Yuvalok High School

LESSON PLAN

TEACHER : Prabha
CLASS: IX SUBJECT: Science
 Month & Theme/ Sub- Learning Objectives Activities &Resources Expected Learning Assessment
Working Days theme Subject Specific Behavioural Outcomes
(Content Based) (Application based)
June-17 Chapter:- Student must able to  To understand  Measure the time it takes  They have  Measure the time
July-06 Motion  Understand the distance and you to walk from your learned the it takes you to
(PHYSICS) difference displacement house to bus stop or the concept of walk from your
Distance, between various terms
can be same in school. If you consider that house to bus stop
displacement, displacement related to motion
speed, velocity, and distance. some situations your average walking or the school. If
such as distance,
acceleration,  Understand the and different in speed is 4km/h estimate displacement, you consider that
uniform and non uniform and some situations. the distance if the bus stops speed,velocity your average
uniform motion, non-uniform  Calculate the or school from your and difference walking speed is
elementary idea motion. average walking school. Calculation should between them. 4km/h estimate the
of circular  To represent or running by be in CGS system of unit  They have distance if the bus
motion, distance- graphically evaluating the and also plot nature of learned the stops or school
time graph and motion of concept and
distance and motion of graph. from your school.
velocity -time any object.
time.  Take a meter scale and a examples of the Calculation should
graph  Find the
 Identify the long rope. Walk from one uniform and be in CGS system
relation v= corner of a basket ball
nature or kind of non- uniform of unit and also
u+at, s = ut+½ court to its opposite corner
motion of own along its sides. Measure the motion. plot nature of
at 2and v2 = u2 +
or anybody. distance covered by you  They have motion of graph.
2as. and magnitude of the
 To observe learned to  Unit test
 To understand displacement. What
trend of motion represent motion  Class Test
the difference difference would you
by the help of notice between the two in by using graph.
between
 They have
 velocity and graph. this case? learned to find Numerical problems of
speed.  Understand the  An electron moving with a the relation v= related content
velocity of 5 x 104 m/s
reading of u+at, s = ut+½
enters into a uniform
 To understand speedometer electric field and acquires a at2 And v2 = u2 +
the concept of and odometer uniform acceleration of 2as.
uniform circular used in 104m/s2 in the direction of  They have
motion vehicle. its initial motion. (i)
learned the term
Calculate the time in which
 To understand the electron would acquire acceleration.
the concept of a velocity double of its  They have
uniformly initial velocity. (ii) How learned the
accelerated much distance the electron concept of
would cover in this time?
motion uniform circular
 Observation of
 Distinguish the instantaneous speed from motion and its
average velocity speedometer and distance application in
and average from odometer. Identity daily life.
speed and their the motion of type.  They have
calculation. learned use of
 Understand the term average
concept of speed and
instantaneous average velocity
velocity and while moving of
acceleration. any object.

July-20 Chapter:- force  Understand  To understand that  To study the roll of friction  They have  Assignment
August-20 and laws of about types of mass and inertia take two different balls learned the  To study the roll
motions forces i.e. are related. one with smooth surface concept of force of friction take
force (balanced
balanced and  Apply the inertia of and other of rough. Using and difference two different
and unbalanced rest and motion inclined plane. between balance balls one with
unbalanced
force) and and direction to  To just verify the and unbalanced smooth surface
motion, forces. different situation concept of Newton’s forces. and other
third law. of rough. Using
Newton’s laws  Understand the like when a person  They have inclined plane.
and its concept of standing in a bus learned the  Numerical
applications, force. falls backward relation f=ma. problems of
inertia, when bus is start  They have related content
 Find the
momentum, moving suddenly. learned the
Impulse, law of relation f=ma.  Use of balanced
 Understand the concept of
conservation of and unbalanced
concept of inertia and its
linear force in daily life.
type.
momentum. inertia and its  Apply the concept
type. and applications of  They have
 Understand the Newton’s second learned the keys
keys of laws in daily of Newton’s
actions like why a laws and their
Newton’s laws.
fielder pulls his applications.
 Formulate the hand backward;
Newton’s  They have
while catching a
second law of cricket ball? learned the
motion.  To study motion of concept of
 Understand the object in terms of momentum and
concept of momentum. impulse and
momentum and  To understand that their use in daily
there is a reaction life.
impulse and
to every action.  They have
their
applications. learned the
 To concept and
understand types of
application of collision.
all the three  They have
laws in our learned the
daily life. derivation of the
 Understand the relation between
concept and the KE and
types of Momentum of
collision. body
 They have
 Derivation of learned the
law of application of
conservation of inertia of rest
linear and motion in
momentum and day to day life
its application.  They have
learned the
application and
concept of
Newton’s laws in
daily actions.
 They have
learned the to
calculate the
force and
momentum of
object on the
basis of
Newton’s laws.
 They have
learned to
calculate the
mass, velocity
after and before
the collision.
And calculate the
recoil velocity of
gun.
September-16  Understand the  To understand how  A sphere of mass 40kg is  The concept of  To calculate the
Revision –08 Chapter:- concept of and why planets attracted by a second Newton’s kinetic and
gravitation Newton’s revolve around sun sphere of mass 15kg when universal law of potential energy
universal law of in different orbits. their centres are 20 cm gravitation. in free fall. And
Newton’s apart, with a force of 0.1 also the average
universal law of gravitation.  Apply the concept  The concept of velocity.
milligram weight.
gravitation, free  Understand the of free fall during free fall and  Class test
Calculate the value of
fall, acceleration concept of free the rain fall or any acceleration due  Numerical
gravitational constant.
due to gravity, fall and object fall from to gravity. problems of
mass, weight, acceleration due certain height  The meaning related content
pressure, thrust, to gravity.  Understand that and concept of
 Understand the weight changes with  A body of mass 1 kg is mass and weight.
meaning and place due to change placed at a distance of 2m  The Difference
concept of in acceleration due from another body of mass between mass
mass and to gravity. 10kg. At what distance and weight.
weight.  Analyses and from the body of 1 kg,  The Difference
another body of mass 5 kg
 Differentiate conclude the between the
be placed so that the net
between mass situation for acceleration due
force of gravitation acting
and weight. applying pressure or to gravity and
on the body of mass 1 kg is
 Differentiate thrust for example zero? universal
between the why is it difficult to  Gravitational force acts on gravitation
acceleration due hold a school bag all objects in proportion to constant.
to gravity and having a strap made their masses. Why then, a  The concept of
universal of a thin and strong heavy object does not fall pressure and
gravitation string? faster than a light object? thrust.
constant.  The Difference
 Understand the between pressure
concept of and thrust.
pressure and  To Apply the
thrust. concept of
 Differentiate free fall
between during the
pressure and rain fall or any
 thrust. object fall from
certain height
 To calculate the
mass or weight
of object at any
instant using
value of
acceleration due
to gravity.
 To Analyses and
conclude the
situation for
applying
pressure or thrust
for example why
is it difficult to
hold a school
bag having a
strap made of a
thin and strong
string?


November-20  Understand the  Daily life The volume of a 500 g sealed Students have learned Determine the weight of
January-05 Chapter:- meaning of application of packet is 350 cm3. Will the packet  To apply the object using Archimedes’
floatation density ,relative density and relative float or sink in water if the density concept of principal.
of water is 1 g cm–3? What will be Numerical problems of
density and density. Archimedes’
density, relative the mass of the water displaced by related content
density, concept of  Apply the concept this packet?
principle when
buoyancy, buoyancy. of Archimedes’ Lab Activitiy: - swimming or
Archimedes’  Understand the principle when the floating.
 principle , laws meaning and object will float or  Understand
of floatation. analyses the sink.  Determine the weight of about the
Archimedes’  Calculate the force object using Archimedes’ concept of
principle. requires floating of principal. density and
 Determine the density of
 Understand and an object on the relative
water.
aware about water surface density.
 Loss of weight in tap or
the laws of using buoyancy. salty water and effect on  To apply use of
floatation. density. density and
relative density
in daily life.
 To apply laws of
floatation in
different
situation.

December-20 Chapter:- work Student will be able to  Apply the concept Lab Activity: - Students have learned Showing them work done
January-05 and energy of work in daily against frictional force
 Define the actions like person  Showing them work done  The concept of inclined plane.
work and types concept of work carries a load on his work and its Numerical problems of
of work, energy against frictional force
and its type. head. type. related content.
and types of  Understand the  Analyze the inclined plane.
 The concept of
energy, concept of different forms and
conservation of  Showing work done energy and its
energy and its conversion of
energy ,power. type. energy like against gravitational force. type.
 Identify chemical into  The meaning of
electrical.  Identify different types of different forms
different forms
of energy in our  Calculate the power work in various situation. of energy and
surrounding. consumption of any its uses
 Formula mechanical body.
 derivation of  Understands the  The concept of
kinetic energy concept that to carry conservation of
and potential work energy is energy.
energy. always needed.
 To
 Understand and
derive law of deriveconservati
conservation of on of energy
energy. mathematically.
 Differentiate  To derive the
between energy expression for
and work and potential and
their kinetic energy.
interconversion.
 To differentiate
 Understand the
concept of between energy
power and and work.
average power  The concept of
power and
average power.
 To apply the
concept of work
in daily actions
like person
carries a load on
his head.
 To analyze the
situation to
differentiate
which type of
work being
preceded in some
situation like
pulling or
 pushing a roller.
 The different
forms and
conversion of
energy like
chemical into
electrical.
 To calculate the
power
consumption in
different
situation.

January-18 Chapter:- Students will be able  Apply the  Verify the law of reflection They have learned  Annual exam
February-06 Sound to learn concept of sound of sound.
(PHYSICS) propagation in  Calculation of pitch,  The Concept of
sounds and wave  Concept of loudspeaker. loudness wavelength sound and its
& types of wave, sound and numerical problems. propagation.
terms related  Use of the concept
its  Identify types of waves in  Different types
with sound like of loudness and different situation.
propagation. of waves such
frequency, pitch during public
wavelength etc,  The meaning use of as longitudinal
reflection of and concept of loudspeaker. and transverse.
sound, echo, frequency,  The meaning
 Analyze the
Reverberation, wavelength, and concept of
concept of echo i.e.
sonic boom, time period. frequency,
ultrasound and megaphone,
 Concept of stethoscope etc. wavelength, time
its applications,
loudness and period.
SONAR,Differen
t characteristics pitch.  The Concept of
of sound wave.  The meaning of loudness and
Revision intensity of pitch.
sound.  The Difference
 The Difference
 between between
intensity of intensity of
sound and sound and
loudness. loudness.
 Meaning of  The Meaning of
echo and echo and
reflection of reflection of
sound. sound.
 Concept of the  The Concept of
reverberation of the reverberation
sound and its of sound and its
application. application.
 Meaning of  Meaning of
sonic boom sonic boom and
and ultrasound ultrasound and
and its its application.
application.  Concept of the
 Concept of SONAR.
the SONAR.  Apply the
concept of
sound
propagation in
loudspeaker.
 Analyze the
concept of
loudness and
pitch during
public use of
loudspeaker.
 Analyze the
concept of
intensity to know
 the frequency,
wavelength etc.

Analyze the concept of

SUBJECT: Biology

Month & Theme/ Sub- Learning Objectives Activities &Resources Expected Learning Assessment
Working Days theme Subject Behavioural Outcomes
Specific (Application based)
(Content
Based)
June-17 Theme - Students will To emphasized on To make a list of Rabi, Kharif and 1) Learner learnt and News Analysis
July-06 Improvement of be able to: development of skills Zaid crops with their growing and understood about Subject enrichment
food resources like observational, harvesting season. importance of animal activities
know different experimental and husbandry. Unit Test
i) Crop variety types of crops inculcating values like 2) Students were able to Assignment
improvement like zayed, Awareness, identify that livestock
ii) Crop production kharif and rabi Responsibility, farming is done for dairy
management concern, and drought and marine-
and understand
iii) Cropping culture not only provides
Patterns about micro and Students will be able to seafood but also for pearl
macro nutrients identify kharif, rabi cultivation along with the
and about and zaid crop when difference between broilers
manures and they will had them in (consuming) and layers (for
fertilizers eggs production).
food
3) Students were able to
They will be able to share their opinion on
Analyze apply to Interpret their improvement of animal
different
growing and harvesting variety through
cropping
seasons by classifying breeding.
patterns like- 4) They were able to
them according to the
evaluate different types of
Mixed, crop availability in farming practices like –
rotation, inter, particular season. poultry, fish, bee-keeping of
organic They will be able to different states or places.
farming. evaluate that class will be divided in a group of 7 5) They were able to
deficiency of nutrients following a star topology- Talking explore their critical
point will be given on cropping pattern thinking on the main aim of
Share their affects the
will be conducted. It will be recorded improvement of food
opinion on physiological and presented by the group leader. resources and were able to
improvement of processes in plants justify different revolutions
crop variety. including reproduction, done by government for
Explore their growth and improvement of food
critical thinking susceptibility to resources.
by studying the disease. 6) They were able to apply
importance of They will be able to their knowledge to relate
plant breeding. construct biological quality of honey depends
waste into different on pasturage (availability of
flower for nectar
types of manure.
collection).
They will be able to
Appreciate the 7) They were to analyzing
importance of organic different adulterates
farming. present in food stuff. ( like
They will be able to spices, arhar dal) as well as
evaluate consequences able to interpret that
of fertilizers over adulterated food items
manure. leads to health problems.

To emphasized on
development of skills
like observational,
diagrammatical and
experimental and News analysis:- search a news on latest
inculcating values like innovations in agricultural practices
and crop production and analysis it
 Creativity (while according to understanding.
drawing the diagram),
Awareness (about
To make them different types of
learne and
animal livestock
understand
about management), Care
importance of and Safety( Proper
Animal animal housing keeping of
Husbandry husbandry. animals are required to
Cattle farming and 2) To enhance keep them healthy and
poultry farming, the ability to to increase
Eggs and broiler analyses production),
production different types
Cleanliness( Its
Fish production-i) of animal
marine ii) Inland, livestock required to keep
Bee keeping- management animals disease free),
Apiculture 3) To make Environmental
them share Concerns(Animals
their opinion on should not serve as
improvement of source of diseases )
animal variety Responsibility( concer
through
n for sustainable
breeding.
4) To evaluate management)
different types
of farming Students will be able
practices like – to identify that
poultry, fish, livestock farming is
beekeeping of done for dairy and
different states drought and mari-
or places. culture not only
6) To justify the provides seafood but
main aim of also for pearl
improvement of cultivation.
They will be aware
 food resources. about difference
7) To analyses between broilers
different (consuming) and
revolutions layers (for eggs
done by production) as well as To test the presence of adulterants in
government for different breeds of food stuff.- present of starch and
improvement of cattle, fishes, honey metanil yellow in tuar daal.and
food resources. bees etc. disorder cause by these adulterants.
They will be able to
apply their knowledge
to relate role of
pasturage (availability
of flower for nectar
collection) determines
the quality of honey.
They will able
analyzing different
adulterates present in
food stuff. ( like spices,
arhar dal)
They will interpret and
will be able to share
their opinion on that
adulterated food items
leads to certain
disorders.

July-20 Fundamental unit Students will 1) Identify the process To prepare stained temporary mounts 1. Learner learnt and To study the concept of
August-20 of life be able to: of Diffusion and of onion peel and to record understood about cell Permeability, tonicity and
1) Know about osmosis with real life observation and draw their labelled and structural osmosis with it types by
cell and examples like salt on diagrams. organization of cell. preparing potato
Diffusion and structural salad and Burning of 2. Skills like observational osmometer
Osmosis orgization of agarbatti or opening of and experimental were
cell. perfume or fragrance developed in the students Unit Test
Permeability- 2) Understand of cooked food.. and values like division of Assignment
Impermeable, the role and 2) Interpret swelling labor and team work (as all
Semi-permeable, importance of of raisin in desserts is the organelles divide the
To observe the result of hypertonic
Permeable different due to imbibitions.. work among themselves),
organelles 3) Evaluate that if salt solution the concept of leadership (as nucleus work
Tonicity of present is added into plasmolysis will be explained to as controlling unit),
solution - 3) Analyze the vegetables during the students. obedience (as all organelles
Hypotonic, function of cell cooking its release obey the command of
Isotonic and membrane and water due to process of controlling unit) were
Hypertonic cell wall with exosmosis.. inculcated among the
solution. reference to 4) Analyze the students.
their concept of hypertonic 3. Students were able
Plasmolysis importance in solution is responsible to identified that cuts
vital role of for shrinkage of finger To study the concept of Permeability, and wound heals due to
life when we wash clothes tonicity and osmosis with it types by the process of cell
4) Explore for longer period of preparing potato osmometer division
their critical time. 4. They were sensitized
thinking by 5) Measure the that genetic disorder cannot
studying the consequences of be cured.
permeability swelling of 5. They were able to
concepts different substances analyze that formation of
5) Evaluate due to difference in one organelle lead the
different types concentration like formation of other
of tonicity swelling of gram or organelle which inculcated
depending on kidney beans in the value of coordination,
concentration kitchen. obedience etc.
of solute and 6) Recognize that if 6. Students ability were
solvent. substance is boiled and enhanced to understand the
6) Justify the then kept in different mechanism of different
concept of concentrated solution organelles with reference to
osmosis and it will not show any their importance in vital
imbibitions difference as cell are role of life
with real life dead example boil
examples.
 potato does not show
any change with
tonicity.
7) Relate importance
of saline solution
while giving injection
to human.

To emphasized on
development of skills
like observational and
Division of labor, To prepare stained temporary mounts
experimental and
Prokaryotic versus of human cheek cells and to record To prepare stained
inculcating values like
Eukaryotic cell 1) To make observation and draw their labelled temporary mounts of onion
division of labor and
Structural them learned diagrams. peel and human cheek
team work (as all the
organization of and understand cells and to record
organelles divide the
cell- Nucleus-Its about cell and
work among observation and draw their
role and structural
themselves ), labeled diagrams.
functions, organization of
leadership(as nucleus
Cytoplasm-its role cell.
work as controlling
and importance, 2) To enhance
unit), obedience (as all
ER-its role, the ability to
organelles obey the
importance, comprehend the
command of
functions and role and
controlling unit)
types, Golgi importance of
Students will be able to
bodies-role and different
identify that cuts and
functions, organelles
wound heals due to the
Lysosomes and present in the
process of cell division
Mitochondria- cell.
They will be sensitized
role, functions and 3) To make and will be able to
importance them share
apply their knowledge
Ribosome and their opinion on
that genetic disorder
vacuoles- Types,
structure, role evolution of cannot be cured.
and function and self They will be analyzing
Plastid autonomous that formation of one
organelles like- organelle facilitates the
Mitochondria formation of other
and plasmid organelle which will
4) To enhance inculcate the value of
the ability to coordination.
understand the They will interpret and
mechanism of will be able to share
different their opinion on
organelles with evolution of self
reference to autonomous organelles
their like- Mitochondria and
importance in plasmid
vital role of
life
5) To make
them
understand
about the
flexibility of
cell membrane
and its
significance
with example of
virus which
they will
correlate with
the recent
pandemic cause
by virus as
viruses lack cell
membrane and
therefore does
not show any
 characteristics
of life until they
enter a living
body.

September-16 Tissue To make them To emphasized on To observe permanent slides of 1. Learner learnt and To observe permanent
Revision –08 Plant tissues- learn and development of skills different permanent tissues like understood about tissues slides of different
Meristematic understand like observational, parenchyma, collenchyma, and structural organization permanent tissues like
tissue, permanent about tissues diagrammatical and sclerenchyma, Xylem and of different tissues parenchyma, collenchyma,
tissue -simple and structural experimental and phloem. They will draw and their 2) Students ability were striped, unstriped, nerve
tissue, Complex organization of inculcating values like labelled diagrams. enhanced to analysed the tissue from prepared slides
permanent tissue different tissues Creativity (while role and importance of and draw their labeled
2) To enhance drawing the diagram), different tissues present in diagrams.
animal tissues- the ability to Awareness (about plants and animals.
epithelial tissue, analyses the location of different 3) They were able to share
Connective role and tissues of plant and their opinion on simple
muscular and importance of animal), and complex tissues.
nervous tissues different Responsibility(function 4).They were able to
tissues present of one tissue leads to evaluate different function
in plants and the formation of other of tissues depending on
animals. tissue), Coordination( To identify striped, unstriped, their location and structure.
3) To make collectively all the cardiac, nerve tissue from prepared Development of skills like
them share tissues works together slides and draw their labelled observational,
their opinion on in body to accomplish diagrams. diagrammatical and
simple and the work), Division of experimental and
complex labor( works are . inculcating values like
tissues. divided among Creativity (while drawing
4).To evaluates different tissues in the the diagram), Awareness
different body to avoid (about location of different
function of overloading) tissues of plant and
tissues Students will be able animal),
depending on to identify that obesity Responsibility(function of
their location is due to adipose tissue one tissue leads to the
and structure. which stores fat in our formation of other tissue),
Coordination( collectively
body. all the tissues works
They will be aware together in body to
and will be able to accomplish the work),
apply their knowledge Division of labor( works are
that wrong postures divided among different
while sitting, lying or tissues in the body to avoid
watching T.V affects overloading) were enhanced
different tissues in the students.
present in the body. Students were able to
They will be analyzing identify that obesity is due
that pumping of heart, to adipose tissue which
jumping of frog and stores fat in our body
writing with hand or beneath the skin..
movement depends on They were aware that
different voluntary and wrong postures while
involuntary muscles. sitting, lying or watching
They will interpret and T.V affects different tissues
will be able to share present in the body.
their opinion on They were able to analyze
occurrence of sprain is that pumping of heart,
due to over stretched of jumping of frog and writing
ligaments, fatigue is with hand or movement
due to accumulation of depends on different
lactic acid in muscles. voluntary and involuntary
muscles.
They were able to interpret
and were be able to share to
their opinion on occurrence
of sprain is due to over
stretched of ligaments,
fatigue is due to
accumulation of lactic acid
in muscles.
November-20 Theme - To make them learned and To emphasized on To observe a video on types 1.Learner learnt and To make a case study on
Why do we fall understand about know development of skills of diseases. understood about disease any Chronic disease on
ill Subtopic- about disease and their like observational, and their agents the basis of-target organ,
Healthy and agents and to enable experimental and Group discussion on IS sign, and specific
disease-free learners to differentiate inculcating values like PERSONAL AND 2) Students ability were prevention.
between Healthy and Awareness, COMMUNITY ISSUES enhanced to analyze the role
Acute and chronic Disease free person. Responsibility BOTH MATTER FOR and importance of different
disease HEALTH. infectious agents, diseases
To enhance the ability to Students will be able to and how to prevent and treat
Principle of learned and understand role identify that healthy To make a case study on these disease and to make
treatment and and importance of different and disease free do not CORONA virus – COVID19 them understand about
prevention infectious agents, diseases convey same meaning. on the basis of- structure and personal and community
and how to prevent and treat genus and species, target organ, health.
these disease and to make They will be aware and incubation, sign, and specific .
them understand about able to expand ORS, prevention and problems faced
WHO and AIDS 3) They were able to share
personal and community in making antiviral also stick a
their opinion on concept of
health. relevant picture related to the
They will be able to Auto -Immune system.
To make them share topic.
apply their knowledge 4).They were able to
their opinion on various
that lot of garbage and evaluates application of
infectious agents and to
water accumulation Immunization and
understand the concept of Life cycle of mosquito
provided ideal sites of Vaccination
Auto -Immune system.
To explore their critical breeding of mosquitoes
Development of skills like
thinking by studying the and only female
observational, experimental
application of Immunization mosquitoes feed on
and inculcating values like
and Vaccination the human blood due to
Awareness, Responsibility
different various infectious requirement of more
agents, diseases and how to nutrition to lay eggs and They were aware that lot of
prevent and treat these cause malaria and garbage and water
disease. malarial antidrug accumulation provided ideal
5) To evaluate different Quinine is extracted from sites for spreading of many
function of various vaccines Cinchona tree. diseases like malaria,
and to inculcate the They will be able to cholera etc…
knowledge of various analyze harmful effects
of active and passive They were able to analyze
 vaccines and preparation of smoking and importance that only female mosquitoes
vaccination chart of a of NO SMOKING feed on human blood due to
child. ZONES in the cities. requirement of more
6) To justify the concept of nutrition to lay eggs.
vaccination in real They will be able to
interpret the reasons They were able to
AIDS is not considered analyzed importance of
as disease but NO SMOKING ZONES in
syndrome. the
public places.
They will be able to
They were able to
evaluate the importance
interpret AIDS is not
of vaccination in child.
considered as disease but
syndrome.
They will understand the
concept of viral disease and
why making antiviral drug
is difficult.
December-20 Diversity in living 1) To make them learned To emphasized on 1. To study various types of 1) Learner learnt and To study the slides and
January-18 organism and understand about know development of skills plants and animals through understood about binomial specimens of agaricus,
about bionomial like observational, permanent slides or nomenclature, hierarchy of moss, fern, pinus,
nomenclature, hierarcy of experimental and specimens. groups classification. earthworm, cockroach,
groups classification. inculcating values like fish and birds and
Responsibility, 2) Students ability were record their phylum,
2) To enhance the ability to Coordination and 2. To draw the diagram enhanced to analyzed the characteristic features
analyses the role and Collaboration, Creativity, of different division of role and importance of and diagram.
importance of different Awareness, Concerns, plant kingdom and different level of
level of classification Coordination labeled it correctly classification among
among plantae and animalia plantae and animalia
3) To make them share Students will be able to
their opinion on various classify the living
level of organisation. organisms around
4) To explore their critical them. 3) They were able to share
thinking by studying their opinion on various
They will be able to level of organization.
different divisions of analyze the difference
plant between evolution and
 kingdom. classification. .
5) To evaluate different 4).They were able to
phylum of animal They will be able to evaluate application of
kingdom. understand that after blue green algae as crop
6) To justify the concept monsoon blue green yield booster.
like diploblastic algae which is develop
triploblastic, and on moist soil is good 5) Development of skills
symmetry- asymmetry, sources of protein and observational, experimental
bilateral etc. act as crop yield booster. and inculcating values like
Responsibility,
Coordination and
Collaboration, Creativity,
Awareness, Concerns,
Coordination
6) They were able to
analyzed difference
between evolution and
classification.
7) They were able to
interpret importance of
algae in environmental
concern.

January-05 Natural resources 1) To make them To emphasized on 1) To demonstrate that air 1.Learner learnt and Draw Nitrogen cycle and
February-06 learned and understand development of skills currents are caused by understood about Resources name two biologically
about Resources on like observational, uneven heating of air on earth. important compounds
earth. experimental and that contain both oxygen
2) To enhance the ability to inculcating values like 2) To study about ozone layer and nitrogen
analyses the role and Care and Safety, and then do the comparison 2) Students ability were
importance of different bio- Cleanliness, in size of ozone hole in last enhanced to analyzed
geo chemical cycle. Environmental Concerns, few the role and importance
3) To make them share their years. of
different bio-geo chemical
opinion on pollution Obedience, 3) Draw a poster on cycle.
4) To explore their critical Responsibility, consequences of global
thinking by studying the Awareness. warming and name the
importance of green Students will be able to green house gases. 3) They were able to share
house effect. identify about 4) Draw Nitrogen cycle their opinion on pollution
5) To evaluate the environmental concern and name two biologically and lichen as indicator of
importance of ozone about Taj Mahal and important compounds that SO2 indicator and Mathura
layer. heritage monument contain both oxygen and refinery causing marble
6) To justify the concept and effect of acid rain nitrogen. cancer to The Taj-Mahal.
of water cycle on these monuments 5) Demonstrating Acid rain
in lab. 4).They were able to
They will be aware smog evaluate application
is due to pollution. importance of greenhouse
effect and relate it with
They will be able to life on earth whereas other
apply their knowledge planet do not have life.
that smog and zero
visibility in Delhi is
5) Development of skills
due to air pollution
like development of skills
which leads to traffic
like observational,
jams and accidents.
experimental and
inculcating values like Care
They will be able to
and Safety, Cleanliness,
analyze that excessive
Environmental Concerns,
nutrient in water bodies
Obedience, Responsibility,
due to pollution leads
Awareness were
to eutrophication.
incorporated in students.
They will be able to
interpret the reasons 6) They were aware about
Faecal matter of environmental concern
rhinoceros provided and effect of acid rain on
excess nutrients in water these monuments and how
bodies leads to algal it is formed.
bloom which leads to 7) They were able to
 Eutrophication, analyze that smog and zero
Biomagnification and visibility is due to air
diseases caused due to pollution which leads to
accumulation of heavy traffic jams and accidents
metal.
They will be able to 8) They were able to
evaluate the importance interpret that excessive
of sustainable nutrient in water bodies
management of natural due to pollution leads to
resources Eutrophication.
.
9) Understanding the
concept of biomagnification
of heavy metals.
.

Revision

june -10 to Matter in our To enable the students to: To enable the students to: Activity 1: The students have 1) Assignment
july 30) surrounding 1)Define matter 1)Appreciate the process learnt about:
To perform an activity to 2) Periodical test
June – 5 Matter, classification 2) Classify matter on of diffusion in detecting show various characteristics of 1) Matter and
periods of matter the basis of physical and the leakage of LPG and classification of matter on Informal
particles of matter like :
July -8 ,characteristics of chemical properties of to take the necessary the basis of physical and Assessment
periods particle of matter, matter. steps to stop the leakage. a) Particles of matter chemical properties.
states of matter, 3) Understand the 2) Appreciate the use of have spaces between 2) The characteristics Activity1:
properties of characteristic of particles of mercury in thermometer. them. of particles of matter. To perform an activity to
different states of matter. 3) Appreciate the use of b) Particles of matter are 3) Classification of matter show various characteristics
matter ,scales of 4) Classification of matter pressure cooker at high very small into solid, liquid and gases of particles of matter like
measuring into solid, liquid and altitude to cook food on the basis of their
c) Particles of matter are a) Particles of matter
gases physical
have spaces between
them.
 temperature, effect on the basis of their faster and save fuel. continuously in motion. properties. b) Particles of matter are
of change of physical properties. 4) Appreciate the use of 4) Various scales of very small
Activities 2
temperature and 5)Know various scales of common salt /calcium measuring temperature.
c) Particles of matter are
pressure on states of measuring temperature chlorides on roads to To determines melting point 5) Effect of change of continuously in motion
matter, 6) Understand the effect of clear road in winter of ice and boiling point of temperature and pressure on
determination of change of temperature and season in cold countries water. different states of matter. .
melting point and pressure on different states and reduce in Activity 3. 6)Melting and boiling point
boiling point, of matter. convenience. 7) Determination of
sublimation, 7) Define melting 5) Understand and To study the process boiling point of water and
evaporation and and boiling point appreciate the use of of diffusion. melting point of ice.
factors affecting 8) Determine the boiling desert coolers to Activity 4 : To compare the 8) Latent heat of
evaporation point of water and provide relief in effect on boiling /cooking of vaporization and
melting point of ice. summer. rajma by adding salt and fusion
9)Define latent heat of 6) Use wet strips of without adding salt. 9) Effect of adding
vaporisation and fusion cotton on the forehead of nonvolatile solute on
10)Define sublimation the person suffering from Activity 5:Compare the boiling point of water.
and evaporation high fever to reduce the boiling of water at sea level 10) Difference between
11)Differentiate between temperature. and at high altitude from the evaporation and
evaporation and boiling data available. boiling
12) Understand various 11) Understand various
factors affecting Activity 6: Study the effect of factors affecting
evaporation. adding salt to water on its evaporation.
freezing point. 12) Apply the process of
evaporation in various
area where cooling is
needed.
13) Use pressure cooker
to cook food faster and
save fuel.
August -1 to Chemical To enable the students to: To enable the students to: Activity 1: 1) The students have To study the difference
September classificationof 1)Know about pure and 1) Appreciate the To study the difference in the learned about pure and between compound and
30) matter as pure and impure substances. scattering of light by properties of compound and impure substances. mixture on the basis of:
August -6 impure substances. 2) Classify pure colloidal particles in mixture on the basis of: 2) The students have  Homogeneous and
periods Classification of substances as element dark room, in cinema i) Homogeneous and learned the classification heterogeneous
September-7 pure substances – and compound. halls. heterogeneous nature pure substances as element nature
periods element and 3) Classify mixture 2) Apply centrifugation ii)Behavior towards magnet and compound.  Behavior towards
compound, into homogeneous technique at home to iii) Behavior towards carbon 3)The students have learned magnet Behavior
and separate butter from
properties of element heterogeneous milk. disulphide the various ways of towards carbon
and compound and substances. 3) Use naphthalene iv) action of Acid. expressing the disulphide and
differences between 4) Learn various ways of balls as an insect Activity 2: concentration.  Action of Acid.
them. expressing repellent home. To differentiate between true 4) The students have 2) Assignment
Mixtures: Types of concentration. 4) Appreciate the use of solution, colloidal solution and learned how to calculate 3) Periodical test
mixture as 5) Calculate concentration distillation techniques to suspension on the basis of : concentration in terms of
homogeneous and in terms of mass and obtain distill water which i) Homogeneous and mass and volume%.
heterogeneous volume%. is used in inverter and in heterogeneous nature 5) The students have
mixture. 6) Understand solubility car radiators. ii) Filterability learned about solubility
Concentration of and factors affecting 5) Apply the technique of iii) Stability and factors affecting
solution: Ways to solubility. crystallization at home to Activity 3: solubility.
express 7) Classify solution into obtain pure crystals of To separate mixture of salt and 6) The students have
concentration in true solution, colloidal sugar or salt from its ammonium chloride by learned the properties of
terms of Mass by solution and saturated solution. sublimation. true solution, colloidal
mass%, Mass by suspension. 6) Use alum at home Activity 4: solution and suspension.
volume%. 8) Illustrate the to purify muddy water. To study the various 7)The students have
Solubility and properties of true physical and chemical learned about the various
Factors effecting solution, colloidal techniques to remove calcium techniques to separate the
solubility solution and and magnesium salt from components of mixture and
Classification of suspension. water. their application.
solution as True 9) Illustrate Tyndall 8) The students have
solution, colloidal effect and its learned the differences
solution and applications. between element,
suspension. 10) Understand the various compound and mixture.
Separation techniques to separate 9) The students have
techniques: the components of learned to apply
Sedimentation, mixture. centrifugation technique at
Centrifugation, 11) Understand the home to separate butter
Sublimation, difference between from milk.
Evaporation, physical and 10) The students were able
distillation, chemical changes. to use naphthalene balls as
fractional 12) Differentiate between an insect repellent in wash
distillation, element, compound basins and to store woolen
chromatography and mixture. clothes.
Physical and 11) The students have
learned the importance of
using distil water in
 chemical changes.. inverter.
12) The students have
learned the use of alum for
purification of muddy
water.

(October 1 to Atoms and The students will be able to To enable the students to: Activity 1: 1) The students have 1) Assignment
November 30) molecules: 1) Understand various laws 1) Apply the concept of To verify law of conservation learned about laws of 2) periodical test
October- 6 Laws of chemical of chemical combination stoichiometry in their of mass practically. conservation of mass and 3) Informal
periods combination, 2) Solve the numerical day to day life. Activity 2: law of constant proportion. assessment Activity:
November - 4 postulates of Dalton based on law of 2) Appreciate the Discussion on the fact that 2) The students have To verify law of
periods atomic theory., conservation of mass and significance of relative element combine in the fixed learned how verify law of conservation of mass with
atoms, law of constant atomic mass, proportion through various conservation of mass. the help of double
molecules, molecule proportion molecular mass. examples. 3) The students have displacement reaction.
of element, molecule 3) Perform an 3) Conserve the Activity 3: learned about the
of compound, Ions, experiment to verify law available resources. To make the formulae of postulates of Dalton’s Activity :
formation of ions of conservation of mass. 4) Justify why wheat chemical compounds by criss atomic theory. a) Find number of moles
Cations and anions, 5) Understand the postulates cannot be buy in cross method. 4) The students have in Chinese population
chemical formulae of Dalton atomic theory. moles. Activity 4: learned about the
of compounds 6)Differentiate between a) To Find number of moles differences between b) Calculate how many
in Chinese population moles of people are there in
.formation of molecule of element and molecule of element
your country.
chemical formula by molecule of compound. b) Calculate how many moles of and molecules of
criss cross method. 7Understand formula people are there in your country. compound.
c) Can you imaginehow many
Empirical formula, formation by using criss 5) The students have
moles of sand on all the beaches
Average atomic cross method. in the world or stars and planets learned about the formation
mass, molecular 8) Understand mole in the universe? of chemical compound by
mass, formula unit concept. criss cross method.
mass. Mole concept. 9)Solve numerical based on 6) The students have
Numerical problem mole concepts learned to solve the
based on mole numerical on mole concept.
concept. 7) The students have
learned the difference
between molecular mass
and formula unit mass of
compounds.
December 1 Structure of atom : To enable the students to : To enable the students to: Activity 1: The students have learned a) Assignment
to January Discovery of 1) Understand the discharge 1) Appreciate the 1) To make the static models about b) Periodical test
30) electron, proton and tube experiment and discovery of electron, displaying electronic 1) The discovery of c) Informal assessment
Revision - neutron, discovery of electron, proton and neutron. configurations of first eighteen discharge tube activity:
february characteristics of proton and neutron. 2) Appreciate the elements. experiment. To make the static models
December- anode rays and 2) Understand the Rutherford scattering 2) The students displaying electronic
5 periods cathode rays. characteristics of anode experiment. Activity 2: have learned configurations of first
january-7 Thomson model of rays and cathode rays. 3) Appreciate and Discussion on the topic: The discovery of eighteen elements and
periods an atom, Rutherford 3) Describe Thomson model understand the use of problem of energy can be electron, proton and deduce the valency of
February (2 scattering , Rutherford model and C14 Isotope in carbon solved by using nuclear fuels. neutrons. element on the basis of
experiments and Bohr’s model of an atom dating, 131 Iodine in 3) The students have configuration.
Rutherford model of 4) Represent an atom treatment of goiter,Co-60 The age of fossil can be learned about Thomson
an atom. Bohr model with the help of symbols. in treatment of cancer. model of an atom,
determined by calculating
of an atom, 5) Write the Rutherford model of an
the
representation of an configuration of atom. atom and Bohr model of
6) Define the terms % of C-14 isotope in fossil.
atom, an atom.
Distribution of isotopes and isobar 4) Students have
atoms in shells, 7)Calculate average learned about the
electronic atomic mass of an atom drawback of Rutherford
configuration 8) Determine the valency of model of an atom.
Valency, Isotopes, an element. 5) The student have learned
Isobars .Applications 9) Recall the uses how to calculate mass
of isotopes. of isotopes. number, number of electron
Calculation of and protons
average atomic 6) The students have
mass. learned about the
distribution of electrons
in different shells.
7) The students have
learned how to
determine the valency of
element.
8) The students have
learned about the
formation of ions .
9) The students have
learned how to calculate of
average atomic mass.
10) The students have
learned about isotopes,