FORUM OF PHYSICAL SCIENCE TEACHERS

TELANGANA STATE

YEAR PLAN
PHYSICAL SCIENCES
10TH CLASS
Name of the teacher :

Name of the school :

FPST TS - ANNUAL PLAN PHYSICAL SCIENCES CLASS –X PAGE NO.1

 Foreword
We are pleased to present this comprehensive material
comprising Year Plans, Lesson Plans, and Period Plans
developed by the Forum of Physical Science Teachers,
Telangana State. This material has been thoughtfully prepared
to serve as a valuable guide and support system for all Physical
Science teachers across the state.

In the process of its development, we have drawn upon the

expertise of subject experts, ensuring both academic rigor and
practical classroom relevance. Every element of the material has
been aligned with the SCERT Telangana guidelines, with a
focus on competency-based education, experiential learning, and
meaningful student engagement.

This initiative stems from our shared commitment to

enhancing science teaching and learning. We believe that with
proper planning and a structured approach. Physical Science
Teachers can, not only achieve learning outcomes but also spark
curiosity, scientific thinking and creativity among the students.
We hope this material empowers teachers to deliver
Physical Science content with confidence, clarity, and creativity.
We have tried a lot to give this module error free but even it
is found, bring to our notice. You need not to follow as it is, it is
a model. You can change as per your feasibility. We look
forward your kind suggestions to improve the module.

With best wishes from

Forum of Physical Science Teachers State Body
Telangana State

FPST TS - ANNUAL PLAN PHYSICAL SCIENCES CLASS –X PAGE NO.2

 ANNUAL PLAN

1) Class : X
2) Subject : Physical Sciences
3) Periods allotted for this
subject per year : 132

4) Academic standard

Conceptual Understanding:

 Explains reflection & refraction of light.

 Explains Formation of image by spherical mirrors& lenses.
 Explains Dispersion scattering of light and formation of rainbow.
 Explains and Relates between distance of object distance of image and focal length.
 Explains and Relates between distances of object distance of image and magnification
of spherical mirrors and lenses.
 Explains and Relates between height of the object height of the image and
magnification of spherical mirrors and lenses.
 Differentiate between concave and convex mirrors; concave and convex lenses; real and
virtual image; Acids and bases;, Dispersion and scattering; Alkanes, alkenes and
alkynes; Roasting and calcinations, etc.
 Explains the reflection and refraction dispersion and scattering of light phenomenon.
 Give reason for phenomenon of red colour of sun during sunset and sunrise; blue colour
of sky; Rusting of metals ; Chemical bonding;
 Explains ionic, covalent bond with examples;
 Explains Bohr atomic theory and limitations; Dobereiner triads; Mendeleeff periodic
classification and its limitations; Modern periodic classifications and laws: Influencing
factor of resistance; working of electric motor& generator; role of slip ring in the
motor; Cleansing action of soap, chemical reactions of Alkanes, concentration ore and
extraction of metals from concentrated ore, Lenz law.
 Explains and calculates resultant resistance in parallel and series circuits.
 Explains, relates between physical quantities like current and charge and time and
calculates.
 Explains, relates between physical quantities like F,L,B and calculates.
 Explain relates between the mass, mass relation, mass, volume relation calculates.

FPST TS - ANNUAL PLAN PHYSICAL SCIENCES CLASS –X PAGE NO.3

Asking questions and making hypothesis
 Children are able to ask questions to understand concepts, to clarify doubts about the
concepts and to participate in discussions.
 They are able to guess the results of an issue with proper reasoning, able to predict the
results of experiments.
 Predict the position and characteristics of the image when an object is placed at various
points along the principal axis of mirrors and lenses.
 Form a hypothesis about the colour changes of indicators in solutions of acidic, basic,
or neutral.
 Ask questions to understand the phenomena of reflection and refraction; Dispersion;
scattering;
 Form a hypothesis about the colour changes of indicators in solutions of acidic, basic,
or neutral acids reacts with metal & nonmetal and gas evolved; Angle of vision etc.

Experimentation and field investigation.

 Children are able to do the experiments and developed on their own; Experiments like
Object is placed distinct positions on the principle axis of mirrors/lenses and formation
of the image; acids/bases reacts with metal and evolves H2 gas; Finding the refractive
index of prism; verify the Ohms law; verify influencing factors of resistant; air and
water is essential for rusting of iron articles etc.
 Able to arrange the apparatus, record the observational findings experiments like Object
is placed distinct positions on the principle axis of mirrors/lenses and formation of the
image; acids/bases reacts with metal and evolves H2 gas; Finding the refractive index of
prism; verify the Ohms law; verify influencing factors of resistant; air and water is
essential for rusting of iron articles etc.
 Takes necessary precautions while doing the experiments like Object is placed distinct
positions on the principle axis of mirrors/lenses and formation of the image; acids/bases
reacts with metal and evolves H2 gas; Finding the refractive index of prism; verify the
Ohms law; verify influencing factors of resistant; air and water is essential for rusting
of iron articles etc.
 Able to do alternate experiments by changing variables: Changing the position of object
or different focal length lenses / mirrors.
 They are able to participate in field investigation and prepare reports on different types
of defects of human eye by visiting a eye hospital/ophthalmologist nearby.

Information skills and Projects

 Children are able to collect information related to concepts using various methods (e.g.,
interviews, checklists, and questionnaires), analyze the data, and interpret the results.
 Through field investigations, students can visit a nearby eye hospital or ophthalmologist
to gather information on different types of human eye defects, analyze the data, and
prepare reports.

FPST TS - ANNUAL PLAN PHYSICAL SCIENCES CLASS –X PAGE NO.4

  Students collect different types of soil from their homes, farms, or school, test
the properties of the soil, and analyze which types of plants can be grown in
those fields.
 Students are able to conduct project work by collecting different types of vegetables
and fruits, testing their properties, and drawing conclusions based on their findings.

Communication through drawing, model making

 Children are able to communicate their conceptual understanding by the way of
drawing pictures labeling the parts of the diagram by drawing graphs, flow charts and
making models.
 Draw ray diagrams to show the formation of images by mirrors and lenses.
 Draw diagrams showing the shapes of orbitals, molecules.
 Draw diagrams showing the experimental set ups like experiments like object is placed
distinct positions on the principle axis of mirrors/lenses and formation of the image;
acids/bases reacts with metal and evolves H2 gas; Finding the refractive index of prism;
verify the Ohms law; verify influencing factors of resistant; air and water is essential
for rusting of iron articles etc.
 Draw the graphs to find the minimum deviation angle to find refractive index of prism;
Draw the V and I graphs of Ohms law; Draw the graphs related to generator.

Appreciation and aesthetic sense, values

 Children are able to appreciate the nature and efforts of scientists and human beings
in the development of science and have aesthetic sense towards nature.
 They are also able to follow constitutional values.

Application to daily life, concern to bio diversity.

 Children are able to apply the knowledge of scientific concept they learned, to solve
the problem faced in daily life situations.
 Explain the applications of Faraday’s law of electromagnetic induction used in daily
life.
 Describe the applications of metal refining processes in everyday situations.
 Explain the effects of rusting and the preventive measures used in daily life.
 Apply scientific concepts in daily life to protect the environment.
 Demonstrate eco-friendly behavior in everyday activities.

FPST TS - ANNUAL PLAN PHYSICAL SCIENCES CLASS –X PAGE NO.5

 Annual Plan – Class X Physical Science
Sl. No. Month Lesson/ Chapter No. of Programs to be continued in
Name Periods CCE

1 June Reflection of Light at 6 Lab activity-project work-

Curved Surfaces Written works

2 June Chemical 5 Project work-written works

Reactions
3 July Acids, Bases and 9 Lab activity-project work-
Salts Written works
Slip test-FA – 1
4 July Refraction of Light 9 Lab activity-project work-
At Curved Surfaces Written works
Slip test-FA – 1
5 August The Human Eye and the 10 Lab activity-project work-
Colourful Field trips Written works
World Slip test-FA – 2
6 August Structure of Atom 7 Model making -project
work- Written works
Slip test-FA – 2
7 October Classification of 10 Written works- Summative
Elements and Periodic -1
Table
8 October- Chemical Bonding 12 Model making -project
November work- Written works
Slip test-FA – 3
9 November Electric Current 10 Lab activity-project work-
Written works

10 December Electromagnetism 10 Lab activity-project work-

Written works

11 December Metallurgy 7 Lab activity-project work-

Written works

12 January Carbon and its Compounds 15 activities-project work-

Written works-slip tests

13 February Revision Slip tests – Prefinal exams

14 March Revision Slip tests- Annual

examination

6. Teacher’ Reflection:
FPST TS - ANNUAL PLAN PHYSICAL SCIENCES CLASS –X PAGE NO.6
 Name of the Teacher’s reflection Signature of
unit/lesson the teacher
with date

Suggestions of Headmaster

FPST TS - ANNUAL PLAN PHYSICAL SCIENCES CLASS –X PAGE NO.7

 Name of the Teacher’s reflection Signature of
unit/lesson the teacher
with date

FPST TS - ANNUAL PLAN PHYSICAL SCIENCES CLASS –X PAGE NO.8

 LESSON PLANS

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 1
 Name of the lesson:1. Reflection of light by curved surfaces
Class :10
No. of periods required : 6
Academic Standards:

1. Conceptual Understanding:

 Explains spherical mirror and the terms used in it in own words; the mirror formula;

characteristics of the image formed by the spherical mirrors; behavior of the rays that

incidents on the spherical mirrors. ; Explains the need of paraxial approximation and

gives reasons.

 Gives reasons the method of formation of images by a spherical mirror.

 Differentiates between: real image and virtual image; concave mirror and convex

mirror.

 Derives mirror formula and apply to solve the problems.

2. Asking questions and making Hypothesis:

 Predicts the position of the image when object is placed at distinct positions on the

principal axis of a spherical mirror.

 Questions about normal and its importance in spherical mirror.

 Imagines drawing normal to the concave mirror.

3. Experimentation- Field Investigation:

1. Experiments: To find out focal length of spherical mirrors; Observe the images if

the object is placed at distinct positions on the principal axis of a concave mirror.

2. Follows the precautions during the experiment.

3. Tabulates the information and prepares reports.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 2
 4. Concludes the result of the experiment; Finds out focal length of spherical mirrors;

Observes the images if the object is placed at distinct positions on the principal axis

of a concave mirror;

4. Information skills and Project:

 Collects information on the impact of spherical mirrors in daily life. ; Collect the

information about the uses of mirrors and prepare a report.

 Analyzes: the magnifications of the images formed by concave mirrors if the object

is placed distinct positions on the principal axis of a concave mirror;the information

about object distance and image distance, able to analyze the nature of the image.

5. Communication through drawing Pictures:

 Draws: ray diagrams; experimental set to observe the images formed by concave

mirrors if the object is placed distinct positions on the principal axis of a concave

mirror.

 Makes a solar cooker model.

6. Appreciation and aesthetic sense - values:

 Respects the efforts and method of finding mirrors.

 Appreciates the uses and impact of mirrors.

7. Application to daily life and concern to bio-diversity:

 Applies the knowledge in daily life: Use the spherical mirrors in day-to-day life.

 Uses the formula properly.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 3
Period wise allotment:
Per Content Strategy TLM/Resou Evaluation
iod
rces
1 Reflection of light by Activity, Text book, 1. How many types of spherical mirrors
spherical mirrors group chart, are there? Draw the figures of those
discussion. Spherical mirrors.
mirrors, IFP 2. Draw the diagram showing the
different points to understand nature of
reflected rays with spherical mirrors.
3. What do you understand by lateral
inversion?
2 Observing the images Lab activity Optical 4. How do you verify if the object is
formed when object bench/table placed on ‘C’ image is formed at ‘C’?
is placed on the concave 5. List out the material required to find
principal axis of the mirror, ‘V’ the focal length if the concave mirror.
concave mirror at stand. Meter Explain the experimental process.
various places Scale, candle 6. Prepare a table to note down the
observations if object is placed on the
principal axis in front of the concave
mirror for all possible positions?
3 Ray diagrams for activity Optical 7. Draw the ray diagram if the object is
concave mirror bench/table placed on ‘C’ image is formed at
concave ‘C’for a concave mirror? Mention its
mirror, ‘V’ properties.
stand. Meter 8. Draw the ray diagram if the object is
Scale, candle, placed on ‘f’, for a concave mirror,
IFP find the object and mention its
properties.
9. Draw the ray diagram if the object is
placed on principal axis between ‘C
and f’ image is formed at ‘beyond C’
for a concave mirror? Mention its
properties.
10. If the magnification the image is -1,
mention the characteristics of the
image.
Ray diagrams for activity Optical 11. Draw the ray diagram of the image
convex mirror bench/table formed if an object is placed in front a
4 Mirror formula, Sign concave convex mirror. Mention its properties.
convention, mirror, ‘V’ 12. If spherical mirrors are not there,
stand. Meter
applications write the consequences of human
Scale, candle
daily life.
Left over topics in the Discussion Text Book, 13. Write the uses of convex mirrors.
what you have learnt Group IFP, online 14. Write the uses of convex mirrors.
5 questions.(Note : all topics activity, resources 15. What would happen if spherical
related what you have learnt
has been discussed in the mirrors were not invented?
relevant topic day only)
6 Mirror formula-based Discussion 16. The radius of curvature of the
questions & Individual/g concave mirror is 30 cm. Then find
solutions. roup the focal length of the mirror.
17. An object is placed at 12 cm distance
from the pole of concave mirror and
the image formed at 4 cm from the
pole. Find the focal length of the
mirror.
Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 4
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 5
Teacher's Reflections
Period Teachers reflections Teacher
number signature
with date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 6
 Name of the lesson:2. Chemical Reactions
Class :10
No. of periods required :5
Academic standards:
1. Conceptual Understanding:
 Explains the methods to be followed in writing and balancing the chemical
equations.
 Identifies the reactants and products.
 Gives examples for different chemical reactions.
 Gives reasons for chemical reactions taking place between definite materials.
 Compares and contracts between Chemical combination, chemical decomposition;
Chemical oxidations and reduction.
 Solves problems based on chemical reactions like mass and mass relation, mass and
volume relation etc.

2. Asking questions and making Hypothesis:

 Predict: the products in a chemical reaction; activity series of the metals; Gasses
evolved.

3. Experimentation- Field Investigation:

 Activity/Exp: Reaction between slaked lime and water; Reaction between HCl and
Metal; reaction between BaCl2 and NaSO4; Electrolysis of water, formation of lead
iodide, reduction reaction on copper oxide.
 Develops the observation skills, documentation skills, experimental skills.
 Conduct experiments to observe changes in color, temperature or gas formation
during chemical reactions;

4. Information skills and Project:

 Collects information related to prepare various substances using different types of
chemical reactions.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 7
  Collects information and prepares reports about the methods followed to prevent
corrosion of iron.

5. Communication through drawing Pictures:

 Makes models and prepares flow charts to explain the rules followed while
balancing chemical equations.

6. Appreciation and aesthetic sense - values:

 Appreciates the chemical nature exhibited by different substances and the products
formed by chemical reactions.
 Admire the wonders in chemical reactions that occur as and in oxidation,reduction,
Exothermic and endothermic and appreciate the role of chemical reactions in day to
day life.

7. Application to daily life and concern to bio-diversity:

 Identifies the diverse chemical reaction of substances.
 Applies the results of different chemical reactions in daily life.

Period wise allotment

Peri Content Strategy TLM/Resour
Evaluation
od ces
Prerequisites/Types of Activities Text Book 1. Name mono valency elements.
chemical reactions 2. Mention the valency of N, O, Ca
1 Valences, Formulas of and Al.
compounds, 3. Write the formula of
water/carbon di oxide/sodium
chloride.
2 Chemical reactions Activities, Text book, 4. Magnesium ribbon is burnt in the air
writing word equations Discussions, balanced and formed the magnesium oxide.
Write the balanced equation for the
and formula/symbol Group wise equations chart
above reaction?
representation. discussions etc. 5. Zn + HCl → ZnCl2+ H2
Write the reactants and products in
the given equation. Balance the above
equations. What information does it
give us?
Balancing the chemical Activities- Zn, HCl, Beaker, 6. Fe2O3+ Al→Al2O3 + Fe
equations Group water, CaCO3, Zn + HCl → ZnCl2 + H2
3 Activities Test tube, spirit NaOH + Zn → Na2ZnO2 + H2
lamp. etc. 7. Pb(NO3)2 + KI → PbI2 + KNO3
Balance the above equations?
8. Fe2O3 + Al → Al2O3 + Fe
What information does the above?

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 8
 Mass & Mass relation – Discussion, Copper turnings, 9. Calculate how much volume of 8g.
problem solving - Mass Observation, Watch glass, Hydrogen gas occupies at STP.
4 & volume, Volume – Field Visit Spirit Lamp, 10. Calculate how much oxygen is
Avogadro number Apple Fruit, Iron required to combust the 2 moles of
Pieces , Brass. magnesium.
relation – problem 11. Find the volume of the evolved
solving hydrogen gas when 460 grams of
sodium reacts with water at
STP.[Na(A=23U,H=1U,O (A=16U)]
12. Write the reactants and products
when 232 grams of butane is
combusted with oxygen and write
the balanced chemical equation.
Calculate how many carbon-di-
oxide molecules are there in the
evolved gas in this reaction.
Left over topics from Discussion Text Book 13. The amount of oxygen is
what you have learnt Group activity, required to combust the 240g.of
5 questions. (Note: all
carbo ()
A)320 B) 64 C) 120 D) 240
topic related what you 14. Which of the following one is a
have learnt has been balanced equation ( )
A)C + O 2 → COB) Mg + O2 → MgO
discussed in the C) Fe2O3 + Al→Fe + Al2O3
relevant topic day only) D) CaCO3 → CaO+CO2
15. Na2SO4 + BaCl2 → A +B products A
and B in the given reaction are ()
A) Na2SO4, BaSO4 B) BaSO4, NaCl
C) NaCl, BaCl2 D) Na2SO4, BaCl2

Teacher's notes (additional resources)

Period Teachers notes Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 9
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 10
Teacher's Reflections
Period Teachers reflections Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 11
 Name of the lesson :3. Acids, Bases and Salts
Class :10
No. of periods required :9
Academic standards
1. Conceptual Understanding:
 Explains: different properties of acids and bases, their reactions with metals and non
metals; neutralization reaction; types of indicators to identify the nature of the
substances; olfactory indicators; pH scale;
 Differentiates between acids and bases.
 Classifies the material into acidic nature and base nature.
 Gives the reason why dry HCl does not turn blue litmus paper red; for the strength
of different acids and bases; for the formation of salts and its nature;
 Gives examples to acids bases salts and their products.
 Compares the reactions of acids and bases with metals and non metals.
 Analyses the reactivity of acids and bases with metals and non metals.

2. Asking questions and making Hypothesis:

 Predict the pH scale value of acids and bases, salt formed in the chemical reaction
of acid and base, strength of acids and bases;
 Makes hypothesis regarding the reactivity of acids and bases with metallic and non-
metallic oxides.
 Makes hypothesis on the effect of decreasing and increasing of p value on different
H

substances.

3. Experimentation- Field Investigation:

 Tests the nature of given substances using various indicators (such as litmus paper,
phenolphthalein, methyl orange, and universal indicator).
 Conducts experiments to observe the reactions of acids and bases; Reaction of
acids and bases with metals; Reaction with non-metals; Reaction with carbonates
and hydrogen carbonates; Neutralization reactions between acids and bases;

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 12
 Electrical conductivity tests of acidic and basic solutions; Preparation of dilute.
hydrochloric acid (HCl) in the lab; Identification of pH values using pH paper or a
pH meter; etc.
 Suggests alternative apparatus or instruments and setups to carry out the above
experiments, prepare a report based on the observations and results, and display
findings effectively.
 Conducts a field investigation by: Collecting soil samples from different locations
(e.g., school ground, home garden, agricultural land); Testing the pH of soil to
determine whether it is acidic, basic, or neutral in nature.

4. Information skills and Project:

 Collects information about the pH scale, uses of various salts, effect of acids and
bases and analyze them.
 Analyses the tables containing results of reactions of different acids and bases with
indicators.
 Collect information from textbooks, reference books, and digital resources about
acids, bases, and salts, including their uses in daily life and industries; on the pH of
common household substances (like lemon juice, baking soda, soap solution, etc.)
using pH paper or universal indicator.
 Gather information on natural indicators (e.g., turmeric, China rose, litmus, red
cabbage) and their color changes in acidic and basic media.
 Conduct a survey or interview to find out the usage of acids, bases, or salts in
agriculture.
 Prepare a project report on the harmful effects of acid rain or the role of pH in
agriculture and healthcare.

5. Communication through drawing Pictures and model making:

 Draws diagrams/experimental setups of reactions of Zn pieces with aqueous HCl,
chemical reactions of metal carbonates and metal hydrogen carbonates, electrical
conductivity in salts, all compounds contain hydrogen are not acids; testing the
nature of the hydrogen chloride gas; removing water of crystallization.etc.
 Makes or prepares the natural indicators.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 13
6. Appreciation and aesthetic sense - values:

 Appreciates the importance of acids, bases, and salts in daily life, such as in food,
medicine, cleaning agents, and agriculture.
 Shows awareness of the safe and responsible handling of acids and bases in
laboratory and household settings.
 Develops a sense of environmental responsibility by understanding the harmful
effects of acid rain on monuments, vegetation, and aquatic life.
 Recognizes the value of natural indicators (like turmeric, beetroot, and red cabbage)
and appreciate traditional knowledge in science.
 Respects laboratory resources and maintain cleanliness and discipline during
experiments involving chemicals.
 Appreciates the role of science in addressing real-life problems, such as soil pH
management in agriculture or neutralization in treating acidic waste.

7. Application to daily life and concern to bio-diversity:

 Applies the concept of neutralization in real-life situations, such as treating insect
bites, soil treatment in agriculture, and industrial waste management.
 Recognizes the importance of pH in agriculture, such as determining soil acidity or
alkalinity to improve crop growth and yield.
 Identifies the diversity in the behavior of different substances as acids bases and
neutral substances.
 Uses the reactions of various acids bases, salts and neutralization in daily life,
suggests solution to the problems faced.
 Uses knowledge of acids and bases in choosing household products (e.g.: cleaning
agents, soaps, shampoos) based on their pH and safety.
 Understands the environmental impact of acid rain on biodiversity, including
damage to forests, aquatic life, and soil health.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 14
Period wise allotment:
Period Content Strategy TLM/Resources Evaluation
1 Introduction- Activity- Diff. Acids & Bases, 1. Prepare a table to note the
litmus papers R&B observations if tested with the B&R
Chemical properties group Indicators
litmus paper and Phenolphthalein,
of Acids and Bases discussion Phenolphthalein,
Methyl Orange indicators with diff.
Methyl Orange
acids and bases.
Reaction of Acids Activity- HCl, Zn, Test 2. List out material required to
and Bases with group tube, L-shaped prove if Acids reacts with some
2 metals discussion straw, beaker, metals evolves H2 gas, and also
splinter, water, explain the experimental process.
3. List out material required to prove if
soap,NaOH NaOH reacts with Zn, evolves H2
gas, and also explain the
experimental process.
Reaction of Activity- Na2CO3, HCl, Ca 4. List out material required to prove if
carbonates and metal group (OH)2, water, Acids reacts with carbonates/bi-
3 hydrogen carbonates discussion soap,NaOH, Test
carbonates evolves CO2 gas, and also
explain the experimental process.
with acids tubes, L- 5. In an experiment an Acid reacts with
shapedstraw, carbonate and evolved a gas. How do
Stand. you conform the evolved gas is CO2?
Neutralization Activity- NaCl, HCl, water, 6. Give examples for Neutralization
reactions- acids- group wires, bulb, dry reactions
4 bases, Acids bases discussion sticks (10 cm.), 7. A person is suffering from acidity.
sugar/glucose, What will you suggest him to get
combined reactions relief from it?
Acid, dropper
with water 8. A field is acidic in nature. To get
good yielding of crop, what will you
do?
9. List out the material required to
prove, every compound which have
hydrogen is not an acid. Explain the
experimental process.
Do ions are produced Activity- NaCl, H2SO4, dry 10. In an experiment HCl gas is
only in aqueous group and wet litmus evolved. A student is testing the
5 solutions? Activity discussion paper, test tubes, evolved gas with wet and dry blue
straw, one holed litmus paper. Which of them turns
cork. red? Why ?
11. If NaCl, H2SO4aqueous solutions
are mixed. What happens? What are
products? Write the chemical
equation and balance it.
6 pH Scale; Strong and Activity- pH Papers, Diff. 12. Write a note about pH scale.
weak Acids/Bases group Acids & Bases, 13. The pH values of a, b and c is
discussion Diff. fruit juices 0,7and 13.5respectively. Classify
and Vegetables them into a table in which is strong
acid, strong base and neutral.
7 Importance of pH group Text Book, Chart. 14. If pH value of saliva juice is less
value in daily life discussion, than 5.5, What happens? Suggest a
Charts remedy.
15. Do all plants are animals are pH
sensitive?
16. Self defense by animals and plants
through chemical war fare. Explain.
NaCl- its salts- group Text Book, Chart, 17. List out the compounds which are
products- plaster of discussion, baking soda, produced by common salt, and also
8 Paris Charts washing soda, write their formulas.
bleaching powder, 18. Why do we use plaster of Paris to
plaster of Paris. make idols? Explain.
19. If we heated the copper sulphate
crystals in a test tube. Whathappens?
Why?

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 15
 Left over topics from Discussion Text Book MCQ
what you have learnt Group activity
9 questions. (Note: all topic
related what you have
learnt has been discussed
in the relevant topic day
only)
Teacher's notes (additional resources)
Period Teachers notes Teacher signature
number with date

Teacher's Reflections
Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 16
Period Teachers reflections Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 17
 Name of the lesson: 4. Refraction of light through curved surface
Class :10
No. of periods required : 9
Academic standards:
1. Conceptual Understanding:
 Explains refraction of light through curved Surfaces based on the knowledge of
refraction of light through plane surfaces; Explains the terms to be used for
refraction through curved surfaces; Explains lens and its types; Explains the
principles involved in drawing ray diagrams for lens; Explains in his own words how
to draw a ray diagrams; Explains the need of paraxial approximation and gives
reasons.
 Gives reasons for the characteristics of images in ray diagram; elaborates the reasons
behind principles of drawing ray diagrams.
 Derives lens formula; Derives Lens maker’s formula and apply to solve the problems.
 Differentiates between: real image and virtual image; concave mirror and convex

mirror;

2. Asking questions and making Hypothesis:

 Imagines the approximation while deriving
 Predicts the results of experiments with lens; predict the influencing factor of the
lens focal length; Predict the medium effect on the focal length of a lens.
 Questions on the drawing of ray diagrams.
 Questions to clear the doubt that the focal length of an object immersed in water
depends on its surroundings.

3. Experimentation- Field Investigation:

 Experiments: To find out focal length of lenses; Observe the images if the object is

placed at distinct positions on the principal axis of a convex lenses;

 Follows the precautions during the experiment.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 18
  Tabulates the information-Prepares reports.

 Concludes the result of the experiment; To find out focal length of Lenses; Observe

the images if the object is at placed distinct positions on the principal axis of a

convex lenses; Finds out the focal length of lens through an experiment.

 Follows the precautions while experimenting with lens.

4. Information skills and Project:

 Collects the information regarding lens
 Analyses the information of magnification of images formed by the lenses;
information of object distance and image distances and focal length; Analyze
information of the ray diagrams formed by lenses.
 Prepares new projects like usage of lenses in different fields;
 Prepares /makes lenses with different material.

5. Communication through drawing Pictures:

 Draws ray diagram showing the images formed by convex and concave lenses.
 Identify the focal plane and draw the diagrams related to focal plane;
 Draws the diagram showing the arrangement showing the experimental set to
observe the nature of the images formed by convex and concave lenses.
 Makes a model lens.

6. Appreciation and aesthetic sense - values:

 Appreciates the lens maker formula
 Conserves values

7. Application to daily life and concern to bio-diversity:

 Applies the knowledge of lens to overcome daily life problems.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 19
Period wise allotment
Per Content Strategy TLM/ Evaluation
iod Resources
Refraction of Activity- Coin, 1. Draw a ray diagram for a light ray when it is
light at curved group beaker, passing from air into water when incidents on
1 surface -Activity- discussion water curved surface
1, 2. Draw the ray diagram passing from water into
air.
3. Are both the rays passing from water into air and
air into water has the same path? Why? Explain.
2 Image formation Activity- Text Book, 4. Explain how the image forms when a light ray
by curved surface group Chart, IFP passing from air to water?
discussion

Types of lenses- Activity- Different 5. Draw the shape of different types of lenses?
Focal length of group types of 6. Point sources is given how do you trace the
3 lenses, V- image of the point source? Explain with the ray
the lens-behavior discussion Stand-
of certain light diagram.
Screen,
7. A light ray is passing into a lens from air.
rays when they candle, white
paper Mention the situations where does that ray not
are incident on a refract?
lens.
Rules to draw the Activity- Different 8. An object is placed 25 cm distance from the focal
diagrams for group types of point of the convex lens; its focal length is 15 cm.
4 lenses, V- Find the distance of the image formed and draw the
image formation discussion Stand- ray diagram.
by lens. Screen, 9. An object is placed 15 cm distance from the pole of a
candle, white convex lens; its focal length is 15 cm. Find the
paper distance of the image formed and draw the ray
diagram.
10. An object is placed 25 cm distance from the focal
point of the concave lens; its focal length is 15 cm.
Find the distance of the image formed and draw the
ray diagram.
Rules to draw the Activity- Different 11. Draw the shape of different types of lenses?
diagrams for group types of 12. Point sources is given how do you trace the
5 lenses, V- image of the point source? Explain with the ray
image formation discussion Stand-
by lens. diagram.
Screen,
13. A light ray is passing through the lens from air.
candle, white
paper Mention the situations where that ray does not
refract.
Some problems - Activity- Chart, Text 14. Magnification of the is 1.5 and object height is
examples to group Book 3cm then find the height of the image formed
6 solve-Activity -2 discussion when a convex lens is used?
15. An object is placed 20cm distance from the
pole of a convex lens, the focal length of the lens
is 30cm.Then find the where the image is
formed? Mention the characteristics of the
image.

7 Lens formula – group Text Book, 16. If you want to make a lens, how do you fix the
solving problems discussion, chart focal length of that lens. (Mention the lens
Charts maker’s formula and mention each letter in the
formula?

8 Activity-3- Lens group Text Book, 17. The curvature radii of a lens are 35 cm and
maker’s formula discussion, Chart 30cm respectively. The refractive index of is
1.Find the focal length of the lens.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 20
9 Left over topics from group Text Book 18. MCQ
what you have learnt discussion,
questions. (Note: all
topic related what
you have learnt has
been discussed in the
relevant topic day
only)
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 21
Teacher's Reflections
Period Teachers reflections Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 22
 Name of the lesson: Chapter - 5: Human eye and colourful world
Class : 10
No. of periods required :10
Academic Standards:
1. Conceptual Understanding:
 Explains angle of vision, accommodation and structure of an eye; Explains least
distance of distinct vision; Explains the method of formation of RAINBOW;
Explains scattering; Explains the structure and working of the human eye; Explains
the functions of different parts of the eye: cornea, lens, iris, retina, aqueous humor,
vitreous humor, and optic nerve; Explains the process of image formation in the eye
and the role of the ciliary muscles in accommodation; Explains the near point, far
point, and the range of vision of the human eye; Explains vision defects: myopia,
hypermetropia, and Presbyopia; and their correction using lenses; Explains the
phenomenon of refraction through the atmosphere; Explains the concepts of
dispersion, scattering of light. Explains natural phenomena like the blue colour of the
sky, reddish appearance of the sun at sunrise and sunset, formation of a rainbow and
twinkling of stars.
 Differentiates dispersion of light and scattering of light. Differentiates myopia and
hypermetropia.
 Gives reasons why the Sun appears red during sunrise and sunset; Gives reasons
why the sky does appear blue; Gives reasons for the vision defects of the human eye.
 Explains the phenomenon of dispersion of light with reasons; Explains with
reasons how to avoid vision defects.

2. Asking questions and making Hypothesis:

 Questions how the eye works.
 Questions to know the reasons for colour in RAINBOW
.
 Questions to get a clear idea of scattering.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 23
3. Experimentation- Field Investigation:
 Experiments: To determine the least distance of distinct vision of the human eye
(usually around 25 cm for a normal eye); To find the visual angle or field of view of
the human eye; To observe the phenomenon of dispersion of light; To observe the
rain bow in the class room; To find the refractive index of prism material.
 Precautions:will take necessary precautions.
 Observation: observations are noted and tabulates them.
 Visit to a nearby ophthalmologist to know about vision defects of human eye.

4. Information skills and Project:

 Collects information regarding scattering dispersing and other reflections.
 Collects the information on uses of prism.
 Collects information about C.V. Raman’s research.
 Interview: Visit toa nearby ophthalmologist to know about vision defects of human
eye and collect the information and analyze it.
 Project: Investigates how vision care and eye health awareness can prevent
common eye defects among students and elders.

5. Communication through drawing Pictures:

 Draws diagram showing structure of eye; Draws a labeled diagram showing the
structure of the human eye; Draws ray diagrams showing vision defects such as
myopia, hypermetropia, and Presbyopia, along with their corrections using lenses;
Draws a ray diagram showing the dispersion of white light through a prism (prism
experiment); Draws the experimental setup for finding the angle of deviation and
refractive index using a glass prism; Draws a graph between angle of incidence and
angle of deviation based on the data collected in the prism experiment. ; Analyses
the graph to determine the angle of minimum deviation and uses it to calculate the
refractive index of the prism. ; Draws diagrams showing atmospheric phenomena
such as formation of a rainbow, scattering of light.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 24
6. Appreciation and aesthetic sense - values:
 Appreciates the working of an eye.
 Avoids the behavior that affects other eyes.
 Sympathizes people with vision defects
 Appreciates the formation of RAINBOW and its explanation with concept of waves.
 Shows interests in aspects related to light.
7. Application to daily life and concern to bio-diversity:
 Explores applications of scattering and dispersion in real life — such as optical
instruments, photography, astronomy, and atmospheric studies.
 Solves daily life problems with efficiency.
 Realizes the responsibility of donating eyes.

Period wise allotment:

Peri Content Strategy TLM/ Evaluation
od Resources
Least distance of Activity- Stand,stic 1.Explain the process to find the least
distinct vision – group ks, scale, distance of distinct vision of a healthy
1 discussion
Activity-1 &2 protractor. person. What material do you need to
prove it?
2.Explain the process of finding the
angle of distinct vision.
Structure of human Activity- Chart, 3D- 3.Explain the accommodation
eye, group video property of human eye.
2 discussion
Accommodation of lesson, 4.What happens if ciliary muscles
eye-Focal length of book were not function properly?
eye (Min., Max.)
Focal length of eye Activity- Chart, 3D- 5.Mention the least distance of distinct
(Min., Max.) group video vision of a human.
3 discussion lesson, 6.Find the max and min. focal length
book of human eye.
7.Explain how human eye can see the
near as well as so far objects.
Eye defects- Activity- Chart, 3D- 8.Write about myopia.
myopia- group video 9.A person cannot see nearby objects.
4 discussion lesson, So, mention which eye defect the
book person is suffering from? And also
mention how can it be corrected?
Hypermetropia- - Activity- Chart, 3D- 10. A person cannot see far objects.
Presbyopia group video So, mention which eye defect the
5 discussion lesson, person is suffering from? And also
text book mention how can it be corrected?
11. Draw a diagram showing the eye
defects of myopia and hypermetropia
and also draw the showing the
Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 25
 corrections of the defect.
Dispersion of light- Activity- Chart, 3D- 12. Write in your own words about
Prism-Lab activity group video dispersion of light?
6 discussion lesson,
text book
Finding the Activity- Chart, 3D- 13. Mention the material required to
refractive index of group video find the refractive index of a prism
7 discussion
the prism-Formula lesson, material, and mention an
derivation text book experimental procedureof finding the
refractive index of the prism.
Activity -3 & 4- Activity- Chart, 3D- 14. What is dispersion of light?
Dispertion of light- group video 15. Have you observed the dispersion
8 discussion lesson, of light in the daily life situations?
text book
Activity – 5- Activity- Chart, 3D- 16. Mention the arrangements of the
Formation of group video apparatus to show the rainbow in the
9
rainbow-Scattering discussion lesson, class room.
of the light-Activity text book 17. Suggest an experiment to show
–6 scattering of light.
Left over topics from Activity- Text book, MCQ
what you have learnt group IFP
10 questions. (Note: all discussion
topic related what
you have learnt has
been discussed in the
relevant topic day
only)
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 26
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 27
Teacher's Reflections
Period Teachers reflections Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 28
 Name of the lesson: 6. Structure of Atom
Class :10
No. of periods required : 7
Academic standards
1. Conceptual Understanding:
 Explains wave nature of light, electromagnetic spectrum, atomic models of Bohr.
Somerfield, Quantum theory, structure of electron Principles will explain ; Explains
the equations of electronic spectrum ; explains Paul’s Aufbau’s and Hund’s rules
with examples.
 Gives examples of different quantum numbers.
 Compares the atomic models of Bohr and Somerfield.
 Gives reasons for light exhibiting wave nature; Give reason why Cu and Cr have
different arrangement of electronic configurations.
 Writes electronic configuration based on Moeller’s chart imagines ene

 rgy levels.
 Describes the concept of valency and how it is determined based on the outermost
shell.
 Relates atomic structure to the periodic classification of elements.
 Differentiates various atomic models and justifies the acceptance of Bohr’s model.

2. Asking questions and making Hypothesis:

 Questions to about electromagnetic spectrum, different atomic spectra and quantum
numbers.
 Imagines the electronic configuration and energy levels based on the values of n, l,
m. Imagines the next energy levels as per the rules of Aufbau, Pauli, Hund.
 Asks meaningful questions related to atomic models and their limitations; Asks
questions about the differences in properties of isotopes and their real-world uses.
 Questions the stability of atoms and the arrangement of electrons in different shells.
 Hypothesizes what would happen if neutrons did not exist in the nucleus.
 Predicts chemical behavior of atoms based on electronic configuration; Predicts
how atomic number affects the identity and nature of elements.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 29
3. Experimentation- Field Investigation:
 Comments on structure of atom based on electro magnet and hydrogen spectrum.
 Discusses the highlights and results of experiments related to the atomic theories
proposed by Bohr and Somerfield.
 Investigates how atomic theory applies in fields like medicine, archaeology (carbon
dating), and nuclear energy

4. Information skills and Project:

 Collects and prepares a news report about the experiments of Bohr, Somerfield, Max
Planck.
 Fills the table of electronic configuration of various elements and analyze it.
 Prepares tables of electronic configuration of various elements.
 Researches historical development of atomic theories and models and collect
information.
 Prepares projects on: Models of the Atom through History”
 Gathers data on atomic numbers, mass numbers, and electron configurations of
elements.

5. Communication through drawing Pictures:

 Draws rough diagrams of Bohr and Sommerfield models of atomic structure.Draws
the shape of the orbitals.
 Prepares flowcharts to know the electronic configuration.
 Illustrates electronic configurations of atoms using shell diagrams.
 Uses tables to represent atomic number, mass number, number of electrons, protons,
and neutrons.

6. Appreciation and aesthetic sense - values:

 Appreciates the wonders in electromagnetic spectrum.
 Appreciates the discoveries explaining the internal structure of the tinies atoms.
 Appreciates the aspects not proved by experiments are proved using mathematical
principles.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 30
  Appreciates the contributions of scientists like Dalton, Thomson, Rutherford,
Bohr, and Chadwick.
 Develops interest in atomic science and its impact on technological development.
 Recognizes how deep inquiry and experimentation lead to scientific progress.
 Shows respect for scientific discoveries that help understand the unseen micro-
world.

7. Application to daily life and concern to bio-diversity:

 Uses Moeller’s diagram to write electronic configuration of other elements based on
quantum number. Applies understanding of atomic structure to real-world
applications: Medical uses of isotopes (e.g., in cancer treatment);Carbon dating in
archaeology. ; Nuclear energy and its role in energy production.
 Understands the safe use and environmental impact of radioactive substances.
 Encourages awareness of radiation safety and nuclear waste disposal.
 Relates atomic theory to chemical reactions observed in everyday life.

Period wise allotment;

Per Content Strategy TLM/ Evaluation
iod Resources
Activity-1- Wave Activity- Spirit lamp, 1. What is the colour of the ‘Na’/Ca/
nature of light- group Spatula, match Cu/Co salt if it will burn on the
1 Electromagnetic discussio flame?
box, diff. salts 2. What you have observed and
spectrum n
conclude from this experiment?
Activity-2Bohr’s Activity- Chart, Video 3. Mention the Bohr’s postulates and
Model of hydrogen group clipping, Text also mention the limitations?
2 atom and its discussion book
limitation-
Bohr – Somerfield Activity- Chart, Video 4. What information thus the Bohr –
model of an atom group Somerfield structure gives us?
clipping, Text
3 discussio 5. Draw the diagrams showing the
book comparison of principle quantum number
n and azimuthally quantum number?
Quantum, Activity- Chart, Video 6. What information does the principal
mechanical model group clipping, Text quantum number give us?
4 of an atom- discussio book 7. Mention the main features of the quantum
atomic theory.
Quantum Numbers n 8. From the table (text book) frame some
questions to understand the quantum
numbers.
Quantum, Activity- Chart, Video 9. What information does the principal
mechanical model group clipping, Text quantum number gives us?
5 of an atom- discussio book 10. Mention the main features of the quantum
atomic theory.
Quantum Numbers n 11. From the table (text book) frame some
questions to understand the quantum
numbers.
Electron Activity- Chart, Video 12. Explain Aufbau principle with one
configuration —The group example.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 31
6 Pauli exclusion discussio clipping, Text 13. Explain Hund’s rule with one example.
principle- Aufbau n book 14. Explain Pauli rule with one example.
principle- Hunds rule

Left over topics from group All the Discuss all the questions which
what you have learnt discussio question left are not discussed during the last
7 questions. (Note: all n
topic related what you over in the periods.
have learnt has been lesson
discussed in the
relevant topic day only)
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 32
Teacher's Reflections
Period Teachers reflections Teacher signature
number with date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 33
 Name of the lesson:7 . Classification of Elements and Periodic Table
Class :10
No. of periods required : 10
Academic standards
Academic Standards:
1. Conceptual Understanding:
 Explains Dobereiner law of Triads, Newland’s law of Octaves, characteristics of
Modern periodic table.
 Classifies elements on the basis of atomic number and electronic configuration.
 Explains the difference between Mendaleeff’s periodic table and the modern
periodic table.
 Gives reasons why different exhibit same characteristics as per Dobereiner’s and
Newland’s theories.
 Describes the layout of the Modern Periodic Table—groups, periods, blocks.
 Explains trends in the periodic table: atomic size/radius, Metallic and non-
metallic character, Valency, Ionization energy, Electronegativity
 Relates the position of an element in the periodic table to its properties.

2. Asking questions and making Hypothesis:

 Questions why elements exhibit common characteristics though they are special
when compared to other elements.
 Discusses Mendaleeff’s hypothesis and proofs in a later period.
 Makes hypothesis on the properties of elements based on periodicity.
 Asks questions about why early classification methods failed.
 Questions how Mendeleeff could predict the properties of unknown elements.
 Predicts how element properties change across a period or down a group.
 Forms hypotheses such as: “If the atomic number increases, the valency may
change.”
 Questions the positioning of hydrogen and lanthanides/actinides in the periodic
table.

3. Experimentation- Field Investigation:

 Discusses Dobereiner’s triads Newlands Octaves, Mendeleeff’s Periodic law.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 34
4. Information skills and Project:
 Collects and analyses the information on elements hypothesized by Mendeleeff.
 Tabulates and displays the information related to the characteristics exhibited by
different elements to periods and groups based on periodic table.
 Collects and displays the additional information needed to explain ionization
energy andelectron affinity.
 Collects information about the history of periodic table development and key
scientists (Dobereiner, Newlands, Mendeleeff, Moseley)
 Compiles data on periodic properties and element classification.
 Prepares a timeline or flowchart showing the evolution of the periodic table.
 Creates a project on the importance of the periodic table in chemistry and
industries.
 Gathers information about uses of elements based on their group or period.

5. Communication through drawing Pictures:

 Prepares flow charts to explain periodic rules of Dobereiner, Newlands and
Mendeleeff
 Prepares block diagram, flow charts to show the characteristic of modern
periodic table.

6. Appreciation and aesthetic sense - values:

 Appreciates that different elements in nature exhibit diversified characteristics.
 Appreciates that Mendeleeff’s hypothesis became true that elements are arranged
in an order.
 Appreciates the systematic classification of elements and how it simplified the
study of chemistry.
 Acknowledges the contributions of early scientists who worked on classification.
 Respects the process of scientific refinement and correction (e.g., shift from
atomic mass to atomic number).
 Develops curiosity to explore how properties of elements relate to their
structure.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 35
7. Application to daily life and concern to bio-diversity:
 Identifies the diversity displayed in the arrangement of elements having different
characteristics.
 Identifies the relation between groups and periods in periodic table and also
the properties of elements.
 Uses rules of periodic table in solving chemistry problems.
 Applies knowledge of periodic table to identify useful elements in daily life
(e.g., Fe, Cu, Na, Cl, O₂).
 Encourages the safe and responsible use of chemical elements and awareness
about heavy metal pollution (like lead, mercury).
Period wise allotment
Pe Content Strategy TLM/Resou Evaluation
rio rces
d
Need for the Brainstorming, Text book 1. What is the necessity of the
arrangements of Group discussion/ Dobereiner classification of elements?
1 elements in an
Individual Discussion triads chart
2. Explain Dobereiner triads.
organized manner- 3. Write the limitations of Dobereiner
Dobereiner’s Activity triads?
triads-Its Giving examples
limitations
Newlands law Group discussion/ Text book Flash 4. Explain law of octaves in your
of Octaves- Individual Discussion cards, Octaves own words.
2 Charts, 5. Mention the limitations of law of
Limitations Activity
octaves.
Giving examples
Mendaleeff’s Group discussion/ Text book 6. Mention the Mendaleeff’s periodic
Periodic table-The Individual Mendaleeff’s law?
3 periodic law- Silent
Discussion periodic table
7. Explain the Mendaleeff’s
features of the classification.
Mendaleeff’s Activity
periodic table- Giving examples
Mendaleeff’s Group discussion/ Text book 8. Explain the limitations of the
Periodic Table- Individual Discussion Mendaleeff’s Mendaleeff’s classification.
4
Limitations Activity periodic table
Giving examples
Mosley periodic Group discussion/ Text book 9. Explain the Mosley periodic law in
law Individual Modern your own words.
5 Modern periodic
Discussion periodic table, 10. Explain the Modern periodic law
law Phet in your own words.
Periods and Groups Activity 11.Write differences between
Giving examples simulations ICT
- Modern periodic Mendaleeff’s and modern periodic
table- Positions of law.
elements in the 12. How do you identify the position
modern periodic of an element in periodic table?
table 13. How do quantum numbers help
to identify the position of the element
in the periodic table?
Activity-2- Group discussion/ Text book 14. Explain the metallic and
Metals andnon- Individual Modern non-metallic properties in
Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 36
6 Metals Discussion periodic table, periodic table.
Activity Phet
Giving examples simulations ICT
Properties of Group discussion/ Text book 15. Mention the trends in the
elements their Individual Modern properties of elements across a
7 periodic
trends in groups Discussion period and down a group in the
and in periods- Activity table, Phet periodic table.
Giving examples simulations
16. Explain the atomic radius/
ICT
ionization energy of elements
across a period and down a
group in the periodic table.
8 Properties of Group discussion/ Text book 17. Explain the Electron
elements their Individual Modern affinity/ oxidation and
trends in groups Discussion periodic reduction properties of
and in periods- Activity table, Phet elements across a period and
Activity-3 Giving examples simulations down a group in the periodic
ICT table.
9 Ionization Group discussion/ Text book 18. Mention and explain the
energy- Individual Modern influencing factor of ionization
Influencing Discussion periodic energy.
factors- Activity table, Phet
Metallic and Giving examples simulations
non-metallic ICT
properties
10 Left over topics Group discussion/ Flash cards, 19.MCQ
from what you Individual Summary
have learnt Discussion Notes
questions. (Note: Activity
all topic related Giving examples
what you have
learnt has been
discussed in the
relevant topic day
only)
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature
with date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 37
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature
with date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 38
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature
with date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 39
Teacher's Reflections
Period Teachers reflections Teacher
number signature
with date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 40
 Name of the Lesson -8 : Chemical Bonding
Class :10
No. of periods required : 10
Academic standards:
1. Conceptual Understanding:
 Explains the need for chemical bonding based on the stability of atoms; Describes
the concept of valence electrons and how atoms achieve stable electronic
configuration; Explains ionic bonding: Formation of ions (cations and anions);
Transfer of electrons from metal to non-metal.; Properties of ionic compounds (high
melting and boiling points, conductivity in molten/aqueous state) ; Explains Lewis
dot structure, rules of ionic and covalent bond, properties of matter, octetrule,
molecular structure of water, oxygen; valence bond theory, hybridization; Explains
covalent bonding; Sharing of electrons between non-metal atoms; Formation of
molecules.; Properties of covalent compounds (low melting and boiling points, poor
conductivity).; Explains polar and non-polar covalent bonds.;
 Differentiates between molecules of water and ammonia, ionic bond and covalent
bond,sp, sp2, sp3hybridization; Differentiates between ionic and covalent bonds.
 Explains the reasons for bond angle of molecules and their properties.
 Explains giving reasons for the stability of molecules, following the Octet rule and to
Participate in chemical bond; Explains bond formation with examples such as NaCl, H2O,
CO2, Cl2and CH4

2. Asking questions and making Hypothesis:

 Questions to understand Lewis dot structure, properties of ionic and covalent
substances and molecular structure.
 Makes hypothesis on the shapes of orbitals and the resultant molecular structure
when participated in chemical bond.
 Imagines the shape of hybridized orbital’s formed through hybridization.
 Makes hypothesis on the consequences if bond angle of water is 108o
 Questions why atoms form bonds; Asks questions about properties resulting from
different types of bonds.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 41
  Hypothesizes what happens if atoms do not bond; Hypothesizes how bond type
affects physical and chemical properties; Predicts the type of bonding based on the
position of elements in the periodic table.

3. Experimentation- Field Investigation:

 Uses rules of chemical bonding to explain molecular structure through hybridized
orbitals.
 Discusses the fundamental aspects of Lewis dot structure.
 Discusses Chemical bond and the resultant shape molecules and bond angle.

4. Information skills and Project:

 Collects the information about nature of substances, arrangement of molecules, bond
angles and reasons for the bonds formed by bond angle.
 Collects the necessary information on relation between hybridization and the shape
of orbitals, prepares reports on it.
 Collects information about various types of chemical bonds and real-life
applications.
 Researches industrial applications of ionic and covalent compounds.
 Prepares projects on: Common ionic and covalent compounds in daily life.
Importance of chemical bonding in biological molecules.
 Analyzes data on bond strength, bond length, and molecular geometry.

5. Communication through drawing Pictures:

 Draws pictures of molecular structures, method of formation of ionic and covalent
bond through Lewis’s dot structure; Draws covalent bond formation by electron
sharing; Draws Lewis structures of simple molecules and ions. Uses diagrams to
show the difference between ionic and covalent bonding.
 Analyses the molecular structures based on hybridization.
 Makes models of shapes of molecules using sticks and beads.
 Illustrates ionic bond formation by electron transfer diagrams.
 Represents molecular shapes using simple models or sketches.
Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 42
6. Appreciation and aesthetic sense - values:
 Appreciates the formation of molecules through ionic and covalent bond;
Appreciates that fact that some basic atoms in nature combine; Appreciates the role
of chemical bonding in forming diverse substances.
 Observes the special properties and nature like salt dissolves in water and not in
kerosene, visualizing the rules of chemical bonding.
 Recognizes the importance of bonds in life processes (proteins, DNA).
 Values the systematic study of bonding for scientific progress.

7. Application to daily life and concern to bio-diversity:

 Identifies the diversity in substances being ionic or covalent.
 Uses the rules of chemical bonding in writing, balancing the chemical equation -
solves the problems.
 Applies knowledge of bonding to explain properties of household substances (salt,
sugar, water).
 Understands the role of chemical bonds in medicine, agriculture, and industry.
 Appreciates how bonding affects the environment and materials used sustainably.
 Encourages responsible use and disposal of chemical substances based on bonding
properties.

Period wise allotment

Pe Content Strategy TLM/Resourc Evaluation
rio es
d
Chemical Brainstorming, Text book 1. Mention the valance of the
bonding – its Group discussion/ Lewis elements Cl/Na/Mg/and inert
1 Individual symbols- dot
necessity- Lew’s gases
symbols- dot Discussion structure chart
structure Activity
Giving examples

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 43
2 Chemical Group discussion/ Textbook, Lewis 2. Mention and draw the dot
bonding – its Individual symbols- dot structure of Cl/Na/Mg
necessity- Lewis Discussion structure of Na elements
symbols- dot Activity and Cl; chart
structure Giving examples
Electronic theory Group discussion/ Text book 3. Mention and draw the dot
of valance by Individual Flashcards, structure of the inert gas
3
Lewis and Discussion elements.
Kossel Activity
Giving examples
4 Ionic bonds with Group discussion/ Text book 4. Explain the formation of
Lewis dot Individual Ionic bond NaCl (ionic bond) using Lewis
formulae Discussion examples chart dot structure.
Activity
Giving examples
Ionic bond- Group discussion/ Text book 5. Explain the formation of
factors affecting Individual Ionic bond MgO (ionic bond) using Lewis
5 examples chart
the formation of Discussion dot structure.
cations and Activity
anions Giving examples
Ionic bond - Group discussion/ Text book 6. Explain the formation of
factors affecting Individual Ionic bond AlCl3 (ionic bond)using Lewis
6 examples chart
the formation of Discussion dot structure.
cations and Activity
anions Giving examples
Lewis theory - Group discussion/ Text book 7. Explain the formation of
Covalent bond- Individual Lewis theory - O2(covalent bond)using Lewis
7 Covalent bond-
Formation of Discussion dot structure.
Oxygen, Activity Formation of 8. Explain the formation of N2
Nitrogen, Giving examples Oxygen, (covalent bond) using Lewis
Nitrogen, dot structure.
Methane chart
Lewis theory - Group discussion/ Text book 9. Explain the formation of
Covalent bond- Individual Lewis theory - BeCl2 (covalent bond) using
8 Discussion Covalent bond-
Formation of Lewis dot structure.
BeCl2 and CH4 Activity Formation of 10. Explain the formation of
molecules. Giving examples BeCl2 and CH4 CH4 (covalent bond) using
molecules.
Charts, Lewis dot structure.
11. Explain the formation of
BF3 (covalent bond) using
Lewis dot structure.
Draw backs of Group discussion/ Text book 12. Explain the bond angle in
electronic theory Individual Atomic BeCl2, BF3, H2O and
9 structures of
of valance- Discussion NH3molecules.
VSEPRT- Activity BeCl2, BF3 13. Mention the limitations of
Limitations Giving examples VSEPRT.
Valance bond Group discussion/ Text book 14. Explain the formation of
theory , Individual Atomic BeCl2 / Cl2 etc. (Covalent
10 Formation of Discussion structures of bond)using valance bond
beryllium Activity NH3, CH4 theory.
chloride Giving examples
Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 44
11 Valance bond Group discussion/ Text book 14. Explain the formation of /
theory – Individual Valance HCl/ H2O (covalent bond)
Formation of Discussion bond theory using valance bond theory.
Polar covalent Activity – O2, N2
bond Giving examples shape -chart
Valance bond Group discussion/ Text book Explain the formation of H2O/
theory – Individual Valance N2 (covalent bond) using
12 bond theory
Hybridization- Discussion valance bond theory
Formation of Activity – H2O, NH3 hybridization.
Ammonia Water Giving examples shape -chart
and HCl.
Valance bond Group discussion/ Text book Explain the formation of BF3
theory – Individual Valance bond (covalent bond) using valance
13 theory – H2O,
Hybridization- Discussion bond theory hybridization.
Formation of Activity NH3 shape -
Giving examples chart
Ammonia Water
and HCl.
14 Left over topics in Group discussion/ Text book MCQ
the what you have Individual Valance bond
learnt questions.( Discussion theory –BF3
Note : all topic Activity shape -chart
related what you Giving examples
have learnt has
been discussed in
the relevant topic
day only)
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 45
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 46
Teacher's Reflections
Period Teachers reflections Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 47
 Name of the Lesson -9 : Electric Current
Class :10
No. of periods required : 9
Academic standards:
1. Conceptual Understanding:
 Explains electric current in his own words; Explains the difference between electric
conductors and nonconductors. Explains Drude and Lorentz theory to explain
electric current; Explains the difference between electric current and potential
difference; Explains ohm’s law; Explains on what values does the value of resistance
depends; Explains series and parallel connections; Explains equivalent resistance;
Explains electric shock, overloading, electric unit; Explains Ohm’s Law: V=IR and
applies it to solve numerical problems; Explains resistivity and how different
materials respond to electric current; Explains electric power and electric energy,
and uses formulas P=VI ; P=I2R ; , and P=V2R; Explains units: ampere, volt, ohm,
watt, kilo watt-hour, and their inter conversion, electric current, potential difference,
resistance, and electric circuit.
 Elaborates the reasons for electric current.
 Describes factors affecting resistance: length, area (cross-section), material, and
temperature; Describes the combination of resistors in series and parallel circuits.
Relates electrical concepts to daily life usage (e.g., electricity bills, household
appliances).
 Compares the advantages and disadvantages of series and parallel connections.
 Differentiate between potential different and emf; differentiate between resistance
and resistivity; Differentiate between conductivity and resistance.

2. Asking questions and making Hypothesis:

 Questions method of wiring a house.
 Questions on overload.
 Makes hypothesis on how to solve problems on Kirchhoff’s rule.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 48
  Questions how electricity flows in a conductor.
 Asks why certain materials allow current to pass through while others don’t.
 Hypothesizes how changing the length or thickness of a wire affects resistance.
 Predicts outcomes when resistors are added in series vs parallel.
 Wonders about the safety and efficiency of electric power usage in homes.

3. Experimentation- Field Investigation:

 Experiments to prove that resistance depends on temperature, nature of substance,
length of the conductor and cross section area.
 Follows the precautionary measures while conducting experiments.
 Verifies Ohm’s Law through an experiment and draws the V-I graph.
 Measures current and voltage using ammeters and voltmeters.
 Sets up circuits to observe the effect of series and parallel combinations on resistance
and current.
 Records and tabulates observations of voltage, current, and resistance.
 Uses appropriate symbols to draw electric circuit diagrams.
 Follows necessary safety precautions while handling electric components.

4. Information skills and Project:

 Analyze and classifies the material based the resistivity tables.
 Collects information related to the reasons for resistance.
 Collects additional information on electric shocks.
 Collects information on role and making of fuse.
 Collects information about applications of electric current in everyday life.
 Prepares projects on: Efficient use of electricity. Types of conductors and insulators;
Domestic wiring systems.
 Analyzes how electric current is transmitted from power stations to homes.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 49
5. Communication through drawing Pictures:
 Draws diagrams showing the method of working of a battery communication
through them; Draws diagrams of series and parallel connections; Draws diagrams
showing the movement of electrons in conductor; Draws circuit diagrams using
proper symbols for battery, switch, resistor, etc.
 Plots V-I graphs to show the linear relationship as per Ohm’s Law.
 Represents series and parallel resistor combinations pictorially.
 Creates tables to organize observations of current, voltage, and resistance.

6. Appreciation and aesthetic sense - values:

 Appreciates the behavior of electron which causes electric energy.
 Tries to prevent loss of electric energy.
 Implies aesthetic sense to the behavior of conductors.
 Appreciates the contribution of scientists like Georg Ohm, Volta, and others in
electricity.
 Recognizes the importance of electricity in modern life and human development.
 Understands the value of saving electricity and using it efficiently.
 Encourages curiosity about electricity and respect for scientific reasoning.

7. Application to daily life and concern to bio-diversity:

 Uses the concepts of electricity in daily life.
 Selects the proper to be used for fuse.
 Search and follows the ways to use electricity properly as it is the backbone of
nation’s development.
 Applies knowledge of electric current to understand how devices like fans, lights,
and heaters work.
 Calculates household electricity consumption and interprets electricity bills.
 Promotes energy conservation and use of renewable energy sources (solar, wind).
 Shows awareness about electrical safety, fuse usage, and avoiding energy wastage.
 Understands how electrical pollution (e.g., electromagnetic interference) may impact
biodiversity.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 50
Period wise allotment:
Peri Content Strategy TLM/Resources Evaluation
od
Activity-1- Brainstorming, Textbook 1. Draw a simple electric
Electric current- Group discussion Simple electric circuit.
1
/ Individual circuit chart,
Discussion Connecting
Activity wires, bulb,
Giving examples switch, ammeter,
battery
Potential Group Text book, Simple 2. Differentiate potential
difference – discussion/Indivi electric circuit difference and emf.
2
Electromotive dual Discussion chart,
force Activity
Giving examples
Ohm’s law- Lab Group discussion Text book, Simple 3. List out the material
activity- /Individual electric circuit required to verify the ohms
3 Discussion chart,
Limitations of law.
Ohm’s Law Activity/ Connecting 4. Mention the precautions
Experiment wires, bulb, to be taken in the Ohm’s
Giving examples switch, ammeter, law verification.
battery, iron nail, 5. Write the experimental
LED procedure for verification of
Ohm’s law.
Electric shock- Group Text book Simple 6. Mention the factors that
Effects- Factors discussion/ electric circuit affect the resistance.
4 chart,
of influencing Individual 7. List out the material
the resistance of Discussion Connecting required to verify that the
a material Activity/experim wires, bulb, resistance depends on
ent switch, ammeter,
Activity-2,3 battery Different nature of the material and
Giving examples write the experimental
wires
procedure.
8.List out the material
required to verify that the
resistance depends on
length of the material and
write the experimental
procedure.
5 Electric shock- Group Text book 9. List out the material
Effects- Factors discussion/ Simple electric required to verify that the
of influencing Individual circuit chart, resistance depends on area
the resistance of Discussion Connecting of cross section of the
a material Activity/Experi wires, bulb, material and write the
Activity-4 &5 ment switch, ammeter, experimental procedure.
Giving examples battery Different 10. List out the material
wires required to verify that the
resistance depends on
temperature of the material
and write the experimental
procedure.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 51
6 Resistivity Group Text book 11. Mention the influencing
discussion/ Resistivity chart factors of resistivity.
Individual
Discussion
Activity
Giving examples
Electric circuits- Group Text book 12. Two resistors 100 ohms
series- parallel discussion/ Series / Parallel and 1 ohm are connected in
7 electric circuits
connections Individual series in one case, and
Discussion charts Phet parallel in another case.
Activity Simulations Find the resistant resistance
Giving examples in two cases. In which case
the resistance is less?
Kirchoff’s laws- Group Textbook, electric 13. Different electric
Junction law- discussion/ circuit with circuits problems –
8
loop law- Individual Junctions chart solutions.
Applications Discussion circuit with
Activity loops/Junctions
Giving examples chart
Kirchhoff’s Group Textbook, electric 14. Different electric
laws-Junction discussion/ circuit with circuits problems –
9
law- loop law- Individual Junctions chart solutions.
Applications Discussion circuit with
Activity loops/Junctions
Giving examples chart
Electric power Group Text book 15.In an electric circuit
discussion/ Chart IFP 200V potential difference
10
Individual and 20A current is flowing.
Discussion Find the Power in the
Activity circuit.
Giving examples

11 Electric power Groupdiscussion Text book 16. In an electric circuit

/ ChartIFP 200V potential difference
Individual and 10 ohms resistor is
Discussion connected in the circuit.
Activity Then find the Power in the
Giving examples circuit.

Left over topics in Group Text book MCQ

the what you have discussion/ Chart
12 learnt questions.( IFP
Individual
Note : all topic Discussion
related what you Activity
have learnt has Giving examples
been discussed in
the relevant topic
day only)

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 52
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature
with date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 53
Teacher's Reflections
Period Teachers reflections Teacher
number signature
with date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 54
 Name of the Lesson -10 : Electromagnetism
Class :10
No. of periods required : 14
Academic standards
1. Conceptual Understanding:
 Explains Oersted experiment; Explains electromagnetic field and the importance of
its features; Explains magnetic flux density using the concept of magnetic lines of
force; Elaborates that electric wires can induce magnetic field; Explains right hand
rule; Explains that a charged, electrical wire moving in magnetic field and force;
Explains through a situation relation between Faraday’s principle and law of
conservation of energy; Explains how to derive Faraday’s principle from law of
conservation; Explains the right-hand thumb rule to find the direction of magnetic
field around a current-carrying conductor. ; Explains the working of an electric
motor, including the role of magnetic field, armature, commutator, and brushes. ;
Understands the principle and working of electric generator
 Derives F=BIL.
 Elaborates the working of electric motor and electric generator.
 Compares AC (Alternating Current) and DC (Direct Current).

2. Asking questions and making Hypothesis:

 Makes hypothesis and questions to explain Oersted experiment.
 Makes hypothesis on how magnetic field induces force on moving charges.
 Questions on law of conservation of energy, Faraday’s principle.
 Questions on what to do to make the electricity move round the wire in a motor.
 Questions about electric generator.
 Questions how electricity can produce magnetism and vice versa.
 Asks what happens when current flows through a conductor placed near a compass.
 Hypothesizes the factors affecting magnetic field strength in a solenoid.
 Predicts the direction of induced current based on motion and magnetic field.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 55
3. Experimentation- Field Investigation:
 Experiments to explain Faraday’s principle.
 Conducts experiments to show that magnetic field induces force on electrified wire.
 Performs or observes Oersted experiment using a compass and current-carrying
wire.
 Constructs simple circuits to demonstrate magnetic field around a conductor, loop,
and solenoid.
 Observes electromagnetic induction using a magnet and coil (Faraday’s experiment).
 Verifies Right hand rule using practical demonstrations.
 Demonstrates the working model of an electric motor or an electric generator.
 Tabulates observations and draws conclusions.
 Takes necessary safety precautions while dealing with electric circuits.

4. Information skills and Project:

 Collects information about Faraday’s experiment.
 Collects information about Oersted’s experiments
 Collects additional information regarding electric motor and electric generator.
 Collects information about the applications of electromagnetism in real life (e.g.,
fans, speakers, electric bells, transformers).
 Prepares working models of: Electric motor; Generator; Electromagnet
 Studies the difference between AC and DC and their sources and prepare a report.
 Prepares projects on topics like: Use of magnetic field in transportation; Role of
electromagnets in medicine and industry.

5. Communication through drawing Pictures:

 Draws picture on electric motor; Draws pictures of electric AC and DC; Draws
necessary graphs to explain AC and DC generators; Draws magnetic field lines for:
Straight conductor, Circular loop and Solenoid.
 Illustrates the right-hand thumb rule, right-hand rule with clear diagrams.
 Represents experimental data graphically where applicable.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 56
  Uses tables and flowcharts to compare AC and DC, or to show differences between motor and
generator.
 Makes a dc motor model.

6. Appreciation and aesthetic sense - values:

 Appreciates the experiments of Oersted and Faraday.
 Appreciates working of electric motor and generator.
 Appreciates usefulness of law of conservation of energy.
 Values the impact of electromagnetism on modern technology and life.
 Recognizes the elegance of magnetic field patterns and their role in understanding invisible
forces.
 Shows curiosity about how electromagnetism is applied in daily devices.

7. Application to daily life and concern to bio-diversity:

 Uses generators and motors properly and also their theory.
 Solves the given problems.
 Puts efforts to save the labor of persons who invented electric motor and generator.
 Identifies the use of electromagnetism in electric fans, motors, generators, and
household appliances.
 Understands the working of devices like induction stoves, doorbells, and electric
cranes.
 Encourages safe use of electrical appliances based on electromagnetic principles.
 Understands the need to reduce electromagnetic pollution in sensitive areas like
hospitals and forests.
 Promotes eco-friendly alternatives using efficient electrical systems to reduce energy
waste.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 57
Period wise allotment:
Per Content Strategy TLM/Resources Evaluation
iod
Oersted Brainstorming, Textbook 1. List out the material
experiment- Group discussion/ Connecting required to verify the
1
Activity- Individual wires, switch, oersted experiment.
1/Experiment Discussion Magnetic 2. Write the experimental
Activity compass, procedure to verify the
Giving examples batteries oersted experiment.
Magnetic field- Group discussion Textbook 3. Draw the diagram
Activity-2- /Individual Bar Magnet, iron showing the magnetic field
2 Discussion dust, white paper
Magnetic field lines around a bar magnet.
lines –Magnetic Activity 4. Explain the terms
flux-flux Giving examples magnetic flux and flux
density/ density in your own words.
Activity-3 Group discussion/ Textbook, Copper 5. Draw the shape of the
Magnetic field Individual wire , current magnetic field line due to
3 due to straight Discussion source/Battery, current carrying straight
wire carrying Activity/Experime switch, iron dust, wire and mention its
current nt wooden board, direction and current
Giving examples compass direction.
6. List out and explain to
observe magnetic field lines
due to carrying straight
wire.
Magnetic field Group discussion/ Text book 7. Draw the shape of the
due to straight Individual Copper wire, magnetic field line due to
4 current
wire - Activity- Discussion current carrying coil wire
4&5 Activity/experime source/Battery, and mention its direction
nt switch, Iron dust, and current direction.
Giving examples wooden board
Magnetic field Group discussion Textbook,Copper 8.List out and explain to
due to solenoid- /Individual wire (solenoid), observe magnetic field lines
5
Activity- 6 Discussion current due to carrying solenoid
Activity source/Battery,
Giving examples switch, iron dust,
wooden board
Magnetic Force Group discussion/ Text book, 9.How do you calculate the
on moving Individual Copper wire, force experienced by a
6
charge and Discussion current charge moving
current carrying Activity/Experime source/Battery, in a magnetic field?
wire- Activity – nt switch, iron dust,
Examples Giving examples wooden board,
coil
Activity- 8 – Group discussion/ Text book 10.Explain the principle of
Electric Motor Individual Copper wire, working motor
7 current
Discussion 11. What is the role of slip
Activity/experime source/Battery, rings in the electric motor?
nt switch, iron dust, 12.What happens if slip
Giving examples wooden board,
coil rings were not there in the
DC motor?
Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 58
 Electro Group discussion Textbook 13. Explain the faraday
Magnetic /Individual Copper wire, electromagnetic
8 current
Induction – Discussion induction.
Faraday’s Law- Activity source/Battery,
Giving examples switch, bar
magnet wooden
board, coil,
Galvanometer
Electro Group discussion/ Textbook 14. Explain the applications
Magnetic Individual of electromagnetic
9
Induction – Discussion induction in day-to-day life.
Applications of Activity/Experime
Faraday’s Law nt
Giving examples
Lenz’s Law- Group discussion/ Text book 14. Explain Lenz’s law.
Examples Individual
10
Discussion
Activity/experime
nt
Giving examples
11 AC Generator Group discussion Textbook 15. Explain the construction
/Individual of AC generator.
Discussion
Activity
Giving examples
AC Generator – Group discussion/ Textbook, ICT, 16. Mention the working
Graphical Individual graph principle of AC generator.
12
representation Discussion
Activity/Experime
nt
Giving examples
13 DC Generator Group discussion/ Textbook, ICT, 17. Explain the construction
Individual graph of DC generator.
Discussion 18. Mention the working
Activity/experime principle of DC generator.
nt
Giving examples
14 Left over topics Group discussion/ Text book MCQ
in the what you Individual Simple electric
have learnt Discussion circuit chart,
questions.(Note : Activity/experime Connecting
all topic related nt wires, bulb,
what you have Giving examples switch, ammeter,
learnt has been battery, Different
discussed in the wires
relevant topic day
only)

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 59
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 60
Teacher's Reflections
Period Teachers reflections Teacher
number signature with
date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 61
 Name of the lesson- 11. METALLURGY
Class : 10
No. of periods required : 07.
Academic standards
1. Conceptual Understanding:
 Explains the basic forms(minerals) in which metals are available, methods of
separating the metals, refining them and processes like smelting and roasting used in
extraction of metals; Explains the reasons for non-availability of free metals in
nature separating them using mechanical methods, conducting reduction reactions to
get metals and for using furnace; Explain the terms: minerals, ores, gangue. Explain
concentration, roasting, calcination, reduction, refining.
 Classifies minerals based on their reactivity, methods of separating and methods of
refining
 Differentiates between metal and minerals, blast furnace and reverberatory furnace.
Differentiate roasting and calcinations.

2. Asking questions and making Hypothesis:

 Questions the stages in separating and refining the metals; questions related to
extraction methods.
 Makes hypothesis on the reasons for the appearance of mineral in many forms in
nature; Makes hypotheses on the role of heat or chemicals in metal extraction.
 Predicts the results of oxidation and reduction reactions of metals.

3. Experimentation- Field Investigation:

 Experiments on rusting and using electrolysis in purification of copper.
 Discusses the separating the ore through mechanical methods stages and methods of
using different types of furnaces.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 62
4. Information skills and Project:
 Collects information about the areas in our state and India as where various ores are
found prepares a report.
 Prepares reports analyzing the reasons for the occurrence of ores in different forms
and their stability.
 Prepares a scrap with particulars of the minerals available in their surroundings like
coal, limestone etc.

5. Communication through drawing Pictures:

 Draws the pictures of separating the minerals, electrolysis, furnaces etc. and
comments on them.
 Draws pictures blowing the actions taking place in reverberating.

6. Appreciation and aesthetic sense - values:

 Appreciates that metals are present in the form of ores in nature.
 Shows interest in knowing the details of methods and equipments designed to extract
different types of minerals
 Appreciates persons and systems who are involved in extracting and refining
minerals, production of metals and making many instruments and objects from them.
7. Application to daily life and concern to bio-diversity:
 Discusses on the process of extracting and its impact on environment.
 Suggest the measures for conserving bio-diversity by analyzing mining and
movements and struggles related to it.
 Co-ordinates the information from the lessons, chemical bonding and chemical
equations to understand the chemical reactions taking place in a furnace, reactivity of
metals and repeating the ores.

Period wise allotment:

Peri Content Strategy TLM/Resou Evaluation
od rces
Occurrence of the Brainstorming, Textbook 1. Differentiate between
metals in nature- Group discussion/ Chart ore and mineral.
1 Individual
Activity-1 2.Give examples for
Activity series of Discussion oxide/carbonate/sulphat
metals Activity e ores/minerals
Giving examples

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 63
 Extraction of the Group discussion/ Textbook 3.Mention and explain
metals from the ores Individual Chart- the concentration
2 Concentratio
Discussion process of ore.
Activity n process
Giving examples
Reduction of Group discussion Textbook 4. Explain the reduction
purified ore to the /Individual Chart of metal from ore of a
3
metal Discussion high active metals.
Activity
Giving examples
Reduction of Group discussion/ Textbook, 5. Explain reduction of
purified ore to the Individual Chart purified ore to the metal.
4 Discussion
metal
Activity/Experiment
Giving examples
corrosion - Group discussion/ Text book 6. List out the material
Activity-2 Individual 3 Test tubes, required to verify that
5 Discussion iron nails, An water and is essential for
Activity/experiment hy. CaCl2,oil, rusting of iron articles
Giving examples corks,water
and explains the
experimental procedure.
6 Few important Group discussion/ Textbook 7. Differentiate between
processes used in Individual Connecting roasting and
metallurgy Discussion wires, calcinations.
Activity switch,
Giving examples Magnetic
compass,
Magnet
7 Left over topics in the Group discussion Textbook MCQ
what you have learnt /Individual Bar Magnet,
questions.( Note : all Discussion iron dust,
topic related what you Activity white paper
have learnt has been Giving examples
discussed in the
relevant topic day
only)

Teacher's notes (additional resources)

Period Teachers notes Teacher
number signature
with date

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 Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature
with date

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Teacher's Reflections
Period Teachers reflections Teacher
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 Name of the lesson: 12. Carbon and its Compounds
Class : 10
No. of periods required : 15
Academic standards
1. Conceptual Understanding:
 Explains about catenation property exhibited by carbon method of hybridization,
allotropes of carbon, graphite, diamond, buckminsterfullerene, nanotubes,
hydrocarbons, their relativities, functional group in carbon compounds method of
nomenclature, products of soaps.
 Gives examples for different forms of carbon alkanes, alkenes, alkynes.
 Gives examples for carbon exhibiting catenation property and the functional groups
changing the nature of substances.
 Differentiates between different carbon forms their oxidation and reduction reactions
sp,sp2, sp3 identifies similarities between diamond- graphite, alkane - alkene.
 Analyses addition and substitution reactions of carbon compounds.

2. Asking questions and making Hypothesis:

 Questions to understand clearly nature of carbon catenation, method of nomenclature
forms and structure of hydrocarbons.
 Makes hypothesis about different hydrocarbons based on functional groups and steps
in nomenclature.
 Imagines the discoveries in future through catenation nature of carbon

3. Experimentation- Field Investigation:

 Conducts activities to understand foam of a soap cleansing micelle and its nature.
 Experiments on estarification.
 Names carbon compounds following the 11 steps, writes formula based on the name.
 Discusses the methods and stages of hybridization exhibited by carbon based on
energy levels.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 67
4. Information skills and Project:
 Prepares tables on catenation of carbon, formation of plenty of products like alkenes,
alkynes etc.
 Prepares reports on modern aspects like nanotubes, their uses and discovery of
graphic.
 Prepares a news letter about preparation and uses of ethyl alcohol displays and
discusses.

5. Communication through drawing Pictures:

 Draws pictures of carbon catenation, hybridization, micelle, preparation of esters and
explains about them.
 Prepares shapes of different hydrocarbons using beads and sticks based on
nomenclature and exhibits them.
 Prepares flow charts on the preparation of hydrocarbons.

6. Appreciation and aesthetic sense - values:

 Appreciates formation of many substances by an element carbon through its nature
ofcatenation.
 Congratulates the specialties of different atoms in reacting with carbon (Keeping in
view the nomenclature)
 Identifies the greatness of carbon in producing a new substance and by products
through a slight change.

7. Application to daily life and concern to bio-diversity:

 Identifies the importance and diversity of carbon displaying different types of
relativities bestowing many benefits.
 Applies the concepts of chemical bonding and electronic configuration
wherever necessary to understand carbon catenation.
 Co-ordinates the principle behind cleansing by soaps and the usefulness of bond
angle and shape of water in cleansing.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 68
Period wise allotment:
Per Content Strategy TLM/Resourc Evaluation
iod es
Carbon-valance- Brainstorming, Textbook 1. Write the electronic
electron Group discussion/ Carbon configuration of carbon and
1 electronic
configuration- Individual mention the valence of the
promotion of an Discussion configuration carbon.
electron Giving examples Chart
Hybridization- Group discussion/ Textbook 2. Explain SP Hybridization
SP Hybridization Individual Chart- SP with example.
2 Discussion hybridization
Giving examples diagrams
SP2-SP3 Group discussion Textbook 3. Explain SP2 Hybridization
Hybridization /Individual Chart- SP2, SP3 with example.
3 Discussion hybridization 4. Explain SP3 Hybridization
Giving examples diagrams with example.

Allotropes of Group discussion/ Textbook, 5. Explain non crystalline

carbon Individual Allotropes of allotropes of carbon and give
4 Discussion carbons-Chart examples.
Giving examples

Allotropes of Group discussion/ Text book 6. Explain crystalline

carbon Individual Allotropes of allotropes of carbon and give
5 carbons-Chart
Discussion examples.
Giving examples

Versatile nature Group discussion/ Textbook 7. Explain isomerism with

of carbon Individual Chart examples.
6 Discussion 8. Explain catenation
Giving examples property with examples.

Hydrocarbons Group discussion Textbook 9. Mention the types of

/Individual Chart hydrocarbons.
7 Discussion
Giving examples

carbon Group discussion/ Textbook 10. Mention the functional

compounds with Individual Chart groups
8 Discussion
C,H,X-
Functional groups
in carbon
compounds
9 Homologous Group discussion Textbook 11. Write the homologues
series /Individual Homologous series of Alkanes/alkenes/
Discussion series - chart alkynes.
Examples
10 Nomenclature of Group discussion/ Textbook 12. Nomenclature with
organic Individual Naming examples.
compounds- Discussion priority tables
chat.

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 69
 Nomenclature of Group discussion Textbook 13. Nomenclature with
organic /Individual Bar Magnet, examples.
11
compounds- Discussion iron dust, white
examples paper

12 Chemical Group discussion/ Textbook 14. Explain the chemical

properties of Individual properties of carbon
carbon Discussion compounds.
compounds
Some important Group discussion Textbook 15. Explain the preparation
carbon /Individual of alcohol.
13 Discussion
compounds- 16. List out the material
Estarification required to observe the
estarification reaction and
write the experimental
procedure.
14 Soaps – Group discussion/ Textbook 17. Explain the cleansing
sopanification- Individual action of soap.
Micelle- Discussion
cleansing action
of soap
15 Left over topics in Group discussion/ Textbook MCQ
the what you have Individual Connecting
learnt questions. Discussion wires, switch,
(Note: all topic Magnetic
related what you compass,
have learnt has Magnet
been discussed in
the relevant topic
day only)

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 70
Teacher's notes (additional resources)
Period Teachers notes Teacher
number signature
with date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 71
Teacher's Reflections
Period Teachers reflections Teacher
number signature
with date

Forum of Physical Science Teachers- Telangana state -Xth Class Phy. Sci. Unit plan Page 72