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AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: X | Subject: SCIENCE

Chapter Name: Sources of Energy

Pre-requisite knowledge

Work and Energy: Class IX

Objective List the criteria of a good source of energy

Explain the process of generation of thermoelectric power and hydroelectric

power

Explain various improvements in technology for using conventional sources

of energy

Explain the process of generating bio-gas from a bio-gas plant

Explain the working of a windmill

State the limitations in harnessing wind energy

List the alternative or non-conventional sources of energy

Explain the process of generation of solar energy

Describe the different methods of generating electricity from the sea

Explain the process involved in the generation of geothermal energy

Explain the process of generation of electricity using nuclear energy

Short discussion of the lesson

This chapter will introduce the learners to the criteria of a good source of

energy. They will learn about the renewable and the non-renewable sources

of energy and the processes involved in the generation of thermoelectric

power and hydro electric power. The learners will also get to know about

various improvements in technology for using conventional sources of

energy. Moreover, they will study various alternate or non-conventional

sources of energy and how they can be used to meet ever increasing energy

needs.

Procedure A. Warm up Session

Begin the lesson by asking the students about the various renewable and non-

renewable sources of energy. You may ask the students about the various

renewable sources of energy that can be used to generate electricity.

Students can also be asked to mention the different forms of energy that they

generally use during the day.

Students can name the various renewable and non-renewable sources of

energy and one of the students can be asked to write the names on the black

board. Students can be asked to choose the various renewable sources of

energy that can be used to generate electricity.

Divide the class into two teams and ask each team to give at least two

examples showing conversion of energy from one form to another.

Expected outcome

After studying this chapter, the learners should be able to list the criteria of a

good source of energy. They should be able to understand the limitations of

fossil fuels and explain the process of generation of thermoelectric power and

hydro electric power. The learner must also be able to explain the various

improvements in technology for using conventional sources of energy and

explain how energy can be obtained from non-conventional sources.

Student

Deliverable · Review Questions given by teacher

· Presentation explaining the functioning of a windmill or a bio gas plant

Assessment Textual questions & extra questions.


Lesson Plan


Chapter Name: HEREDITY AND EVOLUTION

Prerequisite

Knowledge

Diversity in Living Organisms: Class IX

Objectives

Explain the various mechanisms of evolution

Describe speciation and genetic drift

Describe the factors influencing speciation

Explain the evidences of evolution indicated by homologous and analogous

characteristics

Explain the process of fossilisation

Explain the evolution of man

Describe adaptation as an evidence of evolution

Explain the inheritance of characters

Describe the terms used in genetics

Explain the inheritance of variation as evident from Mendel’s pea plant

experiments

Explain the conditions that determine the sex of individuals in various

species

Short

Description of

Lesson

This lesson will introduce the learners to the concepts of genetics and

evolution. They will learn about heredity and the Mendelian experiments

with pea plants. They will study different mechanisms that contribute to

evolution and speciation. Moreover, they will study about the various factors

influencing sex determination. They will also get to know about evidences of

evolution such as homologous and analogous characteristics and fossils.

Procedure

Warm up Session Begin the lesson by asking the students their thoughts on origin of life and

species. Lead the students from the theory of creation to evolution. Introduce

them to the geological time scale and talk about the evolution of species over

different periods of time.

Ask the learners to research about the evolution of a plant/animal and make a

project around the following points:

· Morphological changes that have taken place in the organism over ages

· Reasons for these changes

· Various mechanisms of evolution at work

· Emergence of different species from the same ancestry

Presentation

Ask the learners to gather information about homologous and analogous

characteristics. They have to use examples of different organisms to

demonstrate homologous and analogous characteristics. Then, they have to

present their thoughts on how these characteristics help in tracing evolution.

Supplemental

Activities

Ask the learners to research about the famous study regarding adaptation of

the finches of the Galapagos islands conducted by Charles Darwin.

Ask learners to read up about the evolution of the white peppered moth

during the Industrial Revolution in England.

After the learners have read up about these subjects, hold a discussion in the

class.

Expected

Outcome

After completing this chapter, the learners will be able to understand the

concepts related to genetics and evolution. They will know about heredity

and the Mendelian experiments with pea plants. They will also be able to

explain different mechanisms that contribute to evolution and speciation.

Moreover, they will be able to explain factors influencing sex determination

as well as explain various evidences of evolution.

Student

Deliverables

Review Questions given by the teacher

Assessment Textual question & extra question.


Lesson Plan


Chapter Name: LIFE PROCESSES

Prerequisite

Knowledge

Nutrition in Plants: Class VII

Nutrition in Animals: Class VII

Transportation in Animals and Plants: Class VII

Objectives

Define life processes

Describe nutrition and its types

Explain the process of photosynthesis

Explain the factors necessary for photosynthesis

Explain heterotrophic nutrition in organisms

Explain the process of digestion in multicelluar organisms

Describe respiration

Demonstrate that the exhaled air contains more carbon dioxide than the

atmospheric air

Describe aerobic and anaerobic respiration

Explain the process of respiration in plants

Explain the process of respiration in animals

Explain the process of respiration in human beings

Discuss the need for waste disposal in organism

Explain the different methods of excretion in organisms

Describe the excretory system in human beings

Explain the structure and functions of a kidney

Explain urine and its formation

Explain dialysis

Excretion in Plants

Explain the process of excretion in plants

Transportation in Plants

Explain transportation in plants

Water Transportation in Plants

Explain the transportation of water in plants

Food Transportation in Plants

Explain the transportation of food in plants

Blood and Lymph

Describe the constituents of the circulatory system

Explain blood and lymph

Circulatory System

Describe the structure and working of the circulatory system in various

organisms

Explain blood pressure

Short

Description of

Lesson

This lesson will introduce the learners to the two types of nutrition –

autotrophic and heterotrophic. They will also gain knowledge about

different life processes in plants, such as photosynthesis, respiration and

transportation of food and water. They will also learn about life

processes, such as digestion, respiration, excretion and circulation in

animals. Moreover, the learners will study about health problems such as

kidney failure and blood pressure.

Procedure

Warm up Session Begin the lesson by holding a quiz on the various life processes and the

types of nutrition in organisms.

B. Presentation and Discussion In this activity, the learners will be asked to make a presentation on the

autotrophs and heterotrophs.

Ask the groups to make a presentation on the assigned topics. Group A

should also talk about the process of photosynthesis, while Group B should

discuss about the types of heterotrophic nutrition in organisms.

C. Experiments on Photosynthesis In this activity, the learners will be asked to perform experiments in the

laboratory to prove that chlorophyll, sunlight and carbon dioxide are

necessary for photosynthesis.

Divide the class into two groups.

Group A – Aerobic Respiration

Group B – Anaerobic Respiration

Ask the groups to make a presentation on the topics assigned to them. Ask

them to talk about the similarities and differences between the two

processes, when, where and how each process occurs. The learners may

prepare charts that can be displayed in the classroom.

After the presentation, discuss about fermentation and its importance.

Supplemental

Activities

Ask to draw labeled the diagram of heart, kidney and explain them.

Expected

Outcome

After studying this chapter, the learners should be able to explain the

autotrophic and heterotrophic types of nutrition. They will also be able to

describe the different life processes in plants and animals. Moreover, the

learners will be able to discuss various health problems such as kidney

failure and blood pressure in human beings.

Student

Deliverables

· Review Questions given by teacher



Lesson Plan


Chapter Name: HOW DO ORGANISMS REPRODUCE?

Prerequisite

Knowledge

Reproduction in Animals : Class VIII

Reaching the Age of Adolescence: Class VIII

Objectives

Reproduction and Body Design

· Describe sexual and asexual modes of reproduction

Significance of Reproduction

· Explain the role of variation in the evolution of organisms

Fertilisation and Sexually Transmitted Diseases

· Explain the process of fertilisation

· Describe the process of embryo development

· Identify the different types of sexually transmitted diseases

· Explain the advantages and disadvantages of different types of

contraceptives

· Explain the formation and germination of spores

· Describe the advantages of sexual reproduction

· Explain the male and female reproductive parts of a flower

· Explain the changes that take place in humans during adolescence

· Explain the formation and transfer of sperms in males

· Describe the process of menstruation in females

· Describe asexual reproduction in unicellular and multicellular organisms

· Discuss vegetative propagation in plants

· Explain the advantages of vegetative propagation

· Explain the formation and germination of seeds in plants

Short

Description of

Lesson

The chapter re-introduces the concept of reproduction in plants and humans.

It also deals with topics such as asexual and sexual reproduction in living

organisms. This chapter also talks about adolescence, secondary sexual

characters and the male and female reproductive systems in humans.

Procedure Begin the lesson by asking the learners to discuss the influence evolution

had on the type of reproduction observed in any living organism. Also

discuss in class as to what would have happened if living organisms were

not endowed with the function of reproduction. From here on, lead into the

chapter.

Ask each student to select one grain/pulse. The student now needs to plant

the seed and then observe its growth. The students have to record their

observations by drawing sketches of the germination process as well as give

a brief description about the cotyledons, plumule and radicle.

Supplemental

Activities

Quiz

In this activity, the learners will be asked questions based on the male and

female reproductive system, menstruation and production and transport of

sperms in human beings.

Teacher’s Notes Divide the class into groups. Conduct a quiz based on the male and female

reproductive system, menstruation and production and transport of sperms

in human beings.

Expected

Outcome

By the end of this chapter, students will be able to explain asexual and

sexual reproduction in plants and animals. The students will also be able to

describe adolescence, secondary sexual characters and the male and female

reproductive systems in humans.

Student

Deliverables

Project Report on Seed Germination and labeled diagram of reproductive

system.



Lesson Plan


Chapter Name: OUR ENVIRONMENT

Prerequisite

Knowledge

Natural Resources: Class IX

Objectives

Related Module Ecosystem

Objectives: · Describe the ecosystem and its components

· Explain the terms ‘food chain’ and ‘food web’

Related Module Activities Affecting the Environment

Objectives: · Explain the differences between biodegradable and non-biodegradable

Substances

· Explain the effects of ozone depletion and waste disposal on the

environment

Short

Description of

Lesson

This chapter will introduce the learners to ecosystem and its components.

The learners will also learn about food chain, food web and the phenomenon

of biological magnification. They will study about biodegradable and non-

biodegradable substances. Moreover, the learners will get to know about

different environmental issues, such as depletion of the ozone layer and

waste disposal caused by human activities.

Procedure

Begin the lesson by asking the learners to recall the different biogeochemical

cycles in the environment. Then, conduct a quiz on:

· Effects of greenhouse gases

· Depletion of ozone layer

Ask the learners to bring waste materials such as newspaper, cardboard

boxes, pencil sawdust, plastic bottles, bags, ice cream sticks.

Now ask them to use these waste materials to create new things. For

instance, ice cream sticks can be used again to make pen and pencil stand or

photo frames.

Supplemental

Activities

Ask the learners to host an ‘Environment Day’ in the school. Prepare charts

and models on topics such as types of ecosystems, factors affecting the

environment, steps taken to protect and conserve the environment.

After studying this lesson, the learners should be able to explain the concept

Expected

Outcome

of an ecosystem and its components and understand food chain, food web

and biological magnification. Moreover, they should be able to distinguish

between biodegradable and non-biodegradable substances, and lastly explain

how human activities affect the environment.

Student

Deliverables

Review Questions given by teacher


R FORCE SCHOOL HASIMARA

Lesson Plan


Chapter Name: MANAGEMENT OF NATURAL RESOURCES

Prerequisite

Knowledge

Natural Resources: Class IX

Objectives

· Explain the need to manage natural resources

· Explain the importance of forest resources

· Explain the need for sustainable development of natural resources

· Describe the ways to conserve forest resources

· Discuss the importance of water resources

· Discuss the advantages and disadvantages of a dam

· Explain the methods employed to manage water resources

· Explain the need to consume fossil fuels judiciously

· Describe the ways to conserve energy

Short

Description of

Lesson

This chapter will introduce the learners to the importance of natural

resources such as forests, wildlife, water, coal and petroleum. They will also

be introduced to the concept of ‘sustainable development’. Moreover, they

will study the different methods employed to manage and conserve the

natural resources.

Procedure

Begin the lesson by discussing the uses of various natural resources. Then

mention how in recent years, human beings have exploited them.

Initiate a discussion in the class about the uses of natural resources and how

they have been exploited in the recent years. Also, ask the students if they

think it is necessary to manage these resources. Through this discussion,

sensitise the students to the judicious use of natural resources.

· List the items whose usage can be reduced

· List the items that can be recycled. Locate a recycling centre and visit it.

· List the items that can be reused.

Thereafter, introduce the ‘4th R – Repair’ to the learners. Ask the students to

make charts of the four R’s – Reduce, Recycle, Reuse and Repair and put

them up in the classroom/ school and at home.

Supplemental

Activities

· Ask the learners to design a poster on the topic ‘My City: 20 years on’.

Expected

Outcome

After studying this chapter, the learners should be able to explain the

importance of natural resources such as forests, wildlife, water, coal and

petroleum. They should be able to discuss the concept of ‘sustainable

development’ and explain the different methods employed to manage and

conserve the natural resources.

Student

Deliverables




Lesson Plan


Chapter Name: METALS AND NON METALS

Prerequisite

Knowledge

Atoms and Molecules: Class IX

Structure of the Atom: Class IX

Chemical Reactions and Equations: Class X

Acids, Bases and Salts: Class X

Objectives

· Define metals and non-metals

· List the differences between metals and non-metals on the basis of their

physical properties

· Explain the chemical properties of metals

· Define an ionic bond

· Explain the properties of ionic compounds

· Define activity series ,· Arrange the metals in order of their reactivity

· Categorise metals based on their reactivity

· Describe the steps involved in the extraction of least reactive, moderately

reactive and highly reactive metals

· Explain the term corrosion and the different methods to prevent it

Short

Description of

Lesson

This chapter will introduce the learners to the physical properties of metals

and non-metals and the chemical properties of metals. They will learn about

the properties of ionic compounds. The learners will also learn about activity

series and the different techniques of extracting metals on the basis of

reactivity. Moreover, the learner will learn about corrosion and the different

methods to prevent it.

Procedure

Begin the lesson by recalling the various elements and how they are

classified as metals and non-metals on the basis of their properties. You may

ask the learners to list the metals and non-metals present in various objects

located in the classroom.

Divide the class into two groups – Metals and Non-Metals. The groups have

to list the various metals and non-metals present in the classroom. The

learners may also state the uses of metals and non-metal

Supplemental

Activities

Ask the students to make a list of alloys. Ask them to write the uses of these

alloys on the basis of their properties.

Expected

Outcome

After studying this chapter, the learners should be able to differentiate metals

and non-metals on the basis of their physical and chemical properties. They

should be able to explain the properties of ionic compounds. Moreover, the

learners should be able to arrange the metals in order of the decreasing

reactivity and categorise them on the basis of the reactivity. The learners

should be able to explain the different techniques used in the extraction of

metals for each category. They should also be able to identify the

phenomenon of corrosion and describe ways to prevent it. Lastly, the

students would know the definitions of various terms taught in this chapter.

Student

Deliverables




Lesson Plan


Chapter Name: Magnetic Effects of Electric Current

Prerequisite

Knowledge

Electricity : Standard X

Objectives

· Describe the properties of magnetic field

· Describe Maxwell’s right-hand grip rule and corkscrew rule

· Explain the properties of magnetic field lines that occur around straight

current carrying conductor

· Explain the properties of magnetic field lines that occur around circular

current carrying conductor

· Explain the properties of magnetic field lines that occur around solenoid

· State the differences between an electromagnet and a permanent magnet

· Explain Fleming’s left-hand rule

· Describe the working of an electric motor

· Describe Faraday’s experiment on electromagnetic induction

· Explain the factors affecting electromagnetic induction

· Explain Fleming’s right-hand rule

· Describe the working of an electric generator

· Describe the working of AC and DC generator

· Explain the properties of AC and DC current

· Explain the distribution of electricity through domestic electric circuits

Short

Description of

Lesson

This chapter introduces the concept of magnetic effects of electric current to

the students. Through this chapter, the students will also get acquainted with

working of electromagnets, electromagnetic induction as well as the different

laws associated with the magnetic effect of electric current. The chapter also

discusses the working of an electric motor and domestic circuits.

Procedure

Begin the lesson by selecting two students to make a rudimentary

electromagnet.

Experiment:

Materials Required • Thin insulated wire

• Pencil

• Battery

• Paper clips

Procedure:

Wind the thin insulated wire around the pencil. Then, connect the two ends

of the wire to the battery. Now, place some paper clips on the table and move

the pencil that is attached to the battery over the clips.

Practical Applications of Electromagnetic Induction Ask the students to focus on the way electromagnetic induction helps in the

functioning of the devices assigned to them. The students also can make use

of diagrams/images to explain the working of the device.

explain Fleming’s Right and Left-Hand Rules and Faraday’s law with the aid

of an electric.

Supplemental

Activities

Ask students to draw and explain about the components of a circuits.

Expected

Outcome

By the end of this chapter, the students will be able to describe magnetic

effects of electric current as well as concepts such as electromagnetic

induction and the different laws associated with the magnetic effect of

electric current. They will also know about the working of the

electromagnets, electric generator, electric motor and domestic circuits.

Student

Deliverables

· Presentation on the properties of magnetic fields

Assessments Textual question & extra question.


Lesson Plan


Chapter Name: LIGHT-REFLECTION AND REFRACTION

Prerequisite

Knowledge

Light: Class VI, VII, VIII

Objectives

· Explain the difference between the convex and concave mirrors

· Describe the terminology used for spherical mirrors

· Explain the difference between the reflection of light with the convex and

concave mirrors

· Explain the difference between the images formed by the convex and

concave mirrors

· Describe the effect of the changing position of an object on the

characteristics of image formed by the convex and concave mirrors

· Calculate the distance of image formed by the convex and concave mirrors

based on their focal length and the distance from the object

· Explain the concept of magnification of image formed by the convex and

concave mirrors

· Describe the concept of refraction of light and the terminology associated

with refraction

· State the laws of refraction

· Describe the relation between the density of medium and the speed of light

· Explain the relationship between the angle of incidence and the angle of

refraction using Snell’s law

· Describe the different types of lenses

· Explain the terminology used for the convex and concave lenses

· Describe the refraction of light with convex lenses and the uses of these

lenses ,· Explain the effect of the changing position of an object on the

characteristics of the image formed by from the convex lens

· Describe the refraction of light with concave lenses and the uses of these

lenses ,· Explain the effect of the changing position of an object on the

characteristics of the image formed by from the concave lens

· Describe the relation between the distance of image formed by the convex

and concave lenses, their focal length and their distance from the object

using the lens formula

· Calculate the magnification of the images formed by the convex and

concave lenses

· Calculate the power of convex and concave lenses

Short

Description of

Lesson

This chapter explains the behavior of light, especially the phenomena of

refraction and reflection by spherical mirrors and lenses. It also talks about

the laws of refraction and Snell's law.

Procedure

Begin the lesson by recalling what students have learned in Class VI, VII

and VIII regarding light.

Teacher’s Notes Ask questions and initiate discussion on the following topics that they have

learned in the previous classes:

· Mirrors and reflections ,· Laws of reflection of light

· Images formed by the plain mirror ,· Regular reflection

· Types of reflection

· Types of spherical mirrors and the characteristics of images formed by

these mirrors

· Types of lenses and the characteristics of images formed by these lenses

Bend a Pencil This activity explains the refraction of light. In this activity, the learners will

be able understand the relation between the angle of incidence and the angle

of refraction. You can further explain Snell’s law with the help of this

activity. For this simple activity, you need a glass, water and a pencil.

Reflection or Refraction? In this activity, students will be able to identify the characteristics of images

formed by various lenses. You need convex and concave lenses with varying

focal lengths for this activity.

Divide the class into as many groups as the number of lenses available. Give

one lens to each group. Ask students to do the following activities:

· Identify the type of lens – convex or concave. Ask them how they have

identified the type of lens. (For example, a lens can be identified as convex

or concave based on its shape, by looking through it and so on.)

· Ask each group to look at the image in a textbook through their lens. Tell

them to change the distance of lens from the book and observe the effect of

changing distance on the size and nature of image.

· Ask each group to stand next to a window with their lens. Let them figure

out if their lenses can form images on screen (a plane white paper can be

used as a screen.).

Tip: If required, explain them that they need to hold their lens near the

window, place a white paper behind the lens and then adjust the distance

between the lens and screen till they see the sharp image of objects outside

the window, which could be trees, buildings and so on.

Ask them to observe the characteristics of the image such as:

o Position – Erect or upside down ,o Size – bigger or smaller than object

o Distance from the lens , Colour

Supplemental

Activities

Arrange a visit to a dispensary of an ophthalmologist (if this is not possible,

you can arrange a visit to an optician as well.). Students can learn about

various types of lenses and how they are used to correct various eyesight

related problems.

Expected

Outcome

After studying this chapter, students should be able to explain the behavior

of light, especially the phenomena of refraction and reflection due to

spherical mirrors and lenses. They will also be able to explain the laws of

refraction and Snell's law. Further, they should be able to describe the effect

of changing position of object from the mirror on the characteristics of image

formed by the convex and concave mirrors and lenses. Additionally, they

should be able to calculate the distance of image formed by the convex and

concave mirrors from the mirror and the object. Finally, they should be able

to calculate the magnification of the images formed by the convex and

concave lenses.

Student

Deliverables

Ask students to draw and labeled the ray diagram of mirror &lenses.



Lesson Plan


Chapter Name: HUMAN EYE AND COLOURFUL WORLD

Prerequisite

Knowledge

Class VIII – Light

Objectives

· Explain the structure of a human eye and the role of its various parts.

· Describe the atmospheric refraction and the common natural phenomenon

associated with this effect

· Explain the refraction of light through a triangular glass prism

· Describe the functioning of a human eye and the role of its various parts in

the formation and transmission of an image to a brain

· Explain the dispersion of white light by a glass prism to form a spectrum

· Explain the formation of rainbow in nature

· Describe the process of accommodation in a human eye

· Explain the concepts of far point and near point and the least distance of

distinct vision for a human eye

causes of cataract, its effect on human vision and the remedial measures for

it

· Explain the importance of two eyes in human vision

· List the factors that cause irregularities of vision and the major defects of

vision

· Describe the causes of myopia, its effect on human vision and the remedial

measures for it

· Describe the causes of hypermetropia and presbyopia, their effect on

human vision and the remedial measures for these defects

· Explain the scattering of light in the atmosphere and the applications of this

phenomenon

· Describe the Tyndall effect

Short

Description of

Lesson

This chapter explains the structure and functioning of a human eye along

with various problems of vision and their rectification. It also explains the

accommodation of a human eye and the need for two eyes. Additionally, the

chapter talks about the refraction and scattering of light in the atmosphere. It

also talks about the refraction and dispersion of light through glass prisms.

Procedure

Begin the lesson by recalling what students have learned in Class VIII

regarding light and the structure of a human eye.

Teacher’s Notes

Ask questions and initiate discussion on the following topics that they have

learned in the previous classes:

· Parts of the Eye - Their Functions

· Human Eye - Defects and Care

· Aids for the Visually Challenged

· Laws of Reflection of Light

· Images Formed in Plane Mirrors

· Types of Reflections and Sunlight

Note: After the warm-up session, play the TeachNext modules for class X.

Then, conduct the remaining activities.

B. Name It Fast This activity will help students recall the structure and functioning of a

human eye. They will also learn about the vision problems that may develop

if any of these parts develops a defect.

Teacher’s Notes Show a model or a picture of a human eye to students. Mask the labels if

they are provided on the model or picture. Divide the class into two groups

and ask them to label the parts as fast as possible. Out of the total number of

parts, ask one group to label half parts and the other to label remaining half

parts. Compare the speed of both groups.

Then, ask them to briefly describe function of each part in a few words. For

example:

· Iris – controls the size of the pupil

· Pupil – controls the amount of light

· Lens – forms inverted image

· Retina – generates electric signals as per image formed by the lens

Changing Colour of Sky This activity will help students learn about why the sky is coloured blue and

then the reason it changes the colour at sunrise and sunset. For this simple

activity, you need a glass jar, water, some milk or milk power, LED torch (or

any source of light with a strong white beam).

Lesson Closure Close the lesson by asking your students to answer the questions in the

Exercises tab in the TN box.

Supplemental

Activities

Prepare a note on different defects of vision of eye

Expected

Outcome

After studying this chapter, students should be able to explain the structure

and functioning of a human eye along with various problems of vision and

their rectification. They would also be able to explain the accommodation of

a human eye and the need for two eyes in human vision. Additionally, they

would learn about the refraction and scattering of light in the atmosphere.

They would also be able to describe the refraction and dispersion of light

through glass prisms.

Student

Deliverables

Ray diagrams for the refraction and dispersion of light through a glass prism



Lesson Plan


Chapter Name: ACIDS,BASES AND SALTS

Prerequisite

Knowledge

Acids, Bases and Salts – Class VII

Objectives

Related Module -Organic and Inorganic Acids

Objectives: · Define organic and inorganic acids ,· Explain various properties of acids

Related Module -Properties of Acids

Objectives: · Explain the reactions of acids with metals, metal carbonates, metal

hydrogencarbonates and metal oxides

· Conduct experiments using various acid-base indicators to check if a given

sample is an acid or a base

Related Module -Bases

Objectives: · Explain the various properties of bases

· Explain the reactions of bases with metals and non-metallic oxides

· Conduct experiments using various acid-base indicators to check if a given

sample is an acid or a base

Related Module -Neutralisation and pH

Objectives: · Explain neutralisation and pH

· Identify if the given sample is acidic, basic or neutral based on its pH value

Related Module -Importance of pH

Objectives: -· Explain the importance of pH in our everyday life

Related Module -Classification of Salts

Objectives: -· Explain neutralisation reaction with the help of an example

· Explain the properties of salts ,· Describe the different types of salts

Related Module -Preparation and Uses of Sodium Salts

Objectives: · Explain the methods used to prepare sodium hydroxide, sodium

hydrogencarbonate, sodium carbonate and bleaching powder from sodium

chloride

· List the uses of sodium hydroxide, sodium hydrogencarbonate, sodium

carbonate and bleaching powder

Related Module -Water of Crystallisation

Objectives: -· Explain the concept of ‘water of crystallisation’

Short

Description of

Lesson

This chapter will introduce the learners to the properties of acids, bases and

salts. They will also learn about acid-base indicators, neutralization, pH and

the importance of pH in everyday life. Moreover, they will learn about the

properties of salts, different types of salts and the preparation and uses of

sodium salts.

Procedure

Warm up Session - Quiz Begin the lesson by conducting a simple quiz that would help the students to

recall their prior knowledge of acids, bases and salts.

Conduct a quiz by asking questions regarding:

· Acids and their properties ,· Acids found in natural substances

· Bases and their properties ,· Litmus

· Neutralisation ,· Examples of neutralisation in everyday life

Teacher’s Notes Divide the class into two groups and ask questions about acids (taste, litmus

test), bases (taste, litmus test). Ask questions about litmus, which is a natural

dye and about neutralisation. Also, ask the students to mention a few acids,

bases and salts, which they come across in their day-to-day life. You may

also keep the score of the quiz.

Measuring pH of a solution and identifying the solution as acidic, basic

or neutral In this activity, students need to measure the pH value of a few solutions

using a pH meter or a pH paper strip.

Lesson Closure Close the lesson by talking about the importance of acids, bases and salts.

Also, talk about the uses of acids, bases and salts. o have to identify if the

given solution is acidic, basic or neutral.

Supplemental

Activities

Declamation and Discussion

Conduct a declamation in the class around the following topics:

· Properties of acids ,· Acid-base indicators ,· Properties of bases

· Properties of salt and different types of salt ,· Water of crystallization

Expected

Outcome

After studying this chapter, students must be able to explain the properties of

acids, bases and salts. They should also be able to use various acid-base

indicators to check if a given solution is acidic, basic or neutral. Moreover,

they should be able to explain neutralisation, pH and the importance of pH in

everyday life. Finally, they should be able to explain the method of

preparation of various sodium salts, uses of these salts and the concept of

water of crystallisation.

Student

Deliverables

Review questions given by teacher ,

Lab experiment recordings



Lesson Plan


Chapter Name: CARBON AND ITS COMPOUNDS

Prerequisite

Knowledge

None

Objectives

Related Module -Forms of Carbon

Objectives: · Analyse the properties of various forms of carbon

Related Module -Unique Nature of Carbon

Objectives: · Explain the formation of covalent bonds

· Identify saturated and unsaturated carbon compounds

Related Module -Classification of Hydrocarbons

Objectives: · Analyse the classification of hydrocarbons

Related Module -Homologous Series

Objectives: · Define a functional group

· Explain the properties of the members of a homologous series

Related Module -Root Word and Primary Suffix

Objectives: · Explain the process of naming carbon compounds

Related Module -Secondary Suffix

Objectives: · Write the IUPAC name of a given carbon compound

Related Module -Covalent Compounds

Objectives: · List the properties of covalent compounds

· Given a chemical compound, draw its Lewis Structure

Related Module -Bond Formation in Carbon

Objectives: · Explain the process of bond formation in carbon

Related Module -Preparation and Properties of Ethanol

Objectives: · Explain the physical and chemical properties of ethanol

Related Module Effects of Alcohol

Objectives: · Describe the uses of ethanol

Preparation of Ethanoic Acid

Objectives: · Explain the method of preparation of ethanoic acid

· List the physical properties of ethanoic acid

Related Module Uses of Ethanoic Acid

Objectives: · Explain the chemical properties of ethanoic acid

· List the uses of ethanoic acid

Related Module Combustion in Carbon Compounds

Objectives: · Write different reactions of carbon compounds during combustion

Related Module Oxidation and Substitution Reactions in Carbon Compounds

Objectives: · Write the oxidation, addition and substitution reactions of carbon

compounds

Related Module Soaps and Detergents

Objectives: · Explain the properties of soaps and detergents

Short

Description of

Lesson

This chapter will introduce the learners to the various forms of carbon and

its unique properties. They will learn about the formation of covalent bonds

and will also be introduced to the homologous series and the nomenclature

of carbon compounds. Moreover, they will study the chemical properties of

carbon compounds. They will also learn about ethanol and ethanoic acids

and about soaps and detergents.

Procedure

Warm up Session

Begin the lesson by asking the students to mention a few objects from their

surroundings or from the classroom that contain carbon.

Teacher’s Notes Students can name various objects that contain carbon and one of the

students can be asked to write the names of these objects on the black

board.

Also, provide some interesting information about carbon like its abundance,

allotropes and physical properties.

B. Drawing Electron Dot Structure (Lewis Structure) and Writing

Chemical Formula In this activity, students need to draw the electron dot structure and write

the chemical formula of a given molecule or compound.

Identifying a Given Carbon Compound as Saturated or Unsaturated

and Writing its IUPAC Name In this activity, structures of a few compounds can be drawn on the black

board and students can be asked to identify if the compound is saturated or

unsaturated. The students also need to write the IUPAC name of the

compound.

Lesson Closure Close the lesson by discussing about the importance of carbon, its unique

properties and important uses. Tell the students that the amount of carbon in

the universe is essentially fixed. Explain how increasing carbon emission is

causing global warming.

Supplemental

Activities

Ask the students to give a presentation on carbon. The students can talk

about the various sources of carbon, how it is getting used up at an alarming

rate. The different forms of carbon emission which are causing

environmental degradation.

Expected

Outcome

After studying this chapter, the learners will be able to identify different

forms of carbon and its unique properties. They will be able to draw the

electron dot structure of a molecule or a compound and name the

compound. Further, they will be able to explain the different chemical

properties of carbon compounds and the physical and chemical properties

and uses of ethanol and ethanoic acid. They will also be able to explain the

effects of soap and detergents on soft and hard water and how they act as

cleaning agents.

Student

Deliverables




Lesson Plan


Chapter Name: CHEMICALS REACTIONS AND EQUATIONS

Prerequisite

Knowledge

Atoms and Molecules – Class IX

Objectives

Related Module Symbolic Representation of a Chemical Reaction

Objectives: · Describe a chemical reaction

· Write chemical equations pertaining to various chemical reactions

Related Module Balancing a Chemical Equation

Objectives: · Write the balanced chemical equation of a given chemical reaction

Related Module Types of Chemical Reactions - I

Objectives: · Describe combination, decomposition, single displacement and double

displacement reactions

· Identify the type of reaction for a chemical reaction or equation

Related Module Types of Chemical Reactions - II

Objectives: · Describe oxidation, reduction and oxidation-reduction reactions

· Explain corrosion and rancidity

· Explain exothermic and endothermic reactions

· Identify the type of reaction for a chemical reaction or equation

Short

Description of

Lesson

This lesson will introduce the learners to the concept of a chemical reaction.

They will also learn to write and balance the chemical equation of a given

chemical reaction. Moreover, they will study about the different types of

chemical reactions.

Procedure

Warm up Session

Begin the lesson by asking the students to recall their prior knowledge

about chemical reactions. Ask the students to give common examples of

chemical reactions that take place around them.

Writing a Balanced Chemical Equation

In this activity, students need to write the balanced chemical equation of a

given chemical reaction.

For example, the following chemical equation can be written on a chit:

Magnesium + Oxygen → Magnesium oxide

The correct answer to be written on the black board would be:

2Mg(s) + O2(g) → 2MgO(s)

Identifying a Chemical Reaction

In this activity, a chemical reaction will be given and the students will need

to identify the type of chemical reaction.

Ask the students from the different groups to write its chemical equation

and identify the type of chemical reaction. The students need to identify if

the given equation is a combination, decomposition, single displacement or

double displacement reaction and explain the reasons for the same. The

students also need to identify if the given equation is an oxidation, reduction

or oxidation-reduction reaction and provide the reasons for their conclusion.

The group that gets maximum correct answers will be the winner.

Lesson Closure Close the lesson by talking about the importance of chemical equations and

the need to balance them.

Supplemental

Activities

Ask students to research for a few more chemical reactions and their

equations.

Expected

Outcome

After studying this lesson, the students should be able to write the chemical

equation of a given chemical reaction. Further, they should be able to

balance chemical equations and identify the different types of chemical

reactions.

Student

Deliverables




Lesson Plan


Chapter Name: Sources of Energy

Prerequisite

Knowledge

Work and Energy: Class IX

Objectives

Related Module Conventional Sources of Energy

Objectives: · List the criteria of a good source of energy

· Explain the process of generation of thermoelectric power and

hydroelectric power

Related Module New Technologies - Conventional Sources of Energy

Objectives: · Explain various improvements in technology for using conventional

sources of energy

· Explain the process of generating bio-gas from a bio-gas plant

· Explain the working of a windmill

· State the limitations in harnessing wind energy

Related Module Alternative Sources of Energy

Objectives: · List the alternative or non-conventional sources of energy

· Explain the process of generation of solar energy

· Describe the different methods of generating electricity from the sea

· Explain the process involved in the generation of geothermal energy

· Explain the process of generation of electricity using nuclear energy

Short

Description of

Lesson

This chapter will introduce the learners to the criteria of a good source of

energy. They will learn about the renewable and the non-renewable sources

of energy and the processes involved in the generation of thermoelectric

power and hydro electric power. The learners will also get to know about


energy. Moreover, they will study various alternate or non-conventional

sources of energy and how they can be used to meet ever increasing energy

needs.

Procedure A. Warm up Session

Begin the lesson by asking the students about the various renewable and

non-renewable sources of energy. You may ask the students about the

various renewable sources of energy that can be used to generate electricity.

Students can also be asked to mention the different forms of energy that

they generally use during the day.

Supplemental

Activities

Research about recent non-conventional sources of energy. For example,

bio fuel.

Expected

Outcome

After studying this chapter, the learners should be able to list the criteria of

a good source of energy. They should be able to understand the limitations

of fossil fuels and explain the process of generation of thermoelectric power

and hydroelectric power. The learner must also be able to explain the


energy and explain how energy can be obtained from non-conventional

sources.

Student

Deliverables


· Presentation explaining the functioning of a windmill or a bio gas plant

Assessment Textual question & extra question& sme also


Lesson Plan


Chapter Name: Periodic Classification of Elements

Prerequisite

Knowledge

Atoms and Molecules: Class 9

Structure of The Atom: Class 9

Objectives

Related Module Early Attempts of Classifying Elements

Objectives: · Explain the limitations of Dobereiner’s law of triads

· State the drawbacks of Newlands law of octaves

Related Module Mendeleev’s Periodic Table

Objectives: · List the features of Mendeleev’s Periodic Table

· Explain the merits and demerits of Mendeleev’s Periodic Table

Related Module Modern Periodic Table

Objectives: · Explain the position of elements in the Modern Periodic Table

· Identify where the metals, non-metals and metalloids are placed in the

Modern Periodic Table

Related Module Periodic Properties

Objectives: · Describe the periodic properties of elements in the Modern Periodic Table

Short

Description of

Lesson

The chapter talks about the different historical classifications of elements

like the Dobereiner’s law of triads and the Newland’s law of octaves in

brief. It also states the main features of Mendeleev’s periodic Table and its

merits and defects. Lastly, the modern periodic Table is explored in detail.

Procedure

A. Warm up Session Begin the lesson by asking students about their visit to the library. Talk

about the thousands of various books available in a large library. Ask

students how it is possible for the library staff to locate the book in spite of

the number of books. They will come up with several answers. Based on

their answers, derive the conclusion that in a library, books are classified

into various categories and sub-categories. They are arranged on respective

shelves accordingly. Therefore location of books becomes easy. Divert the

course of the interaction and draw the students’ attention to the need for

classification of elements.

Supplemental

Activities

Apart from the major attempts made for classifying elements, there were a

few other attempts as well. Gather information about these attempts.

Expected

Outcome

Upon completion of the lesson, the learner will be able to explain the

limitations of Dobereiner’s law of triads, state the drawbacks of Newlands

law of octaves and explain the merits and demerits of Mendeleev’s Periodic

Table. He / she will also be able to explain the position of elements in the

Modern Periodic Table and describe the periodic properties of elements.

Student

Deliverables

Write up

· Paper Presentations on elements of a group

· PowerPoint Presentations on periodic properties of elements



Lesson Plan


Chapter Name: Metal and Non Metal

Prerequisite

Knowledge

Atoms and Molecules: Class IX

Structure of the Atom: Class IX

Chemical Reactions and Equations: Class X

Acids, Bases and Salts: Class X

Objectives

Related Module Physical Properties of Metals and Non-Metals

Objectives: · Define metals and non-metals

· List the differences between metals and non-metals on the basis of their

physical properties

Related Module Chemical Properties of Metals

Objectives: · Explain the chemical properties of metals

Related Module Ionic Compounds

Objectives: · Define an ionic bond

· Explain the properties of ionic compounds

Related Module Activity Series

Objectives: · Define activity series

· Arrange the metals in order of their reactivity

· Categorise metals based on their reactivity

Related Module Extraction of Metals

Objectives: · Describe the steps involved in the extraction of least reactive, moderately

reactive and highly reactive metals

Related Module -Corrosion and its Prevention

Objectives:

· Explain the term corrosion and the different methods to prevent it

Short

Description of

Lesson

This chapter will introduce the learners to the physical properties of metals

and non-metals and the chemical properties of metals. They will learn about

the properties of ionic compounds. The learners will also learn about

activity series and the different techniques of extracting metals on the basis

of reactivity. Moreover, the learner will learn about corrosion and the

different methods to prevent it.

Procedure

Teacher-Student Activities

A. Warm up Session Begin the lesson by recalling the various elements and how they are

classified as metals and non-metals on the basis of their properties. You

may ask the learners to list the metals and non-metals present in various

objects located in the classroom.

Teacher’s Notes Divide the class into two groups – Metals and Non-Metals. The groups have

to list the various metals and non-metals present in the classroom. The

learners may also state the uses of metals and non-metals.

B. Debate In this activity, the learners will hold a debate on the topic ‘Metals or Non-

metals.

D. Group Activity - 1 In this activity, the learners will be asked to arrange the metals in order of

their decreasing reactivity. They will also have to categorise these metals on

the basis of the reactivity as least reactive, moderately reactive and highly

reactive. Thereafter, the learners will have to describe the steps involved in

the extraction of metals for each category.

Teacher’s Notes Divide the class into three groups – A, B and C. Group A consists of 10

students, where they are randomly assigned the name of a metal of the

Activity Series. Ask the other groups (B and C) to arrange the

students/metals in order of the decreasing reactivity one by one.

After arranging the metals in the Activity Series, ask each group to

categorise the metals as least reactive, moderately reactive and highly

reactive.

After classifying the metals, ask each group to describe the steps involved

in the extraction of metals for each category.

You may keep the time and provide scores to the two groups.

Lesson Closure Close the lesson by holding a discussion on how metals and non-metals are

essential for maintaining life. Note: Mention that the human body is mostly

made up of non-metals and it requires some metals in small quantities to

function properly.

Mention that metals are a non-renewable resource and hence they must be

judiciously extracted. Moreover, it is essential to recycle and reuse metals in

today’s world.

Supplemental

Activities

· Ask the students to conduct a research and write an article (500 – 700

words) on the topic ‘How have metals contributed to the development of

civilisations?’

· Ask the students to make a list of alloys. Ask them to write the uses of

these alloys on the basis of their properties.

Expected

Outcome

After studying this chapter, the learners should be able to differentiate

metals and non-metals on the basis of their physical and chemical

properties. They should be able to explain the properties of ionic

compounds. Moreover, the learners should be able to arrange the metals in

order of the decreasing reactivity and categorise them on the basis of the

reactivity. The learners should be able to explain the different techniques

used in the extraction of metals for each category. They should also be able

to identify the phenomenon of corrosion and describe ways to prevent it.

Lastly, the students would know the definitions of various terms taught in

this chapter.


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