX CHOROID, RETINA) AND THEIR COMPONENTS (CORNEA, PUPIL, COMPLEX
L SCIENCE ORGANS LAYERS) & ACTIVITY-3
IRIS, LENS, CILIARY MUSCLES, SUSPENSORY LIGAMENTS, STRUCTURE OF THE
(PUPIL REACTION)
AQUEOUS/VITREOUS CHAMBERS)145. STUDENTS WILL OBSERVE HUMAN EYE.
THE PUPIL'S REACTION TO LIGHT CHANGES (ACTIVITY-
3)146146146146.
 STUDENTS WILL BE ABLE TO EXPLAIN HOW THE EYE FORMS AN
IMAGE ON THE RETINA AND HOW LIGHT INFORMATION IS
CONVERTED TO NEURAL SIGNALS147147147147. STUDENTS WILL BE DISCUSS COMMON
FUNCTIONING OF THE EYE
ABLE TO DIFFERENTIATE THE FUNCTIONS OF RODS (LOW LIGHT, VISION DEFECTS
BIOLOGICA 6 SENSE (VISUAL SENSATION, RODS 148
47 4 IX NO COLOR) AND CONES (BRIGHT LIGHT, COLOR VISION) . (NEARSIGHTEDNESS,
L SCIENCE ORGANS AND CONES, OPTIC NERVE)
STUDENTS WILL UNDERSTAND THE ROLE OF THE OPTIC NERVE IN FARSIGHTEDNESS)
& ACTIVITY-4 (BLIND SPOT)
TRANSMITTING VISUAL INFORMATION TO THE BRAIN149. BRIEFLY.
STUDENTS WILL BE ABLE TO DEMONSTRATE THE BLIND SPOT
(ACTIVITY-4)150.
STUDENTS WILL BE ABLE TO LIST STRUCTURES INVOLVED IN EYE CONNECT EYE
PROTECTION (EYELIDS, LASHES, BROWS, LACRIMAL GLANDS, ADJUSTMENTS TO
EYE PROTECTION &
CONJUNCTIVA, CORNEA, FLUIDS)151. STUDENTS WILL BE ABLE TO ADAPTATION TO
ADJUSTMENTS OF THE EYE
BIOLOGICA 6 SENSE EXPLAIN HOW THE IRIS AND CILIARY MUSCLES ADJUST THE PUPIL DIFFERENT LIGHT
48 5 IX (IRIS, CILIARY MUSCLES) &
L SCIENCE ORGANS SIZE AND FOCAL LENGTH OF THE LENS (ACTIVITIES 5, CONDITIONS.
ACTIVITIES 5, 6, 7 152152152152
6) . STUDENTS WILL UNDERSTAND VISUAL ILLUSIONS DISCUSS THE
(ILLUSIONS)
(ACTIVITY-7) AND HOW THE BRAIN INTERPRETS STIMULI PERSISTENCE OF
INCORRECTLY153. VISION.
STUDENTS WILL BE ABLE TO DESCRIBE THE EXTERNAL EAR
(PINNA, AUDITORY CANAL, EAR DRUM) AND ITS PROTECTIVE
FUNCTIONS154. STUDENTS WILL BE ABLE TO DESCRIBE THE
EXPLAIN THE
EAR: STRUCTURE MIDDLE EAR (MALLEUS, INCUS, STAPES, OVAL/ROUND WINDOW)
MECHANISM OF
(EXTERNAL, MIDDLE, AND ITS ROLE IN AMPLIFYING VIBRATIONS155. STUDENTS WILL BE
BIOLOGICA 6 SENSE SOUND
49 6 IX INNER) & ABLE TO DESCRIBE THE INNER EAR (BONY/MEMBRANOUS
L SCIENCE ORGANS TRANSMISSION
HEARING/AUDITORY LABYRINTH, VESTIBULE, SEMICIRCULAR CANALS, COCHLEA,
FROM EXTERNAL TO
SENSATION (ACTIVITY-8) ORGAN OF CORTI, NERVES) AND ITS ROLE IN HEARING AND
INTERNAL EAR.
BALANCE156. STUDENTS WILL BE ABLE TO DEMONSTRATE SOUND
VIBRATIONS AND HEARING USING A FUNNEL AND BALLOON
(ACTIVITY-8)157.
STUDENTS WILL BE ABLE TO SUMMARIZE THE PROCESS OF
HEARING FROM SOUND WAVE COLLECTION TO NERVE IMPULSES EMPHASIZE THE
FUNCTIONS OF THE EAR 158
TO THE BRAIN . STUDENTS WILL BE ABLE TO EXPLAIN THE EAR'S IMPORTANCE OF
BIOLOGICA 6 SENSE (HEARING, BALANCE) &
50 7 IX ROLE IN MAINTAINING BODY BALANCE OR EQUILIBRIUM159. BOTH HEARING AND
L SCIENCE ORGANS CARING FOR THE EARS &
STUDENTS WILL BE ABLE TO LIST PROPER EAR CARE BALANCE FUNCTIONS
EAR DISEASES 160
MEASURES . STUDENTS WILL BE ABLE TO IDENTIFY COMMON OF THE EAR.
EAR DISEASES AND THEIR CAUSES161.
 STUDENTS WILL BE ABLE TO DESCRIBE THE STRUCTURE OF THE
NOSE (NOSTRILS, NASAL CAVITY, SEPTUM, MUCOUS MEMBRANE,
OLFACTORY RECEPTORS, SMALL HAIRS)162. STUDENTS WILL BE
ABLE TO EXPLAIN THE PROTECTIVE FUNCTION OF THE
NOSE: STRUCTURE & DISCUSS THE CLOSE
NOSE163163163163. STUDENTS WILL BE ABLE TO EXPLAIN HOW THE
BIOLOGICA 6 SENSE SMELL/OLFACTORY RELATIONSHIP
51 8 IX SENSE OF SMELL WORKS, INVOLVING AIRBORNE CHEMICAL
L SCIENCE ORGANS SENSATION (ACTIVITY-9) & BETWEEN SMELL
MOLECULES INTERACTING WITH OLFACTORY RECEPTORS AND
TAKING CARE OF NOSE AND TASTE.
SIGNALS GOING TO THE BRAIN164164164164. STUDENTS WILL
PERFORM AN ACTIVITY TO IDENTIFY THINGS BY SMELL WHILE
BLINDFOLDED (ACTIVITY-9)165. STUDENTS WILL BE ABLE TO LIST
PROPER NOSE CARE MEASURES166.
STUDENTS WILL BE ABLE TO DESCRIBE THE STRUCTURE OF THE
TONGUE, INCLUDING TASTE BUDS AND DIFFERENT TYPES OF
TONGUE: STRUCTURE PAPILLAE (FOLIATE, FILIFORM, FUNGIFORM,
(TASTE BUDS, PAPILLAE) & CIRCUMVALLATE)167167167167. STUDENTS WILL BE ABLE TO
DISCUSS HOW TASTE
BIOLOGICA 6 SENSE TASTE/GUSTATORY IDENTIFY THE FOUR PRIMARY TASTES (SWEET, SOUR, BITTER,
52 9 IX AND SMELL WORK
L SCIENCE ORGANS SENSATION (ACTIVITIES 10, SALTY) AND UMAMI168168168168. STUDENTS WILL PERFORM
COOPERATIVELY.
11, 12) & TAKING CARE OF ACTIVITIES TO EXPLORE TASTE SENSATION WITH AND WITHOUT
TONGUE SMELL, AND HOW CHEWING INFLUENCES TASTE (ACTIVITIES 10,
12)169. STUDENTS WILL BE ABLE TO LIST PROPER TONGUE CARE
MEASURES170.
STUDENTS WILL BE ABLE TO DESCRIBE THE TWO MAIN LAYERS
OF SKIN: EPIDERMIS (STRATUM CORNEUM, GRANULAR LAYER,
MALPIGIAN LAYER) AND DERMIS (SWEAT GLANDS, SEBACEOUS
SKIN: STRUCTURE
GLANDS, HAIR FOLLICLES, BLOOD VESSELS, FATS)171. STUDENTS DISCUSS THE
(EPIDERMIS, DERMIS) &
BIOLOGICA 6 SENSE WILL BE ABLE TO EXPLAIN THE SKIN'S FUNCTIONS AS A SENSE CONCEPT OF TACTILE
53 10 IX SKIN AND TOUCH
L SCIENCE ORGANS ORGAN FOR TOUCH, TEMPERATURE REGULATION, AND WASTE RECEPTORS AND
(ACTIVITIES 13, 14) & 172
ELIMINATION . STUDENTS WILL PERFORM ACTIVITIES TO THEIR DISTRIBUTION.
TAKING CARE OF SKIN
EXPLORE TOUCH SENSITIVITY ON THE PALM (ACTIVITY-13) AND
PRESSURE SENSATION (ACTIVITY-14)173173173173. STUDENTS WILL
BE ABLE TO LIST PROPER SKIN CARE MEASURES174.
STUDENTS WILL BE ABLE TO UNDERSTAND THAT ANIMALS ENCOURAGE
INTRODUCTION & WHAT BEHAVE IN SPECIFIC WAYS AND IDENTIFY FACTORS AFFECTING STUDENTS TO SHARE
BIOLOGICA 7 ANIMAL
54 1 IX DO WE MEAN BY ANIMAL THEIR BEHAVIOR175. STUDENTS WILL BE ABLE TO DEFINE ANIMAL THEIR
L SCIENCE BEHAVIOUR
BEHAVIOUR? BEHAVIOR AS THE SCIENTIFIC STUDY OF ANIMAL INTERACTION OBSERVATIONS OF
WITH EACH OTHER AND THE ENVIRONMENT176. STUDENTS WILL ANIMAL BEHAVIOR.
 UNDERSTAND THAT BEHAVIOR IS PROMPTED BY EXTERNAL AND
INTERNAL STIMULI177.
STUDENTS WILL BE ABLE TO DEFINE INSTINCT AS UNLEARNED
DISCUSS THE
COMPLEX BEHAVIORS (E.G., NEST BUILDING, WEB SPINNING)178.
ADAPTIVE
DIFFERENT TYPES OF STUDENTS WILL BE ABLE TO GIVE EXAMPLES OF REFLEXES AS A
BIOLOGICA 7 ANIMAL ADVANTAGES OF
55 2 IX ANIMAL BEHAVIOUR: TYPE OF INSTINCT179. STUDENTS WILL BE ABLE TO DEFINE
L SCIENCE BEHAVIOUR INSTINCT AND
INSTINCT & IMPRINTING IMPRINTING AS A TYPE OF LEARNED BEHAVIOR WHERE YOUNG
IMPRINTING FOR
ANIMALS RECOGNIZE AND FOLLOW THE FIRST MOVING
SURVIVAL.
OBJECT180.
STUDENTS WILL BE ABLE TO DEFINE CONDITIONING AS A
LEARNED RESPONSE TO A STIMULUS DIFFERENT FROM THE
NATURAL ONE181181181181181181181181181. STUDENTS WILL BE ABLE DISTINGUISH
BIOLOGICA 7 ANIMAL CONDITIONING & TO GIVE EXAMPLES OF CONDITIONING (SCHOOL BELL, PAVLOV'S BETWEEN NATURAL
56 3 IX
L SCIENCE BEHAVIOUR IMITATION DOGS)182182182182182182182182182. STUDENTS WILL BE ABLE TO AND CONDITIONED
DEFINE IMITATION AS COPYING ANOTHER ANIMAL'S RESPONSES.
183
BEHAVIOR . STUDENTS WILL BE ABLE TO GIVE EXAMPLES OF
IMITATION IN HUMANS AND CHIMPANZEES184.
STUDENTS WILL BE ABLE TO RELATE HUMAN BEHAVIOR TO THE
TYPES DISCUSSED (INSTINCT, CONDITIONING, IMITATION) WHILE
ACKNOWLEDGING ITS COMPLEXITY DUE TO
HUMAN BEHAVIOUR & DISCUSS ETHICAL
INTELLIGENCE185185185185. STUDENTS WILL UNDERSTAND HOW
BIOLOGICA 7 ANIMAL INVESTIGATING CONSIDERATIONS IN
57 4 IX ANIMAL BEHAVIOR IS INVESTIGATED IN THE FIELD
L SCIENCE BEHAVIOUR BEHAVIOUR (FIELD, ANIMAL BEHAVIOR
(OBSERVATION, STUDYING SIGNALS) AND IN THE LABORATORY
LABORATORY, TAGGING) RESEARCH.
(CONTROLLED CONDITIONS)186186186186186186186186186. STUDENTS
WILL UNDERSTAND THE USE OF TAGGING TO STUDY ANIMAL
MIGRATION187.
STUDENTS WILL BE ABLE TO SET UP AND CONDUCT A CHOICE
GUIDE STUDENTS IN
LAB ACTIVITY (COCKROACH BOX EXPERIMENT TO STUDY COCKROACH BEHAVIOR IN
ANALYZING DATA
BIOLOGICA 7 ANIMAL CHOICE BOX) & ACTIVITY-1 DIFFERENT ENVIRONMENTAL CONDITIONS188. STUDENTS WILL BE
58 5 IX FROM THE
L SCIENCE BEHAVIOUR (IDENTIFYING BEHAVIOUR ABLE TO IDENTIFY EXAMPLES OF INSTINCT, IMPRINTING,
COCKROACH
TYPES) CONDITIONING, AND IMITATION IN VARIOUS ANIMAL
EXPERIMENT.
BEHAVIORS189189189189189189189189189189189189189189189189.
ANIMAL INTELLIGENCE STUDENTS WILL BE ABLE TO DISCUSS EXAMPLES OF ANIMAL ENCOURAGE
BIOLOGICA 7 ANIMAL
59 6 IX (NESTING BIRDS, BEAVER, INTELLIGENCE AND CREATIVE BEHAVIORS: DIVERSE NEST STUDENTS TO FIND
L SCIENCE BEHAVIOUR
WASP, SCRUB JAY, BUILDING BY BIRDS 190, DAM BUILDING BY BEAVERS 191, WASP MORE EXAMPLES OF
 SQUIRRELS, DOLPHINS, NEST CONSTRUCTION 192192192192, FOOD HIDING BY SCRUB JAYS ANIMAL
ALEX THE PARROT) AND SQUIRRELS 193193193193 , AND COMMUNICATION/LEARNING IN INTELLIGENCE FROM
DOLPHINS AND ALEX THE PARROT194. THEIR
SURROUNDINGS.
STUDENTS WILL UNDERSTAND THAT ANIMALS EXPRESS FEELINGS
RELATE ANIMAL
LIKE HAPPINESS, THREAT, FEAR, ANGER, SADNESS, AND
BEHAVIORS TO THEIR
ANIMAL FEELINGS & AFFECTION195. STUDENTS WILL BE ABLE TO IDENTIFY DIFFERENT
BIOLOGICA 7 ANIMAL SURVIVAL AND
60 7 IX DEFENSE MECHANISMS & ANIMAL DEFENSE MECHANISMS (HISSING, BARKING, STIFFING
L SCIENCE BEHAVIOUR INTERACTION
ETHOLOGY SPIKES, BAD ODOR SPRAY)196196196196. STUDENTS WILL BE ABLE TO
WITHIN THE
DEFINE ETHOLOGY AS THE SCIENTIFIC AND OBJECTIVE STUDY OF
ECOSYSTEM.
ANIMAL BEHAVIOR IN NATURAL CONDITIONS197.
STUDENTS WILL BE ABLE TO RECOGNIZE THE INCREASING FOOD
REQUIREMENTS DUE TO POPULATION GROWTH198. STUDENTS ENCOURAGE
8 CHALLENGES WILL BE ABLE TO ANALYZE PROVIDED DATA ON POPULATION STUDENTS TO
INTRODUCTION &
BIOLOGICA IN IMPROVING GROWTH AND FOOD GRAIN PRODUCTION TO DRAW BRAINSTORM
61 1 IX POPULATION GROWTH VS.
L SCIENCE AGRICULTURAL CONCLUSIONS ABOUT FOOD SUFFICIENCY IN DIFFERENT SOLUTIONS FOR
FOOD GRAIN PRODUCTION
PRODUCTION DECADES199199199199. STUDENTS WILL UNDERSTAND THE CONCEPT IMPROVING FOOD
OF "USEFUL PART" OF A CROP IN TERMS OF INCREASED PRODUCTION.
PRODUCTION200.
STUDENTS WILL BE ABLE TO IDENTIFY VARIOUS FACTORS THAT
INFLUENCE CROP PRODUCTION (SEEDS, SOIL, IRRIGATION,
FACTORS AFFECTING CROP
FERTILIZERS, WEATHER, PESTS, WEEDS)201. STUDENTS WILL BE
8 CHALLENGES PRODUCTION & METHODS
ABLE TO CALCULATE PRODUCTION GAINS FROM DIFFERENT DISCUSS THE PROS
BIOLOGICA IN IMPROVING TO INCREASE FOOD 202
62 2 IX AGRICULTURAL METHODS (TABLE-2) . STUDENTS WILL BE ABLE AND CONS OF EACH
L SCIENCE AGRICULTURAL PRODUCTION (INCREASING
TO LIST AND EVALUATE DIFFERENT STRATEGIES FOR INCREASING METHOD.
PRODUCTION AREA, PRODUCTION IN
FOOD PRODUCTION (INCREASING CULTIVATED LAND,
EXISTING LAND, HYV)
IMPROVING PRODUCTION ON EXISTING LAND, DEVELOPING
HYV)203.
STUDENTS WILL BE ABLE TO EXPLAIN THE IMPORTANCE OF
IRRIGATION FOR CROP PRODUCTION USING GRAPH-1204.
8 CHALLENGES HIGH YIELDING CROP EMPHASIZE THE
STUDENTS WILL BE ABLE TO DESCRIBE THE PROCESS OF
BIOLOGICA IN IMPROVING MANAGEMENT METHODS: EFFICIENCY OF
63 3 IX TRANSPIRATION AND ITS IMPLICATIONS FOR WATER USAGE BY
L SCIENCE AGRICULTURAL IRRIGATION (ACTIVITY-1 & WATER USAGE IN
PLANTS (ACTIVITY-1)205. STUDENTS WILL BE ABLE TO ANALYZE
PRODUCTION GRAPH-1) PLANTS.
GRAPH-2 TO UNDERSTAND WATER EVAPORATION RATES IN
DIFFERENT SEASONS206. STUDENTS WILL UNDERSTAND THE
 RELATIONSHIP BETWEEN STOMATA, CO2 ABSORPTION, AND
PLANT GROWTH IN RELATION TO WATER AVAILABILITY207.
STUDENTS WILL BE ABLE TO IDENTIFY WATER SOURCES FOR
IRRIGATION (WATER AGRICULTURE AND DISCUSS WATER MANAGEMENT
8 CHALLENGES SOURCES, DRIP PRACTICES208. STUDENTS WILL BE ABLE TO EXPLAIN THE
DISCUSS THE IMPACT
BIOLOGICA IN IMPROVING IRRIGATION) & PLANT BENEFITS OF DRIP IRRIGATION209. STUDENTS WILL BE ABLE TO
64 4 IX OF WATER SCARCITY
L SCIENCE AGRICULTURAL NUTRIENTS DIFFERENTIATE BETWEEN MACRONUTRIENTS (N, P, K) AND
ON CROP SELECTION.
PRODUCTION (MACRONUTRIENTS, MICRONUTRIENTS (FE, MN, B, ZN, CU, MO, CL, NI) FOR PLANT
MICRONUTRIENTS) GROWTH210. STUDENTS WILL BE ABLE TO INTERPRET TABLE-3
SHOWING NUTRIENT ABSORPTION BY DIFFERENT CROPS211.
STUDENTS WILL BE ABLE TO EXPLAIN HOW SOIL NUTRIENTS ARE
REPLENISHED212. STUDENTS WILL BE ABLE TO EXPLAIN THE ENCOURAGE
8 CHALLENGES BENEFITS OF CROP ROTATION, ESPECIALLY INVOLVING STUDENTS TO
CROP ROTATION & MIXED
BIOLOGICA IN IMPROVING LEGUMINOUS CROPS, FOR SOIL FERTILITY AND NITROGEN RESEARCH CROP
65 5 IX CROPS (ACTIVITY-2 FOR
L SCIENCE AGRICULTURAL FIXATION213213213213. STUDENTS WILL BE ABLE TO EXPLAIN THE ROTATION
WATER)
PRODUCTION ADVANTAGES OF CULTIVATING MIXED CROPS FOR SOIL FERTILITY PRACTICES IN THEIR
AND INCREASED PRODUCTION214. STUDENTS WILL BE ABLE TO LOCAL AREA.
LIST EXAMPLES OF MIXED CROP COMBINATIONS . 215

STUDENTS WILL BE ABLE TO DIFFERENTIATE BETWEEN

CONCENTRATED AND MACRO ORGANIC MANURES AND GIVE DISCUSS
8 CHALLENGES ORGANIC MANURE EXAMPLES216. STUDENTS WILL BE ABLE TO INTERPRET TABLE-5 TRADITIONAL AND
BIOLOGICA IN IMPROVING (CONCENTRATED, MACRO) ON NUTRIENT CONTENT IN ORGANIC MANURE217. STUDENTS MODERN
66 6 IX
L SCIENCE AGRICULTURAL & GREEN MANURE CROPS WILL BE ABLE TO EXPLAIN THE CONCEPT AND BENEFITS OF APPROACHES TO
PRODUCTION & SOIL TESTING GREEN MANURE CROPS218. STUDENTS WILL UNDERSTAND THE SOIL FERTILITY
IMPORTANCE OF SOIL TESTING FOR INFORMED CROP MANAGEMENT.
CULTIVATION DECISIONS219219219219219219219219219.
STUDENTS WILL BE ABLE TO DESCRIBE THE PROCESS OF
VERMICOMPOSTING AND ITS BENEFITS AS NATURAL
MANURE220220220220. STUDENTS WILL BE ABLE TO DESCRIBE ENCOURAGE
8 CHALLENGES VERMICOMPOST &
PANCHGAVYA AS A NATURAL MANURE AND ITS INGREDIENTS221. STUDENTS TO VISIT A
BIOLOGICA IN IMPROVING PANCHGAVYA & ORGANIC
67 7 IX STUDENTS WILL BE ABLE TO EXPLAIN ORGANIC FARMING LOCAL FARM OR
L SCIENCE AGRICULTURAL FARMING & BIO-
PRINCIPLES AND ITS ADVANTAGES FOR SOIL HEALTH AND VERMICOMPOST
PRODUCTION FERTILIZERS
PRODUCTIVITY222. STUDENTS WILL BE ABLE TO IDENTIFY AND UNIT IF POSSIBLE.
DIFFERENTIATE TYPES OF BIO-FERTILIZERS (NITROGEN FIXERS,
PHOSPHORUS MOBILIZERS/SOLUBILIZERS) FROM TABLE-7223.
 STUDENTS WILL BE ABLE TO DEFINE CHEMICAL FERTILIZERS AND
IDENTIFY COMMON TYPES (UREA, NPK,
SUPERPHOSPHATE)224224224224. STUDENTS WILL BE ABLE TO
ANALYZE TABLE-8 FOR NUTRIENT PERCENTAGES IN CHEMICAL
DISCUSS THE TRADE-
8 CHALLENGES CHEMICAL FERTILIZERS & FERTILIZERS225. STUDENTS WILL BE ABLE TO EXPLAIN THE
OFFS BETWEEN
BIOLOGICA IN IMPROVING CROP PROTECTION EFFECTS OF CHEMICAL FERTILIZERS ON CROP PRODUCTION AND
68 8 IX CHEMICAL
L SCIENCE AGRICULTURAL (WEEDS, ACTIVITY-3, SOIL HEALTH (GRAPH-3)226226226226. STUDENTS WILL BE ABLE TO
FERTILIZERS AND
PRODUCTION INSECTS, PLANT DISEASES) DEFINE WEEDS AND EXPLAIN THEIR NEGATIVE IMPACT ON
ORGANIC METHODS.
CROPS227227227227. STUDENTS WILL BE ABLE TO MAKE A LIST OF
MAJOR WEEDS (ACTIVITY-3)228. STUDENTS WILL BE ABLE TO
IDENTIFY INSECTS AND MICROORGANISMS AS FACTORS
AFFECTING CROP PRODUCTION229229229229.
USE DIAGRAMS TO
STUDENTS WILL BE ABLE TO EXPLAIN THE USE OF INSECTICIDES
ILLUSTRATE
AND THEIR ADVERSE EFFECTS (RESISTANCE, PERSISTENCE,
CROP PROTECTION BIOMAGNIFICATION.
8 CHALLENGES BIOMAGNIFICATION)230230230230230230230230230. STUDENTS WILL BE
(INSECTICIDES, DISCUSS
BIOLOGICA IN IMPROVING ABLE TO EXPLAIN BIOMAGNIFICATION USING THE EXAMPLE OF
69 9 IX BIOMAGNIFICATION) & ENVIRONMENTAL
L SCIENCE AGRICULTURAL DDT IN THE FOOD CHAIN231231231231. STUDENTS WILL BE ABLE TO
NATURAL PEST FRIENDLY
PRODUCTION IDENTIFY NATURAL PEST CONTROL METHODS (PREDATORY
CONTROLLING METHODS ALTERNATIVES TO
INSECTS, BIOLOGICAL CONTROL BY FUNGI/BACTERIA, MIXED
CHEMICAL
CROPS)232232232232232232232232232.
PESTICIDES.
STUDENTS WILL BE ABLE TO DEFINE HABITAT AND
ECOSYSTEM233. STUDENTS WILL BE ABLE TO EXPLAIN THE
CONCEPT OF ADAPTATIONS AS WAYS ORGANISMS DEVELOP FOR DISCUSS THE
INTRODUCTION & 234
BETTER SURVIVAL IN DIFFERENT CONDITIONS . STUDENTS WILL DIVERSITY OF LIFE IN
9 ADAPTATIONS ADAPTATIONS
BIOLOGICA BE ABLE TO IDENTIFY SPECIFIC PLANT ADAPTATIONS TO WATER VARIOUS
70 1 IX IN DIFFERENT (MANGROVES, ALOE VERA,
L SCIENCE SCARCITY (MANGROVES WITH PNEUMATOPHORES, OPUNTIA ECOSYSTEMS AND
ECOSYSTEMS OPUNTIA, BAOBAB TREE,
WITH SPINES, ALOE VERA, BAOBAB TREE STORING WATER IN HOW ADAPTATIONS
PEBBLE PLANTS)
TRUNK, PEBBLE ARISE.
PLANTS) 23523523523523523523523523523523523523523523523523523523523523523523
5235235.

ACTIVITY-1 (ALOEVERA VS. STUDENTS WILL BE ABLE TO CONDUCT EXPERIMENTS TO

CONNECT THE
9 ADAPTATIONS ROSE PLANT) & ACTIVITY-2 OBSERVE WATER NEEDS OF DIFFERENT PLANTS (ACTIVITY-1, 2)
BIOLOGICA STRUCTURAL AND
71 2 IX IN DIFFERENT (AQUATIC PLANT) & AND RELATE TO ADAPTATIONS236. STUDENTS WILL BE ABLE TO
L SCIENCE BEHAVIORAL
ECOSYSTEMS ADAPTATIONS IN DESERT DESCRIBE SPECIFIC ADAPTATIONS OF DESERT ANIMALS: CAMEL
ADAPTATIONS TO
ANIMALS (CAMEL, SIDE- (HUMP, EYELASHES, NOSTRILS, LONG LEGS) 237, SIDE-WINDER
 WINDER SNAKE, GOLDEN ADDER SNAKE (SIDEWAYS CRAWLING) 238, GOLDEN MOLE SURVIVAL IN HARSH
MOLE, KANGAROO RAT, (SWIMMING THROUGH SAND) 239, KANGAROO RAT (WATER ENVIRONMENTS.
SANDGROUSE, FENNEC SYNTHESIS) 240, SANDGROUSE (CARRYING WATER IN CROP) 241,
FOX, SAND-DIVING LIZARD) FENNEC FOX (FURRY SOLES, EARS FOR HEAT LOSS) 242, SAND-
DIVING LIZARD (HOLDING FEET IN AIR)243.
STUDENTS WILL BE ABLE TO DEFINE NOCTURNALS AND LIST
THEIR CHARACTERISTICS (DEVELOPED SENSES, ADAPTED
NOCTURNALS & EYESIGHT, ECHOLOCATION) AND EXAMPLES (BATS, CATS, RATS,
DISCUSS HOW
ADAPTATIONS IN AQUATIC OWLS, CRICKETS, FIREFLY, CUTTLEFISH)244. STUDENTS WILL BE
9 ADAPTATIONS DIFFERENT ANIMALS
BIOLOGICA ECOSYSTEMS ABLE TO CLASSIFY AQUATIC ECOSYSTEMS AS FRESHWATER AND
72 3 IX IN DIFFERENT ADAPT TO THE
L SCIENCE (FRESHWATER, MARINE) & MARINE245. STUDENTS WILL BE ABLE TO IDENTIFY GENERAL
ECOSYSTEMS CHALLENGES OF
GENERAL AQUATIC AQUATIC ADAPTATIONS (AIR SPACES, STRUCTURES FOR
LIVING IN WATER.
ADAPTATIONS SWIMMING/FLOATING, FLIPPERS, FINS, FLOATERS, OIL DROPLETS
IN PHYTOPLANKTON, LONG BROADER LEAVES, FLEXIBLE
STEMS)246.
STUDENTS WILL UNDERSTAND THE HIGH SALT CONTENT IN
MARINE ECOSYSTEMS AND ADAPTATIONS TO MANAGE IT
(SPECIALIZED KIDNEYS, GILLS, BODY FUNCTIONS)247247247247.
STUDENTS WILL UNDERSTAND THE EFFECT OF PRESSURE AT
MARINE ECOSYSTEM (SALT DIFFERENT DEPTHS AND ADAPTATIONS TO COPE (LUNGS DISCUSS THE
9 ADAPTATIONS
BIOLOGICA CONTENT, PRESSURE, SHRINKING IN SEALS/WHALES, SWIM BLADDERS IN FISH) CHALLENGES OF
73 4 IX IN DIFFERENT
L SCIENCE OXYGEN, TEMPERATURE, STUDENTS WILL UNDERSTAND OXYGEN UPTAKE IN MARINE STUDYING DEEP-SEA
ECOSYSTEMS
BIOLUMINESCENCE) ANIMALS (SKIN, GILLS, LUNGS)249. STUDENTS WILL UNDERSTAND ENVIRONMENTS.
ADAPTATIONS TO TEMPERATURE VARIATIONS (BLUBBER,
ANTIFREEZE-LIKE SUBSTANCE)250. STUDENTS WILL BE ABLE TO
DESCRIBE BIOLUMINESCENCE AS AN ADAPTATION IN DEEP-SEA
ANIMALS251.
STUDENTS WILL BE ABLE TO IDENTIFY THE THREE OCEANIC
ZONES BASED ON LIGHT PENETRATION (EUPHOTIC, BATHYAL,
LINK THE PRESENCE
OCEANIC ZONES ABYSSAL) USING FIG-8 AND TABLE-1252252252252252252252252252.
OF LIGHT TO THE
9 ADAPTATIONS (EUPHOTIC, BATHYAL, STUDENTS WILL BE ABLE TO DESCRIBE ADAPTATIONS OF
BIOLOGICA TYPES OF
74 5 IX IN DIFFERENT ABYSSAL) & ADAPTATIONS ORGANISMS IN EACH ZONE: EUPHOTIC (FLOATERS, SWIMMERS,
L SCIENCE ORGANISMS AND
ECOSYSTEMS BASED ON LIGHT SHINY BODIES, TRANSPARENT, SHARP VISION, GREEN PLANTS,
THEIR ADAPTATIONS
PENETRATION PHOTOSYNTHETIC ACTIVITY)253; BATHYAL (RED/BROWN KELPS,
IN EACH ZONE.
SPONGES, CORALS, TUBULAR BODIES, FLAT BODY, BIG EYES)254;
ABYSSAL (DARK, COLD, PREDATORS, SCAVENGERS, WIDE
 MOUTHS, CURVED TEETH, ABSENCE OF SKELETON, FLATTENED
BODIES, BIOLUMINESCENCE, BLIND)255.
STUDENTS WILL BE ABLE TO IDENTIFY FRESH WATER ZONES:
LITTORAL, LIMNETIC, PROFUNDAL256. STUDENTS WILL BE ABLE TO
DESCRIBE ORGANISMS AND THEIR ADAPTATIONS IN EACH ZONE:
LITTORAL (MUDDY, WARM, SNAILS, CLAMS, INSECTS, FISH,
AMPHIBIANS, DULL/GREY BODIES, FAST SWIMMERS, MOSSES, COMPARE AND
FRESH WATER
WATER LILY, HYDRILLA, ALGAE, HIGH PHOTOSYNTHESIS)257; CONTRAST THE
9 ADAPTATIONS ECOSYSTEMS (LITTORAL,
BIOLOGICA LIMNETIC (OPEN WATER, LIGHT, FISH, CRUSTACEANS, FLOATING ADAPTATIONS IN
75 6 IX IN DIFFERENT LIMNETIC, PROFUNDAL 258
L SCIENCE PLANTS, HIGH PHOTOSYNTHESIS) ; PROFUNDAL (DIMLY LIT, FRESHWATER AND
ECOSYSTEMS ZONES) & ADAPTATIONS IN
COLD, HETEROTROPHS, SCAVENGERS, PREDATORS, BACTERIA, MARINE
AQUATIC PLANTS 259
RELIANCE ON SMELL/AUDITORY SENSES) . STUDENTS WILL BE ECOSYSTEMS.
ABLE TO DESCRIBE ADAPTATIONS IN AQUATIC PLANTS (AIR
SPACES, FLEXIBLE STEMS, FLAT OILY LEAVES, STOMATA ON
UPPER SURFACE, CO2 ABSORPTION, NUTRIENT
STORAGE)260260260260.
STUDENTS WILL BE ABLE TO EXPLAIN HOW MARINE AND
DISCUSS THE
FRESHWATER FISH REGULATE INTERNAL SALT CONCENTRATION
WATER SALINITY AND FISH CHALLENGES FACED
9 ADAPTATIONS AND COPE WITH WATER LOSS/GAIN DUE TO OSMOSIS261.
BIOLOGICA ADAPTATIONS & BY FISH IN
76 7 IX IN DIFFERENT STUDENTS WILL BE ABLE TO IDENTIFY PLANT ADAPTATIONS TO
L SCIENCE ADAPTATIONS TO ENVIRONMENTS
ECOSYSTEMS TEMPERATURE: SHEDDING LEAVES IN TEMPERATE/TROPICAL
TEMPERATURE (PLANTS) WITH VARYING
REGIONS TO MINIMIZE TRANSPIRATION/METABOLIC ACTIVITY
262; STOMATA CLOSURE IN HOT CLIMATES263. SALINITY.

STUDENTS WILL BE ABLE TO DESCRIBE ANIMAL ADAPTATIONS TO

ADAPTATIONS TO
COLD TEMPERATURES (THICK FAT LAYER/BLUBBER, THICK RELATE THESE
TEMPERATURE (ANIMALS)
FUR/HAIR COAT AS INSULATORS) WITH EXAMPLES (WHALES, ADAPTATIONS TO
9 ADAPTATIONS & ADAPTATION AS A
BIOLOGICA SEALS, POLAR BEARS)264264264264. STUDENTS WILL BE ABLE TO ENERGY
77 8 IX IN DIFFERENT RESPONSE TO ADVERSE
L SCIENCE EXPLAIN HIBERNATION (WINTER SLEEP) AND AESTIVATION CONSERVATION AND
ECOSYSTEMS SITUATIONS
(SUMMER SLEEP) AS ADAPTATIONS TO EXTREME HEAT/COLD, SURVIVAL
(HIBERNATION,
INVOLVING REDUCED METABOLIC ACTIVITY AND BURROWING STRATEGIES.
AESTIVATION) 265
UNDERGROUND .
STUDENTS WILL BE ABLE TO EXPLAIN LICHENS AS A SYMBIOTIC
OTHER EXAMPLES OF EMPHASIZE THAT
9 ADAPTATIONS ADAPTATION BETWEEN ALGAE AND FUNGI, ALLOWING
BIOLOGICA ADAPTATIONS (LICHENS) & ADAPTATIONS
78 9 IX IN DIFFERENT SURVIVAL IN EXTREME CONDITIONS266. STUDENTS WILL BE ABLE
L SCIENCE STORY OF DARWIN'S OCCUR OVER LONG
ECOSYSTEMS TO DESCRIBE DARWIN'S OBSERVATIONS OF FINCHES ON
FINCHES PERIODS OF TIME.
GALAPAGOS ISLANDS AND THEIR BEAK ADAPTATIONS TO
 DIFFERENT FOOD SOURCES, ILLUSTRATING CONTINUOUS
ADAPTATION AND VARIATION WITHIN A SPECIES267.
STUDENTS WILL BE ABLE TO RECOGNIZE HUMAN ACTIVITIES
IMPACTING THE ENVIRONMENT268. STUDENTS WILL BE ABLE TO
RECALL THE DEFINITION OF SOIL AND ITS COMPONENTS
(MINERALS, ORGANIC MATTER, AIR, WATER)269. STUDENTS WILL
UNDERSTAND THE LONG AND COMPLEX PROCESS OF SOIL EMPHASIZE THE
INTRODUCTION & WHAT IS
BIOLOGICA 10 SOIL FORMATION AND THE FACTORS INVOLVED (CLIMATE, VITAL ROLE OF
79 1 IX SOIL (COMPONENTS,
L SCIENCE POLLUTION TOPOGRAPHY, ORGANISMS, PARENT MATERIAL, HEALTHY SOIL FOR
FORMATION, PROPERTIES)
WEATHERING)270. STUDENTS WILL BE ABLE TO IDENTIFY LIFE.
PHYSICAL (COLOR, TEXTURE, STRUCTURE, POROSITY), CHEMICAL
(PH, NUTRIENT AVAILABILITY, SALINITY), AND BIOLOGICAL
(MICROORGANISMS, ANIMALS, MINERALIZATION) PROPERTIES
OF SOIL AND THEIR IMPORTANCE FOR FERTILITY271271271271.
STUDENTS WILL BE ABLE TO DEFINE SOIL FERTILITY AND ITS
DEPENDENCE ON SOIL PROPERTIES, ORGANIC MATTER, AND
BIOLOGICAL ACTIVITY272272272272. STUDENTS WILL UNDERSTAND
SOIL FERTILITY THE SYMBIOTIC RELATIONSHIP OF MYCORRHIZAE WITH PLANT
DISCUSS THE IMPACT
(MYCORRHIZAE) & SOIL ROOTS AND THEIR ROLE IN NUTRIENT ABSORPTION AND SOIL
BIOLOGICA 10 SOIL OF WASTE DISPOSAL
80 2 IX POLLUTION STRUCTURE273. STUDENTS WILL BE ABLE TO DEFINE SOIL
L SCIENCE POLLUTION ON THE
(INTRODUCTION, ACTIVITY- POLLUTION AS THE ADVERSE ALTERATION OF SOIL QUALITY OR
ENVIRONMENT.
1, 2) FERTILITY DUE TO SUBSTANCES274. STUDENTS WILL PARTICIPATE
IN ACTIVITIES (ACTIVITY-1, 2) TO IDENTIFY AND QUANTIFY WASTE
GENERATION AND CATEGORIZE WASTE AS WET/DRY AND
BIODEGRADABLE/NON-BIODEGRADABLE275275275275275275275275275.
STUDENTS WILL BE ABLE TO EXPLAIN VARIOUS CAUSES OF LAND
POLLUTION, INCLUDING: AGRICULTURAL (INDISCRIMINATE USE
CAUSES OF LAND DISCUSS THE
OF FERTILIZERS AND PESTICIDES)276276276276; INDUSTRIAL
POLLUTION INTERCONNECTEDNE
BIOLOGICA 10 SOIL (EFFLUENTS, SOLID WASTES, FLY ASH, SLAG, MEDICAL WASTES,
81 3 IX (AGRICULTURAL, SS OF DIFFERENT
L SCIENCE POLLUTION TOXIC CHEMICALS, HEAVY
INDUSTRIAL, URBAN TYPES OF
METALS)277277277277277277277277277277277277277277277277; URBAN (SOLID
ACTIVITIES) POLLUTION.
WASTE DUMPING, CLOGGING OF DRAINS, FOUL SMELL,
MICROBIAL ACTIVITY, HOSPITAL WASTES, DEFORESTATION)278.
BIOMAGNIFICATION STUDENTS WILL BE ABLE TO EXPLAIN BIOMAGNIFICATION AS THE USE EXAMPLES OF
BIOLOGICA 10 SOIL
82 4 IX (REVISIT) & EFFECTS OF INCREASING CONCENTRATION OF PERSISTENT CHEMICALS (E.G., BIOMAGNIFICATION
L SCIENCE POLLUTION
SOIL POLLUTION DDT) THROUGH THE FOOD CHAIN279279279279. STUDENTS WILL BE TO HIGHLIGHT THE
 (HAZARDOUS CHEMICALS, ABLE TO LIST THE BROAD EFFECTS OF SOIL POLLUTION: DANGERS OF
INFERTILITY, TOXIC HAZARDOUS CHEMICALS ENTERING FOOD CHAIN AND PERSISTENT
CHEMICALS) DISRUPTING BIOCHEMICAL PROCESSES; SOIL INFERTILITY DUE TO POLLUTANTS.
WATER LOGGING AND SALINITY; AND TOXIC CHEMICALS
AFFECTING PLANT/ANIMAL LIFE280. STUDENTS WILL
UNDERSTAND LONG-TERM ENVIRONMENTAL EFFECTS LIKE
REDUCED CROP YIELDS, EROSION, AND ECOSYSTEM CHANGES281.
STUDENTS WILL BE ABLE TO IDENTIFY THE "4RS" (REDUCE,
REUSE, RECOVER, RECYCLE) AS GENERAL STRATEGIES TO
PREVENT SOIL POLLUTION282. STUDENTS WILL BE ABLE TO
DESCRIBE SPECIFIC CONTROL MEASURES: REDUCING CHEMICAL
CONTROL OF SOIL FERTILIZER/PESTICIDE USE (BIO-FERTILIZERS, BIOLOGICAL PEST ENCOURAGE
BIOLOGICA 10 SOIL POLLUTION (4RS, 283 284
CONTROL) , REUSING MATERIALS , RECYCLING AND STUDENTS TO APPLY
83 5 IX
L SCIENCE POLLUTION BIOREMEDIATION, SOLID RECOVERY OF MATERIALS 285, REFORESTING/RECOVERY OF LAND THE 4RS IN THEIR
WASTE MANAGEMENT) 286, AND SOLID WASTE MANAGEMENT (COLLECTION, DAILY LIVES.
TRANSPORT, SAFE DISPOSAL, INCINERATION, PYROLYSIS,
ANAEROBIC/AEROBIC DECOMPOSITION)287. STUDENTS WILL BE
ABLE TO DEFINE BIOREMEDIATION AND PHYTOREMEDIATION AS
BIOLOGICAL METHODS FOR CLEANING UP CONTAMINATION288.
SOIL CONSERVATION
STUDENTS WILL BE ABLE TO EXPLAIN THE IMPORTANCE OF SOIL
(PLANT TREES, TERRACES,
CONSERVATION289. STUDENTS WILL BE ABLE TO DESCRIBE DISCUSS HOW THESE
NO-TILL FARMING,
VARIOUS METHODS OF SOIL CONSERVATION: PLANTING TREES PRACTICES
CONTOUR PLOUGHING, 290 291 292
BIOLOGICA 10 SOIL , TERRACING , NO-TILL FARMING , CONTOUR PLOUGHING CONTRIBUTE TO
84 6 IX CROP ROTATION, SOIL PH, 293 294 295
L SCIENCE POLLUTION , CROP ROTATION , MAINTAINING SOIL PH , WATERING LONG-TERM SOIL
WATERING SOIL, SALINITY
THE SOIL 296, SALINITY MANAGEMENT 297, PROMOTING HEALTH AND
MANAGEMENT, SOIL 298
BENEFICIAL SOIL ORGANISMS , AND PLANTING INDIGENOUS SUSTAINABILITY.
ORGANISMS, INDIGENOUS 299
CROPS .
CROPS)
STUDENTS WILL BE ABLE TO DEFINE BIOGEOCHEMICAL CYCLES AS
DISCUSS THE
THE FLOW OF NUTRIENTS FROM ENVIRONMENT TO ORGANISMS
INTRODUCTION & INTERCONNECTEDNE
11 AND BACK300. STUDENTS WILL UNDERSTAND THAT THESE CYCLES
BIOLOGICA BIOGEOCHEMICAL CYCLES SS OF LIVING AND
85 1 IX BIOGEOCHEMIC INVOLVE BIOLOGICAL, GEOLOGICAL, AND CHEMICAL PATHWAYS
L SCIENCE (DEFINITION, NON-LIVING
AL CYCLES AND RESERVOIRS OF NUTRIENTS301. STUDENTS WILL RECOGNIZE
COMPONENTS) COMPONENTS OF AN
THE IMPORTANCE OF UNDERSTANDING THESE CYCLES FOR
ECOSYSTEM.
MAINTAINING ENVIRONMENTAL BALANCE302.
 STUDENTS WILL BE ABLE TO EXPLAIN THE WATER CYCLE
(EVAPORATION, CONDENSATION, PRECIPITATION, FLOW BACK
TO OCEANS)303303303303. STUDENTS WILL UNDERSTAND THE
USE A DIAGRAM OF
11 DISTRIBUTION OF FRESH WATER ON EARTH304. STUDENTS WILL
BIOLOGICA THE WATER CYCLE THE WATER CYCLE
86 2 IX BIOGEOCHEMIC RECOGNIZE THE IMPORTANCE OF WATER FOR LIVING
L SCIENCE (HYDROLOGICAL CYCLE) TO ILLUSTRATE THE
AL CYCLES ORGANISMS AND BIOCHEMICAL PROCESSES305. STUDENTS WILL
PROCESS.
BE AWARE OF THE ROLE OF WATER IN DISSOLVING POLLUTANTS
AND TRANSPORTING MINERALS, AND THE FORMATION OF ACID
RAINS306.
STUDENTS WILL BE ABLE TO EXPLAIN THE IMPORTANCE OF
NITROGEN FOR LIVING THINGS (PROTEINS, NUCLEIC
USE A DIAGRAM OF
ACIDS)307307307307. STUDENTS WILL BE ABLE TO DESCRIBE
THE NITROGEN
11 THE NITROGEN CYCLE NITROGEN FIXATION AS THE CONVERSION OF ATMOSPHERIC
BIOLOGICA CYCLE TO
87 3 IX BIOGEOCHEMIC (NITROGEN FIXATION, NITROGEN INTO USABLE COMPOUNDS BY BACTERIA
L SCIENCE ILLUSTRATE THE
AL CYCLES NITRIFICATION) (RHIZOBIUM, CLOSTRIDIUM) AND LIGHTNING308308308308.
COMPLEX
STUDENTS WILL BE ABLE TO EXPLAIN NITRIFICATION AS THE
CONVERSIONS.
CONVERSION OF AMMONIA TO NITRITES (NITROSOMONAS) AND
NITRATES (NITROBACTER)309.
STUDENTS WILL BE ABLE TO EXPLAIN ASSIMILATION AS THE
UPTAKE OF NITROGEN COMPOUNDS BY PLANTS AND
ANIMALS310. STUDENTS WILL BE ABLE TO EXPLAIN
AMMONIFICATION AS THE PRODUCTION OF AMMONIA FROM DISCUSS THE
THE NITROGEN CYCLE
NITRATES, DEAD ORGANISMS, AND ANIMAL WASTE BY CONCEPT OF
11 (ASSIMILATION, 311311311311
BIOLOGICA DECOMPOSERS . STUDENTS WILL BE ABLE TO EXPLAIN NUTRIENT BALANCE
88 4 IX BIOGEOCHEMIC AMMONIFICATION,
L SCIENCE DENITRIFICATION AS THE CONVERSION OF NITRATES BACK TO AND HOW HUMAN
AL CYCLES DENITRIFICATION) &
GASEOUS NITROGEN BY DENITRIFYING BACTERIA312. STUDENTS ACTIVITIES CAN
HUMAN INTERVENTION
WILL BE ABLE TO DISCUSS HUMAN INTERVENTIONS IN THE DISRUPT IT.
NITROGEN CYCLE (OVERUSE OF FERTILIZERS, UNTREATED
SEWAGE) AND THEIR CONSEQUENCES (ALGAL GROWTH, OXYGEN
DEPLETION IN WATER BODIES)313.
STUDENTS WILL BE ABLE TO IDENTIFY VARIOUS FORMS OF
USE A DIAGRAM OF
THE CARBON CYCLE CARBON ON EARTH (ELEMENTAL, CO2, CO, CARBONATE SALTS,
11 THE CARBON CYCLE
BIOLOGICA (FORMS OF CARBON, ORGANIC MOLECULES IN LIFE FORMS)314. STUDENTS WILL
89 5 IX BIOGEOCHEMIC TO ILLUSTRATE THE
L SCIENCE PHOTOSYNTHESIS, RECOGNIZE CO2'S ROLE IN THE GREENHOUSE EFFECT315.
AL CYCLES MOVEMENT OF
CYCLING AND STORAGE) STUDENTS WILL BE ABLE TO EXPLAIN PHOTOSYNTHESIS AS THE
CARBON.
PRIMARY PROCESS OF CARBON FIXATION FROM INORGANIC
 ATMOSPHERIC CARBON INTO A BIOLOGICAL FORM316. STUDENTS
WILL BE ABLE TO DESCRIBE THE CYCLING AND STORAGE OF
CARBON (ATMOSPHERIC, PRODUCERS, CONSUMERS,
DECOMPOSERS, FOSSIL FUELS, CARBONATE ROCKS, OCEANS)
AND HOW CO2 RETURNS TO THE ATMOSPHERE (RESPIRATION,
COMBUSTION, DECOMPOSITION)317.
STUDENTS WILL BE ABLE TO DISCUSS HUMAN INTERVENTIONS IN
THE CARBON CYCLE: BURNING OF FOSSIL FUELS (INCREASING CONNECT THE
CO2), DEFORESTATION (RELEASING CO2, REDUCING CO2 INCREASE IN
CARBON CYCLE AND
11 REMOVAL BY PHOTOSYNTHESIS)318. STUDENTS WILL BE ABLE TO GREENHOUSE GASES
BIOLOGICA HUMAN INTERVENTION &
90 6 IX BIOGEOCHEMIC EXPLAIN THE GREENHOUSE EFFECT AND ITS ENHANCEMENT DUE TO THEIR IMPACT ON
L SCIENCE THE GREEN HOUSE EFFECT
AL CYCLES TO EXCESSIVE GREENHOUSE GASES, LEADING TO GLOBAL GLOBAL
(LAB ACTIVITY)
WARMING AND CLIMATE CHANGE319319319319. STUDENTS WILL BE TEMPERATURES AND
ABLE TO PERFORM AN EXPERIMENT TO TEST THE GREENHOUSE CLIMATE PATTERNS.
EFFECT ON TEMPERATURE (LAB ACTIVITY)320.
STUDENTS WILL RECOGNIZE OXYGEN AS AN ABUNDANT
ELEMENT VITAL FOR LIFE (RESPIRATION, AQUATIC LIFE,
DECOMPOSITION)321321321321. STUDENTS WILL BE ABLE TO
EXPLAIN BIOLOGICAL OXYGEN DEMAND (BOD) AS AN INDICATOR
OF BIODEGRADABLE WASTE IN WATER322. STUDENTS WILL
OXYGEN CYCLE DISCUSS THE
UNDERSTAND THE MAIN PROCESSES OF OXYGEN USAGE
(IMPORTANCE, BOD) & CONSEQUENCES OF
11 (COMBUSTION, RESPIRATION, OXIDE FORMATION) AND RETURN
BIOLOGICA OZONE LAYER OZONE DEPLETION
91 7 IX BIOGEOCHEMIC TO ATMOSPHERE (PHOTOSYNTHESIS)323. STUDENTS WILL BE
L SCIENCE (STRUCTURE, FOR LIFE ON EARTH.
AL CYCLES ABLE TO DESCRIBE THE OZONE LAYER'S LOCATION
IMPORTANCE, DEPLETION, EMPHASIZE ECO-
(STRATOSPHERE) AND ITS IMPORTANCE IN ABSORBING
MONTREAL PROTOCOL) FRIENDLY PRACTICES.
HARMFUL UV RADIATION324324324324. STUDENTS WILL BE ABLE TO
EXPLAIN OZONE DEPLETION DUE TO OZONE-DEPLETING
SUBSTANCES (CFCS) AND ITS IMPACT325. STUDENTS WILL BE
AWARE OF THE MONTREAL PROTOCOL AS AN INTERNATIONAL
EFFORT TO CONTROL OZONE-DEPLETING SUBSTANCES326.
 TEACHING DIARY CONTENT (AY 2025 – 2026)

TEACHER'S NAME:

CLASS: VIII

SUBJECT: BIOLOGICAL SCIENCE

NAME OF
S. PERI
SUBJEC THE NAME OF THE SUB-
N OD CLASS LEARNING OUTCOME(S) TO BE ACHIEVED REMARKS
T UNIT/CHAPT TOPIC/CONCEPT
O NO.
ER
STUDENTS WILL BE ABLE TO DEFINE SCIENCE AS AN ORGANIZED
INITIATE DISCUSSION
STUDY OF KNOWLEDGE BASED ON EXPERIMENTATION AND
BIOLOG INTRODUCTION TO WITH QUESTIONS
OBSERVATION1. STUDENTS WILL UNDERSTAND THAT QUESTIONING IS
ICAL 1 WHAT IS SCIENCE & WHY SCIENCE? ABOUT DAILY
1 1 VIII A FUNDAMENTAL STEP IN SCIENTIFIC THINKING2. STUDENTS WILL BE
SCIENC SCIENCE? (INDIVIDUAL PHENOMENA TO
ABLE TO PROVIDE EXAMPLES OF SCIENTIFIC OBSERVATIONS AND
E PERSPECTIVE) CONNECT TO SCIENTIFIC
EXPERIMENTS3333. STUDENTS WILL RECOGNIZE THAT SCIENTISTS AIM
INQUIRY.
TO DEVELOP NEW IDEAS OR DISPROVE OLD ONES4.
STUDENTS WILL UNDERSTAND THE SOCIETAL MOTIVATIONS FOR
SUPPORTING SCIENCE, INCLUDING IMPROVING QUALITY OF LIFE (E.G., DISCUSS HOW
BIOLOG 5555
WHY SCIENCE? (SOCIETAL GENETICISTS, EARTH SCIENTISTS) AND ECONOMIC DEVELOPMENT SCIENTIFIC
ICAL 1 WHAT IS 6
2 2 VIII PERSPECTIVE) & SCIENCE (E.G., FINDING NATURAL RESOURCES, HIGH-YIELDING CROPS) . ADVANCEMENTS
SCIENC SCIENCE?
AND CHANGE STUDENTS WILL RECOGNIZE THAT SCIENTIFIC KNOWLEDGE IMPACT SOCIETY AND
E
UNDERGOES CONSTANT CHANGE AND THEORIES ARE MODIFIED WITH ECONOMY.
NEW EVIDENCE . 7

STUDENTS WILL BE ABLE TO IDENTIFY THE FIVE MAIN STEPS OF THE

SCIENTIFIC METHOD: OBSERVE AND ASK QUESTIONS, FORM A
BIOLOG USE A SIMPLE EXAMPLE
HOW SCIENTISTS WORK - HYPOTHESIS, PLAN AN EXPERIMENT, CONDUCT THE EXPERIMENT,
ICAL 1 WHAT IS (LIKE ARAVIND'S BEAN
3 3 VIII SCIENTIFIC METHOD AND DRAW CONCLUSIONS8. STUDENTS WILL LEARN TO USE SENSES
SCIENC SCIENCE? SEED EXPERIMENT) TO
(STEPS 1 & 2) FOR OBSERVATION AND RECORD QUESTIONS (STEP 1)9. STUDENTS
E EXPLAIN EACH STEP.
WILL BE ABLE TO FORM A TESTABLE HYPOTHESIS AS A POSSIBLE
ANSWER TO A QUESTION (STEP 2)10.
 STUDENTS WILL BE ABLE TO PLAN AN EXPERIMENT BY IDENTIFYING
AND CONTROLLING VARIABLES (STEP 3)11. STUDENTS WILL LEARN TO
BIOLOG GUIDE STUDENTS IN
HOW SCIENTISTS WORK - CONDUCT AN EXPERIMENT BY FOLLOWING STEPS, OBSERVING,
ICAL 1 WHAT IS APPLYING THE STEPS TO
4 4 VIII SCIENTIFIC METHOD MEASURING, AND RECORDING DATA (STEP 4)12. STUDENTS WILL BE
SCIENC SCIENCE? HYPOTHETICAL
(STEPS 3, 4 & 5) ABLE TO DRAW CONCLUSIONS BY ANALYZING DATA, PRESENTING IT
E SCENARIOS.
(CHARTS, TABLES, GRAPHS), AND EVALUATING THEIR HYPOTHESIS
(STEP 5)13.
USING SCIENCE PROCESS STUDENTS WILL BE ABLE TO DEFINE AND APPLY VARIOUS PROCESS
SKILLS (OBSERVE, SKILLS: OBSERVE, COMPARE, CLASSIFY, MEASURE,
BIOLOG INTEGRATE PROCESS
COMPARE, CLASSIFY, GATHER/RECORD/DISPLAY/INTERPRET DATA, USE A MODEL, PREDICT,
ICAL 1 WHAT IS SKILLS INTO EVERYDAY
5 5 VIII MEASURE, PREDICT, AND INFER141414141414141414. STUDENTS WILL UNDERSTAND THE
SCIENC SCIENCE? CLASSROOM
INFER, USE A MODEL) & IMPORTANCE OF READING, WRITING, AND USING NUMBERS
E ACTIVITIES.
READING/WRITING/USIN (INTERPRETING DATA, NUMBER SENSE) IN SCIENTIFIC
G NUMBERS IN SCIENCE WORK15151515151515151515151515151515151515151515151515.
STUDENTS WILL BE ABLE TO UNDERSTAND THAT ALL LIVING
EMPHASIZE THE
BIOLOG ORGANISMS ARE COMPOSED OF CELLS16161616. STUDENTS WILL RECALL
2 CELL - THE INTRODUCTION TO CELL HISTORICAL CONTEXT
ICAL ROBERT HOOKE'S OBSERVATION OF CORK SLICES IN 1665,
6 1 VIII BASIC UNIT & DISCOVERY OF THE AND THE IMPACT OF
SCIENC RESEMBLING A HONEYCOMB, LEADING TO THE COINING OF THE
OF LIFE CELL (ROBERT HOOKE) THE MICROSCOPE'S
E TERM "CELLS"17. STUDENTS WILL BE ABLE TO RELATE THE LATIN
INVENTION.
ORIGIN OF THE WORD "CELL" (LITTLE ROOM)18.
STUDENTS WILL PERFORM ACTIVITY-1 TO OBSERVE BOX-LIKE
BIOLOG ACTIVITY-1 (OBSERVING A STRUCTURES IN A MATCHSTICK SLICE, SIMILAR TO HOOKE'S GUIDE STUDENTS IN
2 CELL - THE
ICAL MATCH STICK) & OBSERVATIONS19191919. STUDENTS WILL PERFORM ACTIVITY-2 TO PREPARING AND
7 2 VIII BASIC UNIT
SCIENC OBSERVING LIVING CELLS PREPARE AND OBSERVE LIVING ONION PEEL CELLS, NOTING THEIR FOCUSING SLIDES
OF LIFE
E (ACTIVITY-2: ONION PEEL) STRUCTURE20202020. STUDENTS WILL COMPARE DEAD CELLS (CORK, CORRECTLY.
MATCHSTICK) WITH LIVING PLANT CELLS (ONION PEEL)21212121.
OBSERVING LIVING CELLS
BIOLOG STUDENTS WILL PERFORM ACTIVITY-3 TO PREPARE AND OBSERVE COMPARE THE OUTER
2 CELL - THE (ACTIVITY-3: HUMAN
ICAL HUMAN CHEEK CELLS, IDENTIFYING THEIR IRREGULAR SHAPE22222222. COVERINGS OF PLANT
8 3 VIII BASIC UNIT CHEEK CELLS) &
SCIENC STUDENTS WILL LEARN ABOUT ROBERT BROWN'S DISCOVERY OF THE AND ANIMAL CELLS
OF LIFE DISCOVERY OF NUCLEUS
E NUCLEUS IN 1831 IN ORCHID LEAF CELLS23232323. OBSERVED SO FAR.
(ROBERT BROWN)
BIOLOG OBSERVATION OF STUDENTS WILL PERFORM ACTIVITY-4 AND ACTIVITY-5 TO OBSERVE
2 CELL - THE EMPHASIZE THE
ICAL NUCLEUS (ACTIVITY-4: THE STAINED NUCLEUS IN ONION PEEL CELLS AND HUMAN CHEEK
9 4 VIII BASIC UNIT DISTINCT FEATURES OF
SCIENC ONION PEEL, ACTIVITY-5: CELLS RESPECTIVELY24242424. STUDENTS WILL IDENTIFY THE CELL
OF LIFE PLANT VS. ANIMAL
E CHEEK CELLS) & CELL MEMBRANE AS THE OUTER LAYER OF ANIMAL CELLS AND EXPLAIN ITS
 PARTS (CELL MEMBRANE, SELECTIVE PERMEABILITY25. STUDENTS WILL IDENTIFY THE CELL WALL CELLS BASED ON DIRECT
CELL WALL, CYTOPLASM, AS AN ADDITIONAL OUTER LAYER IN PLANT CELLS, PROVIDING OBSERVATION.
NUCLEUS) 26
RIGIDITY AND STRENGTH . STUDENTS WILL DEFINE CYTOPLASM AS
THE JELLY-LIKE SUBSTANCE BETWEEN THE NUCLEUS AND CELL
MEMBRANE, CONTAINING CELL ORGANELLES27.
STUDENTS WILL RECOGNIZE THAT ORGANISMS VARY IN SHAPE, SIZE,
DISCUSS HOW A SINGLE
BIOLOG DIVERSITY IN CELLS AND NUMBER OF CELLS28. STUDENTS WILL DEFINE UNICELLULAR
2 CELL - THE CELL PERFORMS ALL
1 ICAL (UNICELLULAR, ORGANISMS (SINGLE-CELLED) AND MULTICELLULAR ORGANISMS
5 VIII BASIC UNIT LIFE PROCESSES IN
0 SCIENC MULTICELLULAR, SIZE, (MORE THAN ONE CELL)29292929. STUDENTS WILL UNDERSTAND THAT
OF LIFE UNICELLULAR
E SHAPE, NUMBER) CELL SIZE IS RELATED TO FUNCTION, NOT ORGANISM SIZE (E.G., 31.
ORGANISMS
NERVE CELLS IN MAN AND ELEPHANT)30303030.
STUDENTS WILL PERFORM ACTIVITY-6 TO OBSERVE CELLS IN A GRASS ENCOURAGE STUDENTS
ACTIVITY-6 (OBSERVING LEAF AND ANALYZE DIFFERENT CELL GROUPS IN A TRANSVERSE TO CONNECT THE
BIOLOG CELLS IN A LEAF, DICOT SECTION OF A DICOT STEM (TRIDAX/SPINACH)32. STUDENTS WILL BE DIVERSITY OF CELL
2 CELL - THE
1 ICAL STEM T.S.) & SHAPES OF ABLE TO CORRELATE CELL SHAPE AND ARRANGEMENT WITH SPECIFIC SHAPES TO THE
6 VIII BASIC UNIT
1 SCIENC DIFFERENT CELLS IN FUNCTIONS (E.G., OUTER LAYER FOR PROTECTION, CONDUCTING SPECIALIZED
OF LIFE
E HUMAN BODY (ACTIVITY- STRUCTURES)33333333. STUDENTS WILL PERFORM ACTIVITY-7 TO FUNCTIONS THEY
7) OBSERVE AND COLLECT INFORMATION ABOUT VARIOUS HUMAN PERFORM IN BOTH
CELLS (MUSCLE, BONE, NERVE, BLOOD) AND THEIR SHAPES 34343434 . PLANTS AND ANIMALS.
STUDENTS WILL BE ABLE TO POSE QUESTIONS ABOUT CHANGES LIKE
3 THE INTRODUCTION &
BIOLOG MILK TURNING TO CURD OR FOOD SPOILAGE, LINKING THEM TO EMPHASIZE THE IMPACT
WORLD OF DISCOVERY OF 35
1 ICAL MICROORGANISMS . STUDENTS WILL LEARN ABOUT ANTONIE VAN OF THE MICROSCOPE
1 VIII MICROORGA MICROORGANISMS
2 SCIENC LEEUWENHOEK'S INVENTION OF A POWERFUL SINGLE-LENS ON DISCOVERING THE
NISMS : (ANTONIE VAN
E MICROSCOPE AND HIS DISCOVERY OF "ANIMALCULES" (LATER INVISIBLE WORLD.
PART-I LEEUWENHOEK) 36363636
BACTERIA) IN LAKE WATER AROUND 1674 .
STUDENTS WILL BE INTRODUCED TO MAJOR GROUPS OF
3 THE GROUPS OF
BIOLOG MICROORGANISMS: BACTERIA, FUNGI, PROTOZOA, ALGAE, AND GUIDE STUDENTS IN
WORLD OF MICROORGANISMS &
1 ICAL MICROARTHROPODS37. STUDENTS WILL PERFORM ACTIVITY-1 TO IDENTIFYING COMMON
2 VIII MICROORGA ACTIVITY-1
3 SCIENC COLLECT AND OBSERVE POND WATER SAMPLES UNDER A MICROORGANISMS
NISMS : (MICROORGANISMS IN
E MICROSCOPE, MAKING SKETCHES OF OBSERVED FROM POND WATER.
PART-I WATER)
MICROORGANISMS38383838.
BIOLOG OBSERVING FUNGI STUDENTS WILL PERFORM ACTIVITY-2 TO OBSERVE FUNGI (BREAD STRESS THE
3 THE
1 ICAL (ACTIVITY-2) & MOLD/RHIZOPUS) FROM ROTTEN MATERIALS UNDER A IMPORTANCE OF
3 VIII WORLD OF
4 SCIENC OBSERVING BACTERIA MICROSCOPE39393939. STUDENTS WILL PERFORM ACTIVITY-3 TO STAINING FOR
MICROORGA
E (ACTIVITY-3) OBSERVE STAINED LACTOBACILLUS BACTERIUM FROM BUTTERMILK OBSERVING BACTERIA.
 NISMS : UNDER A MICROSCOPE40404040. STUDENTS WILL LEARN ABOUT THE
PART-I PRESENCE OF BACTERIA IN VARIOUS ENVIRONMENTS AND THEIR
ROLES (E.G., IN DIGESTION)41.
OBSERVING ALGAE STUDENTS WILL PERFORM ACTIVITY-4 TO OBSERVE MICROALGAE
3 THE
BIOLOG (ACTIVITY-4) & FROM POND WATER UNDER A MICROSCOPE42. STUDENTS WILL HIGHLIGHT THE ROLE
WORLD OF
1 ICAL OBSERVING PROTOZOA PERFORM ACTIVITY-5 TO OBSERVE PROTOZOA FROM HAY DECOCTION OF MICROALGAE IN
4 VIII MICROORGA
5 SCIENC (ACTIVITY-5) & UNDER A MICROSCOPE43. STUDENTS WILL LEARN ABOUT OXYGEN
NISMS :
E OBSERVING MICROARTHROPODS, THEIR IMPORTANCE IN SOIL FERTILITY, AND PRODUCTION45.
PART-I
MICROARTHROPODS SOME DISEASE-CAUSING EXAMPLES44.
STUDENTS WILL PERFORM ACTIVITY-6 TO OBSERVE
3 THE
BIOLOG MICROORGANISMS IN SOIL WATER UNDER A MICROSCOPE46464646.
WORLD OF OBSERVING SOIL DISCUSS THE DIVERSITY
1 ICAL STUDENTS WILL LEARN ABOUT VIRUSES AS MICROORGANISMS THAT
5 VIII MICROORGA MICROORGANISMS AND UBIQUITY OF
6 SCIENC BEHAVE AS NON-LIVING OUTSIDE A HOST CELL AND LIVING INSIDE47.
NISMS : (ACTIVITY-6) & VIRUSES MICROORGANISMS.
E STUDENTS WILL BE ABLE TO LIST DISEASES CAUSED BY VIRUSES (E.G.,
PART-I
POLIO, SWINE FLU, AIDS)48.
MICROORGANISMS - OUR STUDENTS WILL UNDERSTAND THAT MICROORGANISMS CAN BE
3 THE
BIOLOG FRIENDS OR FOES? & BOTH USEFUL AND HARMFUL49. STUDENTS WILL PERFORM ACTIVITY-1 CONNECT THESE
WORLD OF
1 ICAL USEFUL TO OBSERVE MILK TURNING INTO CURD, UNDERSTANDING THE ROLE ACTIVITIES TO
1 VIII MICROORGA 50505050
7 SCIENC MICROORGANISMS OF LACTOBACILLUS BACTERIA . STUDENTS WILL PERFORM COMMON HOUSEHOLD
NISMS :
E (CURD, IDLY/DOSA, ACTIVITY-2 TO OBSERVE DOUGH RISING WITH YEAST, RELATING IT TO FOOD PREPARATIONS.
PART-II
BREAD) CARBON DIOXIDE PRODUCTION DURING FERMENTATION51515151.
STUDENTS WILL PERFORM ACTIVITY-3 TO OBSERVE ALCOHOL
COMMERCIAL USE OF PRODUCTION BY YEAST (FERMENTATION) FROM SUGAR SOLUTION
3 THE DISCUSS THE
BIOLOG MICROORGANISMS AND RECOGNIZE ITS COMMERCIAL USE IN ALCOHOL/WINE/BEER
WORLD OF IMPORTANCE OF USING
1 ICAL (FERMENTATION) & PRODUCTION52525252. STUDENTS WILL DEFINE ANTIBIOTICS AS
2 VIII MICROORGA ANTIBIOTICS ONLY AS
8 SCIENC MEDICINAL USE OF MEDICINES THAT KILL DISEASE-CAUSING MICROORGANISMS53.
NISMS : PRESCRIBED BY
E MICROORGANISMS STUDENTS WILL LEARN THAT ANTIBIOTICS ARE PRODUCED BY
PART-II DOCTORS55.
(ANTIBIOTICS) SPECIFIC MICROORGANISMS (E.G., FUNGI) AND LIST COMMON
ANTIBIOTICS AND DISEASES THEY CURE54.
DISCOVERY OF PENICILLIN STUDENTS WILL LEARN ABOUT DR. ALEXANDER FLEMMING'S
3 THE
BIOLOG (DR. ALEXANDER ACCIDENTAL DISCOVERY OF PENICILLIN FROM PENICILLIUM EMPHASIZE THE LIFE-
WORLD OF
1 ICAL FLEMMING) & VACCINE NOTATUM56565656. STUDENTS WILL DEFINE VACCINE AS WEAK/DEAD SAVING IMPACT OF
3 VIII MICROORGA
9 SCIENC (DR. EDWARD JENNER, DISEASE-CAUSING MICROORGANISMS ADMINISTERED TO PRODUCE VACCINES AND
NISMS :
E DR. JONAS SALK, DR. ANTIBODIES57. STUDENTS WILL LEARN ABOUT DR. EDWARD JENNER'S ANTIBIOTICS.
PART-II
ALBERT SABIN) DISCOVERY OF THE SMALLPOX VACCINE AND ITS IMPACT58585858.
 STUDENTS WILL BE AWARE OF DR. JONAS SALK'S AND DR. ALBERT
SABIN'S CONTRIBUTIONS TO POLIO VACCINES59.
STUDENTS WILL LEARN ABOUT THE ROLE OF SOIL MICROORGANISMS
3 THE SOIL MICROORGANISMS - (RHIZOBIUM, NOSTOC, ANABAENA, AZOTOBACTER) IN NITROGEN
BIOLOG DISCUSS THE BENEFITS
WORLD OF SOIL FERTILITY FIXATION, CONVERTING ATMOSPHERIC NITROGEN INTO COMPOUNDS
2 ICAL OF LEGUMINOUS CROPS
4 VIII MICROORGA (NITROGEN FIXATION, USABLE BY PLANTS60606060. STUDENTS WILL PERFORM ACTIVITY-5 TO
0 SCIENC IN INCREASING SOIL
NISMS : SYMBIOSIS) & ACTIVITY-5 OBSERVE ROOT NODULES IN LEGUMINOUS PLANTS61. STUDENTS WILL
E FERTILITY63.
PART-II (ROOT NODULES) UNDERSTAND THE CONCEPT OF "SYMBIOSIS" IN NITROGEN
FIXATION62.
CLEANING THE
STUDENTS WILL UNDERSTAND THE ROLE OF MICROORGANISMS IN
ENVIRONMENT
DECOMPOSING BIOLOGICAL WASTES, CONVERTING THEM INTO
3 THE (DECOMPOSITION) &
BIOLOG SIMPLE SUBSTANCES AND CLEANING THE ENVIRONMENT64. DISCUSS THE
WORLD OF ACTIVITY-6 (COMPOST
2 ICAL STUDENTS WILL PERFORM ACTIVITY-6 TO OBSERVE DECOMPOSITION IMPORTANCE OF
5 VIII MICROORGA PIT) & HARMFUL
1 SCIENC IN A COMPOST PIT65656565. STUDENTS WILL DEFINE "PATHOGENS" AS PROPER WASTE
NISMS : MICROORGANISMS
E DISEASE-CAUSING MICROORGANISMS AND "COMMUNICABLE MANAGEMENT.
PART-II (PATHOGENS,
DISEASES" AS THOSE THAT SPREAD FROM INFECTED TO HEALTHY
COMMUNICABLE
PERSONS66666666.
DISEASES)
STUDENTS WILL IDENTIFY MODES OF DISEASE TRANSMISSION: AIR
(SNEEZING/COUGHING), WATER/FOOD (CONTAMINATED), DIRECT
3 THE TRANSMISSION OF
BIOLOG CONTACT, AND VECTORS (ANIMALS/INSECTS)67676767. STUDENTS WILL DISCUSS PREVENTIVE
WORLD OF DISEASES (AIR, WATER,
2 ICAL LEARN ABOUT FEMALE ANOPHELES MOSQUITOES AS VECTORS FOR MEASURES FOR
6 VIII MICROORGA FOOD, DIRECT CONTACT,
2 SCIENC MALARIA (PLASMODIUM) AND HOUSEFLIES AS VECTORS FOR MOSQUITO-BORNE AND
NISMS : VECTORS) & EXAMPLES
E DISEASES LIKE TYPHOID AND CHOLERA68686868. STUDENTS WILL BE FLY-BORNE DISEASES.
PART-II (MALARIA, TYPHOID)
AWARE OF DR. RONALD ROSS'S DISCOVERY OF MALARIA
TRANSMISSION69.
STUDENTS WILL BE ABLE TO LIST EXAMPLES OF DISEASES CAUSED BY
MICROORGANISMS IN ANIMALS (E.G., ANTHRAX, FOOT & MOUTH
3 THE DISEASES IN ANIMALS &
BIOLOG DISEASE)70. STUDENTS WILL BE ABLE TO LIST EXAMPLES OF DISEASES DISCUSS THE
WORLD OF DISEASES IN PLANTS &
2 ICAL CAUSED BY MICROORGANISMS IN CROP PLANTS (E.G., CITRUS ECONOMIC IMPACT OF
7 VIII MICROORGA FOOD POISONING
3 SCIENC CANKER, RED ROT OF SUGARCANE, TIKKA DISEASE)71. STUDENTS WILL PLANT AND ANIMAL
NISMS : (CLOSTRIDIUM
E UNDERSTAND FOOD POISONING CAUSED BY TOXIC SUBSTANCES DISEASES.
PART-II BOTULINUM)
PRODUCED BY MICROORGANISMS (E.G., CLOSTRIDIUM BOTULINUM)
IN SPOILED FOOD72727272.
 STUDENTS WILL LEARN VARIOUS METHODS OF FOOD PRESERVATION:
DISCUSS THE BENEFITS
REMOVING WATER/MOISTURE (SALTING, DRYING, SUGAR) 73, HEAT
3 THE FOOD PRESERVATION OF FOOD
BIOLOG (BOILING MILK) 74, COLD (REFRIGERATION)75. STUDENTS WILL
WORLD OF (HEAT AND COLD PRESERVATION,
2 ICAL UNDERSTAND PASTEURIZATION (HEATING TO 72°C THEN CHILLING)
8 VIII MICROORGA METHOD, INCLUDING
4 SCIENC AND ITS DISCOVERER, LOUIS PASTEUR76. STUDENTS WILL LEARN
NISMS : PASTEURISATION, AVAILABILITY OF FOOD
E ABOUT STERILIZATION FOR KILLING MICROBES IN INSTRUMENTS77.
PART-II STORAGE AND PACKING) ITEMS IN DIFFERENT
STUDENTS WILL UNDERSTAND THE IMPORTANCE OF
SEASONS79.
SEALED/AIRTIGHT PACKING FOR FOOD PRESERVATION78.
STUDENTS WILL BE ABLE TO UNDERSTAND THAT REPRODUCTION IS A ENGAGE STUDENTS IN
BIOLOG 4 INTRODUCTION TO BASIC LIFE PROCESS ESSENTIAL FOR THE CONTINUATION OF SPECIES80. AN ACTIVITY TO
2 ICAL REPRODUCTI REPRODUCTION & STUDENTS WILL BE ABLE TO DIFFERENTIATE BETWEEN VIVIPAROUS CLASSIFY ANIMALS
1 VIII
5 SCIENC ON IN VIVIPAROUS AND ANIMALS (GIVE BIRTH TO YOUNG ONES, HAVE EXTERNAL EARS AND BASED ON EXTERNAL
E ANIMALS OVIPAROUS ANIMALS EPIDERMAL HAIR) 81818181 AND OVIPAROUS ANIMALS (LAY EGGS, DO FEATURES LIKE EARS
NOT HAVE EPIDERMAL HAIR OR EXTERNAL EARS)82. AND HAIR.
STUDENTS WILL UNDERSTAND THAT ANIMALS REPRODUCE BOTH
SEXUALLY AND ASEXUALLY83. STUDENTS WILL DEFINE ASEXUAL
MODES OF
BIOLOG 4 REPRODUCTION AS A PROCESS WHERE GAMETE FORMATION AND COMPARE BUDDING IN
REPRODUCTION:
2 ICAL REPRODUCTI FUSION DO NOT OCCUR, YET OFFSPRING ARE PRODUCED84848484. HYDRA TO BUDDING IN
2 VIII ASEXUAL REPRODUCTION
6 SCIENC ON IN STUDENTS WILL PERFORM ACTIVITY-1 TO OBSERVE BUDDING IN YEAST (FROM PREVIOUS
(BUDDING IN HYDRA) &
E ANIMALS HYDRA FROM PERMANENT SLIDES, IDENTIFYING BUDS AS BULGES CLASS).
ACTIVITY-1
FROM THE PARENT BODY THAT DEVELOP INTO NEW
INDIVIDUALS85858585.
STUDENTS WILL LEARN ABOUT AMOEBA AS A UNICELLULAR
BIOLOG 4 EMPHASIZE THAT THE
ASEXUAL REPRODUCTION ORGANISM THAT REPRODUCES ASEXUALLY86. STUDENTS WILL
2 ICAL REPRODUCTI PARENT AMOEBA
3 VIII (BINARY FISSION IN PERFORM ACTIVITY-2 TO OBSERVE BINARY FISSION IN AMOEBA FROM
7 SCIENC ON IN CEASES TO EXIST AFTER
AMOEBA) & ACTIVITY-2 A DIAGRAM, IDENTIFYING THE DIVISION OF THE NUCLEUS FOLLOWED
E ANIMALS BINARY FISSION88.
BY THE BODY TO FORM TWO DAUGHTER AMOEBAE87878787.
STUDENTS WILL UNDERSTAND THAT SEXUAL REPRODUCTION IN
ANIMALS INVOLVES THE FUSION OF MALE AND FEMALE GAMETES89.
USE A DIAGRAM TO
BIOLOG 4 STUDENTS WILL BE ABLE TO IDENTIFY THE MAIN ORGANS OF THE
SEXUAL REPRODUCTION ILLUSTRATE THE MALE
2 ICAL REPRODUCTI HUMAN MALE REPRODUCTIVE SYSTEM: A PAIR OF TESTES, TWO
4 VIII IN ANIMALS (MALE REPRODUCTIVE SYSTEM
8 SCIENC ON IN SPERM DUCTS (SEMINAL DUCTS), AND A PENIS90. STUDENTS WILL
REPRODUCTIVE SYSTEM) AND SPERM
E ANIMALS LEARN THAT TESTES PRODUCE MALE GAMETES (SPERMS) 91 AND
STRUCTURE.
IDENTIFY THE PARTS OF A SPERM (HEAD WITH NUCLEUS, MIDDLE
PIECE WITH MITOCHONDRIA, TAIL)92.
 STUDENTS WILL BE ABLE TO IDENTIFY THE MAIN ORGANS OF THE
HUMAN FEMALE REPRODUCTIVE SYSTEM: A PAIR OF OVARIES,
USE A DIAGRAM TO
BIOLOG 4 SEXUAL REPRODUCTION OVIDUCTS (FALLOPIAN TUBES), UTERUS, AND VAGINA93. STUDENTS
ILLUSTRATE THE
2 ICAL REPRODUCTI IN ANIMALS (FEMALE WILL LEARN THAT OVARIES PRODUCE FEMALE GAMETES (OVA OR
5 VIII FEMALE REPRODUCTIVE
9 SCIENC ON IN REPRODUCTIVE SYSTEM) EGGS) 94 AND A SINGLE MATURE EGG IS RELEASED MONTHLY95.
SYSTEM AND OVUM
E ANIMALS & FERTILIZATION STUDENTS WILL UNDERSTAND THE UTERUS AS THE SITE OF BABY
STRUCTURE.
DEVELOPMENT96. STUDENTS WILL DEFINE FERTILIZATION AS THE
FUSION OF SPERM AND OVUM TO FORM A ZYGOTE97979797.
STUDENTS WILL TRACE THE DEVELOPMENT FROM ZYGOTE TO
DEVELOPMENT OF
EMBRYO (BALL OF CELLS THAT FORMS TISSUES AND ORGANS) 98 AND
BIOLOG 4 EMBRYO (ZYGOTE, DISCUSS THE
THEN TO FOETUS (IDENTIFIABLE BODY PARTS)99. STUDENTS WILL
3 ICAL REPRODUCTI EMBRYO, FOETUS, SIGNIFICANCE OF
6 VIII DEFINE "PREGNANCY PERIOD" OR "GESTATION PERIOD"100. STUDENTS
0 SCIENC ON IN PREGNANCY/GESTATION SEXUAL REPRODUCTION
WILL UNDERSTAND INTERNAL FERTILIZATION AS THE FUSION OF
E ANIMALS PERIOD) & INTERNAL FOR VARIATION.
SPERM AND OVUM INSIDE THE FEMALE BODY, GIVING EXAMPLES OF
FERTILIZATION
ORGANISMS WHERE IT OCCURS101101101101.
STUDENTS WILL PERFORM ACTIVITY-3 TO OBSERVE RESEMBLANCES
AND DIFFERENCES BETWEEN CHILDREN AND THEIR
BIOLOG 4 RESEMBLANCE IN PARENTS/RELATIVES102102102102. STUDENTS WILL UNDERSTAND THAT
DISCUSS THE GENETIC
3 ICAL REPRODUCTI PARENTS & CHILDREN OFFSPRING INHERIT CHARACTERS FROM BOTH PARENTS DUE TO
7 VIII BASIS OF INHERITANCE
1 SCIENC ON IN (ACTIVITY-3) & TEST TUBE GAMETE FUSION103. STUDENTS WILL LEARN ABOUT "TEST TUBE
AND VARIATIONS.
E ANIMALS BABIES BABIES" AS A TECHNIQUE OF IN VITRO FERTILIZATION (IVF) WHERE
FERTILIZATION OCCURS OUTSIDE THE BODY, AND THE EMBRYO IS
THEN IMPLANTED IN THE UTERUS104.
STUDENTS WILL LEARN ABOUT EXTERNAL FERTILIZATION OCCURRING
EXTERNAL FERTILIZATION OUTSIDE THE BODY USING THE EXAMPLE OF FROGS105105105105.
GUIDE STUDENTS IN
BIOLOG 4 (FROG LIFE CYCLE) & STUDENTS WILL UNDERSTAND THE LIFE CYCLE OF A FROG, INCLUDING
CONDUCTING THE
3 ICAL REPRODUCTI METAMORPHOSIS THE TADPOLE STAGE106106106106. STUDENTS WILL DEFINE
8 VIII PROJECT WORK WITH
2 SCIENC ON IN (TADPOLE) & PROJECT "METAMORPHOSIS" AS THE TRANSFORMATION OF AN ORGANISM'S
NECESSARY
E ANIMALS WORK (LIFE CYCLE OF BODY SHAPE DURING DEVELOPMENT TO RESEMBLE ITS PARENTS107.
PRECAUTIONS.
FROG) STUDENTS WILL ENGAGE IN A PROJECT WORK TO OBSERVE THE LIFE
CYCLE OF A FROG, NOTING CHANGES FROM EGG TO ADULT108108108108.
STUDENTS WILL CONTINUE THEIR PROJECT WORK ON THE FROG LIFE
BIOLOG 4 PROJECT WORK DISCUSS THE ETHICAL
CYCLE, DOCUMENTING DISAPPEARANCE OF GILL SLITS AND TAIL, AND
3 ICAL REPRODUCTI (CONTINUED) & BISEXUAL IMPLICATIONS AND
9 VIII THE TIME FOR METAMORPHOSIS109. STUDENTS WILL DEFINE
3 SCIENC ON IN ANIMALS & CLONING CHALLENGES OF
"BISEXUAL ANIMALS" (HERMAPHRODITES) AS THOSE HAVING BOTH
E ANIMALS (DOLLY THE CLONE) CLONING.
MALE AND FEMALE REPRODUCTIVE ORGANS (E.G., EARTHWORMS)110.
 STUDENTS WILL LEARN ABOUT CLONING AS THE PRODUCTION OF AN
EXACT COPY OF AN ORGANISM, SPECIFICALLY THE FIRST CLONED
MAMMAL, DOLLY THE SHEEP, AND THE PROCESS INVOLVED111.
STUDENTS WILL BE ABLE TO DEFINE ADOLESCENCE AS THE PERIOD
BETWEEN 10-19 YEARS WHERE INTERNAL AND EXTERNAL BODY
ENCOURAGE SELF-
BIOLOG INTRODUCTION TO CHANGES OCCUR112. STUDENTS WILL BE ABLE TO LIST COMMON
5 THE AGE OF REFLECTION AND
3 ICAL ADOLESCENCE & CHANGES OBSERVED DURING ADOLESCENCE (VOICE CHANGE, HAIR
1 VIII ADOLESCENC DISCUSSION ABOUT
4 SCIENC CHANGES AT GROWTH, PIMPLES)113. STUDENTS WILL UNDERSTAND THAT HEIGHT
E PERSONAL EXPERIENCES
E ADOLESCENCE (HEIGHT) GAIN IS A SIGNIFICANT CHARACTERISTIC DURING ADOLESCENCE AND
OF ADOLESCENCE.
ANALYZE GROWTH RATE DATA FROM TABLE-1 AND
GRAPH114114114114114114114114114.
STUDENTS WILL ANALYZE DATA ON AVERAGE GROWTH RATES FOR
ACTIVITY-1 (OBSERVING MALES AND FEMALES (TABLE-1) AND DRAW CONCLUSIONS ABOUT
GROWTH RATE) & FASTEST GROWING PERIODS AND WHO GROWS
BIOLOG ACTIVITY-2 FASTER 115115115115115115115115115 . STUDENTS WILL CALCULATE THEIR FACILITATE A SENSITIVE
5 THE AGE OF
3 ICAL (CALCULATING APPROXIMATE MAXIMUM HEIGHT USING A GIVEN FORMULA AND RESPECTFUL
2 VIII ADOLESCENC
5 SCIENC APPROXIMATE HEIGHT) & (ACTIVITY-2)116. STUDENTS WILL COLLECT AND ANALYZE BODY DISCUSSION ABOUT
E
E ACTIVITY-3 (CHANGES IN MEASUREMENT DATA FROM CLASSMATES (ACTIVITY-3) TO OBSERVE BODY CHANGES.
YOUR BODY: BODY PHYSICAL CHANGES DURING ADOLESCENCE (BROADER
MEASUREMENTS) SHOULDERS/CHESTS IN BOYS, WIDER HIPS IN GIRLS, MUSCLE
PROMINENCE)117117117117.
STUDENTS WILL BE ABLE TO EXPLAIN VOICE CHANGES DURING
ADOLESCENCE IN BOYS DUE TO THE GROWTH OF THE VOICE BOX
BIOLOG
5 THE AGE OF VOICE CHANGE (ADAM'S (LARYNX) AND FORMATION OF ADAM'S APPLE118118118118. STUDENTS DISCUSS THE
3 ICAL
3 VIII ADOLESCENC APPLE) & SWEAT AND WILL UNDERSTAND THE INCREASED ACTIVITY OF SWEAT AND TEMPORARY NATURE
6 SCIENC
E PIMPLES SEBACEOUS GLANDS DURING ADOLESCENCE, LEADING TO PIMPLES OF THESE CHANGES.
E
AND BODY ODOR119. STUDENTS WILL BE ABLE TO LIST PRECAUTIONS
FOR MANAGING PIMPLES120.
STUDENTS WILL UNDERSTAND THE DEVELOPMENT OF MALE AND
DEVELOPMENT OF BODY
FEMALE SEX ORGANS DURING ADOLESCENCE (TESTES/PENIS IN BOYS, EMPHASIZE THAT
BIOLOG (PRIMARY/SECONDARY 121
5 THE AGE OF OVARIES/OVUM MATURATION IN GIRLS) . STUDENTS WILL REPRODUCTIVE
3 ICAL SEXUAL CHARACTERS) &
4 VIII ADOLESCENC DIFFERENTIATE BETWEEN PRIMARY SEXUAL CHARACTERS (PRESENT CAPACITY BEGINS WITH
7 SCIENC REPRODUCTIVE PHASE OF
E AT BIRTH) AND SECONDARY SEXUAL CHARACTERS (DEVELOP DURING GAMETE
E LIFE IN HUMANS
ADOLESCENCE, E.G., FACIAL HAIR IN BOYS, BREAST DEVELOPMENT IN PRODUCTION124.
(MENARCHE) 122
GIRLS, HAIR IN ARMPITS/GENITAL REGION) . STUDENTS WILL DEFINE
 "MENARCHE" AS THE FIRST MENSTRUAL CYCLE, SIGNIFYING THE
START OF THE FEMALE REPRODUCTIVE PHASE123.
STUDENTS WILL UNDERSTAND THE MENSTRUAL CYCLE, INCLUDING
MENSTRUAL CYCLE OVULATION (OVUM RELEASE EVERY 28-30 DAYS), THICKENING OF THE
(OVULATION, UTERUS WALL FOR POTENTIAL PREGNANCY, AND MENSTRUATION ADDRESS
BIOLOG 125
5 THE AGE OF FERTILIZATION, (SHEDDING OF UTERINE LINING IF FERTILIZATION DOESN'T OCCUR) . MISCONCEPTIONS AND
3 ICAL
5 VIII ADOLESCENC MENSTRUATION, STUDENTS WILL DEFINE "MENOPAUSE" AS THE CESSATION OF THE PROMOTE A SCIENTIFIC
8 SCIENC
E MENOPAUSE) & MENSTRUAL CYCLE AROUND 45-50 YEARS OF AGE126. STUDENTS WILL UNDERSTANDING OF
E
MENSTRUATION AND CRITICALLY ANALYZE MYTHS SURROUNDING MENSTRUATION AND MENSTRUATION.
MYTHS ADVOCATE FOR PROPER HYGIENE AND HEALTH
CARE127127127127127127127127127.
STUDENTS WILL UNDERSTAND CHILD MARRIAGE AS A SOCIAL EVIL
AND ITS ADVERSE EFFECTS ON HEALTH, EMPLOYMENT, AND MENTAL
CHILD MARRIAGE - A FACILITATE A
BIOLOG WELL-BEING OF YOUNG MOTHERS128128128128128128128128128. STUDENTS
5 THE AGE OF SOCIAL EVIL & DISCUSSION ON
3 ICAL WILL LEARN ABOUT THE LEGAL AGE FOR MARRIAGE IN INDIA129.
6 VIII ADOLESCENC ADOLESCENCE: CHANGES RESPONSIBLE DECISION-
9 SCIENC STUDENTS WILL ENGAGE IN ACTIVITY-4 TO REFLECT ON BEHAVIORAL
E IN BEHAVIOUR (ACTIVITY- MAKING DURING
E CHANGES DURING ADOLESCENCE (E.G., PREFERENCE FOR
4) ADOLESCENCE.
MIRRORS/PERFUMES, SEEKING INDEPENDENCE, SELF-
CONSCIOUSNESS)130130130130130130130130130.
EFFECTS OF HORMONES STUDENTS WILL UNDERSTAND THAT ENDOCRINE GLANDS (DUCTLESS
IN ADOLESCENCE GLANDS) RELEASE HORMONES DIRECTLY INTO THE BLOOD,
(ENDOCRINE GLANDS, REGULATING BODY FUNCTIONS AND PHYSICAL/REPRODUCTIVE EMPHASIZE SEEKING
BIOLOG HORMONES, CHANGES DURING ADOLESCENCE131. STUDENTS WILL IDENTIFY KEY GUIDANCE FROM
5 THE AGE OF
4 ICAL TESTOSTERONE, HORMONES: TESTOSTERONE (MALE, FROM TESTES) AND ESTROGEN ELDERS/TEACHERS/DOC
7 VIII ADOLESCENC
0 SCIENC ESTROGEN) & (FEMALE, FROM OVARIES) AND THEIR EFFECTS ON SECONDARY TORS FOR ANY
E
E ADOLESCENCE AND SEXUAL CHARACTERS AND BREAST DEVELOPMENT132. STUDENTS WILL CONCERNS DURING
HEALTH (BALANCED DIET, RECOGNIZE THE IMPORTANCE OF BALANCED DIET, CLEANLINESS, AND ADOLESCENCE.
CLEANLINESS, PHYSICAL PHYSICAL EXERCISE FOR ADOLESCENT
EXERCISE) HEALTH133133133133133133133133133133133133133133133133.
STUDENTS WILL BE ABLE TO RECALL CONCEPTS OF ENDANGERED
6
BIOLOG SPECIES AND THEIR DECREASING POPULATIONS134. STUDENTS WILL BE
BIODIVERSITY INTRODUCTION & WHAT DISCUSS CURRENT
4 ICAL ABLE TO DEFINE BIODIVERSITY AS THE WIDE VARIETY OF PLANT AND
1 VIII AND ITS IS BIODIVERSITY? EVENTS RELATED TO
1 SCIENC ANIMAL LIFE135. STUDENTS WILL CONDUCT ACTIVITY-1 AND ACTIVITY-
CONSERVATI (ACTIVITY-1, 2) BIODIVERSITY LOSS.
E 2 TO SURVEY ORGANISMS IN THEIR SURROUNDINGS AND OBSERVE
ON
THE VARIETY OF LIFE PRESENT136136136136.
 STUDENTS WILL CONDUCT ACTIVITY-3 TO IDENTIFY VARIATIONS EVEN
6 FINDING VARIATIONS WITHIN SIMILAR TYPES OF ORGANISMS (GRASS PLANTS,
BIOLOG EMPHASIZE THAT
BIODIVERSITY (ACTIVITY-3: PLANTS, HENS/DOGS/GOATS, HUMAN HEIGHT, FINGERS, SKIN TEXTURE,
4 ICAL DIVERSITY IS NATURAL
2 VIII AND ITS ANIMALS, HUMANS) & TWINS)137137137137. STUDENTS WILL IDENTIFY VARIATIONS IN CRICKET
2 SCIENC AND PRESENT EVEN AT
CONSERVATI ACTIVITY-4 (CRICKET PLAYERS (ACTIVITY-4)138. STUDENTS WILL CONCLUDE THAT NO TWO
E THE MICROLEVEL140.
ON PLAYERS) ORGANISMS ARE EXACTLY IDENTICAL, EMPHASIZING THE CONCEPT OF
VARIATION139.
STUDENTS WILL ANALYZE THE CASE STUDY OF RAMAGUNDAM
6 BIODIVERSITY: A CASE FOREST TO UNDERSTAND THE IMPACT OF HUMAN ACTIVITIES ON
BIOLOG DISCUSS LOCAL
BIODIVERSITY STUDY (RAMAGUNDAM WILDLIFE AND THE DISAPPEARANCE OF SPECIES141141141141. STUDENTS
4 ICAL EXAMPLES OF SPECIES
3 VIII AND ITS FOREST) & WILL DEFINE "EXTINCT SPECIES" AS THOSE THAT HAVE VANISHED
3 SCIENC THAT HAVE BECOME
CONSERVATI EXTINCT/ENDANGERED FOREVER FROM EARTH142. STUDENTS WILL DEFINE "ENDANGERED
E RARE OR EXTINCT.
ON SPECIES SPECIES" AS THOSE WHOSE NUMBERS HAVE DECLINED RAPIDLY AND
ARE AT RISK OF EXTINCTION143.
STUDENTS WILL LEARN ABOUT THE RED DATA BOOK (OR RED LIST
6 USE EXAMPLES FROM
BIOLOG BOOK) PUBLISHED BY WWF AND IUWC, CONTAINING DETAILS OF
BIODIVERSITY THE RED DATA BOOK
4 ICAL RED DATA BOOK & ENDANGERED AND THREATENED SPECIES144. STUDENTS WILL DEFINE
4 VIII AND ITS TABLE 146 TO
4 SCIENC ENDEMIC SPECIES "ENDEMIC SPECIES" AS PLANT OR ANIMAL SPECIES FOUND
CONSERVATI ILLUSTRATE
E RESTRICTED TO A PARTICULAR AREA OF A COUNTRY (E.G., KANGAROO
ON ENDANGERED SPECIES.
TO AUSTRALIA, KIWI TO NEW ZEALAND)145145145145.
STUDENTS WILL UNDERSTAND THAT THE "SPECIES CONCEPT"
PRIMARILY APPLIES TO SEXUALLY REPRODUCING ORGANISMS BUT
6 NOT TO ASEXUALLY REPRODUCING ONES147147147147. STUDENTS WILL DISCUSS HOW HUMAN
BIOLOG SPECIES CONCEPT &
BIODIVERSITY LEARN THAT BIODIVERSITY ARISES FROM THE INTERACTION OF INTRODUCTION OF
4 ICAL ORIGIN OF BIODIVERSITY
5 VIII AND ITS ORGANISMS AND THEIR ENVIRONMENT, LEADING TO NEW HABITATS NON-NATIVE SPECIES
5 SCIENC AND BALANCE IN NATURE
CONSERVATI AND BALANCE148. STUDENTS WILL UNDERSTAND THE CONCEPT OF CAN DISRUPT
E (INVASIVE ALIEN SPECIES)
ON "INVASIVE ALIEN SPECIES" AND THEIR NEGATIVE IMPACTS ON ECOSYSTEMS.
BIODIVERSITY (E.G., SPANISH FLAG PLANT, WATER HYACINTH,
HYDERABAD PIGEONS)149.
DISCUSS THE "PROJECT
STUDENTS WILL UNDERSTAND THE IMPORTANCE OF BIODIVERSITY
6 IMPORTANCE OF TIGER" CASE STUDY AS
BIOLOG FOR ECOSYSTEM BALANCE AND HUMAN SURVIVAL150. STUDENTS WILL
BIODIVERSITY BIODIVERSITY AND ITS AN EXAMPLE OF
4 ICAL LEARN ABOUT THE ROLE OF INSECTS LIKE BEES AND BUTTERFLIES IN
6 VIII AND ITS CONSERVATION SPECIES CONSERVATION
6 SCIENC POLLINATION AND THE CONSEQUENCES OF THEIR DECLINE151.
CONSERVATI (POLLINATION, NATIONAL AND ITS IMPACT ON
E STUDENTS WILL UNDERSTAND CONSERVATION EFFORTS LIKE
ON PARKS, SANCTUARIES) THE FOOD
ESTABLISHING NATIONAL PARKS (LARGE AREAS FOR WILDLIFE
WEB154154154154.
 CONSERVATION, NO HUMAN ACTIVITY) 152 AND SANCTUARIES
(LIMITED HUMAN ACTIVITY ALLOWED)153.
STUDENTS WILL ENGAGE IN A PROJECT WORK TO STUDY BIRD
6 DISCUSS THE FACTORS
BIOLOG MIGRATION, OBSERVING PATTERNS AND TYPES OF BIRDS OVER
BIODIVERSITY PROJECT WORK INFLUENCING BIRD
4 ICAL TIME155. STUDENTS WILL DEFINE "MIGRATORY BIRDS" AS THOSE THAT
7 VIII AND ITS (STUDYING MIGRATION) MIGRATION (E.G.,
7 SCIENC MOVE FROM ONE REGION TO ANOTHER FOR FOOD AND SHELTER
CONSERVATI & MIGRATORY BIRDS WINTER, FOOD
E (NESTING HABITS)156. STUDENTS WILL LEARN ABOUT EXAMPLES LIKE
ON SHORTAGE)158.
SIBERIAN CRANES MIGRATING TO INDIA157.
STUDENTS WILL UNDERSTAND THE ENVIRONMENTAL IMPACT OF
PAPER PRODUCTION (DEFORESTATION, CHEMICAL USE)159. STUDENTS EMPHASIZE THE
6
BIOLOG WILL LEARN ABOUT THE BENEFITS OF RECYCLING PAPER (SAVING CONCEPT THAT EVERY
BIODIVERSITY RECYCLING OF PAPER &
4 ICAL TREES, CHEMICALS)160160160160. STUDENTS WILL ENGAGE IN A PROJECT ORGANISM HAS A
8 VIII AND ITS COMPRESSED 161
8 SCIENC WORK TO MAKE RECYCLED PAPER FROM WASTE NEWSPAPERS . RIGHT TO EXIST AND IS
CONSERVATI CARDBOARD
E STUDENTS WILL UNDERSTAND HOW COMPRESSED CARDBOARDS ARE PART OF THE
ON
MADE FROM WOOD WASTE (BITS, SAW DUST) AND THEIR ROLE IN ECOSYSTEM163163163163.
REDUCING DEFORESTATION162162162162.
STUDENTS WILL BE ABLE TO DIFFERENTIATE BETWEEN HABITAT
(DWELLING PLACE) AND ECOSYSTEM (FUNCTIONAL UNIT OF NATURE
WITH INTERACTING LIVING AND NON-LIVING
DISCUSS THE
BIOLOG HABITAT VS. ECOSYSTEM COMPONENTS)164164164164164164164164164164164164164164164164164164164164164164
164164164164164164164164164164164164164164. STUDENTS WILL DEFINE BIOTIC HISTORICAL CONTEXT
4 ICAL 7 DIFFERENT & WHAT IS ECOSYSTEM
1 VIII OF THE TERM
9 SCIENC ECOSYSTEMS (DEFINITION, STRUCTURE, COMPONENTS (PLANTS, ANIMALS, MICROORGANISMS) AND ABIOTIC
"ECOSYSTEM" COINED
E LAB ACTIVITY) COMPONENTS (SOIL, WATER, AIR, SUNLIGHT) OF AN ECOSYSTEM165.
BY A.G. TANSLEY167.
STUDENTS WILL PERFORM A LAB ACTIVITY TO STUDY THE STRUCTURE
OF AN ECOSYSTEM BY MARKING A STUDY AREA AND RECORDING
BIOTIC AND ABIOTIC COMPONENTS166166166166166166166166166.
STUDENTS WILL UNDERSTAND THE FEEDING RELATIONSHIPS WITHIN
AN ECOSYSTEM USING TERMS LIKE FOOD CHAINS AND FOOD WEBS168. USE VISUAL AIDS (FOOD
BIOLOG INTERDEPENDENCE
STUDENTS WILL IDENTIFY DIFFERENT FEEDING LEVELS: PRODUCERS WEB DIAGRAMS) TO
5 ICAL 7 DIFFERENT AMONG BIOTIC
2 VIII (PLANTS, ALGAE), CONSUMERS (HERBIVORES, CARNIVORES), AND ILLUSTRATE COMPLEX
0 SCIENC ECOSYSTEMS COMPONENTS (FOOD
DECOMPOSERS169. STUDENTS WILL BE ABLE TO TRACE ENERGY FLOW FEEDING
E CHAINS, FOOD WEBS)
FROM SUNLIGHT TO PRODUCERS AND THROUGH DIFFERENT TROPHIC RELATIONSHIPS.
LEVELS, UNDERSTANDING ENERGY LOSS AT EACH TRANSFER
5 BIOLOG 7 DIFFERENT CHANGES IN THE STUDENTS WILL UNDERSTAND HOW ORGANISMS AFFECT THEIR DISCUSS THE DELICATE
3 VIII
1 ICAL ECOSYSTEMS ECOSYSTEM ENVIRONMENT (E.G., BIRDS EATING INSECTS)171. STUDENTS WILL BALANCE WITHIN
 SCIENC (ORGANISMS' IMPACT, RECOGNIZE THAT POWERFUL STORMS, EARTHQUAKES, FIRES, AND ECOSYSTEMS AND THE
E NATURAL CALAMITIES, 172
TSUNAMIS CAN QUICKLY DESTROY ECOSYSTEMS . STUDENTS WILL CONSEQUENCES OF
HUMAN INTERVENTION) UNDERSTAND THAT HUMANS ARE ALSO INSTRUMENTAL IN BRINGING DISRUPTION.
& TYPES OF ECOSYSTEMS ABOUT CHANGES IN ECOSYSTEMS173. STUDENTS WILL BE ABLE TO
CLASSIFY ECOSYSTEMS INTO NATURAL/ARTIFICIAL AND
TERRESTRIAL/AQUATIC TYPES174.
STUDENTS WILL LEARN ABOUT MANGROVES AS PRODUCTIVE
ECOSYSTEMS IN BACKWATERS, DERIVING NUTRIENTS FROM FRESH
AND SALT WATERS, SERVING AS FEEDING/BREEDING GROUNDS FOR
MANGROVE ECOSYSTEM
ORGANISMS175. STUDENTS WILL IDENTIFY BIOTIC (MANGROVE,
(BIOTIC & ABIOTIC COMPARE AND
SPIROGYRA, SHRIMP, CRAB, HYDRA, BACTERIA) AND ABIOTIC (WATER,
BIOLOG COMPONENTS, FOOD CONTRAST THE
AIR, TEMP, SUNLIGHT, SOIL) COMPONENTS OF THE CORINGA
5 ICAL 7 DIFFERENT WEB) & THE DESERT ADAPTATIONS OF
4 VIII MANGROVE ECOSYSTEM176. STUDENTS WILL DESCRIBE THE DESERT
2 SCIENC ECOSYSTEMS ECOSYSTEM ORGANISMS IN
ECOSYSTEM, ITS CHARACTERISTICS (LOW RAINFALL, TEMPERATURE
E (PRODUCERS, MANGROVE AND
EXTREMES) 177, AND ITS COMPONENTS: PRODUCERS (SHRUBS,
CONSUMERS, DESERT ECOSYSTEMS.
GRASSES, SUCCULENT PLANTS, LICHENS, MOSSES, BLUE-GREEN
DECOMPOSERS)
ALGAE) 178178178178178178178178178, CONSUMERS (INSECTS, REPTILES,
BIRDS, NOCTURNAL RODENTS, CAMELS) 179179179179, AND
DECOMPOSERS (THERMOPHILIC FUNGI AND BACTERIA)180.
STUDENTS WILL COLLECT INFORMATION ON THE FLORA (TREES,
SHRUBS, GROUND VEGETATION) AND FAUNA (INSECTS, ELEPHANTS,
DEER, MOLES, SQUIRRELS, MONGOOSE, SNAKES, BIRDS, LIZARDS, FOX,
FOREST ECOSYSTEM
BIOLOG LION, TIGER) OF FOREST ECOSYSTEMS (ACTIVITY-2)181181181181. DISCUSS THE
(FLORA, FAUNA,
5 ICAL 7 DIFFERENT STUDENTS WILL IDENTIFY DECOMPOSERS IN FOREST ECOSYSTEMS STRATIFIED NATURE OF
5 VIII DECOMPOSERS) &
3 SCIENC ECOSYSTEMS (FUNGI, BACTERIA)182. STUDENTS WILL SUMMARIZE THE FLOW OF VEGETATION IN
ENERGY FLOW IN AN
E ENERGY THROUGH AN ECOSYSTEM, FROM THE SUN TO PRODUCERS FORESTS.
ECOSYSTEM
AND THEN CONSUMERS, WITH ENERGY LOSS AS HEAT AT EACH
TROPHIC
LEVEL183183183183183183183183183183183183183183183183183183183183183183183183183.
STUDENTS WILL BE ABLE TO IDENTIFY COMMON CROPS GROWN IN
8
BIOLOG INTRODUCTION & CROPS INDIA AND THEIR REGIONAL DISTRIBUTION (ACTIVITY-1)184. STUDENTS DISCUSS THE
PRODUCTION
5 ICAL IN INDIA (ACTIVITY-1) & WILL DEFINE "CROPS" AND "AGRICULTURE"185. STUDENTS WILL IMPORTANCE OF
1 VIII OF FOOD
4 SCIENC DURATION OF CROP UNDERSTAND "LONG-TERM CROPS" (E.G., JOWAR, RED GRAM, 180+ AGRICULTURE FOR
FROM
E (ACTIVITY-2) DAYS) AND "SHORT-TERM CROPS" (E.G., GREEN GRAM, BLACK GRAM, FOOD PRODUCTION.
PLANTS
100 DAYS) BASED ON THEIR DURATION (ACTIVITY-2)186186186186.
 WHEN ARE CROPS STUDENTS WILL UNDERSTAND THAT CROP AVAILABILITY VARIES BY
8 GROWN? (RAINY/KHARIF, SEASON (ACTIVITY-3)187. STUDENTS WILL LEARN ABOUT KHARIF
BIOLOG
PRODUCTION WINTER/RABI) & (RAINY SEASON, JUNE-OCTOBER) CROPS (E.G., PADDY, CHILLI, SUGAR DISCUSS THE IMPACT
5 ICAL
2 VIII OF FOOD ACTIVITY-3 (SEASONAL CANE) AND RABI (WINTER SEASON, OCTOBER-JANUARY/APRIL) CROPS OF CLIMATE ON CROP
5 SCIENC
FROM AVAILABILITY OF (E.G., WHEAT, MAIZE, CORIANDER)188188188188. STUDENTS WILL SELECTION.
E
PLANTS VEGETABLES/FRUITS/CER CORRELATE WATER AVAILABILITY WITH CROP CULTIVATION
EALS/PULSES) SEASONS189.
STUDENTS WILL UNDERSTAND THAT FLOWERING IN PLANTS DEPENDS
CROP PRODUCTION ON GROWTH, NIGHT DURATION (SHORT-NIGHT/LONG-DAY PLANTS
8
BIOLOG BASED ON FLOWERING LIKE WHEAT, LONG-NIGHT/SHORT-DAY PLANTS LIKE MAIZE/COTTON),
PRODUCTION EXPLAIN HOW THESE
5 ICAL (NIGHT DURATION, AND
3 VIII OF FOOD 190190190190190190190190190190190190190190190190190190190190190190 FACTORS INFLUENCE
6 SCIENC TEMPERATURE) & PADDY TEMPERATURE
FROM CROP YIELD.
E PRODUCTION (ACTIVITY- 190190190. STUDENTS WILL ANALYZE DATA ON PADDY PRODUCTION IN
PLANTS
4) DIFFERENT COUNTRIES (ACTIVITY-4) AND IDENTIFY REASONS FOR
VARIATIONS191191191191.
STUDENTS WILL BE ABLE TO LIST THE GENERAL AGRICULTURAL
8 PRACTICES FROM SOWING TO STORING192. STUDENTS WILL DISCUSS THE TOOLS
BIOLOG
PRODUCTION AGRICULTURAL TASKS: UNDERSTAND THE IMPORTANCE OF PREPARING THE SOIL FOR USED IN PLOUGHING
5 ICAL
4 VIII OF FOOD PREPARING THE SOIL PROPER SEED GENERATION AND WATER SUPPLY193. STUDENTS WILL AND LEVELING
7 SCIENC
FROM (PLOUGHING, LEVELING) LEARN ABOUT PLOUGHING (LOOSENS SOIL, AIDS AIR/WATER (PLOUGH,
E
PLANTS TRANSPORT, ROOT RESPIRATION, SOIL ORGANISMS) 194 AND LEVELING LEVELLER)196196196196.
THE SOIL (UNIFORM WATER/NUTRIENT SUPPLY, EASY SOWING)195.
STUDENTS WILL UNDERSTAND THE IMPORTANCE OF SELECTING
GOOD QUALITY SEEDS FOR BETTER CROP PRODUCTION197. STUDENTS
SOWING THE SEEDS WILL LEARN METHODS OF SEED SELECTION (FLOATING TEST,
8
BIOLOG (SELECTION, OBSERVATION FOR WRINKLES/WEIGHT) AND GERMINATION TESTING DISCUSS TRADITIONAL
PRODUCTION
5 ICAL GERMINATION, (ACTIVITY-5, 6, 7)198198198198198198198198198. STUDENTS WILL AND MODERN SEED
5 VIII OF FOOD
8 SCIENC MEDICATION, TYPES OF UNDERSTAND THE PURPOSE OF MEDICATING SEEDS (TO PROTECT SELECTION AND
FROM
E SEEDING) & ACTIVITY-5, FROM HARMFUL MICROORGANISMS)199. STUDENTS WILL LEARN SOWING METHODS.
PLANTS
6, 7 ABOUT DIFFERENT TYPES OF SEEDING: BROADCASTING (SCATTERING)
200 AND TRANSPLANTING (PLANTING PLANTLETS FROM

SEEDBEDS)201201201201.
BIOLOG SOWING THE SEEDS STUDENTS WILL UNDERSTAND THE CONCEPT OF "SEED CRISIS"
8 DISCUSS THE PROS AND
5 ICAL (SEED CRISIS, MODERN (FARMERS' DEPENDENCY ON COMPANIES, GENETICALLY MODIFIED
6 VIII PRODUCTION CONS OF TRADITIONAL
9 SCIENC SEED DRILL, PADDY SEEDS, STERILE SEEDS)202202202202. STUDENTS WILL LEARN ABOUT
OF FOOD VS. MODERN
E PLANTER) & ACTIVITY-8 MODERN SEED DRILLS AND PADDY PLANTERS FOR EFFICIENT AND
 FROM UNIFORM SOWING203203203203. STUDENTS WILL CONDUCT ACTIVITY-8 AGRICULTURAL
PLANTS TO COMPARE DIFFERENT SOWING METHODS204. PRACTICES.
STUDENTS WILL UNDERSTAND THAT PESTS (MOTH CATERPILLARS,
8 BEETLES, GRASSHOPPERS, APHIDS) AND DISEASES (FUNGAL, DISCUSS THE
BIOLOG APPLYING MANURE AND
PRODUCTION BACTERIAL, VIRAL) AFFECT CROPS205205205205205205205205205. STUDENTS CHALLENGES OF PESTS
6 ICAL PESTICIDES (PESTS,
7 VIII OF FOOD WILL ENGAGE IN ACTIVITIES (ACTIVITY-9, 10) TO IDENTIFY PESTS AND DEVELOPING
0 SCIENC DISEASES) & ACTIVITY-9,
FROM DISEASE SYMPTOMS ON PLANTS206. STUDENTS WILL LEARN ABOUT RESISTANCE TO
E 10, 11
PLANTS VARIOUS PEST CONTROLLING PRACTICES: REMOVING AFFECTED PESTICIDES208.
LEAVES, DUSTING/SPRAYING PESTICIDES, BURNING207207207207.
STUDENTS WILL LEARN ABOUT THE DANGERS OF PESTICIDES,
INCLUDING THEIR ACCUMULATION IN THE FOOD CHAIN
(BIOMAGNIFICATION) AND HARM TO USEFUL INSECTS, ANIMALS, AND
8 PESTICIDE DANGERS
BIOLOG HUMANS209209209209209209209209209. STUDENTS WILL LEARN ABOUT EMPHASIZE THE LONG-
PRODUCTION (BIOMAGNIFICATION,
6 ICAL RACHEL CARSON'S BOOK "SILENT SPRING" HIGHLIGHTING PESTICIDE TERM CONSEQUENCES
8 VIII OF FOOD RACHEL CARSON) &
1 SCIENC DANGERS210. STUDENTS WILL UNDERSTAND THE NEED FOR MANURE OF CHEMICAL PESTICIDE
FROM MANURING (NATURAL,
E DUE TO NUTRIENT DEPLETION IN SOIL211. STUDENTS WILL USE ON ECOSYSTEMS.
PLANTS ARTIFICIAL)
DIFFERENTIATE BETWEEN NATURAL (BIO-FERTILIZERS, FROM
DECOMPOSED WASTE) AND ARTIFICIAL (CHEMICAL)
MANURES212212212212.
STUDENTS WILL DEFINE IRRIGATION AS WATERING CROP PLANTS213.
STUDENTS WILL LEARN COMMON IRRIGATION METHODS: FURROW
8
BIOLOG IRRIGATION (METHODS, IRRIGATION, BASIN IRRIGATION214214214214. STUDENTS WILL DISCUSS THE
PRODUCTION
6 ICAL WATERLOGGING, UNDERSTAND WATERLOGGING AS EXCESS WATER IN FIELDS, CHALLENGES OF WATER
9 VIII OF FOOD
2 SCIENC IMPORTANCE OF WATER) HARMFUL TO ROOTS215. STUDENTS WILL RECOGNIZE THE SCARCITY IN
FROM
E & ACTIVITY-12 IMPORTANCE OF WATER FOR NUTRIENT ABSORPTION AND AGRICULTURE.
PLANTS
TRANSPORT IN PLANTS216. STUDENTS WILL COLLECT INFORMATION
ON IRRIGATION PRACTICES IN THEIR VILLAGE (ACTIVITY-12)217.
STUDENTS WILL LEARN ABOUT MODERN IRRIGATION METHODS:
MODERN IRRIGATION SPRINKLERS (UNIFORM WATERING, USEFUL IN SANDY SOIL)
8 218218218218218218218218218 AND DRIP IRRIGATION (WATER SUPPLIED DROP DISCUSS THE BENEFITS
BIOLOG (SPRINKLERS, DRIP
PRODUCTION
6 ICAL IRRIGATION) & WEEDING BY DROP, CONSERVES WATER)219. STUDENTS WILL UNDERSTAND THE OF WATER-SAVING
10 VIII OF FOOD
3 SCIENC (WHY, HOW, PURPOSE OF WEEDING (REMOVING UNDESIRABLE PLANTS/WEEDS)220. IRRIGATION
FROM
E PARTHENIUM) & STUDENTS WILL RECOGNIZE THE NEGATIVE IMPACTS OF WEEDS TECHNIQUES.
PLANTS
ACTIVITY-13, 14 (COMPETING FOR NUTRIENTS/WATER/LIGHT, CARRYING
DISEASES/PESTS, CAUSING ALLERGIES)221221221221. STUDENTS WILL
 LEARN METHODS OF WEEDING (UPROOTING, WEED HARROW,
WEEDICIDES)222222222222.
STUDENTS WILL DEFINE HARVESTING AS CUTTING MATURED PLANTS
TO COLLECT GRAINS223. STUDENTS WILL DESCRIBE THE PROCESS OF
HARVESTING PADDY (SICKLE, DRYING)224. STUDENTS WILL DEFINE
HARVESTING (PADDY) &
8 THRESHING (BEATING/TRAMPLING PLANTS TO REMOVE GRAIN) 225
BIOLOG THRESHING & DISCUSS THE ROLE OF
PRODUCTION AND WINNOWING (SEPARATING GRAIN FROM CHAFF USING
6 ICAL WINNOWING & STORAGE MODERN MACHINERY
11 VIII OF FOOD WIND)226. STUDENTS WILL UNDERSTAND THE IMPORTANCE OF
4 SCIENC OF GRAINS (GODOWNS, IN HARVESTING AND
FROM PROPER GRAIN STORAGE TO PREVENT DAMAGE BY FUNGI, PESTS,
E COLD STORAGE) & STORAGE.
PLANTS RATS, AND BACTERIA227. STUDENTS WILL LEARN ABOUT STORAGE
ACTIVITY-15
METHODS: DRYING, JUTE BAGS IN GODOWNS, CHEMICAL
TREATMENTS, AND COLD STORAGE UNITS FOR
PERISHABLES228228228228.
STUDENTS WILL IDENTIFY VARIOUS FOOD ITEMS OBTAINED FROM
ANIMALS229. STUDENTS WILL DEFINE "ANIMAL HUSBANDRY" AS
9 PROVIDING FOOD, SHELTER, PROTECTION, AND BREEDING OF DISCUSS THE
BIOLOG
PRODUCTION INTRODUCTION & ANIMALS FOR HUMAN BENEFIT230. STUDENTS WILL RECOGNIZE THE INTERRELATIONSHIP
6 ICAL
1 VIII OF FOOD ANIMAL HUSBANDRY HISTORICAL CONTEXT OF ANIMAL DOMESTICATION231. STUDENTS BETWEEN
5 SCIENC
FROM (DOMESTICATION, USES) WILL UNDERSTAND THAT ONLY HELPFUL ANIMALS ARE AGRICULTURE AND
E
ANIMALS DOMESTICATED (E.G., BUFFALO/COW FOR MILK, HENS/GOATS/SHEEP ANIMAL HUSBANDRY233.
FOR MEAT, OX/HORSE/BULLS/DONKEYS FOR
AGRICULTURE/TRANSPORTATION)232.
STUDENTS WILL LEARN ABOUT CATTLE REARING PRACTICES IN RURAL DISCUSS THE BENEFITS
9 AREAS, INCLUDING PROVIDING NUTRITIOUS FOOD AND HYGIENIC OF TRADITIONAL
BIOLOG 234
PRODUCTION CATTLE REARING (FOOD, SHELTERS . STUDENTS WILL COLLECT INFORMATION ON CATTLE PRACTICES LIKE
6 ICAL
2 VIII OF FOOD SHELTER, HEALTH CARE, REARING PRACTICES IN THEIR VILLAGE235. STUDENTS WILL BE AWARE FENCING FIELDS FOR
6 SCIENC
FROM DISEASES) OF COMMON CATTLE DISEASES (E.G., GALIKUNTU/FOOT AND MOUTH SHEEP/GOATS DURING
E
ANIMALS DISEASE, WORM INFECTIONS) AND THE ROLE OF VETERINARY OFF-SEASONS FOR SOIL
DOCTORS IN HEALTH CARE236236236236. FERTILIZATION237.
STUDENTS WILL ANALYZE A PIE DIAGRAM TO IDENTIFY PRIMARY
9 SOURCES OF MILK (COWS, BUFFALOES)238. STUDENTS WILL COMPARE DISCUSS THE "WHITE
BIOLOG
PRODUCTION MILK PRODUCTION MILK PRODUCTION RATES ACROSS DIFFERENT COUNTRIES (GRAPH-2) REVOLUTION" AND ITS
6 ICAL
3 VIII OF FOOD (SOURCES, VARIETIES, AND DISCUSS REASONS FOR INDIA'S POSITION239. STUDENTS WILL IMPACT ON MILK
7 SCIENC
FROM PASTEURIZATION) LEARN ABOUT TRADITIONAL AND FOREIGN HIGH-YIELDING COW PRODUCTION IN
E
ANIMALS VARIETIES (MURRA, HARYANA, JERSY, HOLSTEIN) AND CROSS- INDIA242242242242.
BREEDING FOR INCREASED MILK PRODUCTION240. STUDENTS WILL
 DEFINE "PASTEURIZATION" AS A PROCESS OF HEATING MILK TO KILL
MICROORGANISMS AND ITS USE IN MILK CHILLING CENTERS241.
STUDENTS WILL UNDERSTAND THE IMPORTANCE OF NUTRITIOUS
MILK PRODUCTION FODDER FOR MILK PRODUCTION AND REPRODUCTION IN ANIMALS243.
9
BIOLOG (FODDER, SELECTION, STUDENTS WILL LEARN ABOUT THE SELECTION PROCEDURE FOR HIGH
PRODUCTION DISCUSS THE CULTURAL
6 ICAL ADULTERATION) & MILK-PRODUCING CATTLE244. STUDENTS WILL BE AWARE OF MILK
4 VIII OF FOOD SIGNIFICANCE OF
8 SCIENC PRACTICES IN LIVESTOCK ADULTERATION AND THE NEED FOR PURITY TESTS245. STUDENTS WILL
FROM CATTLE IN INDIA247.
E KEEPING (KANGAYAM, LEARN ABOUT LOCAL BREEDS CONSERVATION (E.G., KANGAYAM
ANIMALS
CHILKA BUFFALOES) BULLOCK IN DROUGHT AREAS, CHILKA BUFFALOES IN
ODISHA)246246246246.
STUDENTS WILL UNDERSTAND MEAT PROCESSING AS PART OF
ANIMAL WEALTH248. STUDENTS WILL IDENTIFY PROMINENT MEAT
VARIETIES FROM DIFFERENT ANIMALS (BEEF FROM
9 DISCUSS THE
BIOLOG MEAT PROCESSING & BULLS/BUFFALOES, PORK FROM PIGS, MUTTON FROM
PRODUCTION ECONOMIC
6 ICAL POULTRY (TYPES, SHEEP/GOATS)249. STUDENTS WILL DEFINE "POULTRY" AS THE
5 VIII OF FOOD IMPORTANCE OF
9 SCIENC PRODUCTION, GENETIC PRODUCTION AND REARING OF HENS ON A LARGE SCALE FOR EGGS
FROM POULTRY INDUSTRY IN
E MODIFICATION) AND CHICKEN250. STUDENTS WILL DIFFERENTIATE BETWEEN BROILERS
ANIMALS INDIA253.
(FOR MEAT) AND LAYERS (FOR EGGS)251. STUDENTS WILL LEARN
ABOUT GENETIC MODIFICATION LEADING TO FASTER GROWTH IN
BROILERS252.
STUDENTS WILL LEARN ABOUT HATCHING EGGS NATURALLY (BROODY
9 POULTRY (HATCHING, HEN) AND ARTIFICIALLY (INCUBATORS)254. STUDENTS WILL RECOGNIZE DISCUSS THE ETHICAL
BIOLOG
PRODUCTION INCUBATION, HEN HEN WASTES (LITTER) AS NUTRITIONAL MANURE IN AGRICULTURE255. IMPLICATIONS OF
7 ICAL 256
6 VIII OF FOOD WASTES, EGG STUDENTS WILL IDENTIFY EGGS AS A NUTRITIOUS FOOD SOURCE . ANIMAL CRUELTY
0 SCIENC
FROM NUTRIENTS) & EMU STUDENTS WILL LEARN ABOUT EMU CULTURE AS A COMMERCIAL PRACTICES LIKE COCK
E
ANIMALS CULTURE PRACTICE FOR MEAT, EGGS, SKIN, LEATHER, OIL, AND FIGHTS258.
FEATHERS257257257257.
STUDENTS WILL DEFINE "APICULTURE" AS THE CULTURE OF HONEY
BEES FOR HONEY PRODUCTION AND CROP POLLINATION259.
9 STUDENTS WILL IDENTIFY DIFFERENT SPECIES OF HONEY BEES IN
BIOLOG APICULTURE (HONEY DISCUSS THE
PRODUCTION INDIA260. STUDENTS WILL LEARN ABOUT THE SOCIAL STRUCTURE OF A
7 ICAL BEES, COLONY HISTORICAL
7 VIII OF FOOD HONEY BEE COLONY (QUEEN, WORKERS, DRONES) AND THEIR
1 SCIENC STRUCTURE, NECTAR SIGNIFICANCE OF
FROM RESPECTIVE FUNCTIONS (EGG LAYING, INDOOR/OUTDOOR DUTIES,
E SOURCES) BEEKEEPING263.
ANIMALS MATING)261261261261. STUDENTS WILL IDENTIFY VARIOUS SOURCES OF
NECTAR (FRUIT TREES, FIELD CROPS, VEGETABLE PLANTS, TIMBER
TREES, BUSHES, SHRUBS, ORNAMENTAL FLOWERS)262.
 STUDENTS WILL LEARN ABOUT OTHER PRODUCTS FROM APICULTURE:
BEE WAX (FOR POLISH, NAIL POLISH) AND BEE VENOM (FOR APIS
TINCTURE)264. STUDENTS WILL UNDERSTAND THE USE OF ARTIFICIAL
9
BIOLOG APICULTURE (PRODUCTS, BEE HIVES FOR LARGE-SCALE HONEY PRODUCTION AND THE DISCUSS THE
PRODUCTION
7 ICAL ARTIFICIAL HIVES, PESTS) CHALLENGES FROM PESTS/PREDATORS265265265265. STUDENTS WILL ECONOMIC BENEFITS
8 VIII OF FOOD
2 SCIENC & FISHERIES (MARINE, RECOGNIZE FISH AS AN IMPORTANT SOURCE OF ANIMAL PROTEIN266. OF FISHERIES AND
FROM
E INLAND) STUDENTS WILL LEARN ABOUT MARINE FISHERIES (COASTAL LINE, AQUACULTURE.
ANIMALS
DEEP SEAS, TYPES OF FISH, MECHANIZED FISHING) 267267267267 AND
INLAND FISHERIES (FRESHWATER/BRACKISH WATER, PONDS, RIVERS,
RESERVOIRS)268.
STUDENTS WILL LEARN ABOUT COMPOSITE FISH CULTURE SYSTEMS,
USING MULTIPLE FISH SPECIES WITH DIFFERENT FOOD HABITS IN A
9
BIOLOG SINGLE POND TO MAXIMIZE FOOD UTILIZATION AND YIELD269. DISCUSS THE CONCEPT
PRODUCTION FISHERIES (COMPOSITE
7 ICAL STUDENTS WILL UNDERSTAND THE IMPORTANCE OF GOOD QUALITY OF "BLUE REVOLUTION"
9 VIII OF FOOD FISH CULTURE, FISH SEED,
3 SCIENC FISH SEED (LARVAE/EGGS) AND METHODS FOR OBTAINING IT (WILD AND ITS IMPACT ON
FROM FOOD PROCESSING) 270270270270270270270270270
E COLLECTION, HORMONAL STIMULATION) . FISH PRODUCTION.
ANIMALS
STUDENTS WILL LEARN ABOUT FISH PROCESSING METHODS FOR
PRESERVATION (SUN DRYING, SALTING, PICKLING)271.
STUDENTS WILL ANALYZE A POLLUTION UNDER CONTROL
CERTIFICATE AND DISCUSS ITS PURPOSE IN CONTROLLING
INTRODUCTION INITIATE DISCUSSION
BIOLOG 10 NOT FOR AUTOMOBILE EMISSIONS272272272272272272272272272. STUDENTS WILL
(POLLUTION CERTIFICATE) ABOUT COMMON
7 ICAL BREATHING RECOGNIZE THE PROBLEM OF ENVIRONMENTAL POLLUTION
1 VIII & WHAT IS SOURCES OF
4 SCIENC NOT FOR IMPACTING AIR, WATER, AND HUMAN HEALTH273. STUDENTS WILL
ENVIRONMENTAL POLLUTION IN THEIR
E DRINKING DEFINE "ENVIRONMENTAL POLLUTION" AS THE DISTURBANCE OF
POLLUTION? LOCALITY.
ENVIRONMENTAL BALANCE BY HARMFUL SUBSTANCES OR ENERGY,
FROM HUMAN ACTIVITIES OR OTHER SOURCES274274274274.
STUDENTS WILL RECALL THE COMPOSITION OF AIR (NITROGEN,
OXYGEN, ARGON, CARBON DIOXIDE, TRACE COMPONENTS)275.
STUDENTS WILL DEFINE "AIR POLLUTION" AS THE DISTURBANCE OF
WHAT IS AIR POLLUTION?
BIOLOG 10 NOT FOR AIR COMPOSITION BY NATURAL PHENOMENA OR HUMAN ACTIVITIES, DISCUSS THE GLOBAL
(COMPOSITION,
7 ICAL BREATHING AND "AIR POLLUTANTS" AS THE RESPONSIBLE SUBSTANCES276. NATURE OF AIR
2 VIII POLLUTANTS, NATURAL
5 SCIENC NOT FOR STUDENTS WILL IDENTIFY NATURAL SOURCES OF AIR POLLUTANTS POLLUTION DUE TO
ACTIVITIES) & ACTIVITY-1,
E DRINKING (VOLCANIC ERUPTIONS, FOREST FIRES, DUST STORMS, DECAY OF WIND PATTERNS279.
2
ORGANIC MATTER, POLLEN GRAINS)277277277277. STUDENTS WILL
CONDUCT ACTIVITIES TO OBSERVE AIR POLLUTION (ACTIVITY-1,
2)278278278278.
 STUDENTS WILL IDENTIFY HUMAN ACTIVITIES CAUSING AIR
POLLUTION: BURNING FUELS (CO, SO2, SMOKE, SOOT, ASH) 280,
HUMAN ACTIVITIES VEHICLES (SO2, NO2, CO, UNBURNT HYDROCARBONS, LEAD DISCUSS THE HEALTH
BIOLOG 10 NOT FOR
CAUSING AIR POLLUTION COMPOUNDS, SOOT) 281, AND INDUSTRIES (SO2, NO2, CHLORINE, FLY IMPACTS OF
7 ICAL BREATHING 282
3 VIII (BURNING FUELS, ASH, DUST, ASBESTOS DUST) . STUDENTS WILL LEARN ABOUT INDUSTRIAL POLLUTION
6 SCIENC NOT FOR
VEHICLES, INDUSTRIES) & NUCLEAR POWER PLANTS AS SOURCES OF RADIOACTIVE WASTE AND ON NEARBY
E DRINKING
ACTIVITY-3 POLLUTION (CHERNOBYL DISASTER)283283283283. STUDENTS WILL COMMUNITIES285.
COLLECT INFORMATION ON POWER GENERATION PLANTS (ACTIVITY-
3)284.
STUDENTS WILL UNDERSTAND HOW POWER GENERATION PLANTS
HUMAN ACTIVITIES CONTRIBUTE TO AIR POLLUTION (ASH, SO2 FROM THERMAL
CAUSING AIR POLLUTION PLANTS)286. STUDENTS WILL LEARN ABOUT DEFORESTATION
DISCUSS THE LINK
BIOLOG 10 NOT FOR (POWER GENERATION, INCREASING CO2 AND GLOBAL WARMING287. STUDENTS WILL
BETWEEN AIR
7 ICAL BREATHING DEFORESTATION, CFCS, IDENTIFY CFCS FROM REFRIGERATORS/ACS/AEROSOL SPRAYS AS
4 VIII POLLUTION AND OTHER
7 SCIENC NOT FOR MINING, DEPLETING THE OZONE LAYER AND CAUSING UV RAY EXPOSURE288.
FORMS OF POLLUTION
E DRINKING FERTILIZERS/PESTICIDES) STUDENTS WILL RECOGNIZE MINING (COAL/STONE DUST) 289 AND
(LAND, WATER).
& POLLUTANTS AND FERTILIZERS/PESTICIDES 290 AS AIR POLLUTION SOURCES. STUDENTS
SOURCES (TABLE-3) WILL ANALYZE TABLE-3 TO IDENTIFY COMMON AIR POLLUTANTS AND
THEIR SOURCES291.
STUDENTS WILL LEARN ABOUT THE EFFECTS OF AIR POLLUTION ON
HISTORICAL MONUMENTS THROUGH THE TAJ MAHAL CASE STUDY
(ACID RAIN, YELLOWING OF MARBLE FROM SO2, NO2, SPM)292292292292.
EFFECTS OF AIR
STUDENTS WILL LEARN ABOUT THE BHOPAL GAS TRAGEDY AS A DISCUSS THE CONCEPT
BIOLOG 10 NOT FOR POLLUTION (TAJ MAHAL
MAJOR INDUSTRIAL DISASTER INVOLVING MIC GAS LEAKAGE AND ITS OF "SLOW POISON"
7 ICAL BREATHING CASE STUDY, BHOPAL 293
5 VIII DEVASTATING EFFECTS ON HUMAN/ANIMAL LIFE . STUDENTS WILL REGARDING LONG-
8 SCIENC NOT FOR GAS TRAGEDY, HEALTH
BE ABLE TO LIST VARIOUS HEALTH IMPACTS OF AIR POLLUTION TERM EFFECTS OF AIR
E DRINKING IMPACTS, MATERIAL
(RESPIRATORY DISEASES, CANCER, HIGH BLOOD PRESSURE, POLLUTION296.
DAMAGE)
CARDIOVASCULAR PROBLEMS)294. STUDENTS WILL UNDERSTAND THE
DAMAGE TO MATERIALS (METALS, STRUCTURES, LEATHER, RUBBER,
FABRICS) CAUSED BY AIR POLLUTANTS295.
CONTROLLING AIR STUDENTS WILL LEARN VARIOUS METHODS TO CONTROL AIR
DISCUSS THE "HARITHA
BIOLOG 10 NOT FOR POLLUTION (TALL POLLUTION: INSTALLING TALL CHIMNEYS AND ELECTROSTATIC
HARAM" PROGRAM AS
7 ICAL BREATHING CHIMNEYS, FUEL PRECIPITATORS IN FACTORIES 297297297297, USING FUEL BURNING
6 VIII AN EXAMPLE OF TREE
9 SCIENC NOT FOR BURNING EQUIPMENT, EQUIPMENT THAT BURNS FUEL COMPLETELY 298, REDUCING
PLANTING EFFORTS IN
E DRINKING ELECTROSTATIC VEHICULAR EMISSIONS BY USING NON-POLLUTING FUELS (CNG, LPG)
TELANGANA.
PRECIPITATORS, NON- AND CATALYTIC CONVERTERS 299, USING UNLEADED PETROL 300,
 POLLUTING FUELS, PROMOTING RENEWABLE ENERGY SOURCES 301, AND PLANTING
RENEWABLE ENERGY, MORE TREES302.
TREE PLANTING)
STUDENTS WILL RECOGNIZE WATER AS A VITAL RESOURCE AND
LEARN ABOUT ITS INCREASING POLLUTION DUE TO
WATER POLLUTION INDUSTRIALIZATION AND HUMAN ACTIVITIES303. STUDENTS WILL
BIOLOG 10 NOT FOR DISCUSS THE SUPREME
(INTRODUCTION, CASE ANALYZE THE PATANCHERU CASE STUDY AS AN EXAMPLE OF SEVERE
8 ICAL BREATHING COURT'S
7 VIII STUDY: PATANCHERU) & WATER AND LAND POLLUTION DUE TO INDUSTRIAL EFFLUENTS,
0 SCIENC NOT FOR INTERVENTIONS IN THE
LAB ACTIVITY (WATER CAUSING VARIOUS DISEASES AND AFFECTING LIVELIHOODS304.
E DRINKING PATANCHERU CASE306.
SAMPLES) STUDENTS WILL PERFORM A LAB ACTIVITY TO OBSERVE WATER
SAMPLES FOR SMELL, COLOR, PH, AND HARDNESS USING LITMUS
PAPER AND SOAP305305305305.
STUDENTS WILL DEFINE
WATER POLLUTION AS
CONTAMINATION WITH
UNWANTED AND
WATER
HARMFUL
POLLUTION
SUBSTANCES307.
(DEFINITION,
STUDENTS WILL
SOURCES,
DIFFERENTIATE BETWEEN
POLLUTANTS
10 NOT DEFINITE (SINGLE
-
FOR SOURCE) AND NON-
BIODEGRADA
BIOLOG BREATH DEFINITE (MANY SMALL
BLE, PLANT
8 ICAL ING SOURCES) POLLUTION308. DISCUSS THE CONCEPT OF EUTROPHICATION AND ITS IMPACT ON
8 NUTRIENTS,
1 SCIENC NOT STUDENTS WILL IDENTIFY AQUATIC LIFE.
HEAT,
E FOR WATER POLLUTANTS AND
SEDIMENT,
DRINKI THEIR EFFECTS:
TOXIC
NG BIODEGRADABLE WASTE
CHEMICALS,
(OXYGEN DEPLETION,
PHARMACEU
ATMOSPHERIC
TICALS) &
POLLUTION) 309309309309,
CASE STUDY:
PLANT NUTRIENTS
RIVER MUSI
(PHOSPHATES, NITRATES
CAUSING
EUTROPHICATION, ALGAE
BLOOM, OXYGEN
 DEPLETION) 310310310310,
HEAT (DECREASES
DISSOLVED OXYGEN) 311,
SEDIMENT (CLOGGING,
TURBIDITY, THERMAL
POLLUTION) 312312312312,
HAZARDOUS/TOXIC
CHEMICALS (ACIDS,
METALS, HOUSEHOLD
CLEANERS, DYES, PAINTS,
SOLVENTS, MOTOR OIL)
313313313313313313313313313,

AND
PHARMACEUTICALS314.
STUDENTS WILL LEARN
ABOUT THE POLLUTION
OF RIVER MUSI DUE TO
VARIOUS WASTES315.
STUDENTS WILL LEARN MEASURES TO PREVENT/MINIMIZE WATER
POLLUTION: TREATING TOXIC INDUSTRIAL WASTES CHEMICALLY 316,
TREATING SEWAGE AT TREATMENT PLANTS 317, AVOIDING EXCESSIVE ENCOURAGE STUDENTS
BIOLOG 10 NOT FOR PREVENTION AND FERTILIZERS/PESTICIDES 318, MINIMIZING SYNTHETIC DETERGENTS 319, TO APPLY THESE
8 ICAL BREATHING CONTROLLING OF WATER PROPER DISPOSAL OF DEAD BODIES/EXCRETA (BIOGAS PLANTS) , 320 MEASURES IN THEIR
9 VIII 321
2 SCIENC NOT FOR POLLUTION (TREATMENT, PURIFYING WATER BODIES , PLANTING TREES ALONG RIVER DAILY LIVES TO
E DRINKING 4RS, AWARENESS, TREES) BANKS322. STUDENTS WILL RECOGNIZE THE IMPORTANCE OF PUBLIC CONTRIBUTE TO
AWARENESS AND FOLLOWING THE 4RS (REDUCE, REUSE, RECYCLE, POLLUTION CONTROL.
RECOVER) TO CONTROL
POLLUTION323323323323323323323323323323323323323323323323.
STUDENTS WILL DEFINE "HEALTH" AS A STATE OF PHYSICAL, MENTAL,
AND SOCIAL WELL-BEING, ENABLING EFFECTIVE FUNCTIONING324. ENCOURAGE STUDENTS
BIOLOG THE SIGNIFICANCE OF
STUDENTS WILL UNDERSTAND THAT INDIVIDUAL HEALTH DEPENDS TO REFLECT ON THEIR
8 ICAL 11 WHY DO 'HEALTH' & PERSONAL
1 VIII ON PHYSICAL (E.G., ENVIRONMENT, NATURAL CALAMITIES) AND OWN HABITS AND
3 SCIENC WE FALL ILL? AND COMMUNITY ISSUES
SOCIAL (E.G., GARBAGE DISPOSAL, DRAINAGE, ECONOMIC SURROUNDINGS
E FOR HEALTH
CONDITIONS, SOCIAL EQUALITY, HARMONY) RELATED TO HEALTH.
ENVIRONMENTS325325325325325325325325325. STUDENTS WILL ANALYZE
 SLOGANS ABOUT HEALTHY HABITS AND DISCUSS THEIR
IMPORTANCE326326326326.
STUDENTS WILL DIFFERENTIATE BETWEEN "HEALTHY" AND "DISEASE
FREE," UNDERSTANDING THAT POOR HEALTH CAN EXIST WITHOUT A
DISTINCTIONS BETWEEN SPECIFIC DISEASE327327327327. STUDENTS WILL DEFINE "DISEASE" AS A
BIOLOG DISCUSS THE ROLE OF
'HEALTHY' AND 'DISEASE STATE OF DISTURBED EASE WITH A SPECIFIC CAUSE FOR
8 ICAL 11 WHY DO LABORATORY TESTS IN
2 VIII FREE' & DISEASE AND ITS DISCOMFORT328. STUDENTS WILL UNDERSTAND THAT DISEASE
4 SCIENC WE FALL ILL? DIAGNOSING
CAUSES (SYMPTOMS, AFFECTS THE FUNCTIONING OR APPEARANCE OF BODY SYSTEMS329.
E DISEASES331.
SIGNS) STUDENTS WILL DIFFERENTIATE BETWEEN "SYMPTOMS" (WHAT WE
FEEL) AND "SIGNS" (WHAT PHYSICIANS LOOK FOR) OF
DISEASE330330330330.
STUDENTS WILL DIFFERENTIATE BETWEEN "ACUTE DISEASES" (SHORT
DURATION, E.G., COMMON COLD) AND "CHRONIC DISEASES" (LONG
ACUTE AND CHRONIC DURATION, EVEN LIFETIME, E.G., TUBERCULOSIS, USE EXAMPLES TO
BIOLOG 332332332332
DISEASES & CAUSES OF ELEPHANTIASIS) . STUDENTS WILL UNDERSTAND THAT ILLUSTRATE THE
8 ICAL 11 WHY DO
3 VIII DISEASES (IMMEDIATE, CHRONIC DISEASES HAVE MORE DRASTIC, LONG-TERM EFFECTS ON DIFFERENT IMPACTS OF
5 SCIENC WE FALL ILL?
CONTRIBUTORY, MULTI- GENERAL HEALTH AND LEARNING ABILITY333333333333333333333333333. ACUTE AND CHRONIC
E
CAUSAL) STUDENTS WILL ANALYZE THAT DISEASES HAVE IMMEDIATE CAUSES DISEASES.
(E.G., VIRUS) AND MULTIPLE CONTRIBUTORY CAUSES (E.G., UNCLEAN
WATER, POOR NOURISHMENT, POVERTY, GENETIC DIFFERENCES)
STUDENTS WILL DIFFERENTIATE BETWEEN "INFECTIOUS DISEASES"
(CAUSED BY MICROBES, SPREAD IN COMMUNITY) 335 AND "NON-
INFECTIOUS AND NON- DISCUSS THE
BIOLOG INFECTIOUS DISEASES" (NOT CAUSED BY INFECTIOUS AGENTS,
INFECTIOUS CAUSES IMPORTANCE OF
8 ICAL 11 WHY DO INTERNAL CAUSES LIKE GENETIC ABNORMALITIES, HIGH BLOOD
4 VIII (MICROBES, SPREAD) & IDENTIFYING THE CAUSE
6 SCIENC WE FALL ILL? PRESSURE)336. STUDENTS WILL LEARN ABOUT THE DISCOVERY THAT
PEPTIC ULCERS OF DISEASE FOR
E HELICOBACTER PYLORI BACTERIUM IS RESPONSIBLE FOR PEPTIC
(HELICOBACTER PYLORI) EFFECTIVE TREATMENT.
ULCERS, DEMONSTRATING THAT SOME CHRONIC DISEASES HAVE
MICROBIAL CAUSES
INFECTIOUS AGENTS
STUDENTS WILL CATEGORIZE DISEASE-CAUSING ORGANISMS:
(VIRUSES, BACTERIA, EXPLAIN WHY
VIRUSES, BACTERIA, FUNGI, SINGLE-CELLED ANIMALS (PROTOZOANS),
BIOLOG FUNGI, PROTOZOANS, ANTIBIOTICS WORK ON
AND MULTICELLULAR ORGANISMS (WORMS, INSECTS)338. STUDENTS
8 ICAL 11 WHY DO MULTICELLULAR BACTERIA BUT NOT
5 VIII WILL UNDERSTAND THAT THE TYPE OF INFECTIOUS AGENT
7 SCIENC WE FALL ILL? ORGANISMS) & VIRUSES (CELL WALL
DETERMINES THE TREATMENT339. STUDENTS WILL LEARN ABOUT TWO
E TREATMENT PRINCIPLES MECHANISM)3423423423423
PRINCIPLES OF TREATMENT FOR INFECTIOUS DISEASES: REDUCING 42342342342342.
(REDUCE EFFECTS, KILL
SYMPTOMS (E.G., FEVER/PAIN MEDICINES, BED REST) 340 AND KILLING
MICROBES)
 THE MICROBES USING SPECIFIC MEDICINES (E.G., ANTIBIOTICS FOR
BACTERIA)
STUDENTS WILL UNDERSTAND THAT PREVENTION IS BETTER THAN
CURE DUE TO LIMITATIONS OF TREATMENT (BODY DAMAGE, TIME,
PRINCIPLES OF SPREAD)343343343343. STUDENTS WILL LEARN GENERAL WAYS OF
PREVENTION (GENERAL PREVENTING INFECTIONS: PREVENTING EXPOSURE TO AIRBORNE
BIOLOG DISCUSS THE SOCIAL
WAYS: EXPOSURE MICROBES (NOT OVERCROWDED LIVING CONDITIONS) 344, WATER-
8 ICAL 11 WHY DO RESPONSIBILITY IN
6 VIII PREVENTION, PUBLIC BORNE MICROBES (SAFE DRINKING WATER) 345, AND VECTOR-BORNE
8 SCIENC WE FALL ILL? MAINTAINING PUBLIC
HYGIENE, PROPER INFECTIONS (CLEAN ENVIRONMENTS, NO BREEDING GROUNDS)346.
E HEALTH.
NOURISHMENT) & STUDENTS WILL RECOGNIZE "PUBLIC HYGIENE" AS A BASIC KEY TO
ACTIVITY-6 PREVENTION347. STUDENTS WILL UNDERSTAND THAT PROPER AND
SUFFICIENT FOOD FOR EVERYONE IS A BASIC PRINCIPLE FOR A
HEALTHY IMMUNE SYSTEM348.
STUDENTS WILL LEARN ABOUT SPECIFIC WAYS OF PREVENTING
INFECTIOUS DISEASES THROUGH IMMUNIZATION349349349349.
STUDENTS WILL UNDERSTAND THAT PREVIOUS EXPOSURE TO A
PRINCIPLES OF DISCUSS THE
BIOLOG MICROBE (OR A MIMICKER) ALLOWS THE IMMUNE SYSTEM TO
PREVENTION (SPECIFIC IMPORTANCE OF
8 ICAL 11 WHY DO "REMEMBER" AND RESPOND WITH GREATER VIGOR, PREVENTING
7 VIII WAYS: IMMUNIZATION, CHILDHOOD
9 SCIENC WE FALL ILL? FUTURE DISEASE350350350350. STUDENTS WILL LEARN ABOUT EDWARD
VACCINES) & EDWARD IMMUNIZATION
E JENNER'S DISCOVERY OF THE SMALLPOX VACCINE USING COWPOX351.
JENNER'S CONTRIBUTION PROGRAMS353.
STUDENTS WILL RECOGNIZE THE AVAILABILITY OF VACCINES FOR
VARIOUS INFECTIOUS DISEASES (TETANUS, DIPHTHERIA, MEASLES,
POLIO, ETC.)
.
 TEACHING DIARY CONTENT (AY 2025 – 2026)

TEACHER'S NAME:

CLASS: VII

SUBJECT: GENERAL SCIENCE

S. PERIOD NAME OF THE NAME OF THE SUB-

CLASS SUBJECT LEARNING OUTCOME(S) TO BE ACHIEVED REMARKS
NO NO. UNIT/CHAPTER TOPIC/CONCEPT
STUDENTS WILL BE ABLE TO RECALL DIFFERENT KINDS
OF FOOD CONSUMED DAILY. STUDENTS WILL
INTRODUCTION TO FOOD & INITIATE DISCUSSION ABOUT
GENERAL 1 FOOD UNDERSTAND THAT FOOD PROVIDES ENERGY FOR
1 1 VII IMPORTANCE OF FOOD FAVORITE FOODS AND THEIR
SCIENCE COMPONENTS DAILY ACTIVITIES, EVEN DURING SLEEP. STUDENTS
(ENERGY, DAILY ACTIVITIES) ROLES.
WILL DISCUSS THE CONSEQUENCES OF FOOD
DEPRIVATION.
STUDENTS WILL IDENTIFY CARBOHYDRATES,
ESSENTIAL FOOD PROTEINS, FATS, VITAMINS, AND MINERALS AS
COMPONENTS (NUTRIENTS) & ESSENTIAL COMPONENTS (NUTRIENTS) OF FOOD. ENCOURAGE STUDENTS TO
GENERAL 1 FOOD
2 2 VII LET US DO-2 (LISTING FOOD STUDENTS WILL ALSO RECOGNIZE WATER AND BRING FOOD WRAPPERS
SCIENCE COMPONENTS
COMPONENTS FROM FIBERS AS IMPORTANT COMPONENTS. STUDENTS FROM HOME TO ANALYZE.
PACKETS) WILL BE ABLE TO ANALYZE FOOD PACKETS TO LIST
THEIR COMPONENTS (TABLE 1).
STUDENTS WILL LEARN HOW TO PREPARE DILUTE
CONFIRMATION OF PRESENCE
IODINE SOLUTION. STUDENTS WILL PERFORM EMPHASIZE SAFETY
GENERAL 1 FOOD OF FOOD COMPONENTS
3 3 VII EXPERIMENT-1 TO TEST FOR STARCH USING DILUTE PRECAUTIONS WHEN
SCIENCE COMPONENTS (EXPERIMENT-1: TEST FOR
IODINE SOLUTION, OBSERVING A DARK-BLUE OR HANDLING IODINE SOLUTION.
STARCH)
BLACK COLOR CHANGE IF STARCH IS PRESENT.
STUDENTS WILL PERFORM EXPERIMENT-2 TO TEST
CONFIRMATION OF PRESENCE FOR FATS BY RUBBING FOOD ON PAPER, OBSERVING
OF FOOD COMPONENTS IF IT TURNS TRANSLUCENT. STUDENTS WILL LEARN STRESS SAFETY PRECAUTIONS
GENERAL 1 FOOD
4 4 VII (EXPERIMENT-2: TEST FOR HOW TO PREPARE 2% COPPER SULFATE AND 10% WHEN HANDLING
SCIENCE COMPONENTS
FATS, EXPERIMENT-3: TEST SODIUM HYDROXIDE SOLUTIONS. STUDENTS WILL CHEMICALS.
FOR PROTEINS) PERFORM EXPERIMENT-3 TO TEST FOR PROTEINS
USING COPPER SULFATE AND SODIUM HYDROXIDE
 SOLUTIONS, OBSERVING A VIOLET OR PURPLE COLOR
CHANGE.
STUDENTS WILL APPLY THEIR KNOWLEDGE TO TEST
VARIOUS FOOD ITEMS FOR CARBOHYDRATES,
PROTEINS, AND FATS, AND RECORD THEIR
LET US DO-4 (TESTING OF
OBSERVATIONS IN TABLE 2. STUDENTS WILL
FOOD ITEMS FOR
GENERAL 1 FOOD UNDERSTAND THAT EVERY FOOD ITEM CONTAINS ALL DISCUSS THE IMPORTANCE
5 5 VII CARBOHYDRATES, PROTEINS,
SCIENCE COMPONENTS COMPONENTS, BUT IN VARYING QUANTITIES. OF A VARIED DIET.
FATS) & ROUGHAGES OR
STUDENTS WILL DEFINE ROUGHAGES (DIETARY
DIETARY FIBRES (LET US DO-5)
FIBERS) AS INDIGESTIBLE CARBOHYDRATES.
STUDENTS WILL PERFORM LET US DO-5 TO IDENTIFY
FIBROUS STRUCTURES IN VEGETABLES.
STUDENTS WILL IDENTIFY SOURCES OF ROUGHAGES
(BRAN, CEREALS, FRUITS, VEGETABLES WITH PEELS).
STUDENTS WILL UNDERSTAND THAT ROUGHAGES AID
IN BOWEL MOVEMENT AND PREVENT EMPHASIZE WASHING FRUITS
ROUGHAGES (SOURCES,
GENERAL 1 FOOD CONSTIPATION. STUDENTS WILL RECOGNIZE WATER AND VEGETABLES
6 6 VII IMPORTANCE) & WATER (LET
SCIENCE COMPONENTS AS AN ESSENTIAL FOOD COMPONENT. STUDENTS THOROUGHLY IF CONSUMED
US DO-6, IMPORTANCE)
WILL PERFORM LET US DO-6 (SPONGE IN PIPE) TO WITH PEELS.
UNDERSTAND WATER'S ROLE IN FACILITATING FOOD
MOVEMENT IN THE DIGESTIVE TRACT. WATER HELPS
IN MANY OTHER PROCESSES IN OUR BODY.
STUDENTS WILL DEFINE A BALANCED DIET AS FOOD
CONTAINING ALL NECESSARY COMPONENTS
(CARBOHYDRATES, PROTEINS, FATS, VITAMINS,
MINERALS) IN ADEQUATE PROPORTIONS. STUDENTS
WILL ANALYZE THEIR OWN DIET (LET US DO-7) AND A ENCOURAGE STUDENTS TO
BALANCED DIET (LET US DO-7,
GENERAL 1 FOOD "THALI" MEAL (LET US DO-8) FOR BALANCED REFLECT ON THEIR OWN
7 7 VII LET US DO-8) & FOOD HABITS
SCIENCE COMPONENTS COMPONENTS. STUDENTS WILL LEARN ABOUT EATING HABITS AND MAKE
& JUNK FOODS
FOODS TO BE EATEN MODERATELY, ADEQUATELY, HEALTHY CHOICES.
PLENTY, AND SPARINGLY. STUDENTS WILL
UNDERSTAND THE HARMFUL EFFECTS OF JUNK FOOD
AND THE INFLUENCE OF CLIMATIC/CULTURAL
CONDITIONS ON FOOD HABITS.
 STUDENTS WILL IDENTIFY DIFFERENT TASTES IN FOOD
SUBSTANCES (SWEET, SOUR, BITTER, SALTY, SPICY).
STUDENTS WILL OBSERVE THAT SUBSTANCES CAN
INTRODUCTION TO TASTES & ENGAGE STUDENTS WITH
GENERAL 2 ACIDS AND CHANGE THEIR TASTE AND COLOR WHEN MIXED.
8 1 VII LET US DO-1 (TURMERIC AS COMMON FOOD ITEMS TO
SCIENCE BASES STUDENTS WILL PERFORM LET US DO-1 TO OBSERVE
INDICATOR) EXPLORE TASTE VARIATIONS.
TURMERIC CHANGING COLOR WHEN MIXED WITH
SOAP WATER OR LIME WATER, INTRODUCING THE
CONCEPT OF AN INDICATOR.
STUDENTS WILL PERFORM LET US DO-2 TO TEST
VARIOUS SUBSTANCES WITH TURMERIC PAPER AND
OTHER NATURAL INDICATORS (HIBISCUS PETALS,
MANGO LEAF, BEETROOT, OLEANDER), RECORDING
LET US DO-2 (TESTING WITH COLOR CHANGES IN TABLE-2. STUDENTS WILL DEFINE EMPHASIZE PROPER
GENERAL 2 ACIDS AND NATURAL INDICATORS) & LET INDICATORS AS SUBSTANCES THAT CHANGE COLOR HANDLING OF TEST
9 2 VII
SCIENCE BASES US DO-3 (TESTING WITH TO SHOW IF ANOTHER SUBSTANCE IS ACIDIC OR MATERIALS AND
LITMUS PAPER) BASIC. STUDENTS WILL PERFORM LET US DO-3 TO PRECAUTIONS.
TEST SUBSTANCES WITH RED AND BLUE LITMUS
PAPERS, CLASSIFYING THEM INTO ACIDIC (BLUE TO
RED), BASIC (RED TO BLUE), OR NEUTRAL (NO
CHANGE) CATEGORIES.
STUDENTS WILL DEFINE ACIDIC SUBSTANCES BASED
ON THEIR ABILITY TO TURN BLUE LITMUS RED.
STUDENTS WILL IDENTIFY NATURAL ACIDS (FORMIC
ACID IN ANT STING, ACIDS IN FRUITS/VEGETABLES -
ACIDIC NATURE (NATURAL
TABLE 5). STUDENTS WILL LEARN ABOUT MINERAL
ACIDS, MINERAL ACIDS) & LINK THE PROPERTIES OF
GENERAL 2 ACIDS AND ACIDS (HYDROCHLORIC ACID, SULPHURIC ACID,
10 3 VII BASIC NATURE (SOAPY FEEL) & ACIDS AND BASES TO
SCIENCE BASES NITRIC ACID). STUDENTS WILL DEFINE BASIC
LET US DO-5 (MAGNESIUM EVERYDAY EXPERIENCES.
SUBSTANCES AS SOAPY TO TOUCH AND TURNING
RIBBON)
RED LITMUS BLUE. STUDENTS WILL PERFORM LET US
DO-5 (BURNING MAGNESIUM RIBBON) TO OBSERVE
MAGNESIUM OXIDE FORMING MAGNESIUM
HYDROXIDE, WHICH IS BASIC AND SOAPY TO TOUCH.
CHEMICAL INDICATORS STUDENTS WILL LEARN ABOUT CHEMICAL
CONNECT SCIENTIFIC
GENERAL 2 ACIDS AND (METHYL ORANGE, INDICATORS: METHYL ORANGE AND
11 4 VII PRINCIPLES TO SEEMINGLY
SCIENCE BASES PHENOLPHTHALEIN) & LET US PHENOLPHTHALEIN. STUDENTS WILL PERFORM LET
MAGICAL PHENOMENA.
DO-6 (TESTING WITH US DO-6 TO TEST SUBSTANCES WITH THESE
 CHEMICAL INDICATORS) & INDICATORS, OBSERVING SPECIFIC COLOR CHANGES
MAGICIAN'S TRICK (METHYL ORANGE: RED WITH ACIDS, YELLOW WITH
BASES; PHENOLPHTHALEIN: COLORLESS WITH ACIDS,
PINK WITH BASES). STUDENTS WILL UNDERSTAND
HOW THE "MAGICIAN'S TRICK" (LEMON BLEEDING)
WORKS DUE TO ACID-INDICATOR REACTION.
STUDENTS WILL OBSERVE REACTIONS OF ACIDS WITH
VARIOUS METALS, NOTING THE FORMATION OF
HARMFUL COMPOUNDS IN COPPER/BRASS VESSELS.
REACTION OF ACIDS WITH STUDENTS WILL LEARN ABOUT ACID RAINS
METALS (COPPER, ZINC, (COMBINATION OF CARBONIC, SULPHURIC, NITRIC
MAGNESIUM, IRON, BRASS, ACIDS WITH RAINWATER), THEIR CAUSES DISCUSS THE
GENERAL 2 ACIDS AND
12 5 VII ALUMINIUM) & ACID RAINS (INDUSTRIAL WASTE GASES LIKE SO2, NO2, CO2), AND ENVIRONMENTAL IMPACT OF
SCIENCE BASES
(CAUSES, EFFECTS) & LET US THEIR DAMAGING EFFECTS ON BUILDINGS, INDUSTRIAL POLLUTION.
DO-7 (ACID WITH MONUMENTS, AND SKIN. STUDENTS WILL PERFORM
MARBLE/EGGSHELLS) LET US DO-7 TO OBSERVE THE REACTION OF LEMON
JUICE WITH MARBLE/EGGSHELLS, PRODUCING
CARBON DIOXIDE (TURNING LIME WATER MILKY
WHITE).
STUDENTS WILL PERFORM LET US DO-8 TO
DEMONSTRATE NEUTRALIZATION, WHERE ACIDS AND
BASES MIX IN EQUAL CONCENTRATIONS TO FORM A
NEUTRAL SOLUTION. STUDENTS WILL UNDERSTAND
NEUTRALIZATION (LET US DO- HOW EXCESSIVE USE OF CHEMICAL FERTILIZERS CAN EMPHASIZE THAT NOT ALL
GENERAL 2 ACIDS AND 8) & MANURES & SALTS CHANGE SOIL NATURE (ACIDITY/BASICITY) AND THE NEUTRAL SOLUTIONS ARE
13 6 VII
SCIENCE BASES (FORMATION, TYPES) & LET PREFERENCE FOR NATURAL ORGANIC MANURE. SALT SOLUTIONS (E.G.,
US DO-9, 10 STUDENTS WILL LEARN THAT SALTS ARE PRODUCED SUGAR).
FROM THE REACTION OF ACIDS AND BASES.
STUDENTS WILL CLASSIFY SALTS AS ACIDIC, BASIC, OR
NEUTRAL BASED ON THEIR EFFECT ON LITMUS PAPER
(LET US DO-9, 10).
STUDENTS WILL UNDERSTAND THAT FIBERS CAN BE INITIATE DISCUSSION BY
INTRODUCTION TO ANIMAL OBTAINED FROM ANIMALS LIKE SILKWORMS, SHEEP, CONNECTING NEELIMA'S
GENERAL
14 1 VII 3 SILK - WOOL FIBRES & STORY OF SILK: GOAT, CAMEL, AND YAK. STUDENTS WILL LEARN EXPERIENCE WITH
SCIENCE
STALL-1 (MOTH TO EGG) ABOUT SERICULTURE AS THE PROCESS OF OBTAINING CATERPILLARS TO THE
SILK FROM SILK MOTHS. STUDENTS WILL LEARN CONCEPT OF ANIMAL FIBERS.
 ABOUT THE LIFE CYCLE OF THE SILK MOTH, STARTING
WITH EGGS LAID BY FEMALE MOTHS
(CHILAKALU/BOMBYX MORI) AND THEIR PURCHASE
BY FARMERS FROM GRINAGES.
STUDENTS WILL LEARN ABOUT THE REARING OF
SILKWORMS (CATERPILLARS) ON MULBERRY LEAVES
IN TRAYS. STUDENTS WILL UNDERSTAND HOW
CATERPILLARS WEAVE A NET AND SECRETE A
EMPHASIZE THE ECONOMIC
SUBSTANCE THAT FORMS SILK FIBER, ENCLOSING
GENERAL STORY OF SILK: STALL-2 (EGG ASPECT OF SERICULTURE AND
15 2 VII 3 SILK - WOOL THEMSELVES IN A "COCOON." STUDENTS WILL LEARN
SCIENCE TO COCOON) THE IMPORTANCE OF
ABOUT THE PROCESS OF "STIFFLING" (BOILING
QUALITY FIBER.
COCOONS TO KILL THE LARVA) TO OBTAIN A
CONTINUOUS SILK THREAD AND PREVENT SPOILAGE.
STUDENTS WILL LEARN ABOUT TASAR SILK
PRODUCTION BY TRIBAL PEOPLE.
STUDENTS WILL LEARN ABOUT THE PROCESS OF
"REELING" (OBTAINING SILK FIBER FROM COCOONS
BY BOILING AND WINDING THREADS USING
MACHINES). STUDENTS WILL LEARN THAT SILK FIBER
IS MADE OF PROTEINS (SIRISINE AND FIBROIN).
STORY OF SILK: STALL-3 DISCUSS THE LABOR-
STUDENTS WILL UNDERSTAND THAT YARN IS MADE
GENERAL (COCOON TO FIBRE - REELING) INTENSIVE NATURE OF SILK
16 3 VII 3 SILK - WOOL BY WINDING THREADS, THEN CLEANED, BLEACHED,
SCIENCE & STALL-4 (WEAVING) & LIFE PRODUCTION AND HEALTH
AND COLORED. STUDENTS WILL LEARN ABOUT
CYCLE OF SILKWORM ISSUES FACED BY WORKERS.
WEAVING SILK FABRIC ON HANDLOOMS AND POWER
LOOMS, AND FAMOUS SILK TYPES FROM TELANGANA
(POCHAMPALLY PATTU, DHARMAVARAM). STUDENTS
WILL BE ABLE TO DRAW THE LIFE CYCLE OF THE SILK
WORM (EGG, LARVA, PUPA, ADULT MOTH).
STUDENTS WILL LEARN THAT WOOL IS OBTAINED
FROM THE HAIR (FLEECE OR FUR) OF ANIMALS LIKE
SHEEP, GOAT, YAK, LLAMA, CAMEL, AND ALPACA, ENCOURAGE STUDENTS TO
GENERAL STORY OF WOOL:
17 4 VII 3 SILK - WOOL AND IS MAINLY COMPOSED OF A PROTEIN CALLED COMPARE THE TEXTURE OF
SCIENCE INTRODUCTION & SHEARING
KERATIN. STUDENTS WILL UNDERSTAND THAT GOOD DIFFERENT ANIMAL HAIRS.
QUALITY WOOL COMES FROM MERINO SHEEP.
STUDENTS WILL LEARN ABOUT "SHEARING" AS THE
 PROCESS OF REMOVING FLEECE FROM SHEEP'S BODY
USING A SHEAR, TYPICALLY DONE DURING SPRING.
STUDENTS WILL LEARN THE SEQUENTIAL STEPS IN
WOOL PROCESSING: "SCOURING" (WASHING FLEECE
TO REMOVE GREASE, DIRT, DUST), "SORTING"
WOOL PROCESSING
(SEPARATING COARSE/SOFT, BROKEN/LONG FIBERS),
(SCOURING, SORTING, USE THE PROVIDED
"BLEACHING" AND "DYEING" (COLORING FIBERS),
GENERAL BLEACHING, DYEING, FLOWCHART TO ILLUSTRATE
18 5 VII 3 SILK - WOOL "COMBING/CARDING" (PULLING WOOL THROUGH
SCIENCE COMBING/CARDING, THE WOOL PRODUCTION
MANY TEETH TO STRAIGHTEN FIBERS), AND
SPINNING) & PROCESS.
"SPINNING" (ROLLING AND TWISTING FIBERS INTO
WEAVING/KNITTING
YARN). STUDENTS WILL UNDERSTAND THAT WOOL
YARN IS THEN WOVEN OR KNITTED INTO FABRIC
USING HANDLOOMS OR POWER LOOMS.
STUDENTS WILL COMPARE SILK (MAINLY PROTEIN)
AND COTTON (MAINLY CARBOHYDRATE). STUDENTS
DIFFERENCES BETWEEN SILK WILL UNDERSTAND WHY WOOL IS A POOR
DISCUSS THE HISTORICAL
GENERAL AND WOOL & PROPERTIES OF CONDUCTOR OF HEAT (AIR TRAPPED IN FIBERS) AND
19 6 VII 3 SILK - WOOL SIGNIFICANCE OF SPINNING
SCIENCE WOOL & APPLICATION OF HOW IT KEEPS THE BODY WARM IN COLD WEATHER.
AND WEAVING.
CONCEPTS STUDENTS WILL APPLY THIS CONCEPT TO EXPLAIN
WHY WRAPPING A PERSON CAUGHT FIRE WITH A
BLANKET HELPS.
STUDENTS WILL RECOGNIZE VARIOUS FORMS OF
MOTION IN DAILY LIFE (BIRDS FLYING, VEHICLES
MOVING, SELF-MOVEMENT). STUDENTS WILL
USE FAMILIAR EXAMPLES LIKE
UNDERSTAND THAT OBJECTS CAN BE AT REST (NO
GENERAL 4 MOTION & INTRODUCTION TO MOTION & A CAR AND A TREE TO
20 1 VII CHANGE IN POSITION RELATIVE TO SURROUNDINGS)
SCIENCE TIME MOTION AND REST ILLUSTRATE MOTION AND
OR IN MOTION (CHANGE IN POSITION RELATIVE TO
REST.
SURROUNDINGS). STUDENTS WILL GRASP THE
CONCEPT OF MOTION BEING RELATIVE TO THE
OBSERVER.
UNIFORM AND NON- STUDENTS WILL DIFFERENTIATE BETWEEN UNIFORM
USE EXAMPLES LIKE A WALL
UNIFORM MOTION & LET US MOTION (EQUAL DISTANCES IN EQUAL TIME
CLOCK'S HANDS AND A
GENERAL 4 MOTION & DO-3 (OBSERVING TIME AND INTERVALS) AND NON-UNIFORM MOTION (UNEQUAL
21 2 VII BUTTERFLY'S MOVEMENT TO
SCIENCE TIME DISTANCE VALUES) & LET US DISTANCES IN EQUAL TIME INTERVALS). STUDENTS
DISTINGUISH THESE TYPES OF
DO-4 (IDENTIFYING UNIFORM WILL ANALYZE GIVEN TABLES FOR CAR A AND CAR B
MOTION.
AND NON-UNIFORM MOTION) TO IDENTIFY UNIFORM AND NON-UNIFORM MOTION.
 STUDENTS WILL IDENTIFY VARIOUS REAL-LIFE
EXAMPLES AS UNIFORM OR NON-UNIFORM MOTION.
STUDENTS WILL CLASSIFY MOTION INTO
TRANSLATORY, ROTATORY, AND OSCILLATORY.
TYPES OF MOTION:
STUDENTS WILL DEFINE TRANSLATORY MOTION AS
TRANSLATORY MOTION
ALL PARTS OF A MOVING BODY MOVING IN THE
(RECTILINEAR, CURVILINEAR)
GENERAL 4 MOTION & SAME DIRECTION. STUDENTS WILL DIFFERENTIATE PROVIDE VISUAL EXAMPLES
22 3 VII & LET US DO-5 (OBSERVING
SCIENCE TIME BETWEEN RECTILINEAR MOTION (STRAIGHT LINE) FOR EACH TYPE OF MOTION.
THE PATH OF THE MOTION) &
AND CURVILINEAR MOTION (CURVED PATH).
LET US DO-6 (IDENTIFYING
STUDENTS WILL APPLY THESE DEFINITIONS TO
TYPES OF MOTION)
CLASSIFY VARIOUS MOVEMENTS (E.G., SOLDIERS
MARCHING, CAR TAKING A TURN).
STUDENTS WILL DEFINE ROTATORY MOTION AS THE
CIRCULAR PATH OF ALL PARTICLES OF A MOVING
BODY AROUND A FIXED CENTER OR AXIS OF
ROTATION. STUDENTS WILL IDENTIFY EXAMPLES OF
USE DIAGRAMS TO SHOW
GENERAL 4 MOTION & ROTATORY MOTION & LET US ROTATORY MOTION (CEILING FAN BLADES, GLOBE).
23 4 VII THE AXIS OF ROTATION FOR
SCIENCE TIME DO-7, 8, 9, 10 STUDENTS WILL DISTINGUISH OBJECTS POSSESSING
VARIOUS OBJECTS.
BOTH TRANSLATORY AND ROTATORY MOTION (E.G.,
ROLLING BALL) THROUGH ACTIVITIES LET US DO-7, 8,
9. STUDENTS WILL CLASSIFY VARIOUS MOTIONS AS
ROTATORY, TRANSLATORY, OR BOTH.
STUDENTS WILL DEFINE OSCILLATORY MOTION AS
THE "TO AND FRO" OR "UP AND DOWN" MOTION OF
AN OBJECT ABOUT A FIXED POINT, ALWAYS
OSCILLATORY MOTION & LET
FOLLOWING THE SAME PATH. STUDENTS WILL ENCOURAGE STUDENTS TO
GENERAL 4 MOTION & US DO-11 (IDENTIFYING
24 5 VII IDENTIFY EXAMPLES OF OSCILLATORY MOTION FIND MORE EXAMPLES OF
SCIENCE TIME OSCILLATORY MOTION) &
(SWING, PENDULUM, VIBRATING STRING). STUDENTS OSCILLATORY MOTION.
SLOW AND FAST MOTION
WILL UNDERSTAND THAT TO DETERMINE IF MOTION
IS SLOW OR FAST, ONE NEEDS TO CONSIDER
DISTANCE COVERED AND TIME TAKEN.
STUDENTS WILL UNDERSTAND THE CONCEPT OF TIME
TIME (MEASUREMENT, UNITS, AND ITS IMPORTANCE IN DAILY LIFE. STUDENTS WILL RELATE TIME MEASUREMENT
GENERAL 4 MOTION &
25 6 VII INSTRUMENTS) & LET US DO- BE ABLE TO MEASURE OR ESTIMATE TIME USING TO DAILY ROUTINES AND
SCIENCE TIME
13, 14 VARIOUS INSTRUMENTS (WATCHES, CLOCKS, REAL-WORLD SCENARIOS.
ELECTRONIC/DIGITAL/QUARTZ CLOCKS, STOP CLOCKS,
 SAND/WATER CLOCKS, SUN DIAL). STUDENTS WILL
LEARN THE BASIC UNIT OF TIME (SECOND) AND
LARGER UNITS (MINUTE, HOUR, DAY, YEAR, DECADE,
CENTURY, MILLENNIUM) AND THEIR CONVERSIONS.
STUDENTS WILL USE A STOP CLOCK TO MEASURE
DURATIONS OF EVENTS (LET US DO-14).
STUDENTS WILL DEFINE SPEED AS THE DISTANCE
TRAVELLED BY AN OBJECT IN A UNIT OF TIME.
STUDENTS WILL UNDERSTAND THE CONCEPT OF
"AVERAGE SPEED" AND ITS CALCULATION (TOTAL USE THE SPEEDOMETER AND
SPEED (DEFINITION, AVERAGE
GENERAL 4 MOTION & DISTANCE TRAVELLED / TOTAL TIME TAKEN). ODOMETER EXAMPLES TO
26 7 VII SPEED, UNITS) & SOLVING
SCIENCE TIME STUDENTS WILL LEARN THE UNITS OF SPEED IN SI EXPLAIN PRACTICAL
PROBLEMS
SYSTEM (M/S) AND COMMON UNITS (KM/H) AND APPLICATIONS.
THEIR CONVERSION. STUDENTS WILL SOLVE
PROBLEMS INVOLVING SPEED COMPARISON AND
CALCULATION.
STUDENTS WILL RECOGNIZE THAT OBJECTS CAN BE
HOT OR COLD, AND HOTTER/COLDER THAN OTHERS.
INTRODUCTION TO HOT/COLD STUDENTS WILL DEFINE "TEMPERATURE" AS A
& TEMPERATURE MEASURE OF THE DEGREE OF HOTNESS OR INITIATE DISCUSSION WITH
GENERAL 5 HEAT -
27 1 VII (DEFINITION, ESTIMATION COLDNESS OF AN OBJECT. STUDENTS WILL COMMON EXPERIENCES OF
SCIENCE MEASUREMENT
CHALLENGES) & LET US DO-1 UNDERSTAND THAT ESTIMATING TEMPERATURE BY HOT AND COLD OBJECTS.
(HAND IN WATER) TOUCH CAN BE MISLEADING, DEMONSTRATED BY LET
US DO-1 (HANDS IN DIFFERENT WATER
TEMPERATURES).
STUDENTS WILL UNDERSTAND THAT HEAT IS A FORM
OF ENERGY THAT IS TRANSFERRED FROM AN OBJECT
AT HIGHER TEMPERATURE TO ONE AT LOWER
TEMPERATURE. STUDENTS WILL OBSERVE AND
HEAT - A FORM OF ENERGY EXPLAIN PHENOMENA WHERE MECHANICAL ENERGY USE THE "PLATE ON RICE
GENERAL 5 HEAT -
28 2 VII (EXAMPLES, CONVERSIONS) & IS CONVERTED TO HEAT (RUBBING PALMS, BOWL JUMPS" EXAMPLE TO
SCIENCE MEASUREMENT
TEMPERATURE VS. HEAT HAMMERING IRON, RUBBING SOAPNUT SEED). ILLUSTRATE HEAT AS ENERGY.
STUDENTS WILL IDENTIFY EXAMPLES WHERE
ELECTRICAL/CHEMICAL/SOLAR ENERGY IS
CONVERTED TO HEAT (ELECTRIC HEATER, GAS STOVE,
SOLAR HEATER). STUDENTS WILL ALSO RECOGNIZE
 HEAT CONVERSION TO OTHER FORMS (THERMAL
POWER STATION, STEAM ENGINE). STUDENTS WILL
DIFFERENTIATE BETWEEN HEAT AND TEMPERATURE,
EMPHASIZING THAT TEMPERATURE MEASURES HEAT
ENERGY.
STUDENTS WILL OBSERVE THE STRUCTURE OF A
THERMOMETER (GLASS TUBE, BULB, MERCURY,
SCALE). STUDENTS WILL LEARN THAT
THERMOMETER (STRUCTURE, THERMOMETERS WORK BASED ON THE PRINCIPLE
INTRODUCE GALILEO'S
GENERAL 5 HEAT - WORKING PRINCIPLE - THAT MATTER EXPANDS ON HEATING AND
29 3 VII INVENTION OF THE FIRST
SCIENCE MEASUREMENT EXPANSION) & LET US DO: CONTRACTS ON COOLING. STUDENTS WILL PERFORM
THERMOMETER.
EXPANSION OF LIQUID LET US DO: EXPANSION OF LIQUID, USING A FLASK
WITH COLORED WATER, TO DEMONSTRATE LIQUID
EXPANSION AND CONTRACTION DUE TO
TEMPERATURE CHANGES.
STUDENTS WILL UNDERSTAND WHY MERCURY IS
COMMONLY USED IN THERMOMETERS (UNIFORM
EXPANSION, OPAQUE, NON-STICKING, GOOD
PROPERTIES OF MERCURY CONDUCTOR, EASILY AVAILABLE). STUDENTS WILL
CONNECT THE CONCEPTS OF
AND ALCOHOL FOR ALSO LEARN PROPERTIES OF ALCOHOL FOR
GENERAL 5 HEAT - EXPANSION/CONTRACTION
30 4 VII THERMOMETERS & CREATING THERMOMETERS (RECORDS LOW TEMPERATURES,
SCIENCE MEASUREMENT TO THE FUNCTIONING OF
A TEMPERATURE SCALE (FIXED LARGE EXPANSION, EASILY COLORED). STUDENTS
THERMOMETERS.
POINTS) WILL LEARN HOW A TEMPERATURE SCALE IS
CREATED USING TWO FIXED POINTS: MELTING POINT
OF ICE (0°C) AND BOILING POINT OF WATER (100°C),
AND DIVIDING THE RANGE INTO 100 EQUAL PARTS.
STUDENTS WILL MEASURE AIR TEMPERATURE IN
SHADE AND SUN (TABLE 2) AND DISCUSS
MEASURING AIR
VARIATIONS. STUDENTS WILL OBSERVE THE
TEMPERATURE & CLINICAL
STRUCTURE OF A CLINICAL THERMOMETER DISCUSS THE NORMAL
GENERAL 5 HEAT - THERMOMETER (STRUCTURE,
31 5 VII (FAHRENHEIT AND CELSIUS SCALES, KINK). STUDENTS HUMAN BODY TEMPERATURE
SCIENCE MEASUREMENT SCALES, KINK, USAGE) & LET
WILL LEARN HOW TO USE A CLINICAL THERMOMETER (37°C / 98.4°F).
US DO: COMPARE TOUCHING
(WASHING, JERKING, PLACING, READING). STUDENTS
VS. MEASURING
WILL COMPARE ESTIMATED BODY TEMPERATURE BY
TOUCH WITH ACTUAL MEASUREMENTS USING A
 CLINICAL THERMOMETER (TABLE 3), REINFORCING
THE INACCURACY OF TOUCH.
STUDENTS WILL UNDERSTAND WHY CLINICAL
THERMOMETERS ARE NOT USED FOR NON-HUMAN
CLINICAL THERMOMETER OBJECTS OR NEAR FLAMES (DUE TO KINK AND
EMPHASIZE THE
(LIMITATIONS, DIGITAL RANGE). STUDENTS WILL LEARN ABOUT DIGITAL
GENERAL 5 HEAT - PRECAUTIONS NEEDED WHEN
32 6 VII THERMOMETER) & THERMOMETERS AS MERCURY-FREE ALTERNATIVES.
SCIENCE MEASUREMENT USING DIFFERENT TYPES OF
LABORATORY THERMOMETER STUDENTS WILL OBSERVE THE STRUCTURE OF A
THERMOMETERS.
(STRUCTURE, RANGE, USAGE) LABORATORY THERMOMETER, ITS RANGE (OFTEN
INCLUDING NEGATIVE TEMPERATURES), AND HOW
TO USE IT FOR MEASURING LIQUID TEMPERATURES.
STUDENTS WILL RECOGNIZE THAT ELDERS PREDICT
RAIN BASED ON INDICATIONS. STUDENTS WILL
INTRODUCTION TO WEATHER UNDERSTAND THAT WEATHER PREDICTIONS AFFECT ENCOURAGE STUDENTS TO
GENERAL 6 WEATHER PREDICTION & LET US DO-1 DAILY LIFE, ESPECIALLY AGRICULTURAL ACTIVITIES. SHARE THEIR EXPERIENCES
33 1 VII
SCIENCE AND CLIMATE (OBSERVING WEATHER STUDENTS WILL OBSERVE AND ANALYZE A SAMPLE WITH WEATHER
ASPECTS) WEATHER TABLE (TABLE 1) AND IDENTIFY VARIOUS PREDICTIONS.
WEATHER ASPECTS (TEMPERATURE, RAINFALL, SKY,
WIND VELOCITY, HUMIDITY, SUNRISE/SUNSET).
STUDENTS WILL DEFINE WEATHER AS A COMPLEX
PHENOMENON THAT CHANGES OVER SHORT
WEATHER (DEFINITION, PERIODS (TEMPERATURE, HUMIDITY, RAIN, WIND
COMPLEXITY) & LET US DO-2 SPEED). STUDENTS WILL PLOT GRAPHS OF DISCUSS HOW WEATHER
GENERAL 6 WEATHER
34 2 VII (PLOTTING GRAPH) & LET US TEMPERATURE VARIATIONS (LET US DO-2). STUDENTS AFFECTS LIVING ORGANISMS
SCIENCE AND CLIMATE
DO-3 (UNDERSTANDING WILL DIFFERENTIATE BETWEEN A WEATHER AND HUMAN ACTIVITIES.
WEATHER REPORTS) FORECAST (FUTURE CONDITIONS) AND A WEATHER
REPORT (PAST CONDITIONS) BY ANALYZING GIVEN
REPORTS (LET US DO-3).
STUDENTS WILL UNDERSTAND THE NEED FOR
INSTRUMENTS TO MEASURE WEATHER
COMPONENTS. STUDENTS WILL LEARN ABOUT THE
MEASURING COMPONENTS DISCUSS THE ACCURACY OF
GENERAL 6 WEATHER SIX'S MAXIMUM AND MINIMUM THERMOMETER
35 3 VII OF WEATHER (TEMPERATURE WEATHER REPORTS AND
SCIENCE AND CLIMATE (MMT), ITS COMPONENTS (CYLINDRICAL BULB A, U-
- MMT) & ACTIVITY 4, 5 FORECASTS.
SHAPED TUBE, SPHERICAL BULB B, ALCOHOL,
MERCURY, INDICATORS) AND HOW IT MEASURES
HIGHEST AND LOWEST TEMPERATURES OF A DAY.
 STUDENTS WILL INTERPRET GRAPHS OF
TEMPERATURE VARIATION FROM MMT READINGS
(ACTIVITY 4, 5).
STUDENTS WILL LEARN ABOUT HOW FARMERS
ESTIMATE RAINFALL ("PADUNU"). STUDENTS WILL
MEASURING COMPONENTS LEARN THAT METEOROLOGISTS USE A "RAIN GAUGE"
OF WEATHER (RAINFALL - (UDOMETER/PULVINOMETER/ANTHROMETER) TO
DISCUSS CULTURAL
GENERAL 6 WEATHER RAIN GAUGE) & LET US DO-6 MEASURE EXACT RAINFALL IN CENTIMETERS OR
36 4 VII PRACTICES RELATED TO
SCIENCE AND CLIMATE (RAINFALL MEASUREMENT) & MILLIMETERS. STUDENTS WILL PERFORM LET US DO-
RAINFALL.
DIRECTION OF WIND (LET US 6 TO CONSTRUCT A SIMPLE RAINFALL MEASUREMENT
DO-7) APPARATUS. STUDENTS WILL LEARN TO DETERMINE
WIND DIRECTION USING A SELF-MADE ARROW (LET
US DO-7).
STUDENTS WILL UNDERSTAND HUMIDITY AS THE
QUANTITY OF MOISTURE IN THE AIR. STUDENTS WILL
PERFORM LET US DO-8 TO OBSERVE WATER
CHANGING TO VAPOR, INDICATING MOISTURE IN AIR.
DISCUSS HOW CLIMATE
HUMIDITY (LET US DO-8) & STUDENTS WILL LEARN THAT "CLIMATE" IS THE
GENERAL 6 WEATHER INFLUENCES LOCAL
37 5 VII CLIMATE (DEFINITION) & LET AVERAGE WEATHER PATTERN TAKEN OVER A LONG
SCIENCE AND CLIMATE LIFESTYLES (CLOTHING,
US DO-9, 10 TIME (E.G., 25 YEARS) AT A PLACE. STUDENTS WILL
WATER USAGE).
ANALYZE AVERAGE TEMPERATURE AND RAINFALL
DATA (LET US DO-9) AND DESCRIBE CLIMATIC
CONDITIONS OF DIFFERENT INDIAN STATES (LET US
DO-10).
STUDENTS WILL RECOGNIZE COMMON SITUATIONS
INVOLVING ELECTRICITY (POWER GOES OFF, TORCH EMPHASIZE SAFETY
INTRODUCTION TO
GENERAL USE). STUDENTS WILL LEARN HOW TO MAKE A PRECAUTIONS WHEN
38 1 VII 7 ELECTRICITY ELECTRICITY & MAKE YOUR
SCIENCE SIMPLE ELECTRIC CELL USING INJECTION BOTTLES, HANDLING SULPHURIC ACID
OWN CELL (EXPERIMENT)
COPPER/ZINC STRIPS, AND SULPHURIC ACID, AND AND ELECTRIC COMPONENTS.
TEST IT WITH AN LED.
STUDENTS WILL UNDERSTAND THE INTERNAL
STRUCTURE OF A DRY CELL (ZINC CONTAINER AS DISCUSS THE IMPORTANCE
DRY CELL (PARTS, WORKING)
GENERAL NEGATIVE TERMINAL, CARBON ROD WITH METAL OF SYMBOLS IN CONVEYING
39 2 VII 7 ELECTRICITY & SYMBOLS OF ELECTRIC
SCIENCE CAP AS POSITIVE TERMINAL, CARBON PARTICLES, PRECISE MEANING IN
COMPONENTS (ACTIVITY-2, 3)
AMMONIUM CHLORIDE PASTE). STUDENTS WILL SCIENCE.
LEARN THAT DRY CELLS CONVERT CHEMICAL ENERGY
 TO ELECTRICAL ENERGY. STUDENTS WILL RECOGNIZE
STANDARD SYMBOLS FOR ELECTRIC COMPONENTS
(CELL, BULB, SWITCH, BATTERY, FUSE) AND DRAW
CIRCUIT DIAGRAMS USING THESE SYMBOLS.
STUDENTS WILL LEARN THAT A CIRCUIT DIAGRAM
SIMPLIFIES THE REPRESENTATION OF AN ELECTRIC
CIRCUIT USING SYMBOLS. STUDENTS WILL
CIRCUIT DIAGRAM (CLOSED, DISCUSS THE CONSEQUENCES
UNDERSTAND THE CONCEPT OF A "CLOSED CIRCUIT"
GENERAL OPEN CIRCUITS) & SERIES AND OF A COMPONENT BEING
40 3 VII 7 ELECTRICITY (COMPLETE PATH, CURRENT FLOWS) AND AN "OPEN
SCIENCE PARALLEL CIRCUITS REMOVED IN SERIES VS.
CIRCUIT" (INCOMPLETE, NO CURRENT). STUDENTS
(DEFINITIONS) PARALLEL CIRCUITS.
WILL DIFFERENTIATE BETWEEN SERIES CIRCUITS (ONE
PATH FOR CURRENT) AND PARALLEL CIRCUITS (MORE
THAN ONE PATH FOR CURRENT).
STUDENTS WILL PERFORM ACTIVITY-4 TO CONNECT
DRY CELLS IN SERIES, OBSERVING INCREASED BULB
CONNECTING ELECTRICAL
BRIGHTNESS WITH MORE CELLS. STUDENTS WILL DISCUSS THE PRACTICAL
CELLS IN SERIES (ACTIVITY-4)
GENERAL UNDERSTAND THAT CONNECTING CELLS IN SERIES APPLICATIONS OF SERIES AND
41 4 VII 7 ELECTRICITY & CONNECTING ELECTRIC
SCIENCE FORMS A BATTERY. STUDENTS WILL PERFORM PARALLEL CONNECTIONS FOR
CELLS IN PARALLEL (ACTIVITY-
ACTIVITY-5 TO CONNECT DRY CELLS IN PARALLEL, CELLS.
5)
OBSERVING THE DIFFERENCE IN BRIGHTNESS
COMPARED TO A SINGLE CELL.
STUDENTS WILL PERFORM ACTIVITY-6 TO CONNECT
BULBS IN SERIES, OBSERVING THAT IF ONE BULB
FUSES, ALL OTHERS STOP GLOWING. STUDENTS WILL
CONNECTING ELECTRIC BULBS EMPHASIZE THE SAFETY AND
UNDERSTAND THIS PRINCIPLE IN SERIAL DECORATIVE
GENERAL IN SERIES (ACTIVITY-6) & CONVENIENCE ASPECTS OF
42 5 VII 7 ELECTRICITY LIGHTS. STUDENTS WILL PERFORM ACTIVITY-6 TO
SCIENCE CONNECTING BULBS IN PARALLEL CIRCUITS IN
CONNECT BULBS IN PARALLEL, OBSERVING THAT IF
PARALLEL (ACTIVITY-6) HOMES.
ONE BULB IS DISCONNECTED, OTHERS CONTINUE TO
GLOW. STUDENTS WILL RELATE THIS TO HOUSEHOLD
ELECTRIC CIRCUITS.
STUDENTS WILL OBSERVE THAT ELECTRIC BULBS
HEATING EFFECTS OF BECOME HOT DUE TO CURRENT FLOWING THROUGH DISCUSS THE
GENERAL ELECTRIC CURRENT THEIR FILAMENT. STUDENTS WILL LEARN THAT TRANSFORMATION OF
43 6 VII 7 ELECTRICITY
SCIENCE (FILAMENT, NICHROME, ELECTRIC IRONS, COOKERS, AND HEATERS CONTAIN ELECTRICAL ENERGY INTO
APPLIANCES) & ACTIVITY-7 NICHROME COILS (FILAMENTS) THAT BECOME RED HEAT AND LIGHT.
HOT AND GIVE OUT HEAT. STUDENTS WILL
 UNDERSTAND THAT THE AMOUNT OF HEAT
PRODUCED DEPENDS ON THE WIRE'S MATERIAL,
LENGTH, AND THICKNESS. STUDENTS WILL CLASSIFY
ELECTRICAL APPLIANCES BASED ON THEIR MAIN USE
(LIGHT, HEAT, MOVEMENT) IN ACTIVITY-7.
STUDENTS WILL LEARN THAT FLUORESCENT TUBE
LIGHTS AND CFLS REDUCE ELECTRICITY WASTAGE.
STUDENTS WILL UNDERSTAND THE FUNCTION OF AN
TUBE LIGHTS & CFLS
ELECTRIC FUSE AS A SAFETY DEVICE THAT MELTS AND
(WASTAGE REDUCTION) & DISCUSS THE IMPORTANCE
GENERAL BREAKS THE CIRCUIT WHEN EXCESSIVE CURRENT
44 7 VII 7 ELECTRICITY ELECTRIC FUSES (SAFETY OF ISI MARK ON ELECTRICAL
SCIENCE FLOWS, PROTECTING APPLIANCES FROM DAMAGE.
DEVICE) & MINIATURE APPLIANCES FOR SAFETY.
STUDENTS WILL LEARN ABOUT MINIATURE CIRCUIT
CIRCUIT BREAKER (MCB)
BREAKERS (MCBS) AS MODERN ALTERNATIVES TO
FUSES, WHICH AUTOMATICALLY TURN OFF AND CAN
BE RESET.
STUDENTS WILL UNDERSTAND THAT ELECTRICITY
SUPPLIED TO HOMES IS ALTERNATING CURRENT
FROM POWER STATIONS. STUDENTS WILL LEARN
ELECTRICITY IN OUR HOME DISCUSS THE IMPORTANCE
ABOUT "ONE UNIT" OF ELECTRICITY AS ONE
GENERAL (UNITS, METER READINGS, OF CONSERVING ELECTRICITY
45 8 VII 7 ELECTRICITY KILOWATT-HOUR (KWH) AND HOW TO CALCULATE
SCIENCE COST CALCULATION) & TO REDUCE BILLS AND FOR
ELECTRICITY USAGE AND COST FROM METER
MICHAEL FARADAY NATIONAL BENEFIT.
READINGS. STUDENTS WILL LEARN ABOUT MICHAEL
FARADAY'S DISCOVERY OF THE ELECTRIC
GENERATOR/DYNAMO AND TRANSFORMER.
STUDENTS WILL RECOGNIZE THE INFLUENCE OF
WIND ON DAILY LIFE (E.G., CYCLING, DRYING
INTRODUCTION TO WIND & CLOTHES). STUDENTS WILL PERFORM LET US DO-1 INITIATE DISCUSSION ABOUT
GENERAL 8 AIR, WINDS
46 1 VII WHERE DO WE FIND AIR? (LET AND 2 (INVERTED GLASS/BOTTLE IN WATER) TO PERSONAL EXPERIENCES
SCIENCE AND CYCLONES
US DO-1, 2) DEMONSTRATE THAT SEEMINGLY EMPTY WITH WIND.
CONTAINERS ARE FILLED WITH AIR AND THAT AIR
OCCUPIES SPACE.
STUDENTS WILL OBSERVE THAT OVERFILLING A
DOES AIR EXERT PRESSURE? BALLOON OR VEHICLE TUBE CAUSES IT TO BURST, LINK THESE OBSERVATIONS
GENERAL 8 AIR, WINDS
47 2 VII (BALLOON, SYRINGE) & LET US INDICATING AIR EXERTS PRESSURE. STUDENTS WILL TO THE CONCEPT OF AIR
SCIENCE AND CYCLONES
DO-3 PERFORM LET US DO-3 (SYRINGE EXPERIMENT) TO PRESSURE.
FEEL THE PRESSURE EXERTED BY TRAPPED AIR.
 STUDENTS WILL PERFORM LET US DO-4 (WATER
AIR EXPANDS ON HEATING DROP ON REFILL IN HEATED BOTTLE) TO OBSERVE
CONNECT THESE CONCEPTS
GENERAL 8 AIR, WINDS (LET US DO-4) & HOT AIR IS THAT AIR EXPANDS ON HEATING. STUDENTS WILL
48 3 VII TO THE MOVEMENT OF
SCIENCE AND CYCLONES LIGHTER THAN COLD AIR (LET PERFORM LET US DO-5 (PAPER BAGS ON
SMOKE AND HOT AIR.
US DO-5) BROOMSTICK WITH CANDLE) TO DEMONSTRATE
THAT HOT AIR IS LIGHTER THAN COLD AIR AND RISES.
STUDENTS WILL PERFORM LET US DO-9 (POSTCARD
ON GLASS) TO DEMONSTRATE THAT MOVING AIR
EFFECTS OF MOVING AIR (LET
CREATES LOW PRESSURE, CAUSING OBJECTS TO LIFT
US DO-9: POSTCARD ON DISCUSS REAL-LIFE EXAMPLES
GENERAL 8 AIR, WINDS DUE TO HIGHER PRESSURE BELOW. STUDENTS WILL
49 4 VII GLASS) & WIND - UNEVEN OF ROOFS BEING LIFTED BY
SCIENCE AND CYCLONES LEARN THAT WINDS ARE CAUSED BY UNEVEN
HEATING ON THE EARTH STRONG WINDS.
HEATING ON THE EARTH, SPECIFICALLY BETWEEN THE
(EQUATOR VS. POLES)
EQUATOR (MORE HEAT, WARM AIR RISES) AND THE
POLES (COOLER AIR MOVES IN).
STUDENTS WILL UNDERSTAND THAT UNEVEN
HEATING OF LAND AND WATER CAUSES LAND AND
SEA BREEZES. STUDENTS WILL LEARN ABOUT
WIND - UNEVEN HEATING
MONSOON WINDS (FROM OCEANS TO LAND IN
(LAND AND WATER -
SUMMER) DUE TO LAND HEATING FASTER. STUDENTS CONNECT THE CONCEPT OF
GENERAL 8 AIR, WINDS MONSOONS, LAND/SEA
50 5 VII WILL BE INTRODUCED TO CYCLONES AS VIOLENT PRESSURE DIFFERENCE TO
SCIENCE AND CYCLONES BREEZE) & CYCLONES
STORMS (TYPHOONS, HURRICANES). STUDENTS WILL WIND MOVEMENT.
(INTRODUCTION, FORMATION
PERFORM LET US DO-10 (BLOWING OVER STRAW IN
- LET US DO-10)
WATER) TO DEMONSTRATE HOW INCREASED WIND
SPEED LEADS TO REDUCED AIR PRESSURE, CAUSING
WATER SPRAY, SIMULATING CYCLONE FORMATION.
STUDENTS WILL LEARN ABOUT THE DESTRUCTIVE
EFFECTS OF CYCLONES (HEAVY RAIN, STRONG WIND)
AND FACTORS INFLUENCING THEIR DESTRUCTION
(INTENSITY, SIZE, LOCATION). STUDENTS WILL LEARN
DESTRUCTION BY CYCLONES & EMPHASIZE THE
GENERAL 8 AIR, WINDS ABOUT PRECAUTIONS TO TAKE BEFORE A CYCLONE
51 6 VII CYCLONES - DO'S AND DON'TS IMPORTANCE OF FOLLOWING
SCIENCE AND CYCLONES (MONITORING WARNINGS, SECURING GOODS,
& POST CYCLONE MEASURES OFFICIAL WARNINGS.
SWITCHING OFF MAINS, EMERGENCY CONTACTS)
AND POST-CYCLONE MEASURES (AVOIDING LOOSE
WIRES, DRINKING SAFE WATER, COOPERATING).
STUDENTS WILL UNDERSTAND THE ROLE OF
 ADVANCED TECHNOLOGY (SATELLITES, RADARS) IN
CYCLONE ALERTS AND WARNINGS.
STUDENTS WILL RECALL THAT LIGHT TRAVELS IN
STRAIGHT LINES AND IS REFLECTED BY OBJECTS TO
ENABLE VISION. STUDENTS WILL PERFORM LET US DO
INTRODUCTION TO INITIATE DISCUSSION ABOUT
GENERAL 9 REFLECTION THIS (1) USING A TORCH AND A MIRROR TO OBSERVE
52 1 VII REFLECTION & LET US DO THIS DAILY EXPERIENCES OF
SCIENCE OF LIGHT THAT A CLEAR IMAGE IS SEEN WHEN LIGHT FALLS ON
(1) (TORCH AND MIRROR) SEEING IMAGES IN MIRRORS.
THE FACE, NOT DIRECTLY ON THE MIRROR. STUDENTS
WILL UNDERSTAND THAT MULTIPLE REFLECTIONS
ENABLE VISION IN DIM LIGHT.
STUDENTS WILL LEARN TO CREATE A RAY OF LIGHT
USING A MIRROR STRIP WITH A SLIT (LET US DO THIS
RAYS OF LIGHT (LET US DO
(2)). STUDENTS WILL OBSERVE REFLECTION OF LIGHT
THIS (2), (3)) & LAWS OF
BY A SECOND MIRROR (LET US DO THIS (3)). EMPHASIZE THE
REFLECTION
GENERAL 9 REFLECTION STUDENTS WILL DEFINE INCIDENT RAY AND IMPORTANCE OF THE
53 2 VII (INCIDENT/REFLECTED RAY,
SCIENCE OF LIGHT REFLECTED RAY. STUDENTS WILL LEARN THE LAWS OF NORMAL IN MEASURING
ANGLE OF
REFLECTION: THE ANGLE OF INCIDENCE (∠I) EQUALS ANGLES.
INCIDENCE/REFLECTION) &
THE ANGLE OF REFLECTION (∠R). STUDENTS WILL
LET US DO THIS (4)
VERIFY THIS LAW THROUGH EXPERIMENTATION (LET
US DO THIS (4)).
STUDENTS WILL UNDERSTAND HOW IMAGES ARE
FORMED IN MIRRORS DUE TO REFLECTED LIGHT RAYS
REACHING THE EYE. STUDENTS WILL LEARN HOW TO
IMAGE FORMATION IN PLANE DISCUSS THE PRACTICAL
CONSTRUCT A SIMPLE PERISCOPE USING AN
GENERAL 9 REFLECTION MIRRORS & MAKE YOUR OWN APPLICATIONS OF
54 3 VII AGARBATTI BOX AND TWO PARALLEL MIRRORS TO
SCIENCE OF LIGHT PERISCOPE (LET US DO THIS PERISCOPES (E.G., IN
SEE OBJECTS NOT IN DIRECT LINE OF SIGHT.
(5)) SUBMARINES).
STUDENTS WILL UNDERSTAND THAT MIRRORS IN A
PERISCOPE MUST BE PARALLEL FOR LIGHT RAYS TO
PASS THROUGH.
STUDENTS WILL OBSERVE LATERAL INVERSION IN
PLANE MIRRORS (RIGHT APPEARS LEFT, LEFT
PLANE MIRROR PROPERTIES CONNECT THESE
APPEARS RIGHT) THROUGH ACTIVITIES (LET US DO
GENERAL 9 REFLECTION (LATERAL INVERSION, SIZE, OBSERVATIONS TO EVERYDAY
55 4 VII THIS (7), OBSERVING SHIRT POCKET, RAISING HAND,
SCIENCE OF LIGHT DISTANCE) & LET US DO THIS EXPERIENCES LIKE
WRITING LETTERS). STUDENTS WILL UNDERSTAND
(6), (7), (8) AMBULANCE WRITING.
THAT THE SIZE OF THE IMAGE IN A PLANE MIRROR IS
EQUAL TO THE OBJECT'S SIZE AND THE IMAGE
 DISTANCE EQUALS OBJECT DISTANCE (LET US DO THIS
(8)). STUDENTS WILL ALSO UNDERSTAND THAT THE
INCIDENT RAY, REFLECTED RAY, AND NORMAL LIE IN
THE SAME PLANE.
STUDENTS WILL LEARN THAT MULTIPLE IMAGES ARE
FORMED WHEN TWO PLANE MIRRORS ARE KEPT AT
AN ANGLE, AND THE NUMBER OF IMAGES INCREASES
MULTIPLE IMAGES (LET US DO
AS THE ANGLE DECREASES (LET US DO THIS (9)).
THIS (9)) & GARDEN IN A BOX EMPHASIZE THE PRINCIPLE
GENERAL 9 REFLECTION STUDENTS WILL CREATE A "GARDEN IN A BOX" (LET
56 5 VII (LET US DO THIS (10)) & OF MULTIPLE REFLECTIONS IN
SCIENCE OF LIGHT US DO THIS (10)) TO OBSERVE MULTIPLE
KALEIDOSCOPE (LET US DO THESE DEVICES.
REFLECTIONS. STUDENTS WILL CREATE A
THIS (11))
KALEIDOSCOPE (LET US DO THIS (11)) TO OBSERVE
BEAUTIFUL PATTERNS FORMED BY MULTIPLE
REFLECTIONS OF COLORED GLASS PIECES.
STUDENTS WILL OBSERVE THEIR IMAGES IN A
STAINLESS STEEL SPOON (LET US DO THIS (13)) TO
UNDERSTAND CONVEX (OUTER SURFACE, SMALL
IMAGE) AND CONCAVE (INNER SURFACE, RELATE THESE MIRRORS TO
SPHERICAL MIRRORS
GENERAL 9 REFLECTION REVERSED/ENLARGED IMAGE) MIRRORS. STUDENTS PRACTICAL APPLICATIONS
57 6 VII (CONVEX, CONCAVE) & LET US
SCIENCE OF LIGHT WILL LEARN THAT SPHERICAL MIRRORS ARE PARTS OF LIKE REARVIEW MIRRORS
DO THIS (13), (14), (15)
A SPHERE (LET US DO THIS (14)). STUDENTS WILL AND DENTIST MIRRORS.
PLACE CANDLES IN FRONT OF CONVEX AND CONCAVE
MIRRORS TO OBSERVE IMAGE SIZE DIFFERENCES (LET
US DO THIS (15)).
STUDENTS WILL PERFORM LET US DO THIS (16)
(CANDLE WITH CONCAVE MIRROR AND SCREEN) TO
DISTINGUISH BETWEEN REAL IMAGES (CAN BE
REAL AND VIRTUAL IMAGES OBTAINED ON A SCREEN) AND VIRTUAL IMAGES
DISCUSS THE APPLICATION OF
(LET US DO THIS (16)) & (CANNOT BE OBTAINED ON A SCREEN, SEEN ONLY IN
GENERAL 9 REFLECTION CONCAVE MIRRORS IN
58 7 VII REGULAR AND IRREGULAR MIRROR). STUDENTS WILL LEARN THAT REGULAR
SCIENCE OF LIGHT TORCHES AND HEADLIGHTS
REFLECTION (LET US DO THIS: REFLECTION OCCURS FROM SMOOTH SURFACES
FOR INCREASED BRIGHTNESS.
STILL/DISTURBED WATER) (CLEAR IMAGES) AND IRREGULAR/DIFFUSED
REFLECTION OCCURS FROM ROUGH SURFACES
(UNCLEAR/NO IMAGES). STUDENTS WILL OBSERVE
THIS WITH STILL AND DISTURBED WATER.
 STUDENTS WILL LEARN ABOUT THE HISTORICAL
PROGRESSION OF UNDERSTANDING PLANT
HISTORICAL UNDERSTANDING NUTRITION: ARISTOTLE'S BELIEF (PLANTS GET ALL
OF PLANT NUTRITION FOOD FROM SOIL), VON HELMONT'S EXPERIMENT EMPHASIZE THE CUMULATIVE
GENERAL 10 NUTRITION
59 1 VII (ARISTOTLE, VON HELMONT, (MASS OF TREE MOSTLY FROM WATER, NOT SOIL), NATURE OF SCIENTIFIC
SCIENCE IN PLANTS
STEPHAN HALES, PRIESTLEY, STEPHAN HALES' IDEAS (LEAVES FOR TRANSPIRATION, DISCOVERY.
INGENHOUZ) GAS EXCHANGE, ROLE OF LIGHT), PRIESTLEY'S
EXPERIMENT (PLANTS RESTORE "SPOILED" AIR), AND
INGENHOUZ'S FINDINGS (GREEN PARTS, SUNLIGHT).
STUDENTS WILL DEFINE "PHOTOSYNTHESIS" AS THE
PROCESS BY WHICH GREEN PARTS OF PLANTS USE
PHOTOSYNTHESIS CARBON DIOXIDE, WATER, AND SUNLIGHT (WITH
DISCUSS THE IMPORTANCE
(DEFINITION, REQUIREMENTS, CHLOROPHYLL) TO MAKE GLUCOSE, STARCH, AND
GENERAL 10 NUTRITION OF IRRIGATING FIELDS AFTER
60 2 VII CHLOROPHYLL) & WATER OTHER FOOD MATERIALS. STUDENTS WILL IDENTIFY
SCIENCE IN PLANTS SPRINKLING UREA TO ENSURE
ABSORPTION (ROOTS, STEM THE FOUR MAJOR REQUIREMENTS FOR
NUTRIENT ABSORPTION.
TRANSPORT) PHOTOSYNTHESIS. STUDENTS WILL RECALL THAT
PLANTS ABSORB WATER THROUGH ROOTS AND
TRANSPORT IT TO LEAVES VIA THE STEM.
STUDENTS WILL LEARN THAT PLANTS EXCHANGE AIR
THROUGH TINY HOLES CALLED STOMATA ON LEAVES
EXCHANGE OF AIR (STOMATA, AND LENTICELS ON STEMS. STUDENTS WILL
DISCUSS THE METHODS TO
LENTICELS) & LIGHT AND PERFORM AN EXPERIMENT (OR ANALYZE ITS
GENERAL 10 NUTRITION REMOVE GREEN COLOR
61 3 VII STARCH FORMATION DESCRIPTION) WHERE PARTS OF A LEAF ARE
SCIENCE IN PLANTS (CHLOROPHYLL) FROM
(EXPERIMENT WITH BLACK COVERED WITH BLACK PAPER TO DEMONSTRATE
LEAVES FOR STARCH TESTING.
PAPER) THAT STARCH FORMS ONLY IN AREAS EXPOSED TO
LIGHT, HIGHLIGHTING THE NECESSITY OF LIGHT FOR
PHOTOSYNTHESIS.
STUDENTS WILL LEARN THAT PLANTS PRODUCE
SUGAR, WHICH IS CONVERTED TO STARCH AND
NUTRIENTS FOR PLANTS
OTHER COMPOUNDS, REQUIRING MACRO-
(MACRONUTRIENTS,
(NITROGEN, POTASSIUM, PHOSPHORUS) AND DISCUSS THE CONCEPT OF
GENERAL 10 NUTRITION MICRONUTRIENTS) & OTHER
62 4 VII MICRONUTRIENTS (MINUTE QUANTITIES). STUDENTS HETEROTROPHIC NUTRITION
SCIENCE IN PLANTS TYPES OF NUTRITION:
WILL IDENTIFY CUSCUTA AS A PARASITIC PLANT IN PLANTS.
PARASITIC PLANTS (CUSCUTA,
LACKING CHLOROPHYLL AND LEAVES, WHICH TAKES
HAUSTORIA)
FOOD FROM HOST PLANTS USING SPECIALIZED
ROOTS CALLED HAUSTORIA.
 STUDENTS WILL IDENTIFY SAPROPHYTES (E.G.,
FUNGI/BREAD MOLD) AS PLANTS THAT GROW ON
DEAD AND DECAYING MATTER, ABSORBING ORGANIC
MATERIAL. STUDENTS WILL LEARN ABOUT
SAPROPHYTES (FUNGI) & DISCUSS HOW LICHENS ARE
INSECTIVOROUS/CARNIVOROUS PLANTS (DROSERAS,
INSECTIVOROUS PLANTS AN EXAMPLE OF BALANCED
GENERAL 10 NUTRITION UTRICULARIA, NEPHEENTHIES, VENUSFLYTRAP) THAT
63 5 VII (CARNIVOROUS PLANTS) & PARASITISM TRANSFORMING
SCIENCE IN PLANTS TRAP INSECTS TO MEET NITROGEN REQUIREMENTS
SYMBIOSIS (ROOT NODULES, INTO A SYMBIOTIC
IN DEFICIENT SOILS. STUDENTS WILL UNDERSTAND
LICHENS) RELATIONSHIP.
SYMBIOSIS AS A BENEFICIAL ASSOCIATION WHERE
ORGANISMS SHARE FOOD AND SHELTER (E.G.,
BACTERIA IN ROOT NODULES OF LEGUMES,
ALGAE/FUNGI IN LICHENS).
STUDENTS WILL RECOGNIZE THE IMPORTANCE OF AIR
FOR SURVIVAL AND THE PROCESS OF BREATHING.
INTRODUCTION TO STUDENTS WILL PERFORM LET US DO-1 TO MEASURE
RESPIRATION & LET US DO-1 HOW LONG THEY CAN HOLD THEIR BREATH,
DISCUSS HOW EXERCISE
GENERAL 11 RESPIRATION (RESPIRATION IN HUMAN UNDERSTANDING ITS LIMITS. STUDENTS WILL
64 1 VII AFFECTS THE RESPIRATION
SCIENCE IN ORGANISMS BEINGS - HOLDING BREATH) & PERFORM LET US DO-2 TO MEASURE THEIR
RATE.
LET US DO-2 (BREATHS IN A RESPIRATION RATE (NUMBER OF BREATHS PER
MINUTE) MINUTE) BY FEELING AIR ON THEIR FINGER.
STUDENTS WILL DEFINE INSPIRATION (BREATHING IN)
AND EXPIRATION (BREATHING OUT).
STUDENTS WILL PERFORM LET US DO-3 TO MEASURE
LET US DO-3 (EXPANSION OF CHEST WIDTH CHANGES DURING BREATHING,
CHEST) & LET US DO-4 (HOW UNDERSTANDING LUNG EXPANSION. STUDENTS WILL
MUCH AIR IN YOUR BREATH?) PERFORM LET US DO-4 TO MEASURE THE VOLUME OF DISCUSS THE IMPORTANCE
GENERAL 11 RESPIRATION
65 2 VII & LET US DO-5 (DIFFERENCE AIR EXHALED IN A SINGLE BREATH USING A OF PROPER BREATHING AND
SCIENCE IN ORGANISMS
BETWEEN INHALED AND MAKESHIFT MEASURING CYLINDER. STUDENTS WILL LUNG CAPACITY.
EXHALED AIR) & LET US DO-6 PERFORM LET US DO-5 AND 6 TO OBSERVE
(MOISTURE IN BREATH) DIFFERENCES BETWEEN INHALED AND EXHALED AIR
(WARMTH, MOISTURE PRESENCE ON MIRROR).
DISCOVERY OF CARBON STUDENTS WILL LEARN ABOUT VON HELMONT'S
EMPHASIZE THE SCIENTIFIC
DIOXIDE (VON HELMONT, EXPERIMENT WITH BURNING CHARCOAL LEADING TO
GENERAL 11 RESPIRATION INQUIRY PROCESS INVOLVING
66 3 VII JOSEPH BLACK) & DISCOVERY THE DISCOVERY OF "GAS." STUDENTS WILL LEARN
SCIENCE IN ORGANISMS OBSERVATION AND
OF OXYGEN (JOSEPH ABOUT JOSEPH BLACK'S DETAILED STUDY OF "FIXED
EXPERIMENTATION.
PRIESTLEY, LAVOISER) AIR" (CARBON DIOXIDE) AND ITS PROPERTY OF
 TURNING LIME WATER MILKY. STUDENTS WILL LEARN
ABOUT JOSEPH PRIESTLEY'S EXPERIMENT SHOWING
PLANTS "RESTORE" AIR SPOILED BY BURNING
CANDLES/MICE, LEADING TO THE DISCOVERY OF
OXYGEN. STUDENTS WILL LEARN ABOUT LAVOISER'S
IDENTIFICATION OF OXYGEN.
STUDENTS WILL SET UP AND PERFORM LET US DO-7
TO TEST FOR GASES IN INHALED AND EXHALED AIR
USING PHENOLPHTHALEIN AND LIME WATER,
LET US DO-7 (GASES IN OUR
OBSERVING COLOR CHANGES TO CONFIRM CARBON
BREATH - PHENOLPHTHALEIN, DISCUSS WHAT HAPPENS TO
GENERAL 11 RESPIRATION DIOXIDE IN EXHALED AIR. STUDENTS WILL COMPARE
67 4 VII LIME WATER) & COMPARISON AIR AFTER IT REACHES THE
SCIENCE IN ORGANISMS THE QUANTITIES OF OXYGEN, CARBON DIOXIDE, AND
OF INHALED AND EXHALED LUNGS (GAS EXCHANGE).
NITROGEN IN INHALED AND EXHALED AIR FROM
AIR
GIVEN DATA. STUDENTS WILL UNDERSTAND THAT
RESPIRATION IS A PROCESS BEYOND JUST
BREATHING.
STUDENTS WILL LEARN ABOUT DIVERSE RESPIRATORY
ORGANS IN DIFFERENT ANIMALS: GILLS IN FISH
(ABSORB DISSOLVED OXYGEN FROM WATER) AND
TADPOLES. STUDENTS WILL UNDERSTAND THAT ENCOURAGE STUDENTS TO
BREATHING IN OTHER FROGS CAN BREATHE THROUGH LUNGS (ON LAND) OBSERVE LIVE ORGANISMS
GENERAL 11 RESPIRATION
68 5 VII ANIMALS (FISH, FROG, AND MOIST SKIN (UNDERGROUND/WATER). (AQUARIUM FISH,
SCIENCE IN ORGANISMS
COCKROACH, EARTHWORM) STUDENTS WILL LEARN ABOUT SPIRACLES AND COCKROACH) FOR
TRACHEAL NETWORK FOR RESPIRATION IN BREATHING PATTERNS.
COCKROACHES. STUDENTS WILL LEARN THAT
EARTHWORMS BREATHE THROUGH THEIR MOIST
SKIN.
STUDENTS WILL LEARN THAT PLANTS RESPIRE
RESPIRATION IN PLANTS THROUGH STOMATA ON LEAVES AND LENTICELS ON
(STOMATA, LENTICELS) & STEMS. STUDENTS WILL PERFORM EXPERIMENTS
GENERAL 11 RESPIRATION COMPARE RESPIRATION IN
69 6 VII EXPERIMENTS USING A CONICAL FLASK WITH FLOWERS/BUDS AND
SCIENCE IN ORGANISMS PLANTS AND ANIMALS.
(FLOWERS/BUDS, SPROUTED SPROUTED SEEDS TO DEMONSTRATE THE RELEASE OF
SEEDS) CARBON DIOXIDE DURING PLANT RESPIRATION (BY
TURNING LIME WATER MILKY WHITE).
 STUDENTS WILL RECOGNIZE FLOWERS AS THE
REPRODUCTIVE PART OF PLANTS. STUDENTS WILL
IDENTIFY THE MAIN FLORAL PARTS: THALAMUS
INTRODUCTION TO FLOWERS (STALK, SWOLLEN HEAD), CALYX (GREEN TUBE-LIKE
12 ENCOURAGE DRAWING AND
GENERAL & FLORAL PARTS (THALAMUS, STRUCTURE, SEPALS), COROLLA (FUNNEL-SHAPED,
70 1 VII REPRODUCTION CAREFUL OBSERVATION OF
SCIENCE CALYX, COROLLA, PETALS), ANDROECIUM (MALE PART: STAMENS,
IN PLANTS FLORAL PARTS.
ANDROECIUM, GYNOECIUM) POLLEN SAC/ANTHER, FILAMENT), AND GYNOECIUM
(FEMALE PART: PISTIL, OVARY, STYLE, STIGMA).
STUDENTS WILL DISSECT DATURA FLOWERS TO
OBSERVE THESE PARTS.
STUDENTS WILL CLASSIFY FLOWERS AS COMPLETE
(ALL FOUR WHORLS PRESENT) OR INCOMPLETE (ANY
CLASSIFICATION OF FLOWERS WHORL MISSING). STUDENTS WILL CLASSIFY
12 (COMPLETE/INCOMPLETE, FLOWERS AS UNISEXUAL (EITHER STAMENS OR PISTIL)
GENERAL DISCUSS EXAMPLES OF EACH
71 2 VII REPRODUCTION UNISEXUAL/BISEXUAL) & LET OR BISEXUAL (BOTH STAMENS AND PISTIL).
SCIENCE FLOWER TYPE.
IN PLANTS US DO-2 (CUCUMBER/BOTTLE STUDENTS WILL EXAMINE CUCUMBER OR BOTTLE
GOURD FLOWERS) GOURD FLOWERS (LET US DO-2) TO IDENTIFY THEM
AS UNISEXUAL AND OBSERVE IF MALE AND FEMALE
FLOWERS ARE ON THE SAME PLANT.
STUDENTS WILL OBSERVE POLLEN GRAINS (MALE
PARTS) UNDER A MICROSCOPE AND NOTE THEIR
SHAPES/COLORS. STUDENTS WILL OBSERVE
SEXUAL PARTS OF FLOWER INTERNAL PARTS OF THE PISTIL, IDENTIFYING OVULES
12
GENERAL (POLLEN GRAINS, OVULES) & (FEMALE PARTS) WITHIN THE OVARY. STUDENTS WILL EMPHASIZE THAT SEEDS
72 3 VII REPRODUCTION
SCIENCE FLOWER PART TO FRUIT (LET PERFORM LET US DO-3 TO COMPARE THE INTERNAL PRODUCE NEW PLANTS.
IN PLANTS
US DO-3) STRUCTURES OF AN OVARY AND A FRUIT (E.G.,
DATURA, CUCUMBER), CONCLUDING THAT THE
OVARY DEVELOPS INTO FRUIT AND OVULES INTO
SEEDS.
STUDENTS WILL DEFINE "POLLINATION" AS THE
AGENTS THAT HELP OVARY OF
TRANSFER OF POLLEN GRAINS FROM ANTHER TO
FLOWER TO DEVELOP INTO DISCUSS THE IMPORTANCE
12 STIGMA. STUDENTS WILL DIFFERENTIATE BETWEEN
GENERAL FRUIT (POLLINATION - OF STARTING THE
73 4 VII REPRODUCTION SELF-POLLINATION (WITHIN THE SAME FLOWER) AND
SCIENCE SELF/CROSS) & LET US DO-4 EXPERIMENT WITH CLOSED
IN PLANTS CROSS-POLLINATION (BETWEEN FLOWERS OF THE
(BOTTLE GOURD BUDS AND COVERING THEM.
SAME SPECIES). STUDENTS WILL PERFORM LET US
POLLINATION)
DO-4 TO CONDUCT A CONTROLLED EXPERIMENT ON
 A BOTTLE GOURD PLANT, DEMONSTRATING THAT
POLLINATION IS NECESSARY FOR FRUIT
DEVELOPMENT.
STUDENTS WILL IDENTIFY VARIOUS AGENTS OF
POLLINATION (AIR, WATER, ANIMALS, INSECTS,
AGENTS OF POLLINATION HUMANS) AND EXPLAIN HOW THEY CARRY POLLEN
(AIR, WATER, ANIMALS, GRAINS. STUDENTS WILL PERFORM LET US DO-5
INSECTS, HUMANS) & WHAT (POLLEN GRAINS ON SUGAR SOLUTION/WATER) TO DISCUSS HOW HUMAN
12
GENERAL HAPPENS TO POLLEN GRAIN OBSERVE POLLEN GRAIN GERMINATION AND POLLEN ACTIVITIES (E.G., PESTICIDES)
74 5 VII REPRODUCTION
SCIENCE AFTER POLLINATION? TUBE GROWTH. STUDENTS WILL DEFINE CAN AFFECT NATURAL
IN PLANTS
(GERMINATION, "FERTILIZATION" AS THE FUSION OF MALE AND POLLINATION.
FERTILIZATION, ZYGOTE) & FEMALE PARTS TO FORM A ZYGOTE. STUDENTS WILL
LET US DO-5 UNDERSTAND THAT SEXUAL REPRODUCTION
(FORMATION OF ZYGOTE) IS ESSENTIAL FOR SEED
FORMATION.
STUDENTS WILL DEFINE ASEXUAL REPRODUCTION IN
PLANTS AS THE PRODUCTION OF NEW PLANTS
WITHOUT SEXUAL REPRODUCTION (I.E., WITHOUT
ASEXUAL REPRODUCTION SEEDS, USING VEGETATIVE PARTS). STUDENTS WILL
(VEGETATIVE REPRODUCTION LEARN ABOUT "VEGETATIVE REPRODUCTION" ENCOURAGE STUDENTS TO
12
GENERAL - ROOTS, STEM, LEAF) & LET THROUGH ROOTS, STEM, AND LEAVES. STUDENTS FIND MORE EXAMPLES OF
75 6 VII REPRODUCTION
SCIENCE US DO-6 (POTATO, WILL PERFORM LET US DO-6 (POTATO PIECES PLANTS THAT REPRODUCE
IN PLANTS
BRYOPHYLLUM, ROSE WITH/WITHOUT EYES) TO OBSERVE NEW PLANTS VEGETATIVELY.
CUTTINGS) SPROUTING FROM "EYES". STUDENTS WILL
RECOGNIZE BRYOPHYLLUM LEAVES AND ROSE STEM
CUTTINGS AS EXAMPLES OF VEGETATIVE
REPRODUCTION.
STUDENTS WILL LEARN ABOUT "BUDDING" AS A TYPE
OF ASEXUAL REPRODUCTION IN YEAST, WHERE A
ASEXUAL REPRODUCTION
SMALL OUTGROWTH DEVELOPS AND BREAKS OFF TO
(BUDDING - YEAST) & LET US DISCUSS THE ROLE OF
12 FORM A NEW INDEPENDENT PLANT. STUDENTS WILL
GENERAL DO-7 & ASEXUAL ALEXANDER FLEMING'S
76 7 VII REPRODUCTION PERFORM LET US DO-7 TO OBSERVE BUDDING YEAST
SCIENCE REPRODUCTION (SPORE DISCOVERY OF PENICILLIN
IN PLANTS CELLS UNDER A MICROSCOPE. STUDENTS WILL LEARN
FORMATION - BREAD MOULD) FROM MOULD.
ABOUT "SPORE FORMATION" AS ASEXUAL
& LET US DO-8
REPRODUCTION IN BREAD MOULD (FUNGUS), WHERE
BLACK POWDERY SPORES ARE DISPERSED. STUDENTS
 WILL PERFORM LET US DO-8 TO OBSERVE BREAD
MOULD GROWTH.
STUDENTS WILL RECALL THAT OVARIES DEVELOP
INTO FRUITS AND OVULES INTO SEEDS AFTER
FERTILIZATION. STUDENTS WILL POSE QUESTIONS
INITIATE DISCUSSION WITH
ABOUT HOW SEEDS TRAVEL TO DIFFERENT PLACES
GENERAL 13 SEED INTRODUCTION & WHY ARE REAL-LIFE OBSERVATIONS OF
77 1 VII AND GROW. STUDENTS WILL UNDERSTAND THAT
SCIENCE DISPERSAL SEEDS DISPERSED? PLANTS GROWING IN
SEED DISPERSAL IS NECESSARY TO AVOID
UNUSUAL PLACES.
COMPETITION WITH THE MOTHER PLANT FOR AIR,
WATER, AND MINERALS, AND TO FIND SUITABLE
PLACES FOR GERMINATION.
STUDENTS WILL UNDERSTAND THAT THE
CHARACTERISTICS OF SEEDS (SHAPE, SIZE,
HOW ARE SEEDS DISPERSED? STRUCTURE) ARE RELATED TO THEIR DISPERSAL ENCOURAGE STUDENTS TO
GENERAL 13 SEED (FACTORS, CHARACTERISTICS) MECHANISM. STUDENTS WILL PERFORM LET US DO – HYPOTHESIZE HOW EACH
78 2 VII
SCIENCE DISPERSAL & LET US DO – 2 (OBSERVE 2 TO COLLECT AND OBSERVE DIFFERENT TYPES OF SEED TYPE MIGHT BE
DIFFERENT SEEDS) SEEDS (WITH HAIR, THORNS, BIG, SMALL, LIGHT, DISPERSED.
HEAVY, FIBROUS) AND RECORD THEIR PROPERTIES
RELEVANT TO DISPERSAL.
STUDENTS WILL LEARN THAT WIND IS AN AGENT OF
SEED DISPERSAL. STUDENTS WILL IDENTIFY
CHARACTERISTICS OF WIND-DISPERSED SEEDS:
ENCOURAGE STUDENTS TO
GENERAL 13 SEED AGENTS OF SEED DISPERSAL: USUALLY LIGHT, VERY SMALL, OR HAVING
79 3 VII FIND MORE LOCAL EXAMPLES
SCIENCE DISPERSAL WIND WINGS/HAIRY STRUCTURES (E.G., CALTROPIS,
OF WIND-DISPERSED SEEDS.
MILKWEED, DANDELION, TRIDAX, ORCHIDS, MAPLE,
COTTON). STUDENTS WILL UNDERSTAND HOW THESE
ADAPTATIONS FACILITATE DISPERSAL BY AIR.
STUDENTS WILL LEARN THAT WATER IS AN AGENT OF
SEED DISPERSAL. STUDENTS WILL IDENTIFY
CHARACTERISTICS OF WATER-DISPERSED SEEDS:
AGENTS OF SEED DISPERSAL: USUALLY LIGHT, WITH EMPTY AIR SPACES OR DISCUSS HOW THE
GENERAL 13 SEED
80 4 VII WATER & BIRDS AND OTHER FIBROUS COVERINGS (E.G., COCONUT, LOTUS). "FORGETFUL SQUIRREL" AIDS
SCIENCE DISPERSAL
ANIMALS STUDENTS WILL LEARN THAT BIRDS AND ANIMALS SEED DISPERSAL.
DISPERSE SEEDS IN VARIOUS WAYS: BY EATING
FLESHY FRUITS (SEEDS PASS THROUGH DIGESTIVE
TRACT, E.G., NEEM, BULBUL, MYNAH, CROW), OR BY
 DRY FRUITS WITH HOOKS/THORNS/HAIRY PARTS
STICKING TO THEIR BODIES/BEAKS (E.G., SOME GRASS
PLANTS).
STUDENTS WILL LEARN ABOUT DISPERSAL BY
BURSTING OF FRUITS (EXPLOSIVE MECHANISM)
WHERE DRY PODS EXPLODE, SCATTERING SEEDS
WITH FORCE (E.G., BALSAM, BHENDI, MUSTARD, PEA,
AGENTS OF SEED DISPERSAL: DISCUSS THE ADVANTAGES
GENERAL 13 SEED GINGELLY). STUDENTS WILL LEARN THAT HUMAN
81 5 VII BURSTING OF FRUITS & OF PLANTS PRODUCING A
SCIENCE DISPERSAL BEINGS ALSO ACT AS AGENTS OF SEED DISPERSAL
HUMAN BEINGS LARGE NUMBER OF SEEDS.
THROUGH SOWING SEEDS IN GARDENS,
IMPORTING/EXPORTING GRAINS, AND ACCIDENTAL
TRANSPORTATION OF SEEDS FROM NON-NATIVE
REGIONS (E.G., TOMATO, CAULIFLOWER).
STUDENTS WILL RECALL THE USES OF WATER AND ITS
IMPORTANCE FOR ALL LIVING ORGANISMS.
STUDENTS WILL LEARN ABOUT THE LIMITED
WATER - A PRECIOUS AVAILABILITY OF FRESH WATER ON EARTH (ONLY 1%
EMPHASIZE THE CONCEPT OF
GENERAL RESOURCE (AVAILABILITY ON OF TOTAL WATER IS USABLE FRESHWATER).
82 1 VII 14 WATER "WATER FOR LIFE" AND
SCIENCE EARTH) & LET US DO-1 STUDENTS WILL DISCUSS THE RAPID DEPLETION OF
WORLD WATER DAY.
(WASTING WATER) FRESHWATER RESOURCES DUE TO INCREASING
NEEDS AND HUMAN ACTIVITIES. STUDENTS WILL
PERFORM LET US DO-1 TO LIST DAILY SITUATIONS
WHERE WATER IS WASTED AND DISCUSS REASONS.
STUDENTS WILL ANALYZE THE "SORROW OF EARTH"
NEWSLETTER TO UNDERSTAND THE CHALLENGES OF
WATER SCARCITY, UNSUSTAINABLE EXTRACTION,
LAND DEGRADATION, DEFORESTATION, AND WATER
POLLUTION. STUDENTS WILL DISCUSS THE
SORROW OF EARTH
PROJECTED WATER SHORTAGE BY 2050 AND DISCUSS HOW WATER
GENERAL (NEWSLETTER ANALYSIS) &
83 2 VII 14 WATER POTENTIAL "WATER WARS." STUDENTS WILL DEFINE POLLUTION AFFECTS HEALTH
SCIENCE SEWAGE (DEFINITION,
"SEWAGE" AS WASTEWATER FROM HOMES, AND ENVIRONMENT.
CONTAMINANTS)
INDUSTRIES, HOSPITALS, AND OFFICES. STUDENTS
WILL IDENTIFY ORGANIC (FAECES, OIL, UREA,
PESTICIDES), INORGANIC (NITRATES, PHOSPHATES,
METALS), AND MICROBIAL CONTAMINANTS IN
SEWAGE.
 STUDENTS WILL LEARN THE SEQUENTIAL PHYSICAL,
CHEMICAL, AND BIOLOGICAL PROCESSES INVOLVED
IN WASTEWATER TREATMENT: BAR SCREENS
(REMOVING LARGE OBJECTS), GRIT AND SAND
PROCESSES AT WASTEWATER
REMOVAL TANK, LARGE TANK FOR SETTLING SOLIDS
TREATMENT PLANT (STAGES EMPHASIZE THE
(SLUDGE) AND SKIMMING FLOATABLE SOLIDS
GENERAL 1-7) & LET US DO: STUDY IMPORTANCE OF PROPER
84 3 VII 14 WATER (CLARIFIED WATER), ANAEROBIC DECOMPOSITION OF
SCIENCE SEWAGE ROUTE, FINDING WASTE MANAGEMENT AND
SLUDGE (PRODUCING BIOGAS), AERATION FOR
WHAT HAPPENS TO THE USE OF BIOGAS.
AEROBIC BACTERIA (CONSUMING WASTE),
WASTEWATER
ACTIVATED SLUDGE SETTLING, AND REMOVAL OF
TREATED WATER. STUDENTS WILL CONDUCT
ACTIVITIES TO STUDY SEWAGE ROUTES AND
SIMULATE WASTEWATER TREATMENT PROCESSES.
STUDENTS WILL UNDERSTAND THAT UNTREATED
WASTEWATER CAUSES VARIOUS DISEASES
DISEASES CAUSED BY (DIARRHEA, MALARIA, TYPHOID, CHOLERA).
UNTREATED WATER & OTHER STUDENTS WILL LEARN ABOUT DIFFERENT TYPES OF DISCUSS THE IMPORTANCE
GENERAL
85 4 VII 14 WATER WAYS OF DISPOSING SEWAGE DRAINAGE SYSTEMS (OPEN, CLOSED, OF PROMOTING TOILET
SCIENCE
(DRAINAGE SYSTEMS, SEPTIC UNDERGROUND) AND SEPTIC TANKS FOR USAGE FOR PUBLIC HEALTH.
TANKS) WASTEWATER DISPOSAL. STUDENTS WILL DISCUSS
THE IMPORTANCE OF PROPER DRAINAGE TO
PREVENT WATER STAGNATION AND FOUL SMELL.
STUDENTS WILL IDENTIFY PRACTICAL WAYS TO
CONSERVE WATER AT HOME (MARY'S EXAMPLE:
REUSING WATER, PREVENTING LEAKS, PROPER
CONSERVATION OF WATER
WASTE DISPOSAL). STUDENTS WILL LEARN ABOUT ENCOURAGE STUDENTS TO
(MARY'S EXAMPLE,
GENERAL COMMUNITY EFFORTS IN WATER CONSERVATION BECOME ACTIVE
86 5 VII 14 WATER COMMUNITY EFFORTS) &
SCIENCE THROUGH VANA SAMRAKSHANA SAMITHIS (VSS) LIKE PARTICIPANTS IN WATER
NALLAVALLY VANA
NALLAVALLY, CONSTRUCTING PERCOLATION TANKS, CONSERVATION.
SAMRAKSHANA SAMITHI (VSS)
CONTOUR TRENCHES, CHECK DAMS, AND ROCK FILL
DAMS TO HARVEST RAINWATER AND REVIVE FOREST
AREAS.
STUDENTS WILL RECOGNIZE SOIL AS AN ESSENTIAL DISCUSS THE IMPORTANCE
INTRODUCTION TO SOIL &
GENERAL 15 SOIL: OUR NATURAL RESOURCE, THE UPPERMOST LAYER OF OF ECO-FRIENDLY PRACTICES
87 1 VII USEFULNESS OF SOIL (LET US
SCIENCE LIFE EARTH'S CRUST, COMPOSED OF ROCK PARTICLES AND LIKE USING CLAY GANESH
DO-1, 2)
HUMUS. STUDENTS WILL ENGAGE IN GROUP IDOLS.
 ACTIVITIES (LET US DO-1, 2) TO LIST AND DISCUSS
VARIOUS USES OF SOIL IN DAILY LIFE (AGRICULTURE,
CONSTRUCTION, UTENSILS, TOYS). STUDENTS WILL
UNDERSTAND THAT ALL LIVING THINGS DIRECTLY OR
INDIRECTLY DEPEND ON SOIL.
STUDENTS WILL PERFORM LET US DO-3 TO
INVESTIGATE SOIL AS A HABITAT, OBSERVING AND
RECORDING VARIOUS ORGANISMS (WORMS,
INSECTS, LARVAE, SNAILS, SLUGS, SPIDERS, MITES,
SOIL AS A HABITAT (LET US EMPHASIZE RETURNING
GENERAL 15 SOIL: OUR CENTIPEDES, MILLIPEDES, ROOTS) USING A "SOIL LIFE
88 2 VII DO-3: SOIL LIFE CHART) & LIVING CREATURES TO THE
SCIENCE LIFE CHART." STUDENTS WILL UNDERSTAND THAT SOIL IS
POTTERY SOIL AFTER OBSERVATION.
A DIVERSE ECOSYSTEM SUPPORTING ABUNDANT
ANIMAL LIFE. STUDENTS WILL LEARN ABOUT
POTTERY AS AN ANCIENT OCCUPATION USING CLAY
SOIL.
STUDENTS WILL COLLECT SOIL SAMPLES FROM
DIFFERENT LOCATIONS (LET US DO-4) TO OBSERVE
VARIATIONS IN PROPERTIES. STUDENTS WILL
PROPERTIES OF SOIL (LET US EXAMINE SOIL SAMPLES FOR APPEARANCE, COLOR,
DISCUSS THE IMPORTANCE
DO-4: DIFFERENT PLACES) & FEEL, SMELL, AND PRESENCE OF LIVING/DEAD
GENERAL 15 SOIL: OUR OF SOIL TESTING FOR
89 3 VII LET US DO-5 (EXAMINING MATTER (LET US DO-5). STUDENTS WILL PERFORM
SCIENCE LIFE AGRICULTURE AND
SOIL) & LET US DO-6 (TYPE OF LET US DO-6 (MOLDING SOIL INTO
CONSTRUCTION.
SOIL - SANDY, CLAY, LOAM) BALLS/RODS/RINGS) TO CLASSIFY SOIL INTO SANDY
(LARGER PARTICLES, LESS MOLDABLE), CLAY (FINE
PARTICLES, MORE MOLDABLE), OR LOAM (EQUAL
PROPORTIONS).
STUDENTS WILL PERFORM LET US DO-7 TO
DETERMINE THE PERCENT MOISTURE CONTENT OF
SOIL SAMPLES BY DRYING AND WEIGHING,
MOISTURE CONTENT OF SOIL
OBSERVING VARIATIONS ACROSS DIFFERENT CONNECT THESE PROPERTIES
GENERAL 15 SOIL: OUR (LET US DO-7) &
90 4 VII SAMPLES. STUDENTS WILL PERFORM LET US DO-8 TO TO SUITABILITY OF SOIL FOR
SCIENCE LIFE PERCOLATION RATE OF SOIL
MEASURE THE PERCOLATION RATE (HOW FAST DIFFERENT CROPS.
(LET US DO-8)
WATER PASSES THROUGH) OF DIFFERENT SOIL TYPES,
OBSERVING THAT SANDY SOIL HAS THE HIGHEST
RATE AND CLAY SOIL THE LEAST. STUDENTS WILL
 UNDERSTAND THE RELATIONSHIP BETWEEN
PERCOLATION RATE AND WATER HOLDING CAPACITY.
STUDENTS WILL PERFORM LET US DO-9 TO OBSERVE
SUBSTANCES (MINERALS LIKE SALTS OF SODIUM,
CALCIUM, MAGNESIUM, POTASSIUM
SUBSTANCES PRESENT IN SOIL
CHLORIDES/SULPHATES/CARBONATES) PRESENT IN DISCUSS HOW HIGHLY ACIDIC
GENERAL 15 SOIL: OUR (LET US DO-9: DRAINED
91 5 VII SOIL WATER AFTER DRAINAGE AND TEST ITS PH. SOIL CAN RETARD PLANT
SCIENCE LIFE WATER) & HORIZONS OF SOIL
STUDENTS WILL LEARN ABOUT SOIL HORIZONS (O, A, GROWTH.
(SOIL PROFILE)
E, B, C, R) AS DISTINCT HORIZONTAL LAYERS THAT
FORM THE SOIL PROFILE, UNDERSTANDING THEIR
COMPOSITION AND CHARACTERISTICS.
STUDENTS WILL READ AND ANALYZE CASE STUDIES
OF SOILS AND CROPS IN DIFFERENT VILLAGES OF
TELANGANA, UNDERSTANDING REGIONAL
VARIATIONS. STUDENTS WILL RECOGNIZE THE
SOILS IN OUR VILLAGE (CASE CONNECTION BETWEEN SOIL TYPE AND SUITABILITY
STUDIES) & SOIL AND CROPS FOR SPECIFIC CROPS (E.G., CLAY FOR
EMPHASIZE THE
GENERAL 15 SOIL: OUR (CONNECTION, FERTILITY) & SUGARCANE/PADDY, RED SOIL FOR PULSES/OIL
92 6 VII IMPORTANCE OF FARMERS
SCIENCE LIFE SOIL CONSERVATION (SOIL SEEDS). STUDENTS WILL DEFINE "SOIL EROSION" AS
TAKING CARE OF THEIR SOIL.
EROSION, TREES, CROP THE REMOVAL OF TOPSOIL BY WIND/WATER,
ROTATION) MAKING SOIL BARREN. STUDENTS WILL LEARN
ABOUT SOIL CONSERVATION METHODS: GROWING
BIG TREES AROUND FIELDS, GROWING
GRASS/PLANTS ON VACANT LANDS, AND CROP
ROTATION TO RETAIN SOIL FERTILITY.
STUDENTS WILL RECALL THEIR EXPERIENCES WITH
ORCHARDS AND RECOGNIZE THE DIVERSITY OF TREES
AND PLANTS IN FORESTS. STUDENTS WILL
INTRODUCTION TO FORESTS & UNDERSTAND THE HISTORICAL CONTEXT OF
GENERAL 16 FOREST : DISCUSS THE RESOURCES
93 1 VII GRANDPA'S ORCHARD CLEARING FORESTS FOR AGRICULTURE AND HUMAN
SCIENCE OUR LIFE OBTAINED FROM TREES.
(COMPARISON TO FOREST) SETTLEMENTS. STUDENTS WILL DIFFERENTIATE
BETWEEN AN ORCHARD (TREES IN LINES, SAME KIND)
AND A FOREST (COMMUNITY OF DIVERSE TREES,
SHRUBS, HERBS, ETC.).
GENERAL 16 FOREST : WHAT FORESTS ARE? STUDENTS WILL LEARN ABOUT THE HISTORICAL DISCUSS WHY
94 2 VII
SCIENCE OUR LIFE (CHARACTERISTICS, DECLINE OF FORESTS IN INDIA. STUDENTS WILL MONOCULTURE
 IMPORTANCE) & DIVERSITY IN DEFINE A FOREST AS A COMMUNITY OF DIVERSE PLANTATIONS (E.G.,
FORESTS (TELANGANA PLANTS AND ORGANISMS COVERING A LARGE AREA. EUCALYPTUS) ARE NOT TRUE
FORESTS - LET US DO-1) STUDENTS WILL LEARN ABOUT THE VITAL ROLES OF FORESTS.
FORESTS: SERVING AS "LUNGS OF OUR EARTH"
(TAKING UP CO2, KEEPING AIR CLEAN), RENEWING
NATURAL RESOURCES, MAINTAINING ECOLOGICAL
BALANCE, PROVIDING
TIMBER/FUEL/FOOD/MEDICINAL PLANTS,
PREVENTING SOIL EROSION, AND CAUSING RAIN.
STUDENTS WILL STUDY THE TYPES OF PLANTS AND
ANIMALS FOUND IN TELANGANA FORESTS (TABLE).
STUDENTS WILL COMPARE AND CONTRAST FORESTS
OF HOT/HUMID AREAS (EQUATORIAL) AND COLD
AREAS (ALPINE). STUDENTS WILL RECOGNIZE
DIVERSITY IN FORESTS
FORESTS AS HABITATS FOR HUMAN BEINGS,
(COMPARING FORESTS: DISCUSS THE CHALLENGES
ESPECIALLY TRIBAL COMMUNITIES (E.G., CHENCHUS).
GENERAL 16 FOREST : HOT/HUMID VS. COLD) & FACED BY TRIBAL PEOPLE
95 3 VII STUDENTS WILL LEARN ABOUT THE SUSTAINABLE
SCIENCE OUR LIFE HUMANS IN FORESTS (TRIBAL WHEN FORCED TO LEAVE
LIFESTYLE OF CHENCHUS (COLLECTING DRY WOOD,
LIFESTYLES) & LET US DO-3 FORESTS.
HUNTING SMALL ANIMALS, LEAVING PART OF
(CASE STUDY ON TRIBALS)
TUBERS FOR REGROWTH) AND THEIR KNOWLEDGE
OF FOREST FLORA/FAUNA. STUDENTS WILL PREPARE
CASE STUDIES ON OTHER TRIBAL GROUPS.
STUDENTS WILL LEARN ABOUT THE ALARMING PACE
OF FOREST DESTRUCTION DUE TO DEFORESTATION
(CONVERSION FOR AGRICULTURE, INDUSTRIES,
DESTRUCTION OF FORESTS
ROADS), MINING, AND FOREST FIRES. STUDENTS WILL ENCOURAGE STUDENTS TO
(DEFORESTATION, FOREST
UNDERSTAND THE IMPACT OF DEFORESTATION ON PARTICIPATE IN TREE-
GENERAL 16 FOREST : FIRES, MINING) & STEP
96 4 VII ANIMALS (DISAPPEARANCE/MIGRATION). STUDENTS PLANTING INITIATIVES LIKE
SCIENCE OUR LIFE TOWARDS CONSERVATION
WILL LEARN ABOUT HISTORICAL CONSERVATION "SOCIAL FORESTRY" OR
(BISHONOIS/CHIPKO
EFFORTS LIKE THE BISHONOIS' SACRIFICE AND THE "KARTHIK VANAM."
MOVEMENT)
CHIPKO MOVEMENT. STUDENTS WILL DISCUSS THE
IMPORTANCE OF GROWING TREES FOR GREENERY
AND EXISTENCE.
INTRODUCTION TO CHANGES STUDENTS WILL RECOGNIZE THAT MANY CHANGES
GENERAL 17 CHANGES ENCOURAGE STUDENTS TO
97 1 VII & PERIODICAL CHANGES (LET OCCUR AROUND THEM, SOME SLOW/FAST,
SCIENCE AROUND US THINK ABOUT HOW THESE
US DO-1) TEMPORARY/PERMANENT, NATURAL/HUMAN-
 INITIATED. STUDENTS WILL IDENTIFY CHANGES THAT CHANGES IMPACT THEIR
REPEAT AFTER FIXED PERIODS (PERIODICAL LIVES.
CHANGES), SUCH AS SUNRISE/SUNSET AND SEASONS.
STUDENTS WILL PERFORM LET US DO-1 TO LIST AND
IDENTIFY PERIODICAL CHANGES IN THEIR DAILY LIFE.
STUDENTS WILL DIFFERENTIATE BETWEEN CHANGES
WHERE NEW SUBSTANCES ARE FORMED AND THOSE
WHERE THE SUBSTANCE REMAINS THE SAME.
PHYSICAL CHANGE STUDENTS WILL DEFINE "PHYSICAL CHANGE" AS A
(DEFINITION, EXAMPLES) & CHANGE IN SHAPE, SIZE, COLOR, OR STATE WITHOUT PROVIDE EXAMPLES OF
GENERAL 17 CHANGES
98 2 VII LET US DO-2 (FIND THE FORMING A NEW SUBSTANCE. STUDENTS WILL PHYSICAL CHANGES FROM
SCIENCE AROUND US
CHANGE) & LET US DO-3 PERFORM LET US DO-2 TO CLASSIFY VARIOUS DAILY LIFE.
(OBSERVE CHANGES IN ICE) CHANGES AND IDENTIFY THOSE FORMING NEW
SUBSTANCES. STUDENTS WILL PERFORM LET US DO-3
(MELTING/BOILING ICE, CANDLE WAX) TO OBSERVE
PHYSICAL CHANGES INVOLVING STATE CHANGES.
STUDENTS WILL DEFINE "CHEMICAL CHANGE" AS A
DISCUSS OTHER OBSERVABLE
CHANGE IN A MATERIAL'S COMPOSITION LEADING TO
CHEMICAL CHANGES ASPECTS OF CHEMICAL
THE FORMATION OF ONE OR MORE NEW
GENERAL 17 CHANGES (DEFINITION, EXAMPLES) & CHANGES
99 3 VII SUBSTANCES. STUDENTS WILL PERFORM LET US DO-4
SCIENCE AROUND US LET US DO-4 (BURNING (HEAT/LIGHT/SOUND, NEW
(BURNING WOOD, PAPER, COTTON) TO OBSERVE
MATERIALS) SMELL, COLOR CHANGE,
THAT NEW, DIFFERENT MATERIALS (ASH) ARE
STATE CHANGE).
FORMED, INDICATING A CHEMICAL CHANGE.
STUDENTS WILL LEARN ABOUT "RUSTING" AS A
CHEMICAL CHANGE WHERE IRON REACTS WITH
OXYGEN AND MOIST AIR TO FORM IRON OXIDE
RUSTING OF IRON & (RUST). STUDENTS WILL LEARN ABOUT CORROSION
CORROSION (COPPER) & (E.G., GREENISH COAT ON COPPER UTENSILS).
PREVENTION OF RUSTING STUDENTS WILL LEARN METHODS TO PREVENT DISCUSS THE USE OF
GENERAL 17 CHANGES
100 4 VII (PAINT, GREASE, RUSTING: PREVENTING CONTACT WITH MAGNETS TO IDENTIFY IRON
SCIENCE AROUND US
GALVANISATION) & LET US OXYGEN/WATER (PAINT, GREASE, GALVANISATION). ARTICLES.
DO-5 (COLOUR LAYER ON CUT STUDENTS WILL PERFORM LET US DO-5 TO OBSERVE
FRUITS/VEGETABLES) BROWNING OF CUT FRUITS/VEGETABLES (DUE TO
REACTION WITH OXYGEN) AND LEARN HOW TO
PREVENT IT (SALT WATER, ACIDS LIKE
VINEGAR/LEMON JUICE).
 STUDENTS WILL PERFORM LET US DO-6 (BURNING
MAGNESIUM RIBBON) TO OBSERVE THE FORMATION
OF MAGNESIUM OXIDE (A NEW SUBSTANCE) AND ITS
LET US DO-6 (MAGNESIUM CHEMICAL CHANGE. STUDENTS WILL PERFORM LET
EMPHASIZE THAT IN
RIBBON) & LET US DO-7 US DO-7 (COPPER SULPHATE SOLUTION WITH IRON
CHEMICAL CHANGES, THE
GENERAL 17 CHANGES (COPPER SULPHATE WITH NAIL) TO OBSERVE COLOR CHANGE (BLUE TO GREEN)
101 5 VII MATERIAL UNDERGOES A
SCIENCE AROUND US IRON NAIL) & LET US DO-8 AND BROWN DEPOSIT (COPPER), INDICATING
CHANGE IN ITS
(VINEGAR WITH BAKING CHEMICAL CHANGES FORMING NEW SUBSTANCES.
COMPOSITION.
SODA) STUDENTS WILL PERFORM LET US DO-8 (VINEGAR
WITH BAKING SODA) TO OBSERVE BUBBLING
(CARBON DIOXIDE) AND A MILKY WHITE CHANGE IN
LIME WATER, CONFIRMING CHEMICAL CHANGE.
STUDENTS WILL OBSERVE THE BURNING OF
CAMPHOR (LET US DO-9) AS A CHEMICAL CHANGE,
WHILE ITS EVAPORATION IS A PHYSICAL CHANGE.
BURNING OF CAMPHOR (LET STUDENTS WILL LEARN ABOUT "CRYSTALLIZATION"
US DO-9) & CRYSTALLISATION AS THE PROCESS OF SEPARATING A SOLUBLE SOLID DISCUSS THE VISUAL
GENERAL 17 CHANGES
102 6 VII (LET US DO-10: SUGAR, LET US FROM A SOLUTION BY HEATING OR EVAPORATING CHARACTERISTICS OF
SCIENCE AROUND US
DO-11: UREA, LET US DO-12: THE SOLVENT. STUDENTS WILL PERFORM DIFFERENT CRYSTALS.
COPPER SULPHATE) EXPERIMENTS (LET US DO-10, 11, 12) TO OBSERVE
CRYSTALLIZATION OF SUGAR, UREA, AND COPPER
SULPHATE, RECOGNIZING IT AS A PHYSICAL CHANGE
BECAUSE NO NEW SUBSTANCE IS FORMED.
STUDENTS WILL APPLY THEIR UNDERSTANDING TO
CLASSIFY VARIOUS CHANGES AS PHYSICAL OR REINFORCE THAT CHEMICAL
IDENTIFYING PHYSICAL AND
CHEMICAL, PROVIDING REASONS (E.G., MILK TO CHANGES INVOLVE A
GENERAL 17 CHANGES CHEMICAL CHANGE (CURD,
103 7 VII CURD, BOILING AN EGG, RECHARGING BATTERIES, CHANGE IN COMPOSITION
SCIENCE AROUND US EGG, BATTERIES, PAN) &
CHEWING PAN). STUDENTS WILL IDENTIFY PHYSICAL AND FORMATION OF NEW
EXAMPLES IN IMAGES
AND CHEMICAL CHANGES DEPICTED IN VARIOUS SUBSTANCES.
IMAGES (FIG. 10).
 TEACHING DIARY CONTENT (AY 2025 – 2026)

TEACHER'S NAME:

CLASS: VI

SUBJECT: GENERAL SCIENCE

S. PERIOD NAME OF THE

CLASS SUBJECT NAME OF THE SUB-TOPIC/CONCEPT LEARNING OUTCOME(S) TO BE ACHIEVED REMARKS
NO NO. UNIT/CHAPTER
STUDENTS WILL BE ABLE TO IDENTIFY DIFFERENT DISCUSS DAILY FOOD
GENERAL FINDING VARIETY IN OUR FOOD
1 1 VI 1 OUR FOOD TYPES OF FOOD EATEN DAILY. STUDENTS WILL HABITS AND COMMON
SCIENCE (ACTIVITY-1)
COMPARE THEIR FOOD LISTS WITH FRIENDS. 1 ITEMS.
STUDENTS WILL IDENTIFY INGREDIENTS
FOOD INGREDIENTS (ACTIVITY-2:
GENERAL REQUIRED TO PREPARE VARIOUS FOOD ITEMS. DISCUSS THE CONCEPT OF
2 2 VI 1 OUR FOOD MANY THINGS ARE NEEDED TO
SCIENCE STUDENTS WILL LIST INGREDIENTS FOR SPECIFIC INGREDIENTS.
PREPARE FOOD) 2
DISHES.
STUDENTS WILL CLASSIFY FOOD INGREDIENTS BY EMPHASIZE DIFFERENT
GENERAL SOURCES OF FOOD INGREDIENTS THEIR SOURCE (PLANT, ANIMAL, OR MINERAL). PARTS OF PLANTS EATEN
3 3 VI 1 OUR FOOD
SCIENCE (PLANTS, ANIMALS, MINERALS) STUDENTS WILL NAME SPECIFIC PLANT OR (LEAF, FRUIT, FLOWER,
ANIMAL SOURCES. 3 ROOT, STEM, SEED).
STUDENTS WILL IDENTIFY COMMON
GENERAL CONDIMENTS AND DRY FRUITS USED IN RELATE TO COMMON
4 4 VI 1 OUR FOOD CONDIMENTS & DRY FRUITS
SCIENCE COOKING. STUDENTS WILL UNDERSTAND THEIR HOUSEHOLD ITEMS.
ORIGIN AND COST. 4
STUDENTS WILL IDENTIFY AND LIST THE PARTS ENCOURAGE DISCUSSION
GENERAL PARTS OF PLANTS THAT WE EAT
5 5 VI 1 OUR FOOD OF PLANTS CONSUMED AS FOOD (LEAVES, ON LESS COMMONLY
SCIENCE (TABLE 4)
SEEDS, ROOTS, FLOWERS, STEMS). 5 EATEN PLANT PARTS.
STUDENTS WILL UNDERSTAND HOW FOOD
FOOD HABITS AND THEIR HABITS ARE INFLUENCED BY GEOGRAPHICAL
GENERAL DISCUSS THE CONCEPT OF
6 6 VI 1 OUR FOOD DEVELOPMENT (REGIONAL AND CLIMATIC CONDITIONS. STUDENTS WILL
SCIENCE STAPLE FOOD.
VARIATIONS) COMPARE FOOD HABITS OF DIFFERENT REGIONS
(E.G., TELANGANA VS. RAJASTHAN). 6
 STUDENTS WILL IDENTIFY AND LIST VARIOUS
EMPHASIZE THAT
METHODS OF FOOD PREPARATION (BOILING,
GENERAL DIFFERENT METHODS OF DIFFERENT FOODS
7 7 VI 1 OUR FOOD STEAMING, FERMENTATION, ROASTING, DEEP
SCIENCE PREPARING FOOD (TABLE 5) REQUIRE DIFFERENT
FRYING, SHALLOW FRYING, CHOPPING AND
COOKING METHODS.
MIXING, CUTTING AND MIXING). 7
STUDENTS WILL UNDERSTAND THAT FOOD
TASTY FOOD (INGREDIENTS,
TASTE DEPENDS ON INGREDIENTS, FOCUS ON THE ART OF
GENERAL PREPARATION METHOD, CULTURAL
8 8 VI 1 OUR FOOD PREPARATION, AND CULTURAL HABITS. COOKING AND RECIPE
SCIENCE HABITS) & JOSEPH'S TOMATO CURRY
STUDENTS WILL WRITE DOWN A RECIPE FOR WRITING.
RECIPE (ACTIVITY-3: LET US COOK)
THEIR FAVORITE COOKED FOOD. 8
STUDENTS WILL UNDERSTAND THE IMPORTANCE
OF FOOD PRESERVATION. STUDENTS WILL DISCUSS COMMON
PRESERVATION OF FOOD (SALTING,
GENERAL IDENTIFY VARIOUS TRADITIONAL PRESERVATION HOUSEHOLD
9 9 VI 1 OUR FOOD DRYING, PICKLING, SMOKING) &
SCIENCE METHODS AND THEIR INGREDIENTS (SALT, PRESERVATION
ACTIVITY-4: LET US STORE FOOD
TURMERIC, SUGAR SYRUP, HONEY, DRYING, TECHNIQUES.
SMOKING). 9
STUDENTS WILL RECOGNIZE THE DANGERS OF
HARMFUL PRESERVATIVES &
HARMFUL PRESERVATIVES IN PACKAGED FOOD. EMPHASIZE CONSUMER
GENERAL READING PACKAGED FOOD LABELS
10 10 VI 1 OUR FOOD STUDENTS WILL LEARN TO READ FOOD LABELS AWARENESS AND FOOD
SCIENCE (INGREDIENTS, MANUFACTURING
FOR INGREDIENTS AND SAFETY.
DATE)
MANUFACTURING/EXPIRY DATES. 10
STUDENTS WILL OBSERVE THAT SOME OBJECTS
INTRODUCTION TO MAGNETS &
STICK TO A PIN HOLDER'S CAP. STUDENTS WILL INITIATE DISCUSSION
GENERAL 2 PLAYING WITH ACTIVITY-1: FINDING OBJECTS THAT
11 1 VI INFER THE PRESENCE OF A SPECIAL MATERIAL ABOUT COMMON
SCIENCE MAGNETS GET STUCK TO THE CAP OF THE PIN
(MAGNET) THAT ATTRACTS CERTAIN MAGNETIC OBJECTS.
HOLDER
SUBSTANCES. 11
STUDENTS WILL LEARN THE HISTORICAL STORY
STORY OF MAGNET (MAGNUS, DISCUSS THAT MAGNETS
OF MAGNUS AND THE DISCOVERY OF
GENERAL 2 PLAYING WITH LODESTONE) & MAGNETS OF ARE TYPICALLY MADE OF
12 2 VI LODESTONE (NATURAL MAGNET). STUDENTS
SCIENCE MAGNETS DIFFERENT SHAPES (BAR, HORSE STEEL OR IRON, OR
WILL IDENTIFY DIFFERENT SHAPES OF MAN-
SHOE, RING, DISC) SPECIAL ALLOYS. 13
MADE MAGNETS. 12
MAGNETIC AND NON-MAGNETIC STUDENTS WILL CLASSIFY MATERIALS AS
STUDENTS WILL PROVIDE
GENERAL 2 PLAYING WITH MATERIALS (ACTIVITY-2: FINDING MAGNETIC (ATTRACTED BY MAGNETS) OR NON-
13 3 VI THEIR OWN EXAMPLES OF
SCIENCE MAGNETS MATERIALS ATTRACTED BY MAGNETIC (NOT ATTRACTED BY MAGNETS)
EACH TYPE.
MAGNETS) THROUGH EXPERIMENTATION. 14
 STUDENTS WILL DEMONSTRATE HOW MAGNETS
USING MAGNETS FOR SEPARATION RELATE TO PRACTICAL
GENERAL 2 PLAYING WITH CAN BE USED TO SEPARATE MAGNETIC
14 4 VI (ACTIVITY-3: CAN WE SEPARATE APPLICATIONS OF
SCIENCE MAGNETS MATERIALS (IRON FILINGS) FROM MIXTURES LIKE
IRON FILINGS FROM SOIL?) MAGNETS.
SOIL. 15
STUDENTS WILL OBSERVE THAT THE ENDS
(POLES) OF A BAR MAGNET ATTRACT MORE
GENERAL 2 PLAYING WITH POLES OF A BAR MAGNET (ACTIVITY- IRON FILINGS THAN ITS MIDDLE PART. STUDENTS INTRODUCE THE CONCEPT
15 5 VI
SCIENCE MAGNETS 4) WILL CONCLUDE THAT MAGNETS HAVE TWO OF MAGNETIC POLES.
POLES WITH STRONGER ATTRACTING CAPACITY.
16

STUDENTS WILL DISCOVER THAT A FREELY

FINDING DIRECTIONS WITH A BAR SUSPENDED BAR MAGNET ALWAYS ALIGNS IN EMPHASIZE NOT PLACING
GENERAL 2 PLAYING WITH
16 6 VI MAGNET (ACTIVITY-5) & MAGNETIC THE NORTH-SOUTH DIRECTION. STUDENTS WILL COMPASSES AND
SCIENCE MAGNETS
COMPASS LEARN ABOUT MAGNETIC COMPASSES AND MAGNETS TOGETHER. 18
THEIR USE IN NAVIGATION. 17
ATTRACTION AND REPULSION STUDENTS WILL OBSERVE AND DETERMINE THAT CONDUCT A HANDS-ON
GENERAL 2 PLAYING WITH
17 7 VI BETWEEN TWO MAGNETS LIKE POLES (N-N, S-S) REPEL EACH OTHER, AND EXPERIMENT WITH TWO
SCIENCE MAGNETS
(ACTIVITY-6) UNLIKE POLES (N-S) ATTRACT EACH OTHER. 19 MAGNETS.
STUDENTS WILL INFER THAT THE EARTH
GENERAL 2 PLAYING WITH POSSESSES A MAGNETIC PROPERTY THAT DISCUSS THE EARTH'S
18 8 VI EARTH AS A MAGNET (ACTIVITY-7)
SCIENCE MAGNETS CAUSES SUSPENDED MAGNETS TO ALIGN IN THE MAGNETIC FIELD.
NORTH-SOUTH DIRECTION. 20
STUDENTS WILL DIFFERENTIATE BETWEEN A
PRACTICAL APPLICATION
GENERAL 2 PLAYING WITH IDENTIFYING WHETHER AN OBJECT MAGNET, A MAGNETIC MATERIAL, AND A NON-
19 9 VI OF MAGNETIC
SCIENCE MAGNETS IS A MAGNET OR NOT (ACTIVITY-8) MAGNETIC MATERIAL BASED ON ATTRACTION
PROPERTIES.
AND REPULSION WITH A KNOWN MAGNET. 21
STUDENTS WILL LEARN HOW TO MAGNETIZE AN
MAKE YOUR OWN MAGNET IRON NAIL BY STROKING IT WITH A BAR HANDS-ON MAGNET
GENERAL 2 PLAYING WITH
20 10 VI (ACTIVITY-9) & MAKE YOUR OWN MAGNET. STUDENTS WILL CONSTRUCT A SIMPLE MAKING AND COMPASS
SCIENCE MAGNETS
MAGNETIC COMPASS (ACTIVITY-10) MAGNETIC COMPASS USING A MAGNETIZED CREATION.
NEEDLE AND CORK. 22
STUDENTS WILL OBSERVE THAT A MAGNETIC
DEMONSTRATE INDUCED
GENERAL 2 PLAYING WITH MAGNETIC INDUCTION (ACTIVITY- PROPERTY CAN BE INDUCED IN A MAGNETIC
21 11 VI MAGNETISM WITH A
SCIENCE MAGNETS 11) SUBSTANCE WHEN IT IS IN THE PRESENCE OR
SAFETY PIN AND ALPIN.
CONTACT OF ANOTHER MAGNET. 23
 STUDENTS WILL IDENTIFY VARIOUS DAILY LIFE
DISCUSS THE VERSATILITY
GENERAL 2 PLAYING WITH APPLICATIONS OF MAGNETS IN APPLICATIONS OF MAGNETS (E.G., PIN HOLDERS,
22 12 VI OF MAGNETS IN
SCIENCE MAGNETS DAILY LIFE REFRIGERATOR STICKERS, SAFETY DEVICES,
TECHNOLOGY.
SEPARATION OF MIXTURES). 24
STUDENTS WILL DISCUSS HOW WEATHER IS INITIATE DISCUSSION
3 RAIN: WHERE INTRODUCTION TO RAIN
GENERAL PREDICTED. STUDENTS WILL RECALL THAT ABOUT COMMON
23 1 VI DOES IT COME PREDICTION & FORMS OF WATER
SCIENCE WATER EXISTS IN THREE FORMS (ICE, WATER, OBSERVATIONS OF RAIN
FROM? (SOLID, LIQUID, GASEOUS)
WATER VAPOR) AND IS INTERCHANGEABLE. 25 AND WATER FORMS.
STUDENTS WILL DEFINE EVAPORATION AS THE
EVAPORATION (PROCESS, NATURAL
3 RAIN: WHERE PROCESS OF WATER CHANGING INTO WATER DISCUSS FACTORS
GENERAL EVAPORATION) & LET US DO:
24 2 VI DOES IT COME VAPOR. STUDENTS WILL OBSERVE AND LIST AFFECTING EVAPORATION
SCIENCE OBSERVING WATER IN WET
FROM? INSTANCES OF EVAPORATION IN DAILY LIFE AND SPEED.
CLOTHES 26
NATURE.
STUDENTS WILL DEFINE CONDENSATION AS THE
3 RAIN: WHERE CONDENSATION (ACTIVITY-1: PROCESS OF WATER VAPOR CHANGING INTO CONNECT DAILY
GENERAL
25 3 VI DOES IT COME CONDENSATION, OBSERVING WATER. STUDENTS WILL OBSERVE OBSERVATIONS (E.G., FOG,
SCIENCE
FROM? SMOKE-LIKE VAPOR, DEW DROPS) CONDENSATION IN VARIOUS NATURAL AND DEW) TO CONDENSATION.
EXPERIMENTAL SETTINGS. 27

STUDENTS WILL UNDERSTAND HOW WATER

VAPOR RISES, CONDENSES TO FORM TINY DISCUSS CHANGES
3 RAIN: WHERE CLOUDS AND RAIN (FORMATION OF
GENERAL DROPLETS (CLOUDS), AND HOW FURTHER OBSERVED IN CLOUDS
26 4 VI DOES IT COME CLOUDS, RAIN FORMATION) &
SCIENCE COOLING LEADS TO LARGER DROPS FALLING AS BEFORE RAIN (E.G., COLOR
FROM? ACTIVITY-2: CLOUDS IN KITCHEN
RAIN. STUDENTS WILL SIMULATE CLOUD CHANGE TO GRAY).
FORMATION. 28
STUDENTS WILL LEARN ABOUT MONSOON
3 RAIN: WHERE MONSOONS (SOUTH WEST, NORTH WINDS (SOUTH WEST AND NORTH EAST) AND
GENERAL RELATE TO LOCAL
27 5 VI DOES IT COME EAST) & TIMELY RAINS/CHANGING THEIR ROLE IN BRINGING SEASONAL RAINS TO
SCIENCE WEATHER PATTERNS.
FROM? SEASONS THE STATE. STUDENTS WILL DISCUSS CHANGES
IN TIMELY RAINS AND SEASONS. 29
STUDENTS WILL UNDERSTAND THE
3 RAIN: WHERE CONTINUOUS CIRCULATION OF WATER ON
GENERAL WATER CYCLE (EVAPORATION, DRAW AND EXPLAIN THE
28 6 VI DOES IT COME EARTH THROUGH EVAPORATION,
SCIENCE CONDENSATION, PRECIPITATION) WATER CYCLE DIAGRAM.
FROM? CONDENSATION, AND PRECIPITATION AS THE
WATER CYCLE. 30
 STUDENTS WILL LEARN HOW DEFORESTATION
DISCUSS ENVIRONMENTAL
3 RAIN: WHERE DEFORESTATION, POLLUTION AND AND POLLUTION CAUSE GLOBAL WARMING,
GENERAL CONCERNS AND THEIR
29 7 VI DOES IT COME GLOBAL WARMING (IMPACT ON AFFECTING ATMOSPHERIC CONDITIONS AND
SCIENCE IMPACT ON THE WATER
FROM? WATER CYCLE) LEADING TO DECREASED RAINFALL, DROUGHTS,
CYCLE.
OR FLOODS. 31
STUDENTS WILL DISCUSS THE IMPORTANCE OF
3 RAIN: WHERE ENCOURAGE RESPONSIBLE
GENERAL WATER CONSERVATION & PLASTIC WATER CONSERVATION. STUDENTS WILL LEARN
30 8 VI DOES IT COME WASTE DISPOSAL AND
SCIENCE WASTE (DANGEROUS PLASTIC) ABOUT THE NEGATIVE IMPACTS OF PLASTIC
FROM? ECO-FRIENDLY PRACTICES.
WASTE ON SOIL AND GROUNDWATER. 32
STUDENTS WILL LEARN ABOUT OTHER FORMS
3 RAIN: WHERE DIFFERENT FORMS OF CLARIFY MISCONCEPTIONS
GENERAL OF PRECIPITATION LIKE SNOW AND HAILSTONES.
31 9 VI DOES IT COME PRECIPITATION (SNOW, ABOUT RAINDROP
SCIENCE STUDENTS WILL UNDERSTAND THE ACTUAL
FROM? HAILSTONES) & RAINDROPS SHAPE SHAPES.
SHAPE AND SIZE OF RAINDROPS. 33
STUDENTS WILL UNDERSTAND THAT UMBRELLAS
3 RAIN: WHERE ARE USED FOR SHADE FROM SUN. STUDENTS
GENERAL THE ROLE OF UMBRELLA IN HOT SUN DISCUSS THE HISTORICAL
32 10 VI DOES IT COME WILL LEARN THAT ACID RAIN IS CAUSED BY
SCIENCE & ACID RAIN ORIGIN OF UMBRELLAS. 35
FROM? INDUSTRIAL POLLUTANTS AND ITS DAMAGING
EFFECTS. 34
STUDENTS WILL OBSERVE AND LIST WHAT
INTRODUCTION TO ANIMAL FOOD INITIATE DISCUSSION
GENERAL 4 WHAT DO VARIOUS ANIMALS EAT AND HOW THEY FIND
33 1 VI HABITS & ACTIVITY-1: TAKING IN ABOUT PET ANIMALS AND
SCIENCE ANIMALS EAT? FOOD. STUDENTS WILL COMPARE FOOD HABITS
FOOD (OBSERVING SURROUNDINGS) THEIR FOOD.
AMONG ANIMALS. 36
DISCUSS THE
CLASSIFICATION OF ANIMALS BY STUDENTS WILL CLASSIFY ANIMALS INTO
GENERAL 4 WHAT DO ADVANTAGES AND
34 2 VI FOOD (HERBIVORES, CARNIVORES, HERBIVORES (PLANT-EATERS), CARNIVORES
SCIENCE ANIMALS EAT? IMPACTS OF DIFFERENT
OMNIVORES) & TABLE 2 (MEAT-EATERS), AND OMNIVORES (BOTH). 37
FOOD GROUPS.
STUDENTS WILL UNDERSTAND HOW ANIMALS
DISCUSS SPECIALIZED
TRACKING DOWN FOOD (SENSES: USE THEIR SENSES (SMELL, SIGHT, HEARING,
GENERAL 4 WHAT DO SENSES IN ANIMALS (E.G.,
35 3 VI SMELL, SIGHT, HEARING, TASTE, TASTE, TOUCH) TO LOCATE FOOD. STUDENTS
SCIENCE ANIMALS EAT? DOGS' SMELL, VULTURES'
TOUCH) WILL GIVE EXAMPLES OF ANIMALS RELYING ON
SIGHT, BATS' HEARING).
SPECIFIC SENSES. 38
COLLECTING FOOD (SPECIALIZED STUDENTS WILL IDENTIFY SPECIALIZED BODY DISCUSS EXAMPLES LIKE
GENERAL 4 WHAT DO
36 4 VI BODY PARTS: MOUTHPARTS, PARTS ANIMALS USE TO COLLECT OR CAPTURE HEN'S BEAK VS. FROG'S
SCIENCE ANIMALS EAT?
HANDS, FEET) & ACTIVITY-2: BODY FOOD. STUDENTS WILL COMPARE HOW TONGUE.
 PARTS USED IN TAKING FOOD DIFFERENT ANIMALS USE SIMILAR PARTS IN
(TABLE 3) DIFFERENT WAYS. 39
FOOD HABITS OF BIRDS (BEAKS
STUDENTS WILL LEARN THAT BIRDS' BEAKS ARE
ADAPTED TO FOOD) & ACTIVITY-3: DISCUSS THE CONCEPT OF
GENERAL 4 WHAT DO ADAPTED TO THEIR FOOD HABITS. STUDENTS
37 5 VI PICKING FOOD WITH BEAK (HEN VS. NATURAL SCAVENGERS
SCIENCE ANIMALS EAT? WILL COMPARE BEAKS AND FOOD HABITS OF
CROW, WOODPECKER, CRANE, (CROWS, VULTURES).
VARIOUS BIRDS. 40
VULTURE, PARROT)
STUDENTS WILL OBSERVE HOW FROGS CATCH
HOW A FROG GETS ITS FOOD
INSECTS WITH THEIR STICKY TONGUE. STUDENTS COMPARE FEEDING
GENERAL 4 WHAT DO (STICKY TONGUE) & HOW A COW
38 6 VI WILL LEARN ABOUT RUMINATION IN COWS AND MECHANISMS OF
SCIENCE ANIMALS EAT? GETS ITS FOOD (RUMINATION) &
BUFFALOES. STUDENTS WILL OBSERVE DOG'S DIFFERENT ANIMALS.
ACTIVITY-6 & ACTIVITY-7
FEEDING HABITS. 41
STUDENTS WILL LEARN THAT CARNIVOROUS
ANIMAL TEETH (DOGS, LIONS, ANIMALS HAVE SHARP TEETH FOR TEARING
GENERAL 4 WHAT DO DISCUSS THE HUNTING
39 7 VI RABBITS, SQUIRRELS, CATS) & FLESH, WHILE HERBIVORES LIKE RABBITS AND
SCIENCE ANIMALS EAT? CONCENTRATION OF CATS.
ACTIVITY-8: USING TONGUES SQUIRRELS HAVE TEETH FOR SEEDS/LEAVES.
STUDENTS WILL COMPARE TONGUE USAGE. 42
STUDENTS WILL LEARN ABOUT ANIMALS THAT
GETTING FOOD WITHOUT HUNTING DISCUSS PARASITIC
FILTER FOOD (DUCKS, FISH) OR SUCK BLOOD
GENERAL 4 WHAT DO (DUCKS, FISH, LEECHES) & ACTIVITY- FEEDING (LEECHES) AND
40 8 VI (LEECHES). STUDENTS WILL OBSERVE VARIOUS
SCIENCE ANIMALS EAT? 9: MODES OF GETTING FOOD FILTER FEEDING (DUCKS,
MODES OF FOOD COLLECTION IN
(LIZARD, SPIDER, HEN, BUTTERFLY) FISH).
SURROUNDINGS. 43
STUDENTS WILL DEFINE NOCTURNAL ANIMALS
AS THOSE ACTIVE AT NIGHT. STUDENTS WILL
GENERAL 4 WHAT DO NOCTURNALS (BATS, OWLS, DISCUSS EXAMPLES OF
41 9 VI IDENTIFY ADAPTATIONS FOR NOCTURNAL LIFE
SCIENCE ANIMALS EAT? COCKROACHES, LIZARDS, RATS) NOCTURNAL ANIMALS.
(DEVELOPED SENSES OF HEARING, SMELL,
EYESIGHT). 44
STUDENTS WILL UNDERSTAND FOOD CHAINS AS
FOOD CHAIN (DEFINITION, CREATE AND ANALYZE
GENERAL 4 WHAT DO FEEDING RELATIONSHIPS IN NATURE. STUDENTS
42 10 VI INTERDEPENDENCE) & ACTIVITY-10: FOOD CHAINS AND FOOD
SCIENCE ANIMALS EAT? WILL TRACE ENERGY FLOW AND
FOOD CHAINS WEBS.
INTERDEPENDENCE BETWEEN ORGANISMS. 45
ANIMAL COLONIES AND FOOD (ANTS STUDENTS WILL LEARN ABOUT SOCIAL DISCUSS HOW ANTS
GENERAL 4 WHAT DO
43 11 VI - FARMERS, APHIDS, FUNGUS) & ORGANIZATION IN ANIMAL COLONIES (E.G., CULTIVATE FUNGUS FOR
SCIENCE ANIMALS EAT?
WHAT CAN WE LEARN FROM ANTS? ANTS' DIVISION OF LABOR). STUDENTS WILL FOOD.
 LEARN ABOUT SYMBIOTIC RELATIONSHIPS LIKE
ANTS AND APHIDS. 46
STUDENTS WILL UNDERSTAND HOW HUMAN DISCUSS THE
IMPACT OF HUMAN ACTIVITIES ON
GENERAL 4 WHAT DO ACTIVITIES, LIKE PESTICIDE USE, CAN DISRUPT CONSEQUENCES OF
44 12 VI FOOD CHAINS (PESTICIDES AND
SCIENCE ANIMALS EAT? NATURAL FOOD CHAINS AND CAUSE LOSING A SPECIES IN A
FROGS)
ECOLOGICAL IMBALANCES. 47 FOOD CHAIN.
STUDENTS WILL OBSERVE THAT OBJECTS ARE
INTRODUCTION TO MATERIALS & INITIATE DISCUSSION
MADE OF DIFFERENT MATERIALS AND SOME
GENERAL 5 MATERIALS OBJECTS THAT BREAK (ACTIVITY-1: ABOUT COMMON
45 1 VI BREAK MORE EASILY THAN OTHERS. STUDENTS
SCIENCE AND THINGS FINDING THE MATERIALS USED TO HOUSEHOLD OBJECTS AND
WILL LIST MATERIALS OBJECTS ARE MADE FROM.
MAKE DIFFERENT OBJECTS) 48 THEIR MATERIALS.

STUDENTS WILL DIFFERENTIATE BETWEEN

OBJECTS MADE OF
OBJECTS MADE OF ONE MATERIAL AND THOSE DISCUSS HOW MATERIAL
GENERAL 5 MATERIALS SINGLE/MULTIPLE MATERIALS &
46 2 VI MADE OF MULTIPLE. STUDENTS WILL LIST PROPERTIES DETERMINE
SCIENCE AND THINGS ACTIVITY -2: FINDING THE OBJECTS
VARIOUS OBJECTS MADE FROM DIFFERENT USAGE.
MADE FROM DIFFERENT MATERIALS
MATERIALS. 49
PROPERTIES OF MATERIALS
(SOFT/HARD, SHINY/NON-SHINY) & STUDENTS WILL LEARN THAT MATERIALS HAVE
TRANSPARENCY (TRANSPARENT, PROPERTIES LIKE HARDNESS, SHININESS, AND
GENERAL 5 MATERIALS CONDUCT EXPERIMENTS
47 3 VI OPAQUE, TRANSLUCENT) & TRANSPARENCY. STUDENTS WILL CLASSIFY
SCIENCE AND THINGS TO TEST TRANSPARENCY.
ACTIVITY-3: IDENTIFYING OBJECTS AS TRANSPARENT, OPAQUE, OR
TRANSPARENT AND OPAQUE TRANSLUCENT. 50
OBJECTS
STUDENTS WILL EXPLORE TRANSLUCENCY BY
CONNECT OBSERVATIONS
OBSERVING THROUGH PAPER OBSERVING LIGHT THROUGH OILY PAPER.
GENERAL 5 MATERIALS TO THE DEFINITIONS OF
48 4 VI (ACTIVITY-4) & STATE OF THE STUDENTS WILL RECALL THE THREE STATES OF
SCIENCE AND THINGS TRANSPARENT, OPAQUE,
MATERIALS (SOLID, LIQUID, GAS) MATTER (SOLID, LIQUID, GAS) AND THEIR
AND TRANSLUCENT.
INTERCONVERSION. 51
STUDENTS WILL OBSERVE CANDLE WAX DISCUSS THE PRINCIPLE OF
LIGHT A CANDLE (ACTIVITY-5) &
CHANGING STATES (SOLID TO LIQUID TO GAS) EXPANSION AND
GENERAL 5 MATERIALS CLASSIFICATION OF MATERIALS
49 5 VI AND HOW FLAME REIGNITES FROM A DISTANCE. CONTRACTION IN
SCIENCE AND THINGS (ACTIVITY-6: SOLIDS, LIQUIDS,
STUDENTS WILL CLASSIFY VARIOUS MATERIALS RELATION TO STATES OF
GASES)
INTO SOLIDS, LIQUIDS, AND GASES. 52 MATTER.
GENERAL 5 MATERIALS DILEMMA WITH SUGAR (SOLID OR STUDENTS WILL DEBATE WHETHER SUGAR IS A DISCUSS DENSITY AND
50 6 VI
SCIENCE AND THINGS LIQUID?) & SINKING OR FLOATING IN SOLID OR LIQUID. STUDENTS WILL PREDICT AND BUOYANCY.
 WATER (ACTIVITY-7) & DO IRON TEST WHETHER OBJECTS SINK OR FLOAT IN
OBJECTS FLOAT? (ACTIVITY 8) WATER, INCLUDING IRON OBJECTS OF
DIFFERENT SHAPES. 53
STUDENTS WILL TEST WHETHER VARIOUS
GENERAL 5 MATERIALS SOLUBLE OR INSOLUBLE IN WATER EXPLORE SOLUBILITY WITH
51 7 VI MATERIALS DISSOLVE IN WATER (SOLUBLE) OR
SCIENCE AND THINGS (ACTIVITY-9) DIFFERENT LIQUIDS.
NOT (INSOLUBLE). 54
REINFORCE THE
STUDENTS WILL UNDERSTAND THAT MATERIALS
GENERAL 5 MATERIALS GROUPING MATERIALS BASED ON IMPORTANCE OF
52 8 VI ARE GROUPED BASED ON SIMILARITIES AND
SCIENCE AND THINGS PROPERTIES CLASSIFICATION IN
DIFFERENCES IN THEIR PROPERTIES. 55
SCIENCE.
STUDENTS WILL DISCUSS WHERE DIFFERENT
GENERAL INTRODUCTION TO HABITAT & ORGANISMS LIVE. STUDENTS WILL DEFINE INITIATE DISCUSSION
53 1 VI 6 HABITAT
SCIENCE ACTIVITY-1: WHO LIVES WHERE HABITAT AS A SURROUNDING THAT MEETS AN ABOUT LOCAL HABITATS.
ORGANISM'S NEEDS. 56
STUDENTS WILL IDENTIFY DIFFERENT HABITATS DISCUSS HOW
DIFFERENT HABITATS (POND, TREE, (POND, TREE, HOUSE, ORCHARD). STUDENTS AVAILABILITY OF FOOD,
GENERAL
54 2 VI 6 HABITAT HOUSE, ORCHARD) & POND AS A WILL STUDY THE DISTRIBUTION OF ORGANISMS AIR, AND LIGHT
SCIENCE
HABITAT (REGIONS IN POND) IN DIFFERENT REGIONS OF A POND (SURFACE, INFLUENCES ORGANISM
MID-WATER, MARGINS, BOTTOM). 57 DISTRIBUTION IN A POND.
STUDENTS WILL EXPLORE A TREE AS A HABITAT,
TREE AS A HABITAT (ACTIVITY-3) & OBSERVING VARIOUS ORGANISMS LIVING ON IT. DISCUSS THE
GENERAL
55 3 VI 6 HABITAT OUR HOUSE AS A HABITAT STUDENTS WILL RECOGNIZE THEIR HOUSE AS A RESPONSIBILITY OF
SCIENCE
(ACTIVITY-4) HABITAT, INCLUDING PETS AND WILD CARING FOR PET ANIMALS.
ORGANISMS. 58
STUDENTS WILL CLASSIFY HABITATS AS
DISCUSS THE CONCEPT OF
TERRESTRIAL AND AQUATIC TERRESTRIAL (LAND) OR AQUATIC (WATER).
GENERAL ADAPTATION TO
56 4 VI 6 HABITAT HABITATS & ACTIVITY-5: COMPARE STUDENTS WILL COMPARE CHARACTERISTICS OF
SCIENCE DIFFERENT
WATER PLANTS WITH LAND PLANTS AQUATIC PLANTS AND LAND PLANTS, NOTING
ENVIRONMENTS.
ADAPTATIONS. 59
STUDENTS WILL LEARN ABOUT SPECIFIC DISCUSS ADAPTATIONS OF
DIVERSITY OF HABITATS IN TELUGU
GENERAL HABITATS IN TELUGU STATES LIKE MANGROVES DESERT ANIMALS (CAMEL,
57 5 VI 6 HABITAT STATES (MANGROVES, DESERT
SCIENCE AND DESERTS, AND THE UNIQUE PLANT SIDE-WINDER SNAKE,
PLANTS) 60
ADAPTATIONS FOUND THERE. FENNEC FOX).
 STUDENTS WILL LEARN ABOUT ANIMAL DISCUSS HOW HUMAN
ANIMAL MIGRATION & MIGRATORY
GENERAL MIGRATION IN SEARCH OF FOOD AND SHELTER. ACTIVITIES CAN DISTURB
58 6 VI 6 HABITAT BIRDS & PROJECT WORK (STUDYING
SCIENCE STUDENTS WILL IDENTIFY MIGRATORY BIRDS HABITATS AND CAUSE
MIGRATION)
(E.G., SIBERIAN CRANES). 61 BIODIVERSITY LOSS.
STUDENTS WILL UNDERSTAND THE IMPORTANCE
OF PAPER RECYCLING FOR ENVIRONMENTAL ENCOURAGE ECO-
GENERAL RECYCLING OF PAPER &
59 7 VI 6 HABITAT PROTECTION. STUDENTS WILL LEARN ABOUT FRIENDLY PRACTICES IN
SCIENCE COMPRESSED CARDBOARD
COMPRESSED CARDBOARD AS A WOOD-SAVING DAILY LIFE.
ALTERNATIVE. 62
STUDENTS WILL UNDERSTAND THAT DISCUSS THE
GOOD HABITAT, GOOD LIFE!
GENERAL PROTECTING HABITATS IS CRUCIAL FOR THE INTERDEPENDENCE OF
60 8 VI 6 HABITAT (IMPACT OF HUMAN ACTIVITIES ON
SCIENCE WELL-BEING OF ALL ORGANISMS, INCLUDING ORGANISMS IN AN
HABITATS)
HUMANS. 63 ECOSYSTEM.
STUDENTS WILL REINFORCE THAT HABITAT
GENERAL IMPORTANCE OF HABITAT FOR REVIEW KEY CONCEPTS OF
61 9 VI 6 HABITAT PROVIDES OPTIMUM CONDITIONS FOR LIFE
SCIENCE PLANTS AND ANIMALS HABITAT.
(FOOD, WATER, AIR, SHELTER). 64
STUDENTS WILL UNDERSTAND THAT HABITATS
ARE SPECIFIC TO ORGANISMS. STUDENTS WILL
GENERAL SPECIFICITY OF HABITATS & BIRD DISCUSS THE REASONS
62 10 VI 6 HABITAT REVISIT BIRD MIGRATION AS AN EXAMPLE OF
SCIENCE MIGRATION AS HABITAT CHANGE FOR BIRD MIGRATION.
ANIMALS CHANGING HABITATS FOR BETTER
CONDITIONS. 65
STUDENTS WILL UNDERSTAND THE NEGATIVE
CONSEQUENCES OF HABITAT
CONSEQUENCES OF HABITAT
GENERAL DESTRUCTION & CONSERVATION DISCUSS THE "PROJECT
63 11 VI 6 HABITAT DISTURBANCE/DESTRUCTION. STUDENTS WILL
SCIENCE EFFORTS (NATIONAL PARKS, TIGER" CASE STUDY. 67
LEARN ABOUT CONSERVATION EFFORTS LIKE
SANCTUARIES)
NATIONAL PARKS AND SANCTUARIES. 66
STUDENTS WILL GRASP THE CONCEPT OF EMPHASIZE THAT EVERY
GENERAL ECOSYSTEM BALANCE & HUMAN
64 12 VI 6 HABITAT ECOSYSTEM BALANCE AND HUMAN ORGANISM HAS A RIGHT
SCIENCE RESPONSIBILITY FOR BIODIVERSITY 68
RESPONSIBILITY IN PROTECTING BIODIVERSITY. TO EXIST.
STUDENTS WILL RECOGNIZE THE NEED FOR
INTRODUCTION TO SEPARATION & INITIATE DISCUSSION
SEPARATING SUBSTANCES IN DAILY LIFE.
GENERAL 7 SEPARATION MIXTURES (NATURAL, MAN-MADE) WITH COMMON
65 1 VI STUDENTS WILL DEFINE MIXTURES AND
SCIENCE OF SUBSTANCES & ACTIVITY-1: USE OF WATER IN SEPARATION EXAMPLES
IDENTIFY NATURAL/MAN-MADE MIXTURES.
SEPARATION (E.G., STONES FROM RICE).
STUDENTS WILL USE WATER TO SEPARATE SOLID
 MATERIALS BASED ON
FLOATING/SINKING/SOLUBILITY. 69
STUDENTS WILL DEFINE HAND PICKING AS A DISCUSS THE PROPERTIES
GENERAL 7 SEPARATION METHODS OF SEPARATION: HAND SEPARATION METHOD. STUDENTS WILL IDENTIFY THAT ENABLE HAND
66 2 VI
SCIENCE OF SUBSTANCES PICKING SITUATIONS WHERE HAND PICKING IS USED PICKING (SIZE, COLOR,
(E.G., SEPARATING STONES FROM RICE). 70 SHAPE).
STUDENTS WILL LEARN WINNOWING AS A
METHOD TO SEPARATE LIGHTER HUSK FROM
WINNOWING & ACTIVITY-2: HEAVIER GRAINS USING WIND. STUDENTS WILL CONNECT THESE
GENERAL 7 SEPARATION
67 3 VI SEDIMENTATION AND PERFORM SEDIMENTATION (SETTLING OF METHODS TO DENSITY
SCIENCE OF SUBSTANCES
DECANTATION HEAVIER PARTICLES) AND DECANTATION DIFFERENCES.
(POURING OFF LIQUID WITHOUT DISTURBING
SEDIMENT). 71
STUDENTS WILL LEARN ABOUT SIEVING
SIEVING AND FILTRATION (SIEVES, (SEPARATING DIFFERENT SIZED SOLIDS) AND
GENERAL 7 SEPARATION STRAINERS, FILTER PAPER) & FILTRATION (SEPARATING INSOLUBLE SOLIDS DISCUSS THE PORE SIZE OF
68 4 VI
SCIENCE OF SUBSTANCES ACTIVITY-3: WHY CAN'T WE FILTER FROM LIQUIDS). STUDENTS WILL UNDERSTAND SIEVES AND FILTER PAPER.
SALT FROM SALT WATER WHY DISSOLVED SUBSTANCES CANNOT BE
SEPARATED BY FILTRATION. 72
STUDENTS WILL LEARN ABOUT CRYSTALLIZATION
DISCUSS COMMON
AS A METHOD TO SEPARATE DISSOLVED SOLIDS
GENERAL 7 SEPARATION EXAMPLES LIKE SALT
69 5 VI CRYSTALLIZATION (ACTIVITY-4) FROM A SOLUTION BY EVAPORATING THE
SCIENCE OF SUBSTANCES EXTRACTION FROM SEA
SOLVENT. STUDENTS WILL OBSERVE CRYSTAL
WATER.
FORMATION. 73
STUDENTS WILL DEFINE DISTILLATION AS A
DISTILLATION (DEFINITION, PROCESS TO PURIFY WATER BY CONVERTING IT DISCUSS THE IMPORTANCE
GENERAL 7 SEPARATION
70 6 VI DISTILLED WATER) & ACTIVITY-5: TO VAPOR AND THEN CONDENSING IT BACK TO OF DISTILLED WATER (E.G.,
SCIENCE OF SUBSTANCES
GET YOUR OWN DISTILLED WATER LIQUID. STUDENTS WILL SET UP A SIMPLE FOR INJECTIONS).
DISTILLATION APPARATUS. 74

STUDENTS WILL DEFINE SUBLIMATION AS A

SUBLIMATION (DEFINITION, PROCESS WHERE A SOLID DIRECTLY TURNS INTO DISCUSS OTHER
GENERAL 7 SEPARATION
71 7 VI CAMPHOR) & ACTIVITY-9: A GAS AND VICE-VERSA, WITHOUT BECOMING SUBSTANCES THAT
SCIENCE OF SUBSTANCES
SUBLIMATION OF CAMPHOR LIQUID. STUDENTS WILL OBSERVE SUBLIMATION UNDERGO SUBLIMATION.
WITH CAMPHOR. 75
 STUDENTS WILL LEARN ABOUT
CHROMATOGRAPHY (DEFINITION, CHROMATOGRAPHY AS A METHOD TO SEPARATE
GENERAL 7 SEPARATION CHALK WITH DIFFERENT COLORS) & COMPONENTS OF A MIXTURE BASED ON THEIR EXPLAIN HOW INK IS A
72 8 VI
SCIENCE OF SUBSTANCES ACTIVITY-7: A CHALK WITH DIFFERENTIAL MOVEMENT THROUGH A MIXTURE OF COLORS.
DIFFERENT COLOURS MEDIUM. STUDENTS WILL PERFORM CHALK
CHROMATOGRAPHY. 76
STUDENTS WILL UNDERSTAND THAT MULTIPLE
SEPARATION METHODS MIGHT BE NEEDED FOR
GENERAL 7 SEPARATION SEPARATION USING MORE THAN SOLVE A PRACTICAL
73 9 VI COMPLEX MIXTURES. STUDENTS WILL APPLY
SCIENCE OF SUBSTANCES ONE METHOD (ACTIVITY-8) SEPARATION PROBLEM.
COMBINED METHODS TO SEPARATE SAND,
SAWDUST, AND SALT FROM WATER. 77
STUDENTS WILL RECOGNIZE THAT SEPARATION
DISCUSS VARIOUS
GENERAL 7 SEPARATION IMPORTANCE OF SEPARATION IN IS A VITAL SCIENTIFIC ACTIVITY AND ESSENTIAL
74 10 VI APPLICATIONS OF
SCIENCE OF SUBSTANCES DAILY LIFE IN DAILY LIFE FOR OBTAINING DESIRABLE
SEPARATION TECHNIQUES.
MATERIALS AND PURIFYING SUBSTANCES. 78
STUDENTS WILL RECOGNIZE THE INFLUENCE OF
WIND IN DAILY LIFE. STUDENTS WILL INITIATE DISCUSSION
GENERAL 8 AIR, WINDS INTRODUCTION TO WIND & WHERE
75 1 VI DEMONSTRATE THAT AIR OCCUPIES SPACE AND ABOUT EVERYDAY
SCIENCE AND CYCLONES DO WE FIND AIR? (LET US DO-1, 2)
IS PRESENT EVERYWHERE, USING SIMPLE EXPERIENCES WITH WIND.
EXPERIMENTS. 79
STUDENTS WILL OBSERVE AND INFER THAT AIR
DISCUSS REAL-LIFE
GENERAL 8 AIR, WINDS DOES AIR EXERT PRESSURE? EXERTS PRESSURE, DEMONSTRATED BY
76 2 VI EXAMPLES OF AIR
SCIENCE AND CYCLONES (BALLOON, SYRINGE) & LET US DO-3 BALLOON BURSTING AND SYRINGE PLUNGER
PRESSURE.
RESISTANCE. 80
STUDENTS WILL OBSERVE THAT AIR EXPANDS ON CONNECT THESE
AIR EXPANDS ON HEATING (LET US
GENERAL 8 AIR, WINDS HEATING AND CONTRACTS ON COOLING. CONCEPTS TO
77 3 VI DO-4) & HOT AIR IS LIGHTER THAN
SCIENCE AND CYCLONES STUDENTS WILL DEMONSTRATE THAT HOT AIR IS PHENOMENA LIKE SMOKE
COLD AIR (LET US DO-5)
LIGHTER AND RISES. 81 RISING.
EFFECTS OF MOVING AIR (LET US STUDENTS WILL DEMONSTRATE THAT MOVING
DISCUSS HOW PRESSURE
GENERAL 8 AIR, WINDS DO-9: POSTCARD ON GLASS) & AIR CREATES LOW PRESSURE. STUDENTS WILL
78 4 VI DIFFERENCES DRIVE WIND
SCIENCE AND CYCLONES WIND - UNEVEN HEATING ON THE LEARN THAT WINDS ARE CAUSED BY UNEVEN
MOVEMENT.
EARTH (EQUATOR VS. POLES) HEATING BETWEEN THE EQUATOR AND POLES. 82
WIND - UNEVEN HEATING (LAND STUDENTS WILL UNDERSTAND THAT UNEVEN
GENERAL 8 AIR, WINDS CONNECT THE CONCEPT
79 5 VI AND WATER - MONSOONS, HEATING OF LAND AND WATER CAUSES LAND
SCIENCE AND CYCLONES OF WIND SPEED AND
LAND/SEA BREEZE) & CYCLONES AND SEA BREEZES AND MONSOON WINDS.
 (INTRODUCTION, FORMATION - LET STUDENTS WILL BE INTRODUCED TO CYCLONES REDUCED AIR PRESSURE
US DO-10) AND THEIR FORMATION DUE TO PRESSURE TO CYCLONE FORMATION.
DIFFERENCES. 83

EMPHASIZE THE
STUDENTS WILL LEARN ABOUT THE IMPORTANCE OF
DESTRUCTION BY CYCLONES &
GENERAL 8 AIR, WINDS DESTRUCTIVE EFFECTS OF CYCLONES. STUDENTS FOLLOWING OFFICIAL
80 6 VI CYCLONES - DO'S AND DON'TS &
SCIENCE AND CYCLONES WILL IDENTIFY PRECAUTIONS TO TAKE BEFORE WARNINGS AND USING
POST CYCLONE MEASURES
AND AFTER A CYCLONE. 84 ADVANCED TECHNOLOGY
FOR ALERTS.
STUDENTS WILL LEARN ABOUT THE DISCUSS THE ROLE OF
GENERAL 8 AIR, WINDS IMPORTANCE OF ANEMOMETER
81 7 VI ANEMOMETER AS AN INSTRUMENT USED TO WIND SPEED IN STORM
SCIENCE AND CYCLONES FOR WIND SPEED
MEASURE WIND SPEED. 85 FORMATION.
STUDENTS WILL RECALL THE COMPOSITION OF
REVISIT EARLIER
GENERAL 8 AIR, WINDS COMPONENTS OF AIR & AIR AIR. STUDENTS WILL APPLY THE CONCEPT OF AIR
82 8 VI ACTIVITIES ON AIR
SCIENCE AND CYCLONES PRESSURE IN BALLOONS PRESSURE TO EXPLAIN WHY BALLOONS EXPAND
PRESSURE.
AND BURST. 86
STUDENTS WILL RELATE THEIR DAILY ENCOURAGE PERSONAL
GENERAL 8 AIR, WINDS HUMAN ACTIVITIES AND WIND
83 9 VI EXPERIENCES (E.G., CYCLING AGAINST/WITH REFLECTIONS ON WIND'S
SCIENCE AND CYCLONES IMPACT (E.G., CYCLING)
WIND) TO THE EFFECTS OF WIND. 87 INFLUENCE.
BENEFITS OF WIND (E.G., DRYING STUDENTS WILL IDENTIFY BOTH BENEFICIAL
GENERAL 8 AIR, WINDS CLOTHES, ENERGY GENERATION) & USES OF WIND (DRYING CLOTHES, ENERGY) AND DISCUSS THE DUALITY OF
84 10 VI
SCIENCE AND CYCLONES HARMFUL EFFECTS OF WIND (E.G., ITS HARMFUL EFFECTS (CYCLONES, DUST NATURE'S FORCES.
CYCLONES, DUST STORMS) STORMS). 88

DISCUSS HOW
STUDENTS WILL REINFORCE THE IMPORTANCE
GENERAL 8 AIR, WINDS METEOROLOGICAL
85 11 VI ROLE OF WEATHER FORECASTING OF WEATHER FORECASTS FOR DAILY LIFE AND
SCIENCE AND CYCLONES DEPARTMENTS MAKE
AGRICULTURAL PLANNING. 89
PREDICTIONS.
STUDENTS WILL CONNECT THE CONCEPT OF
REINFORCE THE
GENERAL 8 AIR, WINDS UNEVEN HEATING AND SMOKE WARM AIR RISING DUE TO LESS DENSITY TO THE
86 12 VI PRINCIPLES OF
SCIENCE AND CYCLONES MOVEMENT MOVEMENT OF SMOKE FROM AN INCENSE
CONVECTION.
STICK. 90
STUDENTS WILL RECALL THAT LIGHT TRAVELS IN
INTRODUCTION TO REFLECTION &
GENERAL 9 REFLECTION OF STRAIGHT LINES AND IS REFLECTED BY OBJECTS. INITIATE DISCUSSION ON
87 1 VI LET US DO THIS (1) (TORCH AND
SCIENCE LIGHT STUDENTS WILL OBSERVE REFLECTION OF LIGHT HOW WE SEE OBJECTS.
MIRROR)
FROM A MIRROR. 91
 RAYS OF LIGHT (LET US DO THIS (2), STUDENTS WILL UNDERSTAND LIGHT AS RAYS
(3)) & LAWS OF REFLECTION AND OBSERVE THEIR REFLECTION. STUDENTS EMPHASIZE THE NORMAL
GENERAL 9 REFLECTION OF
88 2 VI (INCIDENT/REFLECTED RAY, ANGLE WILL LEARN AND VERIFY THE LAWS OF AND ANGLES IN
SCIENCE LIGHT
OF INCIDENCE/REFLECTION) & LET REFLECTION (ANGLE OF INCIDENCE = ANGLE OF REFLECTION.
US DO THIS (4) REFLECTION). 92
STUDENTS WILL UNDERSTAND HOW IMAGES
IMAGE FORMATION IN PLANE ARE FORMED IN MIRRORS DUE TO REFLECTED DISCUSS PRACTICAL
GENERAL 9 REFLECTION OF
89 3 VI MIRRORS & MAKE YOUR OWN LIGHT. STUDENTS WILL CONSTRUCT A PERISCOPE APPLICATIONS OF
SCIENCE LIGHT
PERISCOPE (LET US DO THIS (5)) TO OBSERVE OBJECTS OUT OF DIRECT SIGHT PERISCOPES.
USING PARALLEL MIRRORS. 93
STUDENTS WILL OBSERVE AND UNDERSTAND
PLANE MIRROR PROPERTIES
LATERAL INVERSION IN PLANE MIRRORS. CONNECT TO REAL-LIFE
GENERAL 9 REFLECTION OF (LATERAL INVERSION, SIZE,
90 4 VI STUDENTS WILL CONFIRM THAT IMAGE SIZE EXAMPLES LIKE
SCIENCE LIGHT DISTANCE) & LET US DO THIS (6), (7),
EQUALS OBJECT SIZE AND IMAGE DISTANCE AMBULANCE WRITING.
(8)
EQUALS OBJECT DISTANCE. 94
STUDENTS WILL LEARN THAT MULTIPLE IMAGES
MULTIPLE IMAGES (LET US DO THIS ARE FORMED WHEN MIRRORS ARE AT AN EXPLORE THE ARTISTIC
GENERAL 9 REFLECTION OF (9)) & GARDEN IN A BOX (LET US DO ANGLE, AND THE NUMBER INCREASES AS THE AND SCIENTIFIC ASPECTS
91 5 VI
SCIENCE LIGHT THIS (10)) & KALEIDOSCOPE (LET US ANGLE DECREASES. STUDENTS WILL CREATE A OF MULTIPLE
DO THIS (11)) "GARDEN IN A BOX" AND A KALEIDOSCOPE TO REFLECTIONS.
OBSERVE MULTIPLE REFLECTIONS. 95
STUDENTS WILL OBSERVE IMAGES IN A SPOON
SPHERICAL MIRRORS (CONVEX, TO UNDERSTAND CONVEX (SMALL IMAGE) AND RELATE TO APPLICATIONS
GENERAL 9 REFLECTION OF
92 6 VI CONCAVE) & LET US DO THIS (13), CONCAVE (REVERSED/ENLARGED IMAGE) LIKE REARVIEW MIRRORS
SCIENCE LIGHT
(14), (15) MIRRORS. STUDENTS WILL LEARN THAT AND DENTIST MIRRORS.
SPHERICAL MIRRORS ARE PARTS OF A SPHERE. 96

STUDENTS WILL DISTINGUISH BETWEEN REAL

REAL AND VIRTUAL IMAGES (LET US
(CAN BE ON SCREEN) AND VIRTUAL (ONLY IN DISCUSS HOW WATER
GENERAL 9 REFLECTION OF DO THIS (16)) & REGULAR AND
93 7 VI MIRROR) IMAGES. STUDENTS WILL LEARN SURFACE AFFECTS
SCIENCE LIGHT IRREGULAR REFLECTION (LET US DO
ABOUT REGULAR (SMOOTH SURFACE) AND REFLECTION.
THIS: STILL/DISTURBED WATER)
IRREGULAR (ROUGH SURFACE) REFLECTION. 97
STUDENTS WILL COMPARE THE
PROPERTIES OF REAL AND VIRTUAL CLARIFY THE
GENERAL 9 REFLECTION OF CHARACTERISTICS OF REAL AND VIRTUAL
94 8 VI IMAGES (COMPARISON WITH DISTINCTIONS BETWEEN
SCIENCE LIGHT IMAGES WITH SHADOWS (COLOR, OUTLINE VS.
SHADOW) SHADOWS AND IMAGES.
COMPLETE OBJECT). 98
 STUDENTS WILL LEARN ABOUT THE USE OF
APPLICATIONS OF SPHERICAL
CONCAVE MIRRORS IN TORCHES/HEADLIGHTS
MIRRORS (TORCHES, HEADLIGHTS, CONNECT THEORETICAL
GENERAL 9 REFLECTION OF FOR BRIGHTNESS AND CONVEX MIRRORS AS
95 9 VI DENTIST MIRRORS) & REGULAR VS. CONCEPTS TO PRACTICAL
SCIENCE LIGHT REARVIEW MIRRORS. STUDENTS WILL OBSERVE
IRREGULAR REFLECTION IN DAILY DEVICES.
REGULAR/IRREGULAR REFLECTION IN EVERYDAY
LIFE
OBJECTS. 99
STUDENTS WILL REINFORCE THE LAW THAT THE
GENERAL 9 REFLECTION OF RELATIONSHIP BETWEEN ANGLE OF PRACTICE APPLYING THE
96 10 VI ANGLE OF INCIDENCE EQUALS THE ANGLE OF
SCIENCE LIGHT INCIDENCE AND REFLECTION LAW OF REFLECTION.
REFLECTION. 100
TOTAL INTERNAL REFLECTION STUDENTS WILL UNDERSTAND THAT LIGHT RELATE THE PINHOLE
GENERAL 9 REFLECTION OF
97 11 VI (IMPLIED, PINHOLE CAMERA - TRAVELS IN STRAIGHT LINES BASED ON PINHOLE CAMERA TO IMAGE
SCIENCE LIGHT
CURVED PATHS) CAMERA OBSERVATIONS. 101 INVERSION.
STUDENTS WILL REAFFIRM THAT LIGHT IS
CLASSIFY OBJECTS BASED
LIGHT AS SOURCE TO SEE OBJECTS & NECESSARY TO SEE OBJECTS. STUDENTS WILL
GENERAL 9 REFLECTION OF ON THEIR LIGHT
98 12 VI PROPERTIES OF OPAQUE, REVIEW THE PROPERTIES OF OPAQUE,
SCIENCE LIGHT TRANSMISSION
TRANSPARENT, TRANSLUCENT TRANSPARENT, AND TRANSLUCENT MATERIALS.
102 PROPERTIES.

STUDENTS WILL LEARN ABOUT THE HISTORICAL

PROGRESSION OF UNDERSTANDING PLANT
NUTRITION: ARISTOTLE'S BELIEF (PLANTS GET
ALL FOOD FROM SOIL), VON HELMONT'S
HISTORICAL UNDERSTANDING OF
EXPERIMENT (MASS OF TREE MOSTLY FROM EMPHASIZE THE
GENERAL 10 NUTRITION IN PLANT NUTRITION (ARISTOTLE, VON
99 1 VI WATER, NOT SOIL), STEPHAN HALES' IDEAS CUMULATIVE NATURE OF
SCIENCE PLANTS HELMONT, STEPHAN HALES,
(LEAVES FOR TRANSPIRATION, GAS EXCHANGE, SCIENTIFIC DISCOVERY.
PRIESTLEY, INGENHOUZ)
ROLE OF LIGHT), PRIESTLEY'S EXPERIMENT
(PLANTS RESTORE "SPOILED" AIR), AND
INGENHOUZ'S FINDINGS (GREEN PARTS,
SUNLIGHT). 103
STUDENTS WILL DEFINE "PHOTOSYNTHESIS" AS
THE PROCESS BY WHICH GREEN PARTS OF DISCUSS THE IMPORTANCE
PHOTOSYNTHESIS (DEFINITION,
PLANTS USE CARBON DIOXIDE, WATER, AND OF IRRIGATING FIELDS
GENERAL 10 NUTRITION IN REQUIREMENTS, CHLOROPHYLL) &
100 2 VI SUNLIGHT (WITH CHLOROPHYLL) TO MAKE AFTER SPRINKLING UREA
SCIENCE PLANTS WATER ABSORPTION (ROOTS, STEM
GLUCOSE, STARCH, AND OTHER FOOD TO ENSURE NUTRIENT
TRANSPORT)
MATERIALS. STUDENTS WILL IDENTIFY THE FOUR ABSORPTION.
MAJOR REQUIREMENTS FOR PHOTOSYNTHESIS.
 STUDENTS WILL RECALL THAT PLANTS ABSORB
WATER THROUGH ROOTS AND TRANSPORT IT TO
LEAVES VIA THE STEM. 104
STUDENTS WILL LEARN THAT PLANTS EXCHANGE
AIR THROUGH TINY HOLES CALLED STOMATA ON
LEAVES AND LENTICELS ON STEMS. STUDENTS DISCUSS THE METHODS TO
EXCHANGE OF AIR (STOMATA,
WILL PERFORM AN EXPERIMENT (OR ANALYZE REMOVE GREEN COLOR
GENERAL 10 NUTRITION IN LENTICELS) & LIGHT AND STARCH
101 3 VI ITS DESCRIPTION) WHERE PARTS OF A LEAF ARE (CHLOROPHYLL) FROM
SCIENCE PLANTS FORMATION (EXPERIMENT WITH
COVERED WITH BLACK PAPER TO DEMONSTRATE LEAVES FOR STARCH
BLACK PAPER)
THAT STARCH FORMS ONLY IN AREAS EXPOSED TESTING.
TO LIGHT, HIGHLIGHTING THE NECESSITY OF
LIGHT FOR PHOTOSYNTHESIS. 105
STUDENTS WILL LEARN THAT PLANTS PRODUCE
SUGAR, WHICH IS CONVERTED TO STARCH AND
OTHER COMPOUNDS, REQUIRING MACRO-
NUTRIENTS FOR PLANTS
(NITROGEN, POTASSIUM, PHOSPHORUS) AND
(MACRONUTRIENTS, DISCUSS THE CONCEPT OF
GENERAL 10 NUTRITION IN MICRONUTRIENTS (MINUTE QUANTITIES).
102 4 VI MICRONUTRIENTS) & OTHER TYPES HETEROTROPHIC
SCIENCE PLANTS STUDENTS WILL IDENTIFY CUSCUTA AS A
OF NUTRITION: PARASITIC PLANTS NUTRITION IN PLANTS.
PARASITIC PLANT LACKING CHLOROPHYLL AND
(CUSCUTA, HAUSTORIA)
LEAVES, WHICH TAKES FOOD FROM HOST
PLANTS USING SPECIALIZED ROOTS CALLED
HAUSTORIA. 106
STUDENTS WILL IDENTIFY SAPROPHYTES (E.G.,
FUNGI/BREAD MOLD) AS PLANTS THAT GROW
ON DEAD AND DECAYING MATTER, ABSORBING
ORGANIC MATERIAL. STUDENTS WILL LEARN
SAPROPHYTES (FUNGI) & ABOUT INSECTIVOROUS/CARNIVOROUS PLANTS DISCUSS HOW LICHENS
INSECTIVOROUS PLANTS (DROSERAS, UTRICULARIA, NEPHEENTHIES, ARE AN EXAMPLE OF
GENERAL 10 NUTRITION IN
103 5 VI (CARNIVOROUS PLANTS) & VENUSFLYTRAP) THAT TRAP INSECTS TO MEET BALANCED PARASITISM
SCIENCE PLANTS
SYMBIOSIS (ROOT NODULES, NITROGEN REQUIREMENTS IN DEFICIENT SOILS. TRANSFORMING INTO A
LICHENS) STUDENTS WILL UNDERSTAND SYMBIOSIS AS A SYMBIOTIC RELATIONSHIP.
BENEFICIAL ASSOCIATION WHERE ORGANISMS
SHARE FOOD AND SHELTER (E.G., BACTERIA IN
ROOT NODULES OF LEGUMES, ALGAE/FUNGI IN
LICHENS). 107
 STUDENTS WILL UNDERSTAND THAT SOME
PLANT RESPIRATION & PLANT DISCUSS MODIFIED
GENERAL 10 NUTRITION IN PLANTS STORE FOOD IN THEIR ROOTS AND
104 6 VI STRUCTURE FOR NUTRIENT STEMS/ROOTS FOR FOOD
SCIENCE PLANTS STEMS (E.G., RADISH, CARROT, SWEET POTATO,
STORAGE (ROOTS, STEMS) STORAGE.
TURMERIC, GARLIC, GINGER, SUGARCANE). 108
STUDENTS WILL DIFFERENTIATE BETWEEN
AUTOTROPHIC (SELF-FEEDING) AND
GENERAL 10 NUTRITION IN AUTOTROPHS VS. HETEROTROPHS & REINFORCE BASIC MODES
105 7 VI HETEROTROPHIC (DEPENDENT ON OTHERS)
SCIENCE PLANTS ROLE OF CHLOROPHYLL OF NUTRITION.
PLANTS. STUDENTS WILL UNDERSTAND THE
ROLE OF CHLOROPHYLL IN PHOTOSYNTHESIS. 109
STUDENTS WILL RECOGNIZE PHOTOSYNTHESIS
DISCUSS THE GLOBAL
GENERAL 10 NUTRITION IN IMPORTANCE OF PHOTOSYNTHESIS AS A FUNDAMENTAL PROCESS FOR PRODUCING
106 8 VI IMPACT OF
SCIENCE PLANTS FOR EARTH FOOD AND OXYGEN, SUPPORTING ALL LIFE ON
PHOTOSYNTHESIS.
EARTH. 110
STUDENTS WILL UNDERSTAND THAT CARBON
FACTORS AFFECTING REVIEW AND REINFORCE
GENERAL 10 NUTRITION IN DIOXIDE, WATER, SUNLIGHT, AND CHLOROPHYLL
107 9 VI PHOTOSYNTHESIS (CO2, WATER, THE REQUIREMENTS FOR
SCIENCE PLANTS ARE ESSENTIAL FACTORS FOR PHOTOSYNTHESIS.
SUNLIGHT, CHLOROPHYLL) 111 PHOTOSYNTHESIS.

INTERDEPENDENCE OF PLANTS AND STUDENTS WILL UNDERSTAND HOW PLANTS CONNECT PLANT
GENERAL 10 NUTRITION IN
108 10 VI OTHER ORGANISMS (FOOD CHAINS FORM THE BASE OF FOOD CHAINS AND SUPPORT NUTRITION TO BROADER
SCIENCE PLANTS
REVISITED) OTHER ORGANISMS THROUGH NUTRITION. 112 ECOSYSTEM CONCEPTS.
INTRODUCTION TO RESPIRATION & STUDENTS WILL RECOGNIZE THE IMPORTANCE
LET US DO-1 (RESPIRATION IN OF AIR FOR SURVIVAL AND THE PROCESS OF DISCUSS THE DIFFERENCE
GENERAL 11 RESPIRATION
109 1 VI HUMAN BEINGS - HOLDING BREATH) BREATHING. STUDENTS WILL MEASURE THEIR BETWEEN BREATHING IN
SCIENCE IN ORGANISMS
& LET US DO-2 (BREATHS IN A BREATH-HOLDING TIME AND RESPIRATION RATE. AND BREATHING OUT.
MINUTE) 113

LET US DO-3 (EXPANSION OF CHEST)

STUDENTS WILL MEASURE CHEST EXPANSION
& LET US DO-4 (HOW MUCH AIR IN
DURING BREATHING. STUDENTS WILL ESTIMATE HANDS-ON ACTIVITIES TO
GENERAL 11 RESPIRATION YOUR BREATH?) & LET US DO-5
110 2 VI EXHALED AIR VOLUME. STUDENTS WILL EXPLORE BREATHING
SCIENCE IN ORGANISMS (DIFFERENCE BETWEEN INHALED
OBSERVE DIFFERENCES (WARMTH, MOISTURE) MECHANICS.
AND EXHALED AIR) & LET US DO-6
BETWEEN INHALED AND EXHALED AIR. 114
(MOISTURE IN BREATH)
DISCOVERY OF CARBON DIOXIDE STUDENTS WILL LEARN ABOUT THE HISTORICAL
EMPHASIZE THE
GENERAL 11 RESPIRATION (VON HELMONT, JOSEPH BLACK) & DISCOVERY OF CARBON DIOXIDE ("FIXED AIR")
111 3 VI SCIENTIFIC INQUIRY
SCIENCE IN ORGANISMS DISCOVERY OF OXYGEN (JOSEPH BY VON HELMONT AND JOSEPH BLACK.
PROCESS INVOLVING
PRIESTLEY, LAVOISER) STUDENTS WILL LEARN ABOUT JOSEPH
 PRIESTLEY AND LAVOISER'S DISCOVERY OF OBSERVATION AND
OXYGEN. 115 EXPERIMENTATION.
STUDENTS WILL PERFORM EXPERIMENTS TO
LET US DO-7 (GASES IN OUR BREATH
TEST FOR CARBON DIOXIDE IN EXHALED AIR DISCUSS THAT
GENERAL 11 RESPIRATION - PHENOLPHTHALEIN, LIME WATER)
112 4 VI USING LIME WATER. STUDENTS WILL COMPARE RESPIRATION IS A PROCESS
SCIENCE IN ORGANISMS & COMPARISON OF INHALED AND
THE COMPOSITION OF INHALED AND EXHALED BEYOND JUST BREATHING.
EXHALED AIR
AIR. 116
STUDENTS WILL LEARN ABOUT DIVERSE
ENCOURAGE
BREATHING IN OTHER ANIMALS RESPIRATORY ORGANS IN DIFFERENT ANIMALS:
GENERAL 11 RESPIRATION OBSERVATION OF LIVE
113 5 VI (FISH, FROG, COCKROACH, GILLS IN FISH, LUNGS AND MOIST SKIN IN FROGS,
SCIENCE IN ORGANISMS ORGANISMS FOR
EARTHWORM) SPIRACLES/TRACHEA IN COCKROACHES, AND
BREATHING PATTERNS.
MOIST SKIN IN EARTHWORMS. 117
STUDENTS WILL LEARN THAT PLANTS RESPIRE
THROUGH STOMATA ON LEAVES AND LENTICELS
RESPIRATION IN PLANTS (STOMATA,
GENERAL 11 RESPIRATION ON STEMS. STUDENTS WILL PERFORM COMPARE RESPIRATION IN
114 6 VI LENTICELS) & EXPERIMENTS
SCIENCE IN ORGANISMS EXPERIMENTS TO DEMONSTRATE CARBON PLANTS AND ANIMALS.
(FLOWERS/BUDS, SPROUTED SEEDS)
DIOXIDE RELEASE DURING PLANT RESPIRATION.
118

STUDENTS WILL UNDERSTAND THAT

IMPORTANCE OF RESPIRATION FOR RESPIRATION IS A FUNDAMENTAL PROCESS FOR CONNECT RESPIRATION TO
GENERAL 11 RESPIRATION
115 7 VI ALL ORGANISMS (OXYGEN ALL ORGANISMS TO RELEASE ENERGY. STUDENTS DAILY LIFE AND MEDICAL
SCIENCE IN ORGANISMS
CYLINDERS) WILL LEARN ABOUT THE USE OF OXYGEN APPLICATIONS.
CYLINDERS IN MEDICAL SETTINGS. 119

STUDENTS WILL REVIEW THE APPROXIMATE

QUANTITATIVE
GENERAL 11 RESPIRATION COMPOSITION OF INHALED VS. PERCENTAGES OF OXYGEN, CARBON DIOXIDE,
116 8 VI UNDERSTANDING OF GAS
SCIENCE IN ORGANISMS EXHALED AIR (PERCENTAGES) AND NITROGEN IN INHALED AND EXHALED AIR.
120 EXCHANGE.

STUDENTS WILL CLEARLY DIFFERENTIATE

GENERAL 11 RESPIRATION RESPIRATION VS. BREATHING BETWEEN THE PHYSICAL ACT OF BREATHING CLARIFY THE SCOPE OF
117 9 VI
SCIENCE IN ORGANISMS (DISTINCTION) AND THE BROADER BIOCHEMICAL PROCESS OF RESPIRATION.
RESPIRATION. 121
STUDENTS WILL UNDERSTAND THE CYCLICAL
INTERDEPENDENCE OF
GENERAL 11 RESPIRATION RELATIONSHIP BETWEEN PHOTOSYNTHESIS CONNECT TO
118 10 VI PHOTOSYNTHESIS AND RESPIRATION
SCIENCE IN ORGANISMS (PRODUCING OXYGEN) AND RESPIRATION BIOGEOCHEMICAL CYCLES.
(CYCLES)
(USING OXYGEN, PRODUCING CO2). 122
 STUDENTS WILL OBSERVE THAT PHYSICAL RELATE TO REAL-LIFE
GENERAL 11 RESPIRATION FACTORS AFFECTING RESPIRATION
119 11 VI ACTIVITY (EXERCISE) INCREASES THE PHYSIOLOGICAL
SCIENCE IN ORGANISMS (EXERCISE)
RESPIRATION RATE. 123 RESPONSES.
STUDENTS WILL RECOGNIZE FLOWERS AS THE
INTRODUCTION TO FLOWERS & ENCOURAGE DRAWING
12 REPRODUCTIVE PART OF PLANTS. STUDENTS
GENERAL FLORAL PARTS (THALAMUS, CALYX, AND CAREFUL
120 1 VI REPRODUCTION WILL IDENTIFY AND DISSECT MAIN FLORAL
SCIENCE COROLLA, ANDROECIUM, OBSERVATION OF FLORAL
IN PLANTS PARTS (THALAMUS, CALYX, COROLLA,
GYNOECIUM) PARTS.
ANDROECIUM, GYNOECIUM). 124
STUDENTS WILL CLASSIFY FLOWERS AS
CLASSIFICATION OF FLOWERS
COMPLETE (ALL FOUR WHORLS PRESENT) OR
12 (COMPLETE/INCOMPLETE,
GENERAL INCOMPLETE (ANY WHORL MISSING). STUDENTS DISCUSS EXAMPLES OF
121 2 VI REPRODUCTION UNISEXUAL/BISEXUAL) & LET US DO-
SCIENCE WILL CLASSIFY FLOWERS AS UNISEXUAL (EITHER EACH FLOWER TYPE.
IN PLANTS 2 (CUCUMBER/BOTTLE GOURD
STAMENS OR PISTIL) OR BISEXUAL (BOTH
FLOWERS)
STAMENS AND PISTIL). 125
STUDENTS WILL OBSERVE POLLEN GRAINS (MALE
PARTS) UNDER A MICROSCOPE. STUDENTS WILL
12 SEXUAL PARTS OF FLOWER (POLLEN
GENERAL IDENTIFY OVULES (FEMALE PARTS) WITHIN THE EMPHASIZE THAT SEEDS
122 3 VI REPRODUCTION GRAINS, OVULES) & FLOWER PART
SCIENCE OVARY. STUDENTS WILL CONCLUDE THAT THE PRODUCE NEW PLANTS.
IN PLANTS TO FRUIT (LET US DO-3)
OVARY DEVELOPS INTO FRUIT AND OVULES INTO
SEEDS. 126
STUDENTS WILL DEFINE "POLLINATION" AS THE
AGENTS THAT HELP OVARY OF TRANSFER OF POLLEN GRAINS FROM ANTHER TO
12 FLOWER TO DEVELOP INTO FRUIT STIGMA. STUDENTS WILL DIFFERENTIATE DISCUSS THE IMPORTANCE
GENERAL
123 4 VI REPRODUCTION (POLLINATION - SELF/CROSS) & LET BETWEEN SELF-POLLINATION AND CROSS- OF EXPERIMENTAL
SCIENCE
IN PLANTS US DO-4 (BOTTLE GOURD POLLINATION. STUDENTS WILL DEMONSTRATE CONTROLS.
POLLINATION) THAT POLLINATION IS NECESSARY FOR FRUIT
DEVELOPMENT. 127
AGENTS OF POLLINATION (AIR,
STUDENTS WILL IDENTIFY VARIOUS AGENTS OF
WATER, ANIMALS, INSECTS, DISCUSS HOW HUMAN
12 POLLINATION. STUDENTS WILL OBSERVE POLLEN
GENERAL HUMANS) & WHAT HAPPENS TO ACTIVITIES (E.G.,
124 5 VI REPRODUCTION GRAIN GERMINATION AND UNDERSTAND
SCIENCE POLLEN GRAIN AFTER POLLINATION? PESTICIDES) CAN AFFECT
IN PLANTS FERTILIZATION (FUSION OF MALE/FEMALE PARTS
(GERMINATION, FERTILIZATION, NATURAL POLLINATION.
TO FORM ZYGOTE). 128
ZYGOTE) & LET US DO-5
 STUDENTS WILL DEFINE ASEXUAL
ASEXUAL REPRODUCTION
REPRODUCTION AS PRODUCING NEW PLANTS ENCOURAGE STUDENTS
12 (VEGETATIVE REPRODUCTION -
GENERAL FROM VEGETATIVE PARTS. STUDENTS WILL TO FIND MORE EXAMPLES
125 6 VI REPRODUCTION ROOTS, STEM, LEAF) & LET US DO-6
SCIENCE LEARN ABOUT VEGETATIVE REPRODUCTION OF PLANTS REPRODUCING
IN PLANTS (POTATO, BRYOPHYLLUM, ROSE
THROUGH ROOTS, STEM, AND LEAVES WITH VEGETATIVELY.
CUTTINGS)
EXAMPLES. 129
ASEXUAL REPRODUCTION (BUDDING STUDENTS WILL LEARN ABOUT BUDDING IN
12 - YEAST) & LET US DO-7 & ASEXUAL YEAST AND SPORE FORMATION IN BREAD DISCUSS THE HISTORICAL
GENERAL
126 7 VI REPRODUCTION REPRODUCTION (SPORE MOULD AS ASEXUAL REPRODUCTION METHODS. DISCOVERY OF PENICILLIN
SCIENCE
IN PLANTS FORMATION - BREAD MOULD) & LET STUDENTS WILL OBSERVE THESE PROCESSES FROM MOULD.
US DO-8 UNDER A MICROSCOPE. 130
STUDENTS WILL RECALL FRUIT AND SEED INITIATE DISCUSSION
DEVELOPMENT. STUDENTS WILL UNDERSTAND WITH REAL-LIFE
GENERAL 13 SEED INTRODUCTION & WHY ARE SEEDS
127 1 VI THAT SEED DISPERSAL IS NECESSARY TO AVOID OBSERVATIONS OF PLANTS
SCIENCE DISPERSAL DISPERSED?
COMPETITION AND FIND SUITABLE GROWING IN UNUSUAL
GERMINATION PLACES. 131 PLACES.
STUDENTS WILL UNDERSTAND THAT SEED
HOW ARE SEEDS DISPERSED? ENCOURAGE STUDENTS
CHARACTERISTICS ARE RELATED TO DISPERSAL
GENERAL 13 SEED (FACTORS, CHARACTERISTICS) & LET TO HYPOTHESIZE
128 2 VI MECHANISMS. STUDENTS WILL OBSERVE
SCIENCE DISPERSAL US DO – 2 (OBSERVE DIFFERENT DISPERSAL METHODS FOR
VARIOUS SEEDS AND THEIR PROPERTIES FOR
SEEDS) EACH SEED TYPE.
DISPERSAL. 132
STUDENTS WILL LEARN THAT WIND DISPERSES
ENCOURAGE FINDING
GENERAL 13 SEED LIGHT, SMALL, OR WINGED/HAIRY SEEDS.
129 3 VI AGENTS OF SEED DISPERSAL: WIND LOCAL EXAMPLES OF
SCIENCE DISPERSAL STUDENTS WILL IDENTIFY ADAPTATIONS FOR
WIND-DISPERSED SEEDS.
WIND DISPERSAL. 133
STUDENTS WILL LEARN ABOUT WATER
DISCUSS THE ROLE OF
GENERAL 13 SEED AGENTS OF SEED DISPERSAL: WATER DISPERSAL (LIGHT, FIBROUS SEEDS) AND ANIMAL
130 4 VI BIRDS AND SQUIRRELS IN
SCIENCE DISPERSAL & BIRDS AND OTHER ANIMALS DISPERSAL (FLESHY FRUITS, STICKY/THORNY DRY
SEED DISPERSAL.
FRUITS). 134
STUDENTS WILL LEARN ABOUT SEED DISPERSAL
AGENTS OF SEED DISPERSAL: DISCUSS THE
GENERAL 13 SEED BY EXPLOSIVE FRUIT BURSTING AND HUMAN
131 5 VI BURSTING OF FRUITS & HUMAN ADVANTAGES OF PLANTS
SCIENCE DISPERSAL ACTIVITIES (SOWING, ACCIDENTAL TRANSPORT,
BEINGS PRODUCING MANY SEEDS.
TRADE). 135
 STUDENTS WILL UNDERSTAND HOW PHYSICAL
RELATIONSHIP BETWEEN SEED REINFORCE THE CONCEPT
GENERAL 13 SEED CHARACTERISTICS OF SEEDS (E.G., LIGHTNESS,
132 6 VI CHARACTERISTICS AND DISPERSAL OF ADAPTATION IN
SCIENCE DISPERSAL PRESENCE OF WINGS, HOOKS) ARE ADAPTED TO
METHOD NATURE.
SPECIFIC DISPERSAL AGENTS. 136
STUDENTS WILL UNDERSTAND THAT DISPERSAL
BENEFITS OF SEED DISPERSAL DISCUSS ECOLOGICAL
GENERAL 13 SEED REDUCES COMPETITION FOR RESOURCES
133 7 VI (AVOIDING COMPETITION, ADVANTAGES OF
SCIENCE DISPERSAL AROUND THE PARENT PLANT AND ALLOWS
COLONIZING NEW AREAS) WIDESPREAD DISPERSAL.
PLANTS TO COLONIZE NEW AREAS. 137
STUDENTS WILL LEARN ABOUT ACCIDENTAL
HUMAN ROLE IN ACCIDENTAL DISCUSS THE GLOBAL
GENERAL 13 SEED SEED DISPERSAL BY HUMANS THROUGH TRADE
134 8 VI DISPERSAL (E.G., IMPORTED SPREAD OF PLANT
SCIENCE DISPERSAL AND EVERYDAY ACTIVITIES (E.G., TOMATO,
VEGETABLES) SPECIES.
CAULIFLOWER). 138
STUDENTS WILL UNDERSTAND THAT PLANTS
GENERAL 13 SEED PLANT STRATEGIES FOR HIGH SEED PRODUCE A LARGE NUMBER OF SEEDS TO DISCUSS THE SURVIVAL
135 9 VI
SCIENCE DISPERSAL PRODUCTION ENSURE SPECIES SURVIVAL, AS NOT ALL SEEDS RATES OF SEEDS.
GERMINATE OR MATURE. 139
STUDENTS WILL RECALL USES OF WATER AND ITS
WATER - A PRECIOUS RESOURCE EMPHASIZE "WATER FOR
GENERAL IMPORTANCE. STUDENTS WILL LEARN ABOUT
136 1 VI 14 WATER (AVAILABILITY ON EARTH) & LET US LIFE" AND WORLD WATER
SCIENCE LIMITED FRESHWATER AVAILABILITY (1%) AND
DO-1 (WASTING WATER) DAY. 141
DISCUSS WATER WASTAGE. 140
STUDENTS WILL ANALYZE THE "SORROW OF
SORROW OF EARTH (NEWSLETTER DISCUSS THE PROJECTED
GENERAL EARTH" NEWSLETTER ON WATER SCARCITY.
137 2 VI 14 WATER ANALYSIS) & SEWAGE (DEFINITION, WATER SHORTAGE BY
SCIENCE STUDENTS WILL DEFINE SEWAGE AND IDENTIFY
CONTAMINANTS) 2050. 143
ITS CONTAMINANTS. 142
PROCESSES AT WASTEWATER STUDENTS WILL LEARN THE SEQUENTIAL
EMPHASIZE PROPER
TREATMENT PLANT (STAGES 1-7) & PHYSICAL, CHEMICAL, AND BIOLOGICAL
GENERAL WASTE MANAGEMENT
138 3 VI 14 WATER LET US DO: STUDY SEWAGE ROUTE, PROCESSES IN WASTEWATER TREATMENT.
SCIENCE AND BIOGAS
FINDING WHAT HAPPENS TO STUDENTS WILL SIMULATE TREATMENT
PRODUCTION.
WASTEWATER PROCESSES. 144
STUDENTS WILL UNDERSTAND THAT UNTREATED
DISEASES CAUSED BY UNTREATED DISCUSS THE IMPORTANCE
WASTEWATER CAUSES DISEASES (DIARRHEA,
GENERAL WATER & OTHER WAYS OF OF SANITATION AND
139 4 VI 14 WATER MALARIA, TYPHOID, CHOLERA). STUDENTS WILL
SCIENCE DISPOSING SEWAGE (DRAINAGE PROMOTING TOILET
LEARN ABOUT DIFFERENT DRAINAGE SYSTEMS
SYSTEMS, SEPTIC TANKS) USAGE.
AND SEPTIC TANKS. 145
 CONSERVATION OF WATER (MARY'S STUDENTS WILL IDENTIFY PRACTICAL WATER
ENCOURAGE ACTIVE
GENERAL EXAMPLE, COMMUNITY EFFORTS) & CONSERVATION METHODS AT HOME. STUDENTS
140 5 VI 14 WATER PARTICIPATION IN WATER
SCIENCE NALLAVALLY VANA SAMRAKSHANA WILL LEARN ABOUT COMMUNITY EFFORTS LIKE
CONSERVATION.
SAMITHI (VSS) VSS IN RAINWATER HARVESTING. 146
STUDENTS WILL DISCUSS THE CAUSES AND
DISCUSS THE SOCIAL AND
WATER SCARCITY (DROUGHTS - CONSEQUENCES OF WATER SCARCITY
GENERAL ECONOMIC IMPACTS OF
141 6 VI 14 WATER ACTIVITY-6, 7) & FLOODS (ACTIVITY- (DROUGHTS) AND FLOODS. STUDENTS WILL
SCIENCE WATER-RELATED
9) ANALYZE A LETTER ABOUT DROUGHT EFFECTS.
147 DISASTERS.

STUDENTS WILL ESTIMATE DAILY WATER USAGE

WATER WASTAGE (ACTIVITY-8) & EMPHASIZE PRESERVING
GENERAL AND WASTE. STUDENTS WILL LIST SITUATIONS
142 7 VI 14 WATER IMPORTANCE OF WATER WATER FOR FUTURE
SCIENCE OF WATER WASTAGE AND SUGGEST
CONSERVATION FOR FUTURE GENERATIONS.
PREVENTION METHODS. 148
DISCUSS THE IMPORTANCE
WATER SOURCES (WELLS, CANALS, STUDENTS WILL IDENTIFY VARIOUS WATER
GENERAL OF WATER FOR THE
143 8 VI 14 WATER TANKS, PONDS, RIVERS) & WATER IN SOURCES. STUDENTS WILL RECOGNIZE WATER
SCIENCE HUMAN BODY (70%
FRUITS/VEGETABLES CONTENT IN FRUITS AND VEGETABLES. 149
WEIGHT). 150
PROTECTED DRINKING WATER STUDENTS WILL LEARN ABOUT PROTECTED
DISCUSS THE HARD WORK
GENERAL SCHEME (ACTIVITY-4) & GROUND DRINKING WATER SCHEMES AND THE STAGES OF
144 9 VI 14 WATER INVOLVED IN OBTAINING
SCIENCE WATER TAPPING (ACTIVITY-5: WELL WATER SUPPLY. STUDENTS WILL INVESTIGATE
GROUNDWATER.
DIGGING) WELL DIGGING AND GROUNDWATER LEVELS. 151
HUMAN ACTIVITIES CAUSING STUDENTS WILL UNDERSTAND HOW OVER- DISCUSS SUSTAINABLE
GENERAL
145 10 VI 14 WATER WATER SCARCITY (OVER- IRRIGATION AND EXCESSIVE BOREWELLS LEAD WATER MANAGEMENT
SCIENCE
IRRIGATION, BOREWELLS) TO GROUNDWATER DEPLETION. 152 PRACTICES.
STUDENTS WILL RECOGNIZE SOIL AS AN DISCUSS THE IMPORTANCE
INTRODUCTION TO SOIL &
GENERAL 15 SOIL: OUR ESSENTIAL NATURAL RESOURCE. STUDENTS WILL OF ECO-FRIENDLY
146 1 VI USEFULNESS OF SOIL (LET US DO-1,
SCIENCE LIFE LIST VARIOUS USES OF SOIL IN DAILY LIFE PRACTICES (E.G., CLAY
2)
(AGRICULTURE, CONSTRUCTION, POTTERY). 153 GANESH IDOLS).
STUDENTS WILL INVESTIGATE SOIL AS A HABITAT
EMPHASIZE RETURNING
GENERAL 15 SOIL: OUR SOIL AS A HABITAT (LET US DO-3: FOR DIVERSE ORGANISMS (WORMS, INSECTS).
147 2 VI LIVING CREATURES TO THE
SCIENCE LIFE SOIL LIFE CHART) & POTTERY STUDENTS WILL LEARN ABOUT POTTERY AS AN
SOIL AFTER OBSERVATION.
ANCIENT OCCUPATION USING CLAY SOIL. 154
STUDENTS WILL COLLECT AND EXAMINE SOIL
GENERAL 15 SOIL: OUR PROPERTIES OF SOIL (LET US DO-4: DISCUSS THE IMPORTANCE
148 3 VI SAMPLES, NOTING VARIATIONS IN PROPERTIES
SCIENCE LIFE DIFFERENT PLACES) & LET US DO-5 OF SOIL TESTING FOR
(COLOR, TEXTURE, SMELL, FEEL). STUDENTS WILL
 (EXAMINING SOIL) & LET US DO-6 CLASSIFY SOIL INTO SANDY, CLAY, OR LOAM AGRICULTURE AND
(TYPE OF SOIL - SANDY, CLAY, LOAM) BASED ON MOLDABILITY. 155 CONSTRUCTION.
STUDENTS WILL DETERMINE THE MOISTURE
MOISTURE CONTENT OF SOIL (LET CONNECT SOIL
GENERAL 15 SOIL: OUR CONTENT OF SOIL SAMPLES. STUDENTS WILL
149 4 VI US DO-7) & PERCOLATION RATE OF PROPERTIES TO WATER
SCIENCE LIFE MEASURE THE PERCOLATION RATE OF
SOIL (LET US DO-8) HOLDING CAPACITY.
DIFFERENT SOIL TYPES (SANDY VS. CLAY). 156
STUDENTS WILL OBSERVE MINERALS IN SOIL
SUBSTANCES PRESENT IN SOIL (LET DISCUSS THE IMPACT OF
GENERAL 15 SOIL: OUR WATER AND TEST ITS PH. STUDENTS WILL LEARN
150 5 VI US DO-9: DRAINED WATER) & SOIL PH ON PLANT
SCIENCE LIFE ABOUT SOIL HORIZONS (O, A, E, B, C, R)
HORIZONS OF SOIL (SOIL PROFILE) GROWTH.
FORMING THE SOIL PROFILE. 157
STUDENTS WILL ANALYZE CASE STUDIES OF
SOILS IN OUR VILLAGE (CASE
SOILS AND CROPS IN TELANGANA VILLAGES.
STUDIES) & SOIL AND CROPS EMPHASIZE FARMER'S
GENERAL 15 SOIL: OUR STUDENTS WILL RECOGNIZE THE CONNECTION
151 6 VI (CONNECTION, FERTILITY) & SOIL ROLE IN SOIL CARE AND
SCIENCE LIFE BETWEEN SOIL TYPE AND CROP SUITABILITY.
CONSERVATION (SOIL EROSION, SUSTAINABILITY.
STUDENTS WILL LEARN SOIL CONSERVATION
TREES, CROP ROTATION)
METHODS. 158
STUDENTS WILL RECALL ORCHARDS AND
INTRODUCTION TO FORESTS & DIFFERENTIATE THEM FROM FORESTS. INITIATE DISCUSSION
GENERAL 16 FOREST : OUR
152 1 VI GRANDPA'S ORCHARD STUDENTS WILL UNDERSTAND THE HISTORICAL ABOUT RESOURCES
SCIENCE LIFE
(COMPARISON TO FOREST) CONTEXT OF FOREST CLEARING FOR HUMAN OBTAINED FROM TREES.
SETTLEMENTS AND AGRICULTURE. 159
STUDENTS WILL LEARN ABOUT THE VITAL ROLES
WHAT FORESTS ARE? OF FORESTS (LUNGS OF EARTH, ECOLOGICAL DISCUSS WHY
GENERAL 16 FOREST : OUR (CHARACTERISTICS, IMPORTANCE) & BALANCE, RESOURCES, SOIL EROSION MONOCULTURE
153 2 VI
SCIENCE LIFE DIVERSITY IN FORESTS (TELANGANA PREVENTION, RAIN). STUDENTS WILL STUDY PLANTATIONS ARE NOT
FORESTS - LET US DO-1) PLANT/ANIMAL DIVERSITY IN TELANGANA TRUE FORESTS.
FORESTS. 160
DIVERSITY IN FORESTS (COMPARING
STUDENTS WILL COMPARE FORESTS OF
FORESTS: HOT/HUMID VS. COLD) & DISCUSS CHALLENGES
GENERAL 16 FOREST : OUR DIFFERENT REGIONS. STUDENTS WILL LEARN
154 3 VI HUMANS IN FORESTS (TRIBAL FACED BY TRIBAL PEOPLE
SCIENCE LIFE ABOUT TRIBAL COMMUNITIES LIVING
LIFESTYLES) & LET US DO-3 (CASE DUE TO DISPLACEMENT.
SUSTAINABLY IN FORESTS (E.G., CHENCHUS). 161
STUDY ON TRIBALS)
DESTRUCTION OF FORESTS STUDENTS WILL LEARN ABOUT THE ALARMING ENCOURAGE
GENERAL 16 FOREST : OUR
155 4 VI (DEFORESTATION, FOREST FIRES, PACE OF FOREST DESTRUCTION. STUDENTS WILL PARTICIPATION IN TREE-
SCIENCE LIFE
MINING) & STEP TOWARDS LEARN ABOUT HISTORICAL CONSERVATION PLANTING INITIATIVES.
 CONSERVATION EFFORTS LIKE THE BISHONOIS AND CHIPKO
(BISHONOIS/CHIPKO MOVEMENT) MOVEMENT. 162
STUDENTS WILL UNDERSTAND THAT FORESTS
IMPORTANCE OF FORESTS FOR
ARE ESSENTIAL FOR HUMAN EXISTENCE. DISCUSS THE
GENERAL 16 FOREST : OUR HUMAN EXISTENCE & RELATIONSHIP
156 5 VI STUDENTS WILL ANALYZE THE IMPACT OF INTERDEPENDENCE OF
SCIENCE LIFE BETWEEN FOREST DESTRUCTION
DEFORESTATION ON ANIMALS FOREST ECOSYSTEMS.
AND ANIMAL LIFE
(DISAPPEARANCE/MIGRATION). 163
RECYCLING OF PAPER & STUDENTS WILL LEARN ABOUT PAPER EMPHASIZE SUSTAINABLE
GENERAL 16 FOREST : OUR
157 6 VI COMPRESSED CARDBOARD (FOREST RECYCLING AND COMPRESSED CARDBOARD AS PRACTICES FOR FOREST
SCIENCE LIFE
CONSERVATION EFFORTS) EFFORTS TO REDUCE DEFORESTATION. 164 CONSERVATION.
ENCOURAGE
STUDENTS WILL LEARN ABOUT COMMUNITY
GENERAL 16 FOREST : OUR ROLE OF SOCIAL FORESTRY (KARTHIK PARTICIPATION IN LOCAL
158 7 VI EFFORTS LIKE "SOCIAL FORESTRY" AND "KARTHIK
SCIENCE LIFE VANAM) TREE-PLANTING
VANAM" TO REVIVE FORESTS. 165
ACTIVITIES.
STUDENTS WILL UNDERSTAND THE GLOBAL
DISCUSS THE SLOGAN
GLOBAL IMPACT OF FORESTS & IMPACT OF FORESTS ON CLIMATE AND
GENERAL 16 FOREST : OUR "NATURE IS FOR HUMAN'S
159 8 VI HUMAN RESPONSIBILITY FOR BIODIVERSITY. STUDENTS WILL RECOGNIZE
SCIENCE LIFE NEED, NOT FOR HIS
CONSERVATION HUMAN RESPONSIBILITY IN FOREST
GREED." 167
CONSERVATION. 166
STUDENTS WILL REINFORCE THAT FORESTS ARE
REVIEW PRIMARY
GENERAL 16 FOREST : OUR FOREST AS HABITAT & NATURAL HABITATS FOR MANY PLANTS AND ANIMALS
160 9 VI PRODUCTS OBTAINED
SCIENCE LIFE RESOURCES FROM FORESTS AND PROVIDE VARIOUS NATURAL RESOURCES
FROM FORESTS.
(TIMBER, FUEL, FOOD, MEDICINAL PLANTS). 168
STUDENTS WILL CONNECT FOREST DISCUSS THE IMPORTANCE
GENERAL 16 FOREST : OUR CONSERVATION OF BIODIVERSITY IN
161 10 VI CONSERVATION TO THE BROADER CONCEPT OF OF EVERY ORGANISM IN
SCIENCE LIFE FORESTS
BIODIVERSITY PRESERVATION. 169 AN ECOSYSTEM.
STUDENTS WILL UNDERSTAND THAT
DIFFERENTIATE BETWEEN
GENERAL 16 FOREST : OUR IMPACT OF MONOCULTURE MONOCULTURE PLANTATIONS, DESPITE HAVING
162 11 VI A NATURAL FOREST AND A
SCIENCE LIFE PLANTATIONS ON FORESTS TREES, ARE NOT TRUE FORESTS AND LACK
PLANTATION.
BIODIVERSITY. 170
STUDENTS WILL RECOGNIZE VARIOUS CHANGES
ENCOURAGE STUDENTS
AROUND THEM (SLOW/FAST,
GENERAL 17 CHANGES INTRODUCTION TO CHANGES & TO REFLECT ON HOW
163 1 VI TEMPORARY/PERMANENT, NATURAL/HUMAN-
SCIENCE AROUND US PERIODICAL CHANGES (LET US DO-1) CHANGES IMPACT THEIR
INITIATED). STUDENTS WILL IDENTIFY AND LIST
DAILY LIVES.
PERIODICAL CHANGES. 171
 STUDENTS WILL DIFFERENTIATE BETWEEN
PHYSICAL CHANGE (DEFINITION, CHANGES THAT FORM NEW SUBSTANCES AND
PROVIDE EXAMPLES OF
GENERAL 17 CHANGES EXAMPLES) & LET US DO-2 (FIND THOSE THAT DON'T. STUDENTS WILL DEFINE
164 2 VI PHYSICAL CHANGES FROM
SCIENCE AROUND US THE CHANGE) & LET US DO-3 "PHYSICAL CHANGE" AS A CHANGE IN SHAPE,
DAILY LIFE.
(OBSERVE CHANGES IN ICE) SIZE, COLOR, OR STATE WITHOUT FORMING A
NEW SUBSTANCE. 172
DISCUSS OTHER
STUDENTS WILL DEFINE "CHEMICAL CHANGE" AS
OBSERVABLE ASPECTS OF
CHEMICAL CHANGES (DEFINITION, A CHANGE IN COMPOSITION LEADING TO NEW
GENERAL 17 CHANGES CHEMICAL CHANGES
165 3 VI EXAMPLES) & LET US DO-4 SUBSTANCES. STUDENTS WILL OBSERVE
SCIENCE AROUND US (HEAT, LIGHT, SOUND,
(BURNING MATERIALS) BURNING MATERIALS TO IDENTIFY CHEMICAL
NEW SMELL, COLOR
CHANGES. 173
CHANGE, STATE CHANGE).
RUSTING OF IRON & CORROSION
STUDENTS WILL LEARN ABOUT "RUSTING" (IRON
(COPPER) & PREVENTION OF
+ OXYGEN + MOIST AIR = RUST) AND CORROSION DISCUSS BROWNING OF
GENERAL 17 CHANGES RUSTING (PAINT, GREASE,
166 4 VI (E.G., GREENISH COAT ON COPPER). STUDENTS CUT FRUITS/VEGETABLES
SCIENCE AROUND US GALVANISATION) & LET US DO-5
WILL LEARN METHODS TO PREVENT RUSTING AS A CHEMICAL CHANGE.
(COLOUR LAYER ON CUT 174
(PAINT, GREASE, GALVANISATION).
FRUITS/VEGETABLES)
STUDENTS WILL PERFORM EXPERIMENTS
LET US DO-6 (MAGNESIUM RIBBON) DEMONSTRATING CHEMICAL CHANGES: EMPHASIZE THAT IN
GENERAL 17 CHANGES & LET US DO-7 (COPPER SULPHATE BURNING MAGNESIUM RIBBON (FORMS NEW CHEMICAL CHANGES, THE
167 5 VI
SCIENCE AROUND US WITH IRON NAIL) & LET US DO-8 SUBSTANCE), COPPER SULFATE + IRON NAIL MATERIAL'S
(VINEGAR WITH BAKING SODA) (COLOR CHANGE, NEW DEPOSIT), VINEGAR + COMPOSITION CHANGES.
BAKING SODA (GAS PRODUCTION). 175
STUDENTS WILL OBSERVE CAMPHOR BURNING
BURNING OF CAMPHOR (LET US DO-
AS A CHEMICAL CHANGE. STUDENTS WILL LEARN DISCUSS VISUAL
GENERAL 17 CHANGES 9) & CRYSTALLISATION (LET US DO-
168 6 VI ABOUT "CRYSTALLIZATION" (SEPARATING CHARACTERISTICS OF
SCIENCE AROUND US 10: SUGAR, LET US DO-11: UREA, LET
SOLUBLE SOLIDS BY HEATING/EVAPORATING DIFFERENT CRYSTALS.
US DO-12: COPPER SULPHATE)
SOLVENT) AS A PHYSICAL CHANGE. 176
STUDENTS WILL APPLY THEIR UNDERSTANDING
IDENTIFYING PHYSICAL AND TO CLASSIFY VARIOUS CHANGES AS PHYSICAL OR REINFORCE THAT
GENERAL 17 CHANGES CHEMICAL CHANGE (CURD, EGG, CHEMICAL, PROVIDING REASONS (E.G., MILK TO CHEMICAL CHANGES
169 7 VI
SCIENCE AROUND US BATTERIES, PAN) & EXAMPLES IN CURD, BOILING AN EGG, RECHARGING INVOLVE NEW SUBSTANCE
IMAGES BATTERIES, CHEWING PAN). STUDENTS WILL FORMATION.
IDENTIFY CHANGES FROM IMAGES. 177
 DISCUSS THE ROLE OF
INDICATORS AND CAUSES OF STUDENTS WILL ANALYZE INDICATORS AND
GENERAL 17 CHANGES BACTERIA IN CURD
170 8 VI CHANGE (MILK TO CURD, SEASONS) CAUSES OF CHANGE USING MILK TO CURD AND
SCIENCE AROUND US FORMATION AND EARTH'S
& ACTIVITY-5 CHANGING SEASONS AS EXAMPLES. 178
TILT/ORBIT FOR SEASONS.
CLASSIFYING CHANGES (SLOW/FAST, STUDENTS WILL CATEGORIZE VARIOUS CHANGES
REINFORCE THAT CHANGE
GENERAL 17 CHANGES NATURAL/MAN-MADE, (E.G., RUSTING, PLANT GROWTH, BOILING EGG)
171 9 VI CLASSIFICATION IS
SCIENCE AROUND US TEMPORARY/PERMANENT) & AS SLOW/FAST, NATURAL/MAN-MADE, AND
RELATIVE.
ACTIVITY-6 TEMPORARY/PERMANENT. 179
ENVIRONMENTAL CHANGES (SUN STUDENTS WILL OBSERVE CHANGES IN SUNRISE CONNECT SEASONAL
GENERAL 17 CHANGES
172 10 VI RISE DIRECTION, SHADOWS) & DIRECTION AND SHADOWS DURING DIFFERENT CHANGES TO EARTH'S
SCIENCE AROUND US
ACTIVITY-4 SEASONS. 180 ROTATION AND TILT.
 CLASS - 6 Learning Outcomes
•   • demonstrates an understanding of line symmetry by identifying
Telugu symmetrical 2-Dimensional (2-D) shapes which are symmetrical along
• 
  I one or more lines creating symmetrical 2-D shapes
  • classifies triangles into different groups/ types on the basis of their
•  
•  angles and sides. For example- scalene, isosceles or equilateral on
 3. 
the basis of sides, etc.
• •  • classifies quadrilaterals into different groups/types on the basis of
    
 
 invented spelling
 
 
 
their sides / angles.
conventional writing
•   

•
• 
 
Science
•  The learner—
• 
  • identifies materials and organisms, such as, plant fibres, flowers,
• on the basis of observable features, i.e., appearance, texture, function,
4. 
    aroma, etc.
 • 
  • differentiates materials and organisms, such as, fibre and yarn; tap
• and fibrous roots; electrical conductors and insulators; on the basis
 • 
of their properties, structure and functions
 •   
• classifies materials, organisms and processes based on observable
• •  properties, e.g., materials as soluble, insoluble, transparent,
• •  translucent and opaque; changes as can be reversed and cannot be
•         reversed; plants as herbs, shrubs, trees, creeper, climbers;

• 
English components of habitat as biotic and abiotic; motion as rectilinear,
circular, periodic etc.
 • conducts simple investigations to seek answers to queries, e.g.,
The learner–
 • participates in activities in English like role play, group discussion,
What are the food nutrients present in animal fodder? Can all
• debate, etc.
physical changes be reversed? Does a freely suspended magnet
 • recites and shares poems, songs, jokes, riddles, tongue twisters, etc.
align in a particular direction?
•   • responds to oral messages, telephonic communication in English and
• conducts simple investigations to seek answers to queries, e.g.,
 communicates them in English or home language.
What are the food nutrients present in animal fodder? Can all
• • responds to announcements and instructions made in class, school
physical changes be reversed? Does a freely suspended magnet
 assembly, railway station and in other public places
align in a particular direction?
  • relates processes and phenomenon with causes, e.g., deficiency
• reads a variety of texts in English / Braille and identifies main ideas,
•       diseases with diet; adaptations of animals and plants with their
characters, sequence of ideas and events and relates with his/her
 habitats; quality of air with pollutants, etc.
personal experiences
•      • explains processes and phenomenon, e.g., processing of plant
• reads to seek information from notice board, newspaper, Internet,
   fibres; movements in plants and animals; formation of shadows;
tables, charts, diagrams and maps etc.
 reflection of light from plane mirror; variations in composition of
• responds to a variety of questions on familiar and unfamiliar texts
• air; preparation of vermicompost, etc.
verbally and in writing
• • measures physical quantities and expresses in SI units, e.g., length.
• uses synonyms, antonyms appropriately deduces word meanings from
 draws labelled diagrams / flow charts of organisms and processes,
clues in context while reading a variety of texts
e.g., parts of flowers; joints; filtration; water cycle, etc. constructs
 • writes words / phrases / simple sentences and short paragraphs as
models using materials from surroundings and explains their working,
•       dictated by the teacher
e.g., pinhole camera, periscope, electric torch, etc.
 • uses meaningful sentences to describe / narrate factual / imaginary
• situations in speech and writing
   

• refers to dictionary to check meaning and spelling, and to suggested
websites for information
Social Studies
•        • writes grammatically correct sentences for a variety of situations, The learner —
  using noun, pronoun, verb, adverb, determiners, etc. • distinguishes between stars, planets and satellites e.g., Sun, Earth
  • drafts, revises and writes short paragraphs based on verbal, print and and Moon
•         visual clues • recognises that the earth is a unique celestial body due to existence
       • writes coherently with focus on appropriate beginning, middle and of life, zones of the earth with special reference to biosphere
 end in English / Braille • demonstrates day and night; and seasons
• • writes messages, invitations, short paragraphs and letters (formal and • locates directions on the flat surface; and continents and oceans
  informal) and with a sense of audience visits a language laboratory on the world map
 • writes a Book Review. • identifies latitudes and longitudes, e.g., poles, equator, tropics,
States/UTs of India and other neighbouring countries on globe and
Hindi Mathematics the world map
• locates physical features of India such as– mountains, plateaus,
 plains, rivers, desert, etc. on the map of India
The learner — • draws a neighbourhood map showing scale, direction, and features
1.  • solves problems involving large numbers by applying appropriate with the help of conventional symbols
 operations (addition,subtraction, multiplication and division) • examines critically the superstitions related to eclipses
•  • recognises and appreciates (through patterns) the broad classification • identifies different types of sources (archaeological, literary etc.)
 of numbers as even, odd, prime, co-prime, etc.
and describes their use in reconstruction of history of this period.
   • applies HCF or LCM in a particular situation
• locates important historical sites, places on an outline map of India
•  • solves problem involving addition and subtraction of integers.
• recognises distinctive features of early human cultures and explains
  • uses fractions and decimals in different situations which involve money,
their growth.
•    length, temperature etc. For example, 7½ metres of cloth. distance
• lists out significant contributions of important kingdoms, dynasties
•      between two places is 112.5 km etc.
with examples viz., Ashokan inscriptions, Gupta coins, Ratha
    • solves problems on daily life situations involving addition and subtraction
temples by Pallavas etc.
•         
of fractions / decimals
• explains broad developments during the ancient period, e.g., hunting–
 • uses variable with different operations to generalise a given situation.
e.g., Perimeter of a rectangle with sides x units and 3 units is 2(x+3) gathering stage, the beginning of agriculture, the first cities on the
•  Indus etc. and relates the developments occuring in one place with
units.
•  another.
• compares quantities using ratios in different situations. e.g., the ratio of
•    girls to boys in a particular class in 3:2 • describes issues, events, personalities mentioned in literary works
  • uses unitary method in solving various word problems. For example, if of the time.
2.  the cost of a dozen notebooks is given she finds the cost of 7 notebooks • describes the implications of India’s contacts with regions outside
•  by first finding the cost of 1 notebook India in the fields of religion, art, architecture, etc. outlines India’s
   • describes geometrical ideas like line, line segment, open and closed significant contributions in culture and science viz. astronomy,
•  figures, angle, triangle, quadrilateral, circle, etc., with the help of examples medicine, mathematics, and knowledge of metals, etc.
 in surroundings. • synthesises information related to various historical developments
•  • demonstrates an understanding of angles by identifying examples of • analyses basic ideas and values of various religions and systems of
 angles in the surroundings classifying angles according to their measure thought during ancient period
 estimating the measure of angles using 45°, 90°, and 180° as reference • describes various forms of human diversity around her/him.
  angles

26
 CLASS - 7 Learning Outcomes
• 
Telugu  
other is given.
• verifies the properties of various pairs of angles formed when a transversal cuts
•  two
                       lines
•  
• finds unknown angle of a triangle when its two angles are known
•    •  • explains congruency of triangles on the basis of the information given about them
     
like (SSS, SAS, ASA, RHS)
 •     • using ruler and a pair of compasses constructs, a line parallel to a given line from a
•     
point outside it and triangles finds out approximate area of closed shapes by using
 •  unit square grid/ graph sheet
•   
• calculates areas of the regions enclosed in a rectangle and a square
 • 
  • finds various representative values for simple data from her/his daily life contexts
 
•  like mean, median and mode
•  • recognises variability in real life situation such as, variations in the height of students
•   •  in her class and uncertainty in happening of events like throwing a coin

• 
• 
•  
• 
Science
•        
 The learner —
• 
•    • identifies materials and organisms, such as, animal fibres; types of teeth; mirrors
  
and lenses, on the basis of observable features, i.e., appearance, texture, functions,
•          • 
etc.
   
• differentiates materials and organisms such as, digestion in different organisms;
•      • 
unisexual and bisexual flowers; conductors and insulators of heat; acidic, basic
   
and neutral substances; images formed by mirrors and lenses, etc., on the basis of
 • 
their properties, structure and function
•          
• classifies materials and organisms based on properties/characteristics, e.g., plant
 •      
and animal fibres; physical and chemical changes
 
• conducts simple investigations to seek answers to queries, e.g., Can extract of
•  • 
coloured flowers be used as acid-base indicator? Do leaves other than green also
•       •  carry out photosynthesis? Is white light composed of many colours?
 • relates processes and phenomena with causes, e.g., wind speed with air pressure;
•   
          English crops grown with types of soil; depletion of water table with human activities, etc.
• explains processes and phenomena, e.g., processing of animal fibres; modes of

The learner– transfer of heat; organs and systems in human and plants; heating and magnetic
 
• answers questions orally and in writing on a variety of texts effects of electric current, etc.
•  • reads aloud stories and recites poems with appropriate pause, intonation and • writes word equation for chemical reactions, e.g., acid-base reactions; corrosion;

 pronunciation photosynthesis; respiration, etc.
• participates in different activities in English such as role play, poetry recitation, • measures and calculates e.g., temperature; pulse rate; speed of moving objects;
•       
       skit, drama, debate, speech, elocution, declamation, quiz, etc., organised by school time period of a simple pendulum, etc.
     and other such organisations • draws labelled diagrams/ flow charts e.g., organ systems in human and plants;
 • engages in conversations in English with family, friends, and people from different electric circuits; experimental set ups; life cycle of silk moth, etc.
•  professions such as shopkeeper, salesperson etc.using appropriate vocabulary • plots and interprets graphs e.g., distancetime graph constructs models using materials
 • responds to different kinds of instructions, requests, directions in varied contexts from surroundings and explains their working, e.g., stethoscope; anemometer;
•        viz. school, bank, railway station electromagnets; Newton’s colour disc, etc.
 • speaks about excerpts, dialogues, skits, short films, news and debate on TV and • discusses and appreciates stories of scientific discoveries
•  radio, audio–video programmes on suggested websites • applies learning of scientific concepts in day-to-day life, e.g., dealing with acidity;
 
• asks and responds to questions based on texts (from books or other resources) testing and treating soil; taking measures to prevent corrosion; cultivation by
• 
•   and out of curiosity vegetative propagation; connecting two or more electric cells in proper order in
 • reads textual/non-textual materials in English/Braille with comprehension devices; taking measures during and after disasters; suggesting methods for treatment
•      • identifies details, characters, main idea and sequence of ideas and events in textual of polluted water for reuse, etc.
•       / non-textual material
  

• thinks critically, compares and contrasts characters, events, ideas, themes and relates
them to life
Social Studies
•         • reads to seek information in print / online, notice board, signboards in public places,
      The learner —
newspaper, hoardings etc.
 • identifies major layers of the earth’s interior, rock types, layers of the atmosphere
•  • takes notes while teacher teaches /from books / from online materials. in a diagram.
• infers the meaning of unfamiliar words by reading them in context • locates distribution and extent of different climatic regions on the world map or

Hindi • refers dictionary, thesaurus and encyclopedia to find meanings / spelling of

words while reading and writing reads a variety of texts for pleasure e.g.
globe.
• explains preventive actions to be undertaken in the event of disasters, e.g.,
adventure stories and science fiction, fairy tales, biography, autobiography, earthquake, floods, droughts.
 
travelogue etc. (extensive reading) • describes formation of landforms due to various factors.
1 
• uses approprite grammatical forms in communication (e.g. noun, pronoun, verb, • explains composition and structure of the atmosphere.

determiners, time and tense, passivisation, adjective, adverb, etc) • describes different components of the environment and the interrelationship
•   
• organises sentences coherently in English / in Braille with the help of verbal and between them.
•  visual clues and with a sense of audience • analyses factors contributing to pollution in their surroundings and lists measures
  to prevent it.
• 
 
Mathematics • reasons and factors leading to diversity in flora and fauna, e.g., climate, landforms,
etc.
•  • reflects on the factors leading to disasters and calamities.
The learner—
                • shows sensitivity to the need for conservation of natural resources– air, water,
 • multiplies/divides two integers
• interprets the division and multiplication of fractions. energy, flora and fauna
•  • draws interrelationship between climatic regions and life of people living in different
 • for example interprets as of . Also is interpreted as how many make ?
climatic regions of the world, including India
• uses algorithms to multiply and divide fractions/decimals.
•  • analyses factors that impact development of specific regions
 • solves problems related to daily life situations involving rational numbers
• provides examples of sources used to study various periods in history
• uses exponential form of numbers to simplify problems involving multiplication and
•  • relates key historical developments during medieval period occurring in one place
     division of large numbers.
with another.
• represents daily life situations in the form of a simple equation and solves it
•    • explains the relationship between livelihood patterns and the geographical condition
   • adds/subtracts algebraic expressions
of the area inhabited, e.g., tribes, nomadic pastoralists and banjaras.
• distinguishes quantities that are in proportion. For example, tells that 15, 45, 40, 120
•  • analyses socio-political and economic changes during medieval period analyses
  are in proportion as is the same as
administrative measures and strategies for military control adopted by different
2 • solves problems related to conversion of percentage to fraction and decimal and vice
kingdoms, e.g., the Khaljis, and Tughluqs, Mughals, etc.
versa
•    • draws comparisons between policies of different rulers
• caculates profit/loss percent and rate percent in simple interest • describes distinctive developments in style and technology used for construction
• 
• classifies pairs of angles based on their properties as linear, supplementary,
 of temples, tombs and mosques with examples.
complementary, adjacent and vertically opposite and finds value of the one when the
27
 CLASS - 8 Learning Outcomes
• 
Telugu  VI class Physical science & Biology
• 
   The learner —
•    • differentiates materials and organisms, such as, natural and human made fibres;
 •  electrical conductors and insulators; plant and animal cells; viviparous and
•            III class oviparous animals, on the basis of their properties, structure and functions.
     •  • classifies materials and organisms based on properties/ characteristics, e.g.,
•     metals and non metals; kharif and rabi crops; useful and harmful icroorganisms;
 • 
sexual and asexual reproduction; celestial objects; exhaustible and inexhaustible
•  
natural resources, etc.
• • conducts simple investigations to seek answers to queries, e.g., What are the
 •  conditions required for combustion? Why do we add salt and sugar in pickles and

•  
murabbas? Do liquids exert equal pressure at the same depth?
  • relates processes and phenomenon with causes, e.g., smog formation with the
  •  presence of pollutants in air; deterioration of monuments with acid rain, etc.
  • explains processes and phenomenon, e.g., reproduction in human and animals;
 •         production and propagation of sound; chemical effects of electric current; formation
•  T of multiple images; structure of flame, etc.
•  • 50  • writes word equation for chemical reactions, e.g., reactions of metals and non-
•  metals with air, water and acids, etc.
•   
• measures angles of incidence and reflection, etc.
 • /   
•       • prepares slides of microorganisms; onion peel, human cheek cells, etc., and describes
 •      their microscopic features
• draws labelled diagram/ flow charts, e.g., structure of cell, eye, human reproductive

• 

English organs; experimental set ups, etc.
• constructs models using materials from surroundings and explains their working,
e.g., ektara, electroscope, fire extinguisher, etc.
•   The learner– • applies learning of scientific concepts in dayto- day life, e.g., purifying water;
 • responds to instructions and announcements in school and public places viz. railway
segregating biodegradable and non-biodegradable wastes; increasing crop
•          station, market, airport, cinema hall, and act accordingly.
production;using appropriate metals and non-metals for various purposes; increasing/
 • introduces guests in English, interviews people by asking questions based on the work
they do. reducing friction; challenging myths and taboos regarding adolescence, etc.
  • engages in conversations in English with people from different professions such as bank • discusses and appreciates stories of scientific discoveries
•        staff, railway staff, etc. using appropriate vocabulary. • makes efforts to protect environment, e.g., using resources judiciously; making
 • uses formulaic/polite expressions to communicate such as ‘May I borrow your book?’,
controlled use of fertilisers and pesticides; suggesting ways to cope with environmental
•          ‘I would like to differ’ etc.
• speaks short prepared speech in morning assembly. hazards, etc.
   • speaks about objects / events in the class / school environment and outside surroundings. • exhibits creativity in designing, planning, making use of available resources, etc.
 • participates in grammar games and kinaesthetic activities for language learning. • exhibits values of honesty, objectivity, cooperation, freedom from fear and prejudices.
• • reads excerpts, dialogues, poems, commentaries of sports and games speeches, news,
•                            debates on TV, Radio and expresses opinions about them.


• asks questions in different contexts and situations ( e.g. based on the text / beyond
the text / out of curiosity / while engaging in conversation using appropriate vocabulary Social Studies
and accurate sentences)
• • participates in different events such as role play, poetry recitation, skit, drama, debate, The learner —
 speech, elocution, declamation, quiz,etc., organised by school and other such • classifies different types of industries based on raw materials, size and ownership
organizations;
• • narrates stories (real or imaginary) and real life experiences in English.
• describes major crops, types of farming and agricultural practices in her/his own
  • interprets quotations, sayings and proverbs. area/ state
 • reads textual/non-textual materials in English/Braille with comprehension. • interprets the world map for uneven distribution of population
•        • identifies details, characters, main idea and sequence of ideas and events while reading. • describes causes of forest fire, landslide, industrial disasters and their risk
  • reads, compares, contrasts, thinks critically and relates ideas to life. reduction measures
• infers the meaning of unfamiliar words by reading them in context.
  • reads a variety of texts for pleasure e.g. adventure stories and science fiction, fairy tales,
• locates distribution of important minerals, e.g., coal and mineral oil on the world
•         also non-fiction articles, narratives, travelogues, biographies, etc. (extensive reading) map
       • refers dictionary, thesaurus and encyclopedia as reference books for meaning and spelling • analyses uneven distribution of natural and human made resources on the earth
 while reading and writing. • justifies judicious use of natural resources such as water, soil, forest, etc. to maintain
•  • prepares a write up after seeking information in print / online, notice board, newspaper,
etc.
developments in all areas
     • communicates accurately using appropriate grammatical forms (e.g., clauses, comparison
• analyses the factors due to which some countries are known for production of
 of adjectives, time and tense, active passive voice, reported speech etc.) major crops, e.g.,, wheat, rice, cotton, jute, etc., and locates these countries on the
• writes a coherent and meaningful paragraph through the process of drafting, revising, world map

Hindi editing and finalising.

• writes short paragraphs coherently in English/Braille with a proper beginning, middle and
end with appropriate punctuation marks.
• draws interrelationship between types of farming and development in different regions
of the world
• draws bar diagram to show population of different countries/India/states distinguishes
 • writes answers to textual/non-textual questions after comprehension / inference;
draws character sketch, attempts extrapolative writing. the ‘modern period’ from the ‘medieval’ and the ‘ancient’ periods through the use
1.  • writes email, messages, notice, formal letters, descriptions/ narratives, personal diary, of sources, nomenclatures used for various regions of the Indian subcontinent and
report, short personal/ biographical experiences etc. the broad developments
 • develops a skit (dialogues from a story) and story from dialogues. • explains how the English East India Company became the most dominant power
•    • visits a language laboratory. • explains the differences in the impact of colonial agrarian policies in different regions
 • writes a Book Review.
of the country like the ‘indigo rebellion’

• describes the forms of different tribal societies in the 19th century and their
• 

Mathematics relationship with the environment.
• explains the policies of the colonial administration towards the tribal communities
•  The learner — • explains the origin, nature and spread of the revolt of 1857 and the lessons learned
 from it
• generalises properties of addition, subtraction, multiplication and division of rational
•  numbers through patterns • analyses the decline of pre-existing urban centres and handicraft industries and the
/ • finds out as many rational numbers as possible between two given rational numbers. development of new urban centres and industries in India during the colonial period
•             • proves divisibility rules of 2, 3,4, 5, 6, 9 and 11 • explains the institutionalisation of the new education system in India
      • finds squares, cubes and square roots and cube roots of numbers using different
• analyses the issues related to caste, women, widow remarriage, child marriage,
social reforms and the laws and policies of colonial administration towards these
•    methods.
issues
•    • solves problems with integral exponents.
• outlines major developments that occurred during the modern period in the field of
• solves puzzles and daily life problems using variables.
2.  arts
• multiplies algebraic expressions.
ERT • outlines the course of the Indian national movement from the 1870s till Independence
• e.g expands (2x-5)(3x2+7).
• analyses the significant developments in the process of nation building
•              • Uses various algebric identities in solving problems of daily life
• interprets social and political issues in one’s own region with reference to the
/ • applies the concept of per cent in profit and loss situation in finding discount, VAT and Constitution of India illustrates the Fundamental Rights and the Fundamental Duties
•  compound interest. e.g., calculates discount per cent when marked price and actual with appropriate examples
  discount are given or finds profit per cent when cost price and profit in a transaction are • applies the knowledge of the Fundamental Rights to find out about their violation,
•   given. protection and promotion in a given situation (e.g., Child Rights)
  • Solves problems based on direct and inverse proportions • differentiates between State government and Union government
 • Solves problems related to angles of a quadrilateral using angle sum property • describes the process of election to the Lok Sabha
•      • verifies properties of parallelograms and establishes the relationship between them through • locates one’s own constituency on parliamentary constituency map of State/ UT
 reasoning. and names local MP
•  • represents 3D shapes on a plane surface such as sheet of paper, black board etc. • describes the process of making a law. (e.g., Domestic Violence Act, RTI Act,
 SCERT • verifies Euler’s relation through pattern RTE Act)
•        • constructs different quadrilaterals using compasses and straight edge. • describes the functioning of the judicial system in India by citing some landmark
  • estimates the area of shapes like trapezium and other polygons by using square grid/ cases
graph sheet and verifies using formulas. • demonstrates how to file a First Information Report (FIR)
•  • analyses the causes and consequences of marginalisation faced by disadvantaged
• finds the area of a polygon.
•  • finds surface area and volume of cuboidal and cylindrical object. sections of one’s own region
•  • draws and interprets bar charts and pie charts. • identifies the role of Government in providing public facilities such as water, sanitation,
•  • makes hypotheses on chances of future events on the basis of its earlier occurrences or road, electricity etc., and recognises their availability
 available data like , after repeated throws of dice and coins. • describes the role of Government in regulating economic activities.

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 CLASS - 9 Learning Outcomes
• reads silently with comprehension and interprets layers of meaning. • measures physical quantities using appropriate apparatus, instruments, and
Telugu • writes short answers, paragraphs, reports using appropriate vocabulary and grammar devices, such as, weight and mass of an object using spring balance, mass using a
on a given theme. physical balance, time period of a simple pendulum, volume of liquid using measuring
• writes letters both formal and informal, invitations, advertisements, notices, slogans, cylinder, temperature using thermometer, etc.
  messages, and e-mails.
•  • writes short dialogues and participates in role plays, skits, street plays, etc., for the
• applies learning to hypothetical situations, such as, weight of an object at moon,
 promotion of social causes like Beti Bachao Beti Padhao, Swachh Bharat Abhiyaan, weight of an object at equator and poles, possibility of life on other planets, etc.
•           human trafficking, conservation of environment, child labour, drug abuse, promotion of • applies scientific concepts in daily life and solving problems, such as, separation
        literacy, etc. of mixtures, uses safety belts in automobiles, covers walls of large rooms with sound
 • uses appropriate punctuation marks and correct spelling of words while taking down absorbent material, follows intercropping and crop rotation, takes preventive
•    dictation. measures to control disease causing agents, etc.
 • takes notes and makes notes while listening to TV news, discussions, speech, reading • derives formulae, equations, and laws, such as, mathematical expressions for
•  aloud/silent reading of texts, etc., and summarises. Newton’s second law of motion, law of conservation of momentum, expression for
•  • reads with understanding information in his environment outside the schools as in force of gravity, equations of motion from velocity-time graphs, etc.
hoardings, advertisements, product labels, visiting market place, etc. • draws conclusion, such as, classification of life forms is related to evolution,
 • organises and structures thoughts, presents information and opinions in a variety of oral deficiency of nutrients affects physiological processes in plants, matter is made up
•    and written forms for different audiences and purposes.
  of particles, elements combine chemically in a fixed ratio to form compounds, effect
• interprets map, graph, table to speak or write a paragraph based on interpretation.
  • edits passages with appropriate punctuation marks, grammar and correct spelling. of action and reaction on two different bodies, etc.
 • uses grammar items in context, such as, reporting verbs, passive and tense, time and describes scientific discoveries and inventions, such as, discovery of various
•
atomic models, discovery of cell with invention of microscope, experiments of
 tense, subject-verb agreement, etc.
Lavoisier and Priestley, beliefs regarding motion, discovery of real cause for peptic
•  • uses words, phrases, idioms and word chunks for meaning-making in contexts.
• understands and elicits meanings of the words in different contexts, and by using dictionary, ulcers, Archimedes principle, classification of living things, etc.
•  thesaurus, and digital facilities. • designs models using eco-friendly resources, such as, 3D model of a cell,
• • reads literary texts for enjoyment/pleasure and compares, interprets and appreciates water purification system, stethoscope, etc.
 characters, themes, plots, and incidents and gives opinion. • exhibits values of honesty, objectivity, rational thinking, freedom from myths,
•   • explains specific features of different literary genres for interpretation and literary superstitious beliefs while taking decisions, respect for life, etc., such as,
 appreciation. records and reports experimental data exactly, myth that sexually transmitted
 • identifies and appreciates significant literary elements, such as, metaphor, imagery, diseases are spread by casual physical contact, belief that vaccination is not important
•  symbol, simile, personification, onomatopoeia, intention or point of view, rhyme scheme, for prevention of diseases, etc.
 themes, titles, etc.
• communicates the findings and conclusions effectively, such as, those derived
•   • writes short stories and composes poems on the given theme or on their own.
• exhibits in action and practice the values of honesty, cooperation, patriotism, and while from experiments, activities, and projects both in oral and written graphs, and
 speaking and writing on variety of topics. digital forms, etc.
•       • uses bilingual or multilingual abilities to comprehend a text and participates in activities • applies the interdependency and interrelationship in the biotic and abiotic
 like translations and bilingual and multilingual discourses on various themes. factors of environment to promote conservation of environment, such as,
  • uses Sign Language to communicate with fellow learners with hearing impairment in an organic farming, waste management, etc.
•        inclusive set up.

•         
  
• reads poems, stories, texts given in Braille; graphs and maps given in tactile/raised
material; interprets, discusses, and writes with the help of a scribe.
• appreciates similarities and differences across languages in a multilingual classroom and
Social Studies
 society. The learner —
• recognises and appreciates cultural experiences and diversity in the text and makes oral • recognises and retrieves facts, figures and narrate processes, for example,
•  and written presentations. • locates places, states, union territories, and other physical features on the map of India.
•                                • recognises and describes different physical features, types of forests, seasons, etc.


•  The learner —
Mathematics • describes important terms in Geography such as, standard meridian, drainage basin, water
divide, monsoon, weather, climate, flora, fauna, population density, etc.
• estimates annual growth rate.
• defines simple economic terms such as, poverty, literacy, unemployment, head count ratio, food
 • applies logical reasoning in classifying real numbers, proving their properties and using security, exports and imports, etc.
•  them in different situations. • lists various factors of production.
  • identifies/classifies polynomials among algebraic expressions and factorises them by • recalls names, places, years of some important socio-political and economic events that changed
 applying appropriate algebraic identities.
India and the world, such as, the American Revolution, French Revolution, Russian Revolution,
•        • relates the algebraic and graphical representations of a linear equation in one or two
and the Freedom Struggle of India.
• locates places of historical importance on maps.
  variables and applies the concept to daily life situations. • describes economies and livelihoods of a few social groups.
  • identifies similarities and differences among different geometrical shapes. • describes political terms and concepts associated with democracy and dictatorship, such as,
•         • derives proofs of mathematical statements particularly related to geometrical concepts, free and fair election, freedom of expression, independent judiciary, accountability, rule of law,
etc.
       like parallel lines, triangles, quadrilaterals, circles, etc., by applying axiomatic approach • classifies and compares events, facts, data, and figures, for example,
 and solves problems using them. • classifies physical features in the surroundings and compare them with physical features of
• • finds areas of all types of triangles by using appropriate formulae and apply them in real other places;
  life situations. • compares different data, such as, population and rainfall;
 • constructs different geometrical shapes like bisectors of line segments, angles and triangles • compares the course of events leading to important revolutions in the world such as, French
under given conditions and provides reasons for the processes of such constructions. and Russian Revolutions;

Hindi • develops strategies to locate points in a Cartesian plane.

• identifies and classifies the daily life situations in which mean, median and mode can
• distinguishes different types of governments operating across theworld;
• compares levels of poverty and unemployment across Indian states;
• compares different monarchies of contemporary times like United Kingdom, Saudi Arabia, and
 be used. Bhutan.
1.  • analyses data by representing it in different forms like, tabular form (grouped or • explains cause and effect relationship between phenomena, events, and their occurrence, for
•   ungrouped), bar graph, histogram (with equal and varying width and length), and frequency example,
• examines factors causing pollution and their impact on people’s lives;
  polygon. • explains factors affecting course of a river, climate, population distribution, flora and fauna of a
 • calculates empirical probability through experiments and describes its use in words. region.
•    • derives formulae for surface areas and volumes of different solid objects like, • explains the causes and effects of various revolutions.
    cubes, cuboids, right circular cylinders/ cones, spheres and hemispheres and applies • illustrates how different social groups coped with changes in the contemporary world and
•  them to objects found in the surroundings. describe these changes.
  • solves problems that are not in the familiar context of the child using above learning. • explains the difference between revolution and social change.
• outlines the formation of democratic governance in different countries of the world.
•   These problems should include the situations to which the child is not exposed earlier • explains the process of change in democracies.
    • identifies democratic rights of Indian citizens and constitutional values such as, democracy,
•   justice, liberty, equality, etc.
 
2. 
Physical science & Biology • explains causes and impacts of economic issues such as, poverty, landlessness, and food
insecurity.
• analyses the impact of social exclusion and vulnerability.
•   The learner — • analyses and evaluates information, for example,
 • differentiates materials, objects, organisms, phenomena, and processes, based • analyses different types of climate found in different regions of India and the world.
•   on pr oper t ies or char acter istics, such as, prokaryotes and eukaryotes, plant cell and • examines factors leading to deforestation.
• outlines or assesses the working of Indian Parliament and the judiciary.
 animal cell, diffusion and osmosis, simple and complex tissues, distance and displacement,
• analyses historical trends in important developmental indicators, such as, literacy and poverty.
•  speed and velocity, balanced and unbalanced forces, elements, compound and mixture, • assesses the impact of importantgovernment welfare programmes which aimed at (a) poverty
 solution, suspension and colloid, isobars and isotopes, etc. alleviation; (b) ensure food security; (c) generate self-employment; and (d) provide healthcare
•  • classifies materials, objects, organisms, phenomena, and processes, based on facilities.
•  properties or characteristics, such as, classification of plants and animals under various • interprets, for example,
• maps of river systems in India, physiograph, and population distribution
  hierarchical sub-groups, natural resources, classification of matter based on their states
• maps of movement of goods and people from India to the rest of the world
•     (solid/liquid/gas) and composition (element/compound/ mixture), etc. • texts and symbols which stand for liberty, equality, and fraternity
•  • plans and conducts investigations or experiments to arrive at and verify the • cartoons, photographs, posters
•  facts, principles, phenomena or to seek answers to queries on their own, such as, • newspaper clippings rel–ated to sociopolitical issues
•       how does speed of an object change? How do objects float/ sink when placed on the • pie and bar diagrams of data related to agricultural production, literacy, poverty, and population
  surface of a liquid? Is there any change in mass when chemical reaction takes place? • draws interlinkages within Social Science, for example,
• explains inter-relationship between various passes and sea ports in India for trade and
3.  What is the effect of heat on the state of substances? What is the effect of compression
communication since historical times.
on different states of matter? Where are stomata present in different types of leaves?
•      Where are growing tissues present in plants?
• examines the geographical importance of electoral constituencies.
 • analyses food security as a component of agriculture.
• relates processes and phenomena with causes and effects, such as, • analyses the linkages between population distribution and food security.
•     symptoms with diseases and causal agents, tissues with their functions, production • explains inter-relationships among livelihood patterns of various social groups including forest
•  with use of fertilisers, process of evaporation with cooling effect, various processes dwellers, economic development, and environmental conservation.
 of separation with the physical and chemical properties of the substances, production • identifies assumptions, biases, prejudices, and stereotypes about various aspects, for example,
•  of sound with vibrations of source, etc.
• texts, news items, visuals, political analysis
 • explains processes and phenomena, such as, functions of different
• people in different geographical regions of India
• important government welfare programmes
•      organelles, spread of diseases and their prevention, effect of force on the state of • demonstrates inquisitiveness, enquiry, i.e., pose questions related to —
    motion of objects, action and reaction, rotation and revolution of planets and • geographical events such as, the mechanism of monsoon and causes of natural disasters.
•   satellites, conservation laws, principle of separation of different gases from air, melting, • impact of green revolution in India and their own area.
• 100 boiling, freezing, how bats use ultrasonic waves to catch prey, etc.
• legacy of French Revolution in India and the world.
•    • calculates using the data given, such as, distance, velocity, speed, frequency,
• constructs views, arguments, and ideas on the basis of collected or given information, for
example,
•  work done, number of moles in a given mass of substance, concentration of • people and their adaptation with different climatic conditions.

English solution in terms of mass by masspercentage of substances, conversion of Celsius

cale to Kelvin scale and vice versa, number of neutrons in an atom from atomic
number and mass number, speed of sound, kinetic and potential energies of an
• oral and written accounts of living historical legends.
• people as a resource.
• extrapolates and predicts events and phenomena, for example,
• weather, pollution and diseases, famine and poverty
The learner — object, boiling points of liquids to predict the order of their separation from the • illustrates decision-making and problem-solving skills, for example,
• listens to announcements, instructions, read aloud texts, audio and videos for mixture, etc. • mitigating the impact of water pollution
information, gist and details; responds by answering questions accordingly. • draws labelled diagrams, flow charts, concept maps, graphs, such as, • conservation of resources, problem of food shortage
• listens to and discusses literary/nonliterary inputs in varied contexts to infer, interpret, biogeochemical cycles, cell organelles and tissues, human ear, distance-time and • avoid hunger and famines in India
and appreciate. speed-time graphs, distribution of electrons in different orbits in an atom,process of • deciding on the appropriateness of resources in historical events and developments
• communicates thoughts, ideas, views and opinions verbally and non-verbally. • shows sensitivity and appreciation skills, for example,
distillation and sublimation, etc. • empathises with differently abled and other marginalised sections of the society, such as,
• speaks fluently with proper pronunciation, intonation and pause, using appropriate • analyses and interprets graphs and figures such as, distance-time and velocity-
grammar. Scheduled Tribes
time graphs, computing distance, speed, acceleration of objects in motion, properties • appreciates political diversity, cultural diversity, religious diversity
• listens to and speaks on a variety of verbal inputs, viz. debate, speech, group
discussion, power point presentation, radio programme, interview, mock parliament, of components of a mixture to identify the appropriatemethod of separation, crop • recognises language diversity, recognises social diversity
yield after use of fertilisers, etc. • emphathises with the people who were affected by wars, holocaust, natural and human-made
etc. disasters
• reads aloud and recites poems/prose with proper stress, pause, tone, and intonation. • uses scientific conventions, symbols, and equations to represent various • recognises how physical and mental violence leads to immense suffering of human beings
• reads with comprehension the given text/materials employing strategies like skimming, quantities, elements, and units, such as, SI units, symbols of elements, formulae • demonstrates or exhibits sense of citizenship such as, observing hygiene and cleanliness,
scanning, predicting, previewing, reviewing, inferring, and summarising. of simple compounds, chemical equations, etc. punctuality, follow rules, etc.

29
 CLASS - 10 Learning Outcomes
• appreciates nuances and shades of literary meanings, talks about literary devices like • uses scientific conventions to represent units of various quantities,
Telugu onomatopoeic sounds, symbols, metaphors, alliterations, comparisons, allusions and
the poet’s or the writer’s point of view.
symbols, formulae, and equations, such as, balanced chemical equation by
using symbols and physical states of substances, sign convention in optics, SI units,
etc.
  • collects evidences and discusses in groups for reading autobiographies, history and
•  science based literary texts. • handles tools and laboratory apparatus properly; measures physical
 • writes paragraphs, narratives, etc., by planning revising, editing, rewriting, and finalising. quantities using appropriate apparatus, instruments, and devices, such as,
•  • writes reports of functions in school, family, and community activities. pH of substances using pH paper, electric current and potential difference using
  • writes personal, official and business letters, articles, debates, paragraphs based on ammeter and voltmeter, etc.
•    visual or verbal clues, textual inputs, etc. • applies learning to hypothetical situations, such as, what will happen if all
 • evaluates content presented in print and in different genres/formats and presents content herbivores are removed from an ecosystem? What will happen if all non-renewable
•  using symbols, graphs, diagrams, etc. sources of energy are exhausted?
•   • analyses and appreciates a point of view or cultural experience as reflected in the text; • applies scientific concepts in daily life and solving problems, such as, suggest
 presents orally or in writing. precautions to prevent sexually transmitted infections, uses appropriate electrical plugs
•  • draws references from books, newspapers, internet, etc., and interprets using analytical (5/15A) for different electrical devices, uses vegetative propagation to develop saplings
          skills. • in gardens, performs exercise to keep in good health, avoids using appliances
  • speaks or writes on variety of themes. responsible for ozone layer depletion, applies concept of decomposition reaction of
 • consults or refers to dictionary, periodicals, and books for academic and other purposes; baking soda to make spongy cakes, etc.
and uses them in speech and writing. • derives formulae, equations, and laws, such as, equivalent resistance of resistors
 • provides facts and background knowledge in areas such as science and social science in series and parallel, etc.
•  and presents view points based on those facts. • draws conclusion, such as, traits or features are inherited through genes present on
•  chromosomes, a new species originates through evolutionary processes, water is
•  • takes down dictation using appropriate punctuation marks and correct spelling of the
words dictated. made up of hydrogen and oxygen, properties of elements vary periodically along the
 • takes and makes notes while listening to TV news, discussions, speech, reading aloud or groups and periods in periodic table, potential difference across a metal conductor is
•   silent reading of texts, etc., and summarises. proportional to the electric current flowing through it, etc.
 • uses grammatical items appropriate to the context in speech and writing. • takes initiative to know about scientific discoveries and inventions, such as,
 Mendel’s contribution in understanding the concept of inheritance, Dobereiner for
•  • uses grammatical items as cues for reading comprehension such as tense, reported speech,
conjunctions, and punctuation. discovering triads of elements, Mendeleev for the development of the periodic table
 of elements, Oersted’s discovery that electricity and magnetism are related, discovery
•     •• uses words according to the context and delineate it in speech and writing.
uses formulaic and idiomatic expressions in speech and writing. of relation between potential difference across a metal conductor and the electric
 current flowing through it by Ohm, etc.
•          •• makes use of collocations and idioms in speech and writing.
identifies significant literary elements such as figurative language — metaphor, imagery, • exhibits creativity in designing models using eco-friendly resources, such as,
 symbol, simile, intention or point of view, rhyme scheme, etc. working model of respiratory, digestive, and excretory systems, soda acid fire
  extinguisher, periodic table, micelles formation, formation of diamond, graphite, and
•      •• uses the figurative meaning of words and phrases as given in the texts read.
assesses one’s own and peers’ work based on developed rubrics. Buckminsterfullerene, human eye, electric motor and generator, etc.
 • develops questions for collecting data for survey on relevant issues. • exhibits values of honesty, objectivity, rational thinking, and freedom from
•     • writes scripts and participates in role play, skit, street plays for the promotion myth and superstitious beliefs while taking decisions, respect for life, etc.,
   of social issues like Beti Bachao Beti Badhao, Swachh Bharat Abhiyaan, conservation such as, reports and records experimental data accurately, says no to consumption
 of environment, child labour, drug abuse, and promotion of literacy, etc. of alcohol and drugs, sensitises others about its effect on physical and mental health,
•  • uses bilingual or multilingual ways to exchange ideas or disseminating information with the sensitises for blood and organ donations, understands the consequences of pre-natal
•   help of ICT, PPT, role play, street play, drama, written scripts, etc. sex determination, etc.
 • recognises and appreciates cultural experiences given in the text in a written paragraph, or • communicates the findings and conclusions effectively, such as, those derived
 in narrating the situations and incidents in the class. from experiments, activities, and projects orally and in written form using appropriate
•  • exhibits core values such as tolerance, appreciation of diversity and civic responsibility figures, tables, graphs, and digital forms, etc.
 through debate, discussion, etc. • makes efforts to conserve environment realising the interdependency
•  • learns to use Sign Language to communicate and uses Sign Language with fellow learners and inter-relationship in the biotic and abiotic factors of environment, such
     with hearing impairment in an inclusive set up. as, appreciates and promotes segregation of biodegradable and non-biodegradable
 • reads the poems, stories, texts given in Braille; graphs and maps given in tactile or raised wastes, minimises the use of plastics, takes appropriate steps to promote sustainable
•        material; interprets, discusses, and writes with the help of a scribe. management of resources in day-to-day life, advocates use of fuels which produce
  less pollutants, uses energy efficient electric devices, uses fossil fuels judiciously, etc.
 
•       Mathematics Social Studies
 The learner —
 • generalises properties of numbers andrelations among them studied earlier to evolve
•   results, such as, Euclid’s division algorithm, Fundamental Theorem of Arithmetic and applies The learner — recognises and retrieves facts, figures, and narrate, processes,
for example,
     them to solve problems related to real life contexts. • identifies different types of soil, minerals, renewable and non-renewable energy
• develops a relationship between algebraic and graphical methods of finding the zeroes of
resources, etc.
Hindi a polynomial.
• finds solutions of pairs of linear equations in two variables using graphical and different
algebraic methods.
• locates areas or regions known for production of coal, iron ore, petroleum, rice,
wheat, tea, coffee, rubber, and cotton textile on the map of India.
 • defines important terms in Geography such as, resource, renewable and non-
1.  • demonstrates strategies of finding roots and determining the nature of roots of a quadratic renewable resources, subsistence agriculture, plantation, shifting agriculture,
•        equation. environmental protection, and environmental sustainability.
  • develops strategies to apply the concept of A.P. to daily life situations. • defines basic Economic terms associated with economic development such as, human
•           • works out ways to differentiate between congruent and similar figures. capital, sustainable development, gross domestic product, gross value added, per
   • establishes properties for similarity of two triangles logically using different geometric capita income, human development index, multinational company, foreign trade,
criteria established earlier such as, Basic Proportionality Theorem, etc. liberalisation and foreign investment.
•  • defines terms and concepts such as, nationalism, colonialism, orientalism, democracy,
 • derives formulae to establish relations for geometrical shapes in the context of a coordinate
plane, such as, finding the distance between two given points, to determine the coordinates satyagraha, and liberty.
•  • defines important terms such as, federalism, diversity, religion, and political party.
   of a point between any two given points, to find the area of a triangle, etc.
classifies and compares events, facts, data and figures, for example,
•   • determines all trigonometric ratios with respect to a given acute angle (of a right triangle) • classifies types of resources, minerals, farming, for example, subsistence and
  and uses them in solving problems in daily life contexts like finding heights of different commercial farming.
2.  structures or distance from them. • compares areas growing rice and wheat on the map of India.
• derives proofs of theorems related to the tangents of circles • compares European nationalism with anti-colonial nationalism in countries such as,
•  • constructs — India, South America, Kenya, Indo-China.
 • a triangle similar to a given triangle as per a given scale factor. • compares per capita income of some important countries.
•  • a pair of tangents from an external point to a circle and justify the procedures. • compares the powers and functions of state and central government in India.
 • examines the steps of geometrical constructions and reason out each step • classifies national and regional political parties in India.
•       • finds surface areas and volumes of objects in the surroundings by visualising them as a • explains the terms used in political discussions and their meaning, for example,
 combination of different solids like cylinder and a cone, cylinder and a hemisphere, Gandhian, communist, secularist, feminist, casteist, communalist, etc.
•  combination of different cubes, etc. • explains cause and effect relationship between phenomena, events, and
•        • calculates mean, median and mode for different sets of data related with real life contexts.
their occurrence, for example,
  • explains industries and their impact on environment.
• determines the probability of an event and applies the concept in solving daily life problems. • explains the cause and effect between different historical events and developments
•    
•  such as, the impact of print culture on the growth of nationalism in India.
•
•

     
Physical Science, Biological Science • examines the impact of technology on food availability.
• assesses the impact of the global transfer of disease in the pre-modern world in
different regions of the world, for example, in the colonisation of America.
  The learner — • explains the policies and programmes of different political parties in the states of
3.  • differentiates materials, objects, organisms, phenomena, andprocesses, based India.
•              on, properties and characteristics, such as, autotrophic and heterotrophic nutrition, analyses and evaluates information, for example,
 biodegradable and non-biodegradable substances, various types of reactions, strong and • assesses the impact of conservation of natural resources on the life of people in any
weak acids and bases, acidic, basic, and neutral salts using different indicators, real and area in view of sustainable development.
•     • analyses indigenous or modern methods of conservation of water, forests, wildlife,
•  virtual images, etc.
• classifies materials, objects, organisms, phenomena, and processes, based on and soil.
 • evaluates various suggestions to reform democracy in India.
•  properties and characteristics, such as, metals and non-metals, acid and bases on the
• analyses texts and visuals such as, how symbols of nationalism in countries outside
 basis of their physical and chemical properties. Europe are different from European symbols.
•  • plans and conducts investigations and experiments to arrive at and verify the interprets, for example,
   facts, principles, phenomena, or to seek answers to queries on their own, such as, • maps • texts • symbols • cartoons • photographs • posters • newspaper clippings
•   investigates conditions necessary for rusting, tests the conductivity of various solutions, • climatic regions
•     compares the foaming capacity of different types of soap samples, verifies laws of reflection • sea and land links of the trade from India to West Asia, South East Asia and
•   and refraction of light, Ohm’s law, etc. Do variegated leaves perform photosynthesis? other parts of the world
•    Which gas is evolved during fermentation? Why does the shoot of a plant moves towards • pie and bar diagrams related to gross domestic product, production in different
•  light? sectors and industries,employment and population in India
• relates processes and phenomena with causes and effects, such as, hormones with draws interlinkages within Social Science
•    • analyses changes in cropping pattern,trade and culture
•  their functions, tooth decay with pH of saliva, growth of plants with pH of the soil, survival
of aquatic life with pH of water, blue colour of sky with scattering of light, deflection of • explains why only some regions of India are developed
• analyses the impact of trade on culture
English compass needle due to magnetic effect of electric current, etc.
• explains processes and phenomena, such as, nutrition in human beings and plants,
transportation in plants and animals, extraction of metals from ores, placement of elements
• shows the linkages between economic development and democracy.
identifies assumptions, biases, prejudices or stereotypes about various
The learner — aspects, for example,
in modern periodic table, displacement of metals from their salt solutions on the basis of • region • rural and urban areas • food habits • gender • language • idea of
• listens to announcements, instructions, read-aloud texts, audio, videos for information, reactivity series, working of electric motor and generator, twinkling of stars, advanced
gist and details; responds by answering questions accordingly. development • voting behaviour • caste • religion • democracy • political parties
sunrise and delayed sunset, formation of rainbow, etc. • marginalised and differently abled groups
• listens to and discusses literary / nonliterary inputs in varied contexts to infer, interpret,
• draws labelled diagrams, flow charts, concept maps, and graphs, such as, digestive, • the notion of progress and modernity
and appreciate. demonstrates inquisitiveness, enquiry, for example, pose questions
respiratory, circulatory, excretory, and reproductive systems, electrolysis of water, electron
• speaks with coherence and cohesion while participating in interactive tasks. related to the —
dot structure of atoms and molecules, flow chart for extraction of metals from ores, ray
• uses language appropriate to purposes and perspectives. • concentration of industries in certain areas.
diagrams, magnetic field lines, etc.
• talks on key contemporary issues like social justice, environment, gender, etc., in • analyses and interprets data, graphs, and figures, such as, melting and boiling points • scarcity of potable water.
speech and writing. of substances to differentiate between covalent and ionic compounds, pH of solutions to • role of women in the nationalist struggles of different countries.
• participates in bilingual or multilingual discourses on various themes. predict the nature of substances, V-I graphs, ray diagrams, etc.
• working of democracy from local to national levels.
• reads, comprehends, and responds to complex texts independently. constructs views, arguments and ideas on the basis of collected or given
• calculates using the data given, such as, number of atoms in reactants and products to information extrapolates and predicts events and phenomena
• reads stories and literary texts, both fiction and non-fiction, with understanding for balance a chemical equation, resistance of a system of resistors, power of a lens, electric
pleasure and enjoyment and discusses about these. illustrates decision making/problem solving skills
power, etc. shows sensitivity and appreciation skills
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