Teacher's Diary

mbustion and Flame

Suggested Assessment
material / Strategies
Resource Planned/Assignmens

Textbook 1. What is the difference between

ailability (NCERT), burning of a candle and burning of
n your
their Reference coal?
prepare
howing books, 2. Classify fuels?

3. Write name of some

multimedia incombustible substances

(videos related 4. What do you mean by an ignition

various to the contents temperature?

for 5. What are the requirements to

d out the PPT produce fire?

d Video clip of 6. How many types of combustion
. Video clip of are there?

ailable in image of plane 7. Give examples of the substances
rby mirror which give flame.
8. What substances are used to
ies. LCD, laptop, extinguish fire in case of electric
short circuit?
ort about white board and 9. Which zone of flame has highest
s of
worksheet

ents to www.newton.dep. temperature?

100 anl.gov/askasci/c 10. Explain structure of flame.

ea. Find hem03/chem0376

f 7.htm

g LPG, http://www.einstr

and umentsgroup.com

el. Talk /gas_analyzers/co

e LPG at mbustion/ what-is-
hat combustion.php

http://library.kcc.h

Types of combustions Water cannot be used to precautions they
Rapid combustion, control fires involving using LPG.
spontaneous combustion, electrical equipments or oils.

explosion, There are various types of
Parts of a flame combustions such as rapid
dark zone combustion, spontaneous
combustion, explosion, etc.

luminous zone There are three different zones
non-luminouszone of a flame -dark zone, luminous
Characteristics of good zone and non-luminous zone.
fuel
fuel is cheap, An ideal fuel should cheap,
readily available, readily available, readily
readily combustible combustible and easy to
easy to transport. transport. It has high calorific
value. It does not produce
gases or residues that pollute
the environment.

highcalorific value. Fuel efficiency is expressed in
terms of its calorific value
It does not produce gases
that pollute the Incomplete combustion of a
environment. fuel gives poisonous carbon
monoxide gas.
Fuels differ in their
efficiency and cost.

Fuel efficiency is Increased percentage of
expressed in terms of its carbon dioxide in air has been
calorific value which is linked to global warming.
expressed in units of
kilojoule per kg. burning of coal, diesel and
petrol cause acid rain.
Unburnt carbon particles
in air are dangerous which is harmful for crops,
pollutants causing buildings and soil.
respiratory problems.

Incomplete combustion of
a fuel gives poisonous
carbon monoxide gas.

Increased percentage of
carbon dioxide in airhas

take in awaii.edu/externa
l/chemistry/
everyday_combus
tion.html
http://en.wikipedi
a.org/wiki/combus
tion
http://wwwchem.c
sustan.edu/consu
mer/fuels/heats%
20.htm

https://youtu.be/P
m0sXIW6UFo

been linked to global
warming.

Oxides of sulphur and
nitrogen produced bythe
burning of coal, diesel and
petrol cause acid rain
which is harmful for crops,
buildings and soil.



Name of the Chapter Lesson Plan

Class Metals and Non - metals

Subject 8
Date
Science
Learning Outcome 1st July to 11th July

At the end of the chapter students  Develop conceptual clarity of the
will be able to chapter

 Know about properties of metals and
non-metals and their importance in
human life

 Identify the ways to preventing
corrosion

Content: Physical properties of metals and non- metals
Chemical properties of metals and non- metals
 Uses of metals and non- metals



Activities / Project Planned/ Question Prepared

 Display the video PPT on

 Physical Properties of Metals
 Materials - Metals and Non-Metals

 Reaction of Sodium and Water

 Corrosion and rust

 List of Questions given to all groups as home Assignment
 Instruct students to do Research on Forest over Wikipedia using Google

Search Engine
 Assign a list of questions to all students to write the answer after research from

Textbook and Internet
Additional Information / Reference

 Uses of metal

Class Assignments / Evaluation

 Instruct different group members to participate in a quiz on topic using Google
form

 Ask them to complete the Assignment on Metals and non- metals in Google
Lab.

 Instruct Students to Open their GAfE account and complete all the questions
within the time limit assign for Quiz

 Teacher have to prepared with Rubric checklist to Assess individual students
using Google Sheet.

 Metals and non-metals (Responses)
 Comparison sheet

LESSON PLAN
GRADE LEVEL: 8
SUBJECT: SCIENCE
PERIOD: VI period
DATE: 15-08-2021 to 30-08-2021
UNIT: Cell: Its structure and function
TOPIC: Basic structure of cells and its organelles
PERIOD REQUIRED: 7
TEACHING AIDS: Text book, science lab equipment and videos, ppt, internet
METHOD OF INSTRUCTION: Discussion cum demostration method
GENERAL OBJECTIVES: Student will be able to: ( Bloom’s Taxonomy)

 Define cee ( Understand)
 Differentiate between the unicellular and multicellur organism ( Analyze)
 Draw the basic structure of cell (Analyze)
 Compare the Prokaryotic and Eukaryotic cell ( Analyze)
 Explain the function of different organelles. ( Analyze)
 Differentiate between the plant cell and animal cell. ( Analyze)

INSTRUCTIONAL OBJECTIVES: INTRODUCTION;
Teacher: Checking their previous knowledge related to the topic
Student: Students are expected to have knowledge about organism
EXPLAINATION: Explaining the following topic with example and illustration

 Cell and types of cell
 Unicellular and Multicellur
 Prokaryotic and Eukaryotic cell
 Shapes of cell
 Structure of cells
 Cell organelles and its function
 Plants cell and animal cells
HOME ASSIGNMENT/ PROJECT/ ACTIVITY:
ACTIVITY:
 Students will do research on their given topics and prepare a presentation on it, will submit

their assignment on google classroom
 Students will quiz on google docs
Assignment: Teacher
 Text book exercise question will be given to the student as homework assignments

Class: VIII Subject: Science No. of periods: Six

Chapter: Force and Pressure

Teaching Aids: Textbook (NCERT), examples of familiar situations involving
motion, a heavy object, table, rubber ball, ruler, other reference books,
multimedia ( videos downloaded from internet).

Teaching Technique: Demonstration cum Activity based teaching

CONTENTS TO BE COVERED

 Force (concept)
 Forces – due to interaction
 Exploring Forces
 Effects of force on

1. State of motion or rest of an object
2. Shape of an object
3. Speed and direction of an object

 Types of forces

1. Contact forces
2. Non-contact forces

LEARNING OBJECTIVES/OUTCOMES

By the end of the week, with the help of demonstrations and activities based
on the afore-mentioned contents, my students will be able to

 clarify their doubts and form a correct concept of force.
 understand that forces are due to an interaction.
 explore more interesting facts about the nature of force.
 learn about the different effects of force on the state, shape, speed and

direction of an object.
 recall the two main types of forces and their meaning.
 relate and apply their knowledge about force and its effects in real life

situations.

LEARNING ACTIVITIES

 Whole class discussion on situations involving motion.

 Pushing a heavy object to understand the application of force in the
same and opposite direction.

 Activity with a rubber ball and ruler to understand the effects of force.
 Table completion:
Table 1: Identifying Actions as Push or Pull

Action Action can be
grouped as a

S.No Description of the pushing/pulling/picking/hitting/lifting/lowering/
situation Push

flying/kicking/ throwing/shutting/flicking Pull

1 Moving a book placed Pushing Pulling Lifting – Yes Yes
on a table

2 Opening or shutting a
door

3 Drawing a bucket of
water from a well

4 A football player taking
a penalty kick

5 A cricket ball hit by a
batsman

6 Moving a loaded cart

7 Opening a drawer

Table 2:

Action of Force

Description of How to apply Change in state
situation force
Diagram of Change in
Shape

motion

Yes No Yes No

A lump of dough on a plate Pressing it down with your
hands

Spring fixed to the seat of a By sitting on the seat
bicycle
By hanging a weight or
A rubber band suspended bypulling its free end
from ahook/nail fixed on a
wall By putting a weight at
thecentre of the scale
A plastic or metal scale
placedbetween two bricks

 Watching videos based on force
1. http://www.youtube.com/watch?v=9tg3csrFVJw
2. http://www.youtube.com/watch?v=-B5IBoZ08-I

ASSIGNMENT
1. Give two examples each of situations in which you push or pull to

change the state of motion of objects.
2. Give two examples of situations in which applied force causes a

change in the shape of an object.
3. Fill in the blanks in the following statements:
(a) To draw water from a well we have to ——— at the rope.
(b) A charged body ———— an uncharged body towards it.
(c) To move a loaded trolley we have to ———— it.
(d) The north pole of a magnet ———— the north pole of another magnet
1. In the following situations identify the agent exerting the force and the

object on which it acts. State the effect of the force in each case.
(a) Squeezing a piece of lemon between the fingers to extract its juice.
(b) Taking out paste from a toothpaste tube.
(c) A load suspended from a spring while its other end is on a hook fixed to a
wall.
(d) An athlete making a high jump to clear the bar at a certain height.

A blacksmith hammers a hot piece of iron while making a tool. How does the
force due to hammering affect the piece of iron?

Class: IX Subject: Science

Chapters/Topics: 1. Tissue

Teaching Aids: Text Book ( NCERT),

reference books, multimedia ( videos downloaded from internet,
projector), chart, diagrams.Olabs

Teaching technique: Demonstration cum Activity based teaching

CONTENTS TO BE COVERED

Plant tissues

1.Meristematic tissue

2.Permanent tissue

Animal Tissues

1.Epithilial tissues:

2.Muscular Tissue

 Striated or Skeletal muscles
 Non-Striated or Smooth muscles
 Cardiac muscles
3.Connective tissues

4.Nervous Tissue

LEARNING OBJECTIVES/OUTCOMES

By the end of the week, my students, with the help of proper
demonstration and activities based on the contents mentioned above
will be able to

 recall the three different types of muscular tissue and their
special features and functions.

 identify the three types of muscular tissue from their
diagrams.

 learn about the characteristic features and functions of the
nervous tissue.

 draw and label the various parts of a nerve cell or neuron.
 understand Connective tissues
 Learn about the epithelial tissue and their functions



LEARNING ACTIVITIES

 watching videos on muscular tissue and nervous tissue.
 observing the various types of plant and animal tissues with

the help of prepared permanent slides under compound
microscope.
 recapitulation of the whole lesson on Tissue with the help
of concept map charts.

ASSIGNMENT

1. Give four differences between bone and cartilage.

2. Give the functions of cartilage.

3. Give difference between xylem and pholem.

4. What is stomata?

5. Why does epidermal tissue have no intercellular space?

6. Name and give the function of each cell of xylem.

7. Why is blood called connective tissue?

8. State the difference between simple tissues of plants.

9. Explain the structure, function and location of nervous tissue.

10. Describe ‘epidermis’ in plants.

LESSON PLAN

CLASS : 8 SUBJECT: SCIENCE

No.of session required : 8

DATE: 1-04-2021 to 14-04-2021

UNIT: Crop production and Management

TEACHING AIDS: worksheet, Text book, science lab equipmen (olabs) and
videos, ppt

METHOD OF INSTRUCTION: Discussion cum demostration method

OBJECTIVES: Student will be able to:
 Know about the different types of source of food
 Understand the improtance of agriculture
 Learn about the types of crops grown in India
 Understand the improtance of animal husbandary
 Learn about the food which we obtain from animals

INTRODUCTION;
Teacher: Checking their previous knowledge related to the topic
Student: Students are expected to have knowledge about the agriculture,
sources of food and basic knowlege of farming

Gist of Lesson: Explaining the following topic with example and illustration
Crops
Different types of Crops
Sources of food
Crop production practices
Preparation of soil

 Manure nd fertilisers
 IrrigationIrrigatio
 protection from weed
 Harvesting
 Storage
 Animal husbandary

LEARNING OBJECTIVES/ OUTCOME: By the end of the lesson, students
will be able to
Understand the sources of food
Understand the concept of crop
Understand the different types of crop
Differentiate between the Kharif crop and Rabi crops
Understand why different crops are planted in different season
Recognise the different crop which are produced in India
Learn about the method of crop production practices

How the soil is prepare for the crop plantation
Process of sowing
 Undestand the process involved in addition of manure and fertiliser
 Differentiate between the manure and fertiliser
 Understand the process of irrigation and its different types
 How crops are protected from the weeds
 Understand the process of harvesting and storage
 Learn about the basic method of animal husbandary

ACTIVITY:
To show the pictures on different types of crop grown in India
To present ppt on types of crops

 To show the video on the different practices of crop cultivation
 To present ppt on crop management
Assignment: Teacher
 Text book exercise question will be given to the student as homework

assignments
SUMERISATION: Discussion will be carried out on exercise done by the

Lesson Plan

Date : 15th April to 30th April

Name of the Chapter Micro organisms

Class 8

Subject Science

Gist of the Lesson

 A microorganism or microbe is an organism that is so small that it is
microscopic (invisible to the naked eye). Microorganisms are often
illustrated using single-celled, or unicellular organisms.

 The study of microorganisms is called microbiology.
 Microorganisms are classified into four major groups. These groups

are bacteria, fungi, protozoa and some algae.
 Viruses are also microscopic. They, however, reproduce only inside the cells of

the host organism, which may be a bacterium, plant or animal.
 Commercial Use of Microorganisms:
 Microorganisms are used for the large scale production of alcohol, wine and

acetic acid (vinegar). Yeast is used for commercial production of alcohol .
 Medicinal Use of Microorganisms
 The medicines kill or stop the growth of the disease-causing

microorganisms. Such medicines are called antibiotics.
 A number of antibiotics are being produced from bacteria and

fungi. Streptomycin, tetracycline and erythromycin are some of the commonly
known antibiotics .
 Vaccine
 When a disease-carrying microbe enters our body, the body produces
antibodies to fight the invader. The body also remembers how to fight the
microbe if it enters again. So, if dead or weakened microbes are introduced in
a healthy body, the body fights and kills them by producing suitable antibodies.
The antibodies remain in the body and we are protected from the disease
causing microbes. This is how a vaccine works.
 Increasing Soil Fertility
 Some bacteria and blue green algae are able to fix nitrogen from the
atmosphere to enrich soil with nitrogen and increase its fertility. These
microbes are commonly called biological nitrogen fixers.
 Harmful Microorganisms
 Some of the microorganisms cause diseases in human beings, plants and
animals. Such disease-causing microorganisms are called pathogens.
 Microbial diseases that can spread from an infected person to a healthy

person through air, water, food or physical contact are called
communicable diseases. Examples of such diseases include cholera,
common cold, chicken pox and tuberculosis.
 There are some insects and animals which act as carriers of disease
causing microbes. Housefly is one such carrier. Another example of a
carrier is the female Anopheles mosquito, which carries the parasite of
malaria. Female Aedes mosquito acts as carrier of dengue virus.
 Food Poisoning
 Food poisoning could be due to the consumption of food spoilt by some
microorganisms.
 Food Preservation
 Microorganisms spoil our food. Spoiled food emits bad smell and has a bad
taste and changed colour.
 Common methods to preserve food in our homes.
 Chemical Method: Salts and edible oils are the common chemicals generally
used to check the growth of microorganisms. Therefore they are called
preservatives.

 Sodium benzoate and sodium metabisulphite are common preservatives.
 Preservation by Common Salt
 Preservation by Sugar
 Preservation by Oil and Vinegar
 Heat and Cold Treatments:The milk is heated to about 700C for 15 to 30

seconds and then suddenly chilled and stored. By doing so, it prevents
the growth of microbes. This process was discovered by Louis Pasteur. It
is called pasteurization.
 Nitrogen Fixation: Rhizobium is involved in the fixation of nitrogen in
leguminous plants (pulses).

 Nitrogen cycle

LEARNING OUTCOMES  Develop conceptual clarity of the
chapter
(At the end of the chapter students
will be able to)  Know about varieties of
microorganisms and their importance
in human life

 Understand microorganisms as friend
or a foe

 Identify the ways to preserve Food

Activities / Project Planned/ Question Prepared

 Display the YT video on

 Types of Microbes

 Vaccination - How Do Vaccines Prevent Illness - What Is Immunization
 Divide students into 4 groups(10-12 students in each group) and give them

different names i.e. A, B, C and D.
 Ask the Groups to Brainstorm on the video shown
 Ask the groups to write on learnings from the video using Google Docs
 Ask group leader to present their learning from this activity
 Lets students Watch YT video on

 Pasteurization of milk

 Flu Attack! How A Virus Invades Your Body
 List of Questions given to all groups as home Assignment
 Instruct students to do Research on Forest over Wikipedia using Google

Search Engine
 Assign a list of questions to all students to write the answer after research from

Textbook and Internet

 HIV and AIDS

Assignments

 Instruct different group members to participate in a quiz on topic using Google
form

 Ask them to complete the Assignment on Microorganism in Google Lab.
 Instruct Students to Open their GAfE account and complete all the questions

within the time limit assign for Quiz
 Teacher have to prepared with Rubric checklist to Assess individual students

using Google Sheet.
 Microorganism (Responses)
 Comparison sheet

Lesson Plan : : Light, Reflections, Refraction

• Class X A+XD.
• Subject Science
• Lesson: Light, Reflections, Refraction
• Date: 23th June to 10th July
• Kendriya vidyalaya pushp Vihar,

Sessi Gist of Expected Teaching Suggested Assessmen
on Learning Learning t
Outcomes/E activities
Lesson planned material /
Strategies

Resource
Planned/As
signmens

No.of Light – Reflection At the end of Light Textboo 1. List four
sessi And Refraction
on the lesson, Reflects k characteris
Reflection Of Light
=8 students should (NCERT) tics of the
Plane mirror , images
be able to:1. 2. Angle of Referen formed by
Image formation ce plane
by plane mirror Describe the incidence books,

Spherical Mirrors: characteristics =angle of mirrors.
concave and
convex mirror of images reflection1.

Image formation formed by Image same multime (CBSE
by spherical mirror dia 2015)
planemirror size as2. Image
Uses of spherical (videos 2. Draw a
mirror under reflection is upright. related ray diagram
to the to show the
Refraction Of of light2. State 1. The incident content path of the
Light the laws of ray,reflected ray s
reflection of and the normal
Spherical lenses: light at the point reflected
concave and
convex lens Students should of incidence, all PPT ray
be able to: 1. lie on the Video correspondi
Image formation ng to an
by concave and Describe the 4. Laterally clip of incident ray
convex lens. which is
characteristics inverted . Video directed
parallel to
of images clip of the

formed by plane 5. The two laws image of

mirror under of reflection plane

reflection of are: mirror

light. They (i) the LCD, principal
should also be incident ray, laptop, axis of a
able State the the reflected white convex

laws of ray and the board and mirror.

Magnification reflection of normal (at the worksheet Mark on it
Power of the lense
light at the end point of the angle of

of the lesson. incidence), all incident

Students should lie in the same and the
https://d angle of
have ideas plane. ocs.goo reflection
gle.com/
about images (ii) the present (CBSE
ation/d/1 2014)
formed by angle of
I1nhpbbj 3. A
mirrors and that reflection ® is o8p4lQ spherical
light travels in always equal to mn2MB mirror
straight line. RahJuV produces
the angle of 4I-

incidence (i) an image of
PT5DqJ
∠r = L6pD_o3 magnificati
∠i jw/htmlp on -1 on a
resent screen
Refraction of
light is the placed at a
phenomenon of
change in the distance of
path of light in
going from one 50 cm from

the mirror.

medium to (a)
another. Write the
type of
• In going from mirror.
a rarer to a

denser medium, (b)
the ray of light Find the
bends towards distance of
normal and in the image
going from a from the
denser to a object.
rarer medium,

the ray of light (c)

bends away What is the

from normal. focal length

• Snell’s law of of the
refraction, mirror?

(d)

Draw the

ray diagram

Absolute to show the
refractive image
index(n) of a formation in
medium is the this case.
ratio of speed (CBSE
2014)
of light in
vacuum or 4. State
air(c) to the the laws of
speed of light in refraction
the medium(v) of light. If
i.e. the speed
of light in
The linear vacuum is
magnification 3X108 ms-
produced by a 1, find the
lens is speed of
light in a
• Power of the medium of
combination of absolute
lenses refractive
index 1.5.
P = p1 + p2 (CBSE
+ p3 ... 2014)

• Linear 5. Which
magnification phenomeno
produced by a n is
spherical mirror responsible
is for making
the path of
light
visible?
(CBSE
2012)

https://play.
google.com/
store/apps/
details?id=i
n.gov.diksh
a.app&refer
rer=utm_so

urce%3Dmo
bile%26utm
_campaign
%3Dshare_
app

Lesson Plan : : Human Ey

• Class X A+XD.
• Subject Science
• Lesson: Human Eye and the colourful world
• Date: 19th July to 31st July
• Kendriya vidyalaya pushp Vihar,

Sessi Gist of Expected Teaching
on Learning Learning

Lesson

Outcomes/E activities

planned

No.of HUMAN EYE At the end of the lesson, ActtIvity
sessi students should be able
on Human Eye Part to:1. 1..Fix a sheet of white
on a drawing board us
Persistence of Vision Parts of Human eye drawing pins.
=8
Defects of Vision and their n Place a glass prism o
Colour Blindness: correction in such a way that it re
on its triangular
Defects of Vision and their
Correction Power of the correcting base. Trace the outline
Myopia (Short-sightedness) convex lens: the prism using a penc
Power of the correcting concave
Hypermetropia (Long- lens: n Draw a straight line
sightedness) inclined to one of the
Composition of white light refracting surfaces,
Presbyopia
Formation of the rainbow: say AB, of the prism.
Astigmatism
Atmospheric Refraction: n Fix two pins, say at p
Cataract P and Q, on the line PE
Phenomenon responsible shown in
Refraction of light through a for
prism Fig. 11.4.
Twinkling of Star: It
Dispersion of white light n Look for the images
by a glass prism: Advanced sunrise and pins, fixed at P and Q,
delayed sunset through the
Atmospheric Refraction

SCATTERING OF

other face AC.

ye and the colourful world

Suggested Assessment
material / Strategies
Resource Planned/Assignmens

1What is a diameter of human

e paper eye?
sing
Textbook 2. What is the function of
on it
ests (NCERT),

e of Reference books, crystalline lens of human eye?
cil.
PE 3. In which type of eye defect

points far point of the eye gets
E as
Multimedia reduced?
of the
(videos related to 4. Why do birds fly back to

the contents their nest in the evening?

PPT 5. Why do you take time to
find object when you enter in
Video clip of dim lighted room from outside
in the sun?
. Video clip of
image of plane 6. Why does ray of light splits
mirror when passed from prism?

7. Why doesn�t planet appear
to be twinkling? 8. Why we
can�t see things very close to
our eyes?

LCD, laptop, 9. When we see any object
white board and through the hot air over the
worksheet

Color of sun at the time of n Fix two more pins, a
sunrise,day time and points R and S, such th
sunset the pins at R and

S and the images of th
at P and Q lie on the s
straight

line.

n Remove the pins and
glass prism.

n The line PE meets th
boundary of the prism
point E

(see Fig. 11.4). Similar
join and produce the p
R and S. Let

these lines meet the
boundary of the prism
and F, respectively.

Join E and F.

n Draw perpendiculars
the refracting surfaces
and AC of the

prism at points E and F
respectively.

n Mark the angle of
incidence (∠i), the ang
refraction (∠r) and the
angle.of emerg .

2.Take a thick sheet o
cardboard and make a
hole or narrow

slit in its middle.

N Allow sunlight to fal
the narrow slit. This gi
narrow beam

at https://youtu.be/u fire, it appears to be wavy,
hat
uWb1L2Vwsk moving slightly. Explain.
he pins
same 10. Why does sky appear blue
on a clear day?

d the

he
at

rly,
points

at E

s to
s AB

F,

gle of
e

of
a small

ll on
ives a

Of white light.

N Now, take a glass pr
and allow the light from
slit to fall on
One of its faces as sho
Fig. 11.5.
N Turn the prism slow
until the light that com
out of it appears
On a nearby screen
observe?
You will find a beautifu
band of colours.

rism
m the
own in
wly
mes

ul

Class: X Subject: Science No. of periods: Seven

Chapter: Life Processes Date: 15th April to 30th April 2021

Teaching Aids: Textbook (NCERT), multimedia (videos related to the contents).PPT.Diksha app contents.
Teaching Technique: Demonstration cum Activity-based approach

CONTENTS TO BE COVERED

▪ Role of stomata and guard cells.
▪ Heterotrophic nutrition and its types
▪ Nutrition in amoeba and paramecium
▪ Nutrition in human beings
▪ Respiration ® Aerobic and Anaerobic respiration
▪ Pathways for break-down of glucose

LEARNING OBJECTIVES/OUTCOMES
By the end of the week, with the help of multimedia, proper demonstration and activities based on the contents
mentioned above my students will be able to

▪ Learn and recall the role of stomata and guard cells in leaves of green plants.
▪ Learn how to calculate stomatal index i.e.,S/E100%
▪ Identify dicot and monocot stomata based on their characteristics.
▪ Understand how unicellular and multicellular organisms obtain their nutrition.
▪ Recall what heterotrophic nutrition is and the types of heterotrophic nutrition.
▪ Learn in detail about nutrition in human beings and the detail function of all the organs involved in the

human digestive system.
▪ Learn in detail about the role of various enzymes in the process of digestion.
▪ Differentiate between aerobic and anaerobic respiration.
▪ Understand the steps and pathways for break-down of glucose during respiration.

LEARNING ACTIVITIES
▪ Activity with a de-starched potted plant, alcohol, iodine solution, beaker, burner, etc to study that light is
necessary for photosynthesis.
▪ Activity with monocot and dicot leaves (section cutting) to observe and compare the characteristic of
their stomata under a compound microscope.
▪ Activity with fruit juice or sugar solution, yeast, freshly prepared lime water, test tubes, etc to study the
liberation of carbon dioxide gas during fermentation.
▪ Watching videos based on human digestive and respiratory system.

PRACTICALS (Olab)
▪ To prepare temporary mounts of leaf peels to observe stomata and to differentiate between dicot and
monocot stomata.
▪ To show that light is necessary for photosynthesis.
▪ To study the liberation of carbon dioxide gas during fermentation.

ASSIGNMENTS
▪ Thorough study of the notes given and reading textbook.
▪ Writing answers to the textbook questions based on the contents covered.

Class: XA. Subject: Science

No. of periods: Eight

Chapter: Chemical Reactions and Equations .

Date: 2nd April, 2021

Teaching Aids: Textbook (NCERT),PPT, Video
Teaching Technique: online Demonstration cum Activity-based approach(Olab)

CONTENTS TO BE COVERED
▪ Writing a chemical equation
▪ Balanced chemical equation
▪ How to balance a chemical equation
▪ Types of chemical reactions

– Combination Reaction

– Decomposition Reaction

– Displacement Reaction

– Double Displacement Reaction

– Oxidation-Reduction Reaction (redox reaction

▪ Corrosion
▪ Rancidity

LEARNING OBJECTIVES/OUTCOMES
By the end of the week, with the help of proper demonstration and activities based on

▪ Learn how to write a chemical equation.
▪ Identify a skeletal equation and a balanced equation.
▪ Learn the various steps to be followed while balancing a chemical equation
▪ Develop the skill of balancing a chemical equation.
▪ Recall the different types of chemical reactions.
▪ Name the type of a chemical reaction by looking at the chemical equation.
▪ Recall the meaning of corrosion and rancidity and the cause of such phenom

LEARNING ACTIVITIES
▪ Application of the steps to be followed for balancing a chemical equation ta
▪ Activities to carry out experiments in the Science Lab. based on the differe

PRACTICALS (Olab)
▪ To perform and observe the following reactions and classify them into:

(a) Combination reaction

n the contents mentioned above my students will be able to

n.

mena.

aking various examples.
ent types of chemical reactions by using the required chemicals.

(b) Decomposition reaction

(c) Displacement reaction

(d) Double displacement reaction

1. Action of water on quick lime.
2. Action of heat on ferrous sulphate crystals.
3. Iron nails kept in copper sulphate solution.
4. Reaction between sodium sulphate and barium chloride solutions.
ASSIGNMENTS
▪ Thorough study of the notes given and reading textbook.
▪ Balancing some skeletal equations (for practice) viz.,
1) Pb(NO3)2(s) ® 2PbO(s) + NO2(g) + O2(g)
2) H2(g) + O2(g)® 2H2O(l)
3) C6H12O6 + O2® 6CO2 +H2O etc…



 Lesson Plan : : Human

 Class X A+XD.
 Subject Science
 Lesson: Acid and bases
 Date: 9thto 20th August
 Kendriya vidyalaya pushp Vihar,

Session  Gist of  Expected  Teaching

No.of  Lesson  Learning  Learning
session
=8  Facts about  Outcomes/E  activities
acids, bases and
salts  By the end of the  planned
week, with the help of
 Ideas about proper demonstration  Activities
acid-base and activities based  To find the pH of
indicator on the contents
mentioned above my following sample
 Understanding students will be able using pH
the chemical to papers/universal
properties of indicator.
acids and bases  Learn some important
facts about acids, o Dilute
 Neutralizations bases and salts. hydrochlori
reaction
 Get ideas about acid- o Dilute NaOH
 Reactions of base indicators. solution
acids and bases
with metals  Understand the o Dilute ethan
chemical properties acid solutio
 Reactions of of acids and bases.
metallic oxide o Lemon juice
with acid  Know about
neutralization o Water
 Reactions of reaction.
non-metallic o Dilute sodiu
oxide with base.  Observe and bicarbonate
understand the solution
reactions of acids and
bases with metals.  To Study the
properties of acid
 Learn with the help of bases (dil. HCl an
activities how NaOH) by their
metallic oxides react reaction with (i)
with acids and non- Litmus
metallic oxides react solution(blue/red

n Eye and the colourful world

 Suggested  Assessment
 material /  Strategies
 Resource  Planned/Assignmens

the   Thorough study of the
es notes given and reading
 Textbook textbook.
ic acid (NCERT),
H Reference  Writing answers to some
noic books, MCQs
on
e 1. Which one of the following is
acidic?
um
e (a) Lemon juice (b) Tomatoes (c)

ds and  Multimedia Milk (d) All
nd Dil.
(videos related
d), (ii)
to the contents 2. Which one of the following will

turn red litmus blue?

 PPT (a) Vinegar (b) Baking soda
solution (c) Lemon juice (d) Soft
drinks

3. Which one of the following will

https://youtu.be/2 turn blue litmus red?

Ho763Wu_58

(a) Vinegar (b) Lime water (c)

Baking soda solution (d) Washing

https://youtu.be/jG soda solution

OKug-dA0g 4. Methyl orange is

(a) Pink in acidic medium, yellow in
basic medium

(b) Yellow in acidic medium, pink in
basic medium

with bases. Zinc metal and (i
Solid sodium
carbonate
 To carry out the
reactions of a ba
(NaOH) with (i) bl
and red litmus
solution, Zinc me
and (iii) Solid sod
carbonate
 All practical activ
will be done on o

iii) (c) Colourless in acidic medium,
pink in basic medium
ase
lue (d) Pink in acidic medium,
etal colourless in basic medium.
dium
vities 5. Lime water is
olabs.
(a) CaO (b) Ca(OH)2 (c)
CaCO3 (d) CaCI2

6. The nature of calcium phosphate
is present in tooth enamel is

(a) Basic (b) Amphoteric (c)
Acidic (d) Neutral

7. Which of the following salts has
no water of crystallization?

(a) Blue vitriol (b) Washing
soda (c) Baking soda (d) Gypsum

8. The function of quick lime in
soda lime mixture is to

(a) Absorb moisture present in soda
lime

(b) Increase the efficiency of soda
lime

(c) Increase the pH of soda lime

(d) Take part in reaction with NaOH

9. The Ph of a solution of HCL is 4.
This shows that the molarity of the
solution is

(a) 4.0M (b) 0.4M (c)
0.0001M (d) 0.001M

10. The difference of molecules of
water in gypsum and PoP is

(a)5/2 (b) 2b (c) 3/2 (d) ½

11. The chemical formula of
caustic potash is

(a) NaOH (b) Ca(OH)2 (c)
NH4OH (D) KOH