D.A.V.
INTERNATIONAL SCHOOL, AHMEDABAD
LESSON PLAN
Class- IX Subject: Science
Chapter name: Tissues
Total no. of periods: 4
Prepared by Sagarika Mishra
CONCEPT MAP (FOR THE COMPLETE CHAPTER)
PLANT TISSUE
PART 1
PERMANENT MERISTEMATIC
TISSUE TISSUE
PERMANENT
TISSUE
PART 2
COMPLEX SIMPLE
PERMANENT PERMANENT
TISSUE TISSUE
XYLEM AND
PHLOEM
MNEMONICS USED: XYLEM ELEMENTS- 1. TRACHIED
2. VESSELS
3. XYLEM FIBRE
4. XYLEM PARENCHYMA
“THE VIRAL FEVER PLAY”
1
PHLOEM ELEMENTS- 1. SEIVE TUBE ELEMENT
2. COMPANION CELLS
3. PHLOEM FIBRE
4. PHLOEM PARENCHYMA
SCFP=” SCHEDULED CASTE VIRAL PLAY”
ANIMAL TISSUE EPITHERLIAL TISSUE
PART 3
CONNECTIVE MUSCULAR
NERVOUS TISSUE
TISSUE TISSUE
Lesson Plan
Period 1
Learning Objectives
➢ Definition of tissue
➢ Plant tissue
➢ Meristematic tissue
➢ Parts of meristematic tissue
Learning Outcome
Knowledge (Cognitive)
At the end of the class students will be able to understand:
➢ Students will be able to understand about tissue and how it is formed
➢ Types of Plant tissue
➢ Meristematic tissue and its types found in the plants
2
Attitude and values (affective
1. A positive attitude to learn new ideas from their surroundings and its nature
Skills (Psychometric)
Life skills (Real life application) Like cells are considered the basic units of life in part
because they come in discrete and easily recognizable packages. All cells when combine
together forms tissue to perform a specific function. In our life also when we have a
very good understanding with our family and our friends it multiplies our happiness and
give immense satisfaction. It also helps in team building and perform better in every
aspects of life.
Marzano’s Taxanomy
Level 1: Retrieval: Recall
Level 4: Knowledge Utilization: Investigate (4)
Cross-curricular link (if any): Diary entry in English based on the role play
of Meristematic tissue or their help involved in different sectors of a Plat
tissue.
Materials required: Notepad
Details of Teaching Learning Experience
Seating Arrangement: Row wise……Forming 4 groups
Lesson Beginning Settlement of the class:
Time: 5 minutes Gayatri Mantra with meaning
Purpose: Introduction of the concept/Recapitulation of the
previous knowledge: Level 1 Recall
Introductory activity
Teacher narrates the story of a “Mother tree”. Once
upon a time there lived a big tree in the centre of
the city. The mother tree had three sons
➢ Parenchyma
➢ Collenchyma
➢ Sclerenchyma
One day Mr. Parenchyma went for a strike. Thus, the
entire metabolism of the mother tree got collapsed.
Everybody asked him the reason for the strike. Thus, he
said that he is the one who helps in photosynthesis which
is made up of soft cells and chlorophyll. So, I cannot do it
anymore. On hearing this the elder brother Collenchyma
told him that look my dear here is your twin brother
Sclerenchyma he alone provides strength and support to
the mother tree and he is composed of the cells which
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are uniformly thick all over the cell wall. And look at
me dear I am composed of the cells that are thick at the
corners of the cell wall and I give support and flexibility
to our mother tree. But yet now we have never regretted
about the hardness of our responsibilities as we consider
our duties as love towards our mother tree. After hearing
this parenchyma regretted for his deed and said sorry to
mother tree and started working as before he was doing.
Based on the above story the teacher will make the
students do group discussion and answer the following
questions
➢ What is a plant tissue?
➢ What is the utility of tissues in multicellular
organisms?
➢ Types of Plant tissue?
➢ Differentiate between parenchyma, collenchyma
and sclerenchyma on the basis of their cell wall
➢ Name the regions in which parenchyma tissue is
present.
➢ What is the type of epidermis in plants?
Lesson Middle Sub-topics/Concepts covered:(Level-4 Investigating)
Time: 20 minutes Types of Plant tissue
Purpose: Meristematic tissue and Permanent tissue
Simple permanent tissue
➢ Apical meristem
➢ Intercalary meristem
➢ Lateral meristem
Take two glass jars and fill them with water.
Now, take two onion bulbs and place one on each jar, as
shown
Observe the growth of roots in both the bulbs for a few
days.
Measure the length of roots on day 1, 2 and 3.
On day 4, cut the root tips of the onion bulb in jar 2 by
about 1 cm. After this, observe the growth of roots in
both the jars and measure their lengths each day for five
more days and record the observations in tables.
Based on the above activity students will have a group
discussion and answer the following questions.
➢ Which of the two onions has longer roots? Why?
➢ Do the roots continue growing even after we have
removed their tips?
➢ Why would the tips stop growing in jar 2 after we
cut them?
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Based on the activity students will make group
discussion and solve the questions
➢ Show the diagrammatic representation of the
location of meristematic tissue in plant body.
➢ State the functions of apical meristem, intercalary
meristem and lateral meristem
Real life connect: As Meristematic tissue plays a vital
role in the growth of the plant whether the plant’s
girth, the tip or the lateral growth. Similarly, Family
plays a vital role in the growth of an individual’s life.
The environment and emotional connection with family
affect our behaviour and our personality. Family is one
of nature’s masterpieces. We learn about specific
values, principles, dos, and don’ts, and we grasp it
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easily when we see how our family behaves with each
other and try to inculcate the same in our life. So
everyone should respect your family.
Ice Breaker
Story is the part of the ice breaker
Time: 2 minutes
Lesson End Logical-Analytical/illustrative questions to be
Written part given (Not from the back exercise)
Time: 11 minutes Level 4: Investigate
1. What will happen if
➢ Apical meristem is damaged or cut ?
➢ Cork is not formed in older stems and roots?
2. While walking through garden, Kapil plucked the
tips of some flowering plants. Gardener saw him
doing this and persuaded him not to do so as it is
not good for plant growth.
➢ What happens to the plants if their tips are
removed?
➢ What are meristems?
➢ How meristems are classified?
➢ What value was displayed by the gardener?
2 minutes Value based learning-
Food bank and cloth bank.
Lesson Plan
Period 2
Learning Objectives
➢ Complex permanent tissue
➢ Transportation of food and water
➢ Xylem and Phloem
Learning Outcome
Knowledge (Cognitive)
At the end of the class students will be able to understand:
➢ Students will be able to understand the complex permanent tissue
➢ Transportation of food and water through xylem and phloem
The cell theory Attitude and values (affective
Hands on experiment form the surrounding and inquisitive to learn from the
nature.
Skills (Psychometric)
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Life skills (Real life application): Always maintain a healthy symbiotic relationship
in a society too. Just as the Xylem and Phloem serve the Plant.
Marzano’s Taxanomy
Level 1- Retrieval: Recall
Level 4: Knowledge Utilization: Investigate (3)
Cross-curricular link (if any)-Comparative analysis in Maths with the
similarities and differences with the help of Venn diagrams.
Details of Teaching Learning Experience
Seating Arrangement: Row wise……Forming 4 groups
Lesson Beginning Settlement of the class:
Time: 5 minutes Gayatri Mantra with meaning
Purpose: Introduction of the concept/Recapitulation of the
previous knowledge:
Introductory activity: (Level 1: Recall)
➢ How does a tree get the water it needs?
➢ How does a tree get the food it needs?
➢ How does water and food get around to all parts of
the tree?
Then the teacher will introduce about complex permanent
tissue
Xylem and Phloem
Xylem transports water and minerals to the different
parts of the tree.
Phloem transports food from leaves to the different parts
of the tree.
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Lesson Middle Subtopics covered: Difference between Xylem
Time: 20 minutes and Phloem Level 4-Investigate
Purpose: Materials required:
➢ One tea cup
➢ Straws of two different colours (Red and
white or any colour)
➢ Ruler
➢ Fevistick
Students will prepare the above model with help of the
above materials. Later they will do the comparative
study of Xylem and Phloem.
Based on the model making by the students the are
going to do group discussion and solve the following
questions
1. State the difference between Xylem and Phloem
2. What are the constituents of phloem?
Real life connect: In real life you should always find a
complimentary companion or friend who supports you oin
every aspects of life whether good times or bad times
without mixing each other’s qualities just like xylem and
phloem.
.Ice breaker: Song on Xylem and Phloem
Ice Breaker
Xylem’s up Phloem down
Time: 2 minutes
Carrying food all around
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Xylem takes it from the roots
Phloem transports sugary food
In between them, you will find
Cambium cell makes all the time
Phloem’s closest to the bark
Xylem’s near the center part
Xylem’s up , Phloem’s down
Carrying good food all around.
Lesson End Logical-Analytical/illustrative questions to be
Written part given (Not from the back exercise) Level-4
Time: 11 minutes Investigate)
1. What will happen if xylem is not there in a plant?
2. Which part of the xylem tissue is living and which
part of the phloem tissue is dead?
2 minutes Value based information: Food bank and cloth
bank
Lesson Plan
Period 3
Learning Objectives
➢ Animal tissues
➢ Epithelial tissue and Muscular tissue
Learning Outcome
Knowledge (Cognitive)
At the end of the class students will be able to understand:
➢ Students will understand the animal tissue
➢ They will be able to identify the difference between epithelial tissue and
connective tissue.
Attitude and values (affective
A positive attitude to learn new ideas
Skills (Psychometric)
Life skills (Real life application): Every member is important in a family. The work
is only fruitful when there is team building.
Marzano’s Taxanomy
Level 1 :Retrieval: Recall
Level 4: Knowledge Utilization: Research (2)
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Cross-curricular link (if any) NA
Details of Teaching Learning Experience
Seating Arrangement: Row wise……Forming 4 groups
Lesson Settlement of the class: Gayatri
Beginning Mantra with meaning
Time: 5 Introduction of the concept/Recapitulation of the
minutes previous knowledge:
Purpose: Introductory activity: Level 1- Recall
The students will be asked to do some breathing exercises
and feel the movement of their chest. The activity will be
done for 2 minutes. Based on the above activity students will
be asked few questions which are as follows:
➢ How do these body part move?
➢ Can you feel the contractions and relaxation of the body
parts?
➢ How does this happen?
Then the teacher will explain that during breathing we inhale
oxygen where does this oxygen go? It goes to the lungs and then
transported to the different parts of the body. For all these
activities we have specialized cells which when group together
performs a particular function called tissue. Similarly, like plant
tissue we also have animal tissue.
➢ Can you give few examples of animal tissue?
➢ What are the different types of animal tissue?
Subtopic taught:
Lesson
Epithelial tissue- Squamous, Cuboidal, Columnar, Ciliated and
Middle
Glandular Epithelial tissue.
Time: 20
Muscular tissue- Striated, Smooth and Cardiac tissue.
minutes Activity 1: Level 2- Comprehension
Purpose: Story based
10
One day both Epithelial and Muscular tissue tried to prove
themselves as between them who is the best to perform their
functions?
Epithelial said I am the best as I have certain people who work
under me and they are squamous, cuboidal, columnar, ciliated and
glandular. I have my own army and the specific function which I
perform to protect the cells from drying, injury and all kind of
chemical effects, I protect the body from viral infections too. I
help in absorption of water and nutrients and eliminate the waste
products.
And When I have to celebrate any party, I have many secret
ingredients which make the things easier like, sweat, saliva and
enzymes. These all help me in my performance and proves me the
best. That’s secret of mine
Now comes the Muscular tissue. He says I am the best not you. I
am the “Power of all the universe” –“He man”(Body). If I don’t allow
the movement of body or limbs and the internal organs of the body
then you would not perform your function properly. Alimentary
canal the one about which you are proud of digestion would not be
possible if I don’t allow the movement of the muscle fibre
associated with the alimentary canal. Your functions are useless I
also have my own army Striated, Smooth and Cardiac. Although we
are less in number but still I am more powerful than you.
Both of them tried to prove them the best but all was in vain.
Because we all know unless or until there is division of labour none
of the performance will be best. So the fighting continues.
Is chote se nok jhonk ke saath milte hain agle episode mein
hamare dusre sathiyon ke saath aur jante hain unke vichar.
Based on the story based activity students will do group
discussion and answer the following questions:
1. What are the function of the cardiac muscles?
2. Differentiate between striated, unstriated and
cardiac muscles on the basis of their structure and
locations in the body?
Real life connect-Our life’s progress and the relationship
which you share with your family members both are
important and both are critical as well. In absence of
anyone none of the members would function well, rather
loose the recipe of happiness. Which is the most ingredient
of a happy family. So, stay together and live together.
.Ice breaker: Icebreaker is the part of the activity.
Ice Breaker
Time: 2 minutes
11
Lesson Logical-Analytical/illustrative questions to be given (Not
End from the back exercise)
Written Level 4 Research
part 1. Which structure protects the animal tissue against the
Time: 11 invasion of the virus?
minutes 2. Why do animals consume more energy as compared to the
plants?
2 Value based information : Food bank and cloth bank
minutes
Lesson Plan
Period 4
Learning Objectives
➢ Connective tissue
➢ Nervous tissue
Learning Outcome
Knowledge (Cognitive)
At the end of the class students will be able to understand:
➢ Students will be able to understand the connective tissue and what are the basic
functions
➢ Students will be able to understand the nervous tissue and its different types.
Attitude and values (affective
A positive attitude to learn new ideas
Skills (Psychometric)
Life skills (Real life application): Establishing a good relationship mainly focuses in
the power of listening and speaking with your own words. The power of positive
thinking and happiness around.
Marzano’s Taxanomy
Level 1 :Retrieval: Recall
Level 3: Analysing: Specifying
Level 4: Knowledge Utilization: Investigating(2), Research
Cross-curricular link (if any)
Details of Teaching Learning Experience
Seating Arrangement: Row wise……Forming 4 groups
12
Lesson Beginning Settlement of the class:
Time: 5 minutes Gayatri Mantra with meaning
Purpose: Introduction of the concept/Recapitulation of the
previous knowledge:
Introductory activity: Level 1- Recall
➢ How are each tissue connected to each other?
➢ Define nervous system.
Sub topics taught: Circular motion Level 4- Research
Lesson Middle
Time: 20 minutes Activity-Story
Purpose:
As the story continues with fight to prove who is the
best.
Next come the connective tissue and the nervous
tissue. They both started with
“Bhoojho toh jaane”- Paheli
Ichak dana pichak dana dane upar dana Ichak dana
Chaje upar mor nache sab mere hain diwane ichak dana
Connective tissue says “Mein hoon don” Mein hoon don”,
Mein hoon mein hoon Don’- Mere paas toh meri badi si
sena hai
Blood, Lymph, Tendons, Cartilage, and Adipose. If I go
on strike then everyone will come to a hault. I help in
binding, supporting packing together different organs
of the body, I segregate the fat cells of your body,
So tell me now who is the best?
There comes the last person the Nervous tissue
Nervous tissue got angry and said everyone is trying to
prove themselves as Don of the animal body but have
your ever thought if we all don’t work together as a
team then no one will be the best. Everybody has its
own role. Our intention is to provide support to the
animal tissue so that different organs perform their
functions easily. Now look at me I have dendrites and
axons who receives impulses (Messages) and axon takes
away the impulses from the cell body. We pass and
receives the system of messages just like what’s app.
Now everybody realised their mistakes and once again
became friends and proved themselves the best.
Waise Modi ji ne hi kaha hai
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“Sabka saath Sabka vikas aur Sabka vishwas”
Based on the activity students will do group discussion
and answer the following questions:
1. Draw a labelled diagram of neuron
2. Identify the type of tissue in the following :
skin,bark of the tree,bone, lining of kidney
tubule, vascular bundle.
Real life connect: Just like the connective tissue-
which connects different cells of our body and nervous
tissue helps in receiving messages and giving commands
to the body. Similarly in our real life also to establish
a good connection with everyone we should take time to
listen to others and feel empathy towards them. Your
love and affections should be unconditional offering
sincere gratitude to each other and receive the same.
.Ice breaker: Icebreaker is the part of the activity.
Ice Breaker
Time: 2 minutes
Lesson End Logical-Analytical/illustrative questions to be
Written part given (Not from the back exercise) Level 4-
Time: 11 minutes Investigate
1. Obesity is a common health problem now a days
which results due to deposition of fat in various
parts of the body. It may lead to other health
problems such as diabetes, high blood pressure and
heart attacks.
➢ Which tissue is responsible for storage of fat in
the body?
➢ How can we control obesity?
➢ What are the effects of morning walk and regular
physical exercise on obesity?
2. What will happen if Level 3-Specifying
➢ Ligament gets overs stretched?
➢ Striated muscles contract rapidly for longer
duration.
2 minutes Value based information: Food bank and cloth
bank
Practice work from the chapter: Tissue
Sr No Date Day PW
1 20/06/2022 Monday Pg no. 78 Q 1, 2, 3
2 22/06/2022 Wednesday Pg no. 78 Q 5, 6,
14
3 24/06/2022 Friday Pg no.78 Q 10 and Pg no. 79 Q 14 and 15
At a glance of “Different Levels of Marzano Taxonomy” used in this lesson:
MARZANO TAXANOMY
16%
5% Retrieval
5% Comphrehend
Analysis
Knowledge utilisation
74%
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