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AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: Sources of Energy
Pre-requisite knowledge
Work and Energy: Class IX
Objective List the criteria of a good source of energy
Explain the process of generation of thermoelectric power and hydroelectric
power
Explain various improvements in technology for using conventional sources
of energy
Explain the process of generating bio-gas from a bio-gas plant
Explain the working of a windmill
State the limitations in harnessing wind energy
List the alternative or non-conventional sources of energy
Explain the process of generation of solar energy
Describe the different methods of generating electricity from the sea
Explain the process involved in the generation of geothermal energy
Explain the process of generation of electricity using nuclear energy
Short discussion of the lesson
This chapter will introduce the learners to the criteria of a good source of
energy. They will learn about the renewable and the non-renewable sources
of energy and the processes involved in the generation of thermoelectric
power and hydro electric power. The learners will also get to know about
various improvements in technology for using conventional sources of
energy. Moreover, they will study various alternate or non-conventional
sources of energy and how they can be used to meet ever increasing energy
needs.
Procedure A. Warm up Session
Begin the lesson by asking the students about the various renewable and non-
renewable sources of energy. You may ask the students about the various
renewable sources of energy that can be used to generate electricity.
Students can also be asked to mention the different forms of energy that they
generally use during the day.
Students can name the various renewable and non-renewable sources of
energy and one of the students can be asked to write the names on the black
board. Students can be asked to choose the various renewable sources of
energy that can be used to generate electricity.
Divide the class into two teams and ask each team to give at least two
examples showing conversion of energy from one form to another.
Expected outcome
After studying this chapter, the learners should be able to list the criteria of a
good source of energy. They should be able to understand the limitations of
fossil fuels and explain the process of generation of thermoelectric power and
hydro electric power. The learner must also be able to explain the various
improvements in technology for using conventional sources of energy and
explain how energy can be obtained from non-conventional sources.
Student
Deliverable · Review Questions given by teacher
· Presentation explaining the functioning of a windmill or a bio gas plant
Assessment Textual questions & extra questions.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: HEREDITY AND EVOLUTION
Prerequisite
Knowledge
Diversity in Living Organisms: Class IX
Objectives
Explain the various mechanisms of evolution
Describe speciation and genetic drift
Describe the factors influencing speciation
Explain the evidences of evolution indicated by homologous and analogous
characteristics
Explain the process of fossilisation
Explain the evolution of man
Describe adaptation as an evidence of evolution
Explain the inheritance of characters
Describe the terms used in genetics
Explain the inheritance of variation as evident from Mendel’s pea plant
experiments
Explain the conditions that determine the sex of individuals in various
species
Short
Description of
Lesson
This lesson will introduce the learners to the concepts of genetics and
evolution. They will learn about heredity and the Mendelian experiments
with pea plants. They will study different mechanisms that contribute to
evolution and speciation. Moreover, they will study about the various factors
influencing sex determination. They will also get to know about evidences of
evolution such as homologous and analogous characteristics and fossils.
Procedure
Warm up Session Begin the lesson by asking the students their thoughts on origin of life and
species. Lead the students from the theory of creation to evolution. Introduce
them to the geological time scale and talk about the evolution of species over
different periods of time.
Ask the learners to research about the evolution of a plant/animal and make a
project around the following points:
· Morphological changes that have taken place in the organism over ages
· Reasons for these changes
· Various mechanisms of evolution at work
· Emergence of different species from the same ancestry
Presentation
Ask the learners to gather information about homologous and analogous
characteristics. They have to use examples of different organisms to
demonstrate homologous and analogous characteristics. Then, they have to
present their thoughts on how these characteristics help in tracing evolution.
Supplemental
Activities
Ask the learners to research about the famous study regarding adaptation of
the finches of the Galapagos islands conducted by Charles Darwin.
Ask learners to read up about the evolution of the white peppered moth
during the Industrial Revolution in England.
After the learners have read up about these subjects, hold a discussion in the
class.
Expected
Outcome
After completing this chapter, the learners will be able to understand the
concepts related to genetics and evolution. They will know about heredity
and the Mendelian experiments with pea plants. They will also be able to
explain different mechanisms that contribute to evolution and speciation.
Moreover, they will be able to explain factors influencing sex determination
as well as explain various evidences of evolution.
Student
Deliverables
Review Questions given by the teacher
Assessment Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: LIFE PROCESSES
Prerequisite
Knowledge
Nutrition in Plants: Class VII
Nutrition in Animals: Class VII
Transportation in Animals and Plants: Class VII
Objectives
Define life processes
Describe nutrition and its types
Explain the process of photosynthesis
Explain the factors necessary for photosynthesis
Explain heterotrophic nutrition in organisms
Explain the process of digestion in multicelluar organisms
Describe respiration
Demonstrate that the exhaled air contains more carbon dioxide than the
atmospheric air
Describe aerobic and anaerobic respiration
Explain the process of respiration in plants
Explain the process of respiration in animals
Explain the process of respiration in human beings
Discuss the need for waste disposal in organism
Explain the different methods of excretion in organisms
Describe the excretory system in human beings
Explain the structure and functions of a kidney
Explain urine and its formation
Explain dialysis
Excretion in Plants
Explain the process of excretion in plants
Transportation in Plants
Explain transportation in plants
Water Transportation in Plants
Explain the transportation of water in plants
Food Transportation in Plants
Explain the transportation of food in plants
Blood and Lymph
Describe the constituents of the circulatory system
Explain blood and lymph
Circulatory System
Describe the structure and working of the circulatory system in various
organisms
Explain blood pressure
Short
Description of
Lesson
This lesson will introduce the learners to the two types of nutrition –
autotrophic and heterotrophic. They will also gain knowledge about
different life processes in plants, such as photosynthesis, respiration and
transportation of food and water. They will also learn about life
processes, such as digestion, respiration, excretion and circulation in
animals. Moreover, the learners will study about health problems such as
kidney failure and blood pressure.
Procedure
Warm up Session Begin the lesson by holding a quiz on the various life processes and the
types of nutrition in organisms.
B. Presentation and Discussion In this activity, the learners will be asked to make a presentation on the
autotrophs and heterotrophs.
Ask the groups to make a presentation on the assigned topics. Group A
should also talk about the process of photosynthesis, while Group B should
discuss about the types of heterotrophic nutrition in organisms.
C. Experiments on Photosynthesis In this activity, the learners will be asked to perform experiments in the
laboratory to prove that chlorophyll, sunlight and carbon dioxide are
necessary for photosynthesis.
Divide the class into two groups.
Group A – Aerobic Respiration
Group B – Anaerobic Respiration
Ask the groups to make a presentation on the topics assigned to them. Ask
them to talk about the similarities and differences between the two
processes, when, where and how each process occurs. The learners may
prepare charts that can be displayed in the classroom.
After the presentation, discuss about fermentation and its importance.
Supplemental
Activities
Ask to draw labeled the diagram of heart, kidney and explain them.
Expected
Outcome
After studying this chapter, the learners should be able to explain the
autotrophic and heterotrophic types of nutrition. They will also be able to
describe the different life processes in plants and animals. Moreover, the
learners will be able to discuss various health problems such as kidney
failure and blood pressure in human beings.
Student
Deliverables
· Review Questions given by teacher
Assessment Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: HOW DO ORGANISMS REPRODUCE?
Prerequisite
Knowledge
Reproduction in Animals : Class VIII
Reaching the Age of Adolescence: Class VIII
Objectives
Reproduction and Body Design
· Describe sexual and asexual modes of reproduction
Significance of Reproduction
· Explain the role of variation in the evolution of organisms
Fertilisation and Sexually Transmitted Diseases
· Explain the process of fertilisation
· Describe the process of embryo development
· Identify the different types of sexually transmitted diseases
· Explain the advantages and disadvantages of different types of
contraceptives
· Explain the formation and germination of spores
· Describe the advantages of sexual reproduction
· Explain the male and female reproductive parts of a flower
· Explain the changes that take place in humans during adolescence
· Explain the formation and transfer of sperms in males
· Describe the process of menstruation in females
· Describe asexual reproduction in unicellular and multicellular organisms
· Discuss vegetative propagation in plants
· Explain the advantages of vegetative propagation
· Explain the formation and germination of seeds in plants
Short
Description of
Lesson
The chapter re-introduces the concept of reproduction in plants and humans.
It also deals with topics such as asexual and sexual reproduction in living
organisms. This chapter also talks about adolescence, secondary sexual
characters and the male and female reproductive systems in humans.
Procedure Begin the lesson by asking the learners to discuss the influence evolution
had on the type of reproduction observed in any living organism. Also
discuss in class as to what would have happened if living organisms were
not endowed with the function of reproduction. From here on, lead into the
chapter.
Ask each student to select one grain/pulse. The student now needs to plant
the seed and then observe its growth. The students have to record their
observations by drawing sketches of the germination process as well as give
a brief description about the cotyledons, plumule and radicle.
Supplemental
Activities
Quiz
In this activity, the learners will be asked questions based on the male and
female reproductive system, menstruation and production and transport of
sperms in human beings.
Teacher’s Notes Divide the class into groups. Conduct a quiz based on the male and female
reproductive system, menstruation and production and transport of sperms
in human beings.
Expected
Outcome
By the end of this chapter, students will be able to explain asexual and
sexual reproduction in plants and animals. The students will also be able to
describe adolescence, secondary sexual characters and the male and female
reproductive systems in humans.
Student
Deliverables
Project Report on Seed Germination and labeled diagram of reproductive
system.
Assessment Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: OUR ENVIRONMENT
Prerequisite
Knowledge
Natural Resources: Class IX
Objectives
Related Module Ecosystem
Objectives: · Describe the ecosystem and its components
· Explain the terms ‘food chain’ and ‘food web’
Related Module Activities Affecting the Environment
Objectives: · Explain the differences between biodegradable and non-biodegradable
Substances
· Explain the effects of ozone depletion and waste disposal on the
environment
Short
Description of
Lesson
This chapter will introduce the learners to ecosystem and its components.
The learners will also learn about food chain, food web and the phenomenon
of biological magnification. They will study about biodegradable and non-
biodegradable substances. Moreover, the learners will get to know about
different environmental issues, such as depletion of the ozone layer and
waste disposal caused by human activities.
Procedure
Begin the lesson by asking the learners to recall the different biogeochemical
cycles in the environment. Then, conduct a quiz on:
· Effects of greenhouse gases
· Depletion of ozone layer
Ask the learners to bring waste materials such as newspaper, cardboard
boxes, pencil sawdust, plastic bottles, bags, ice cream sticks.
Now ask them to use these waste materials to create new things. For
instance, ice cream sticks can be used again to make pen and pencil stand or
photo frames.
Supplemental
Activities
Ask the learners to host an ‘Environment Day’ in the school. Prepare charts
and models on topics such as types of ecosystems, factors affecting the
environment, steps taken to protect and conserve the environment.
After studying this lesson, the learners should be able to explain the concept
Expected
Outcome
of an ecosystem and its components and understand food chain, food web
and biological magnification. Moreover, they should be able to distinguish
between biodegradable and non-biodegradable substances, and lastly explain
how human activities affect the environment.
Student
Deliverables
Review Questions given by teacher
Assessment Textual question & extra question.
R FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: MANAGEMENT OF NATURAL RESOURCES
Prerequisite
Knowledge
Natural Resources: Class IX
Objectives
· Explain the need to manage natural resources
· Explain the importance of forest resources
· Explain the need for sustainable development of natural resources
· Describe the ways to conserve forest resources
· Discuss the importance of water resources
· Discuss the advantages and disadvantages of a dam
· Explain the methods employed to manage water resources
· Explain the need to consume fossil fuels judiciously
· Describe the ways to conserve energy
Short
Description of
Lesson
This chapter will introduce the learners to the importance of natural
resources such as forests, wildlife, water, coal and petroleum. They will also
be introduced to the concept of ‘sustainable development’. Moreover, they
will study the different methods employed to manage and conserve the
natural resources.
Procedure
Begin the lesson by discussing the uses of various natural resources. Then
mention how in recent years, human beings have exploited them.
Initiate a discussion in the class about the uses of natural resources and how
they have been exploited in the recent years. Also, ask the students if they
think it is necessary to manage these resources. Through this discussion,
sensitise the students to the judicious use of natural resources.
· List the items whose usage can be reduced
· List the items that can be recycled. Locate a recycling centre and visit it.
· List the items that can be reused.
Thereafter, introduce the ‘4th R – Repair’ to the learners. Ask the students to
make charts of the four R’s – Reduce, Recycle, Reuse and Repair and put
them up in the classroom/ school and at home.
Supplemental
Activities
· Ask the learners to design a poster on the topic ‘My City: 20 years on’.
Expected
Outcome
After studying this chapter, the learners should be able to explain the
importance of natural resources such as forests, wildlife, water, coal and
petroleum. They should be able to discuss the concept of ‘sustainable
development’ and explain the different methods employed to manage and
conserve the natural resources.
Student
Deliverables
· Review Questions given by teacher
Assessment Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: METALS AND NON METALS
Prerequisite
Knowledge
Atoms and Molecules: Class IX
Structure of the Atom: Class IX
Chemical Reactions and Equations: Class X
Acids, Bases and Salts: Class X
Objectives
· Define metals and non-metals
· List the differences between metals and non-metals on the basis of their
physical properties
· Explain the chemical properties of metals
· Define an ionic bond
· Explain the properties of ionic compounds
· Define activity series ,· Arrange the metals in order of their reactivity
· Categorise metals based on their reactivity
· Describe the steps involved in the extraction of least reactive, moderately
reactive and highly reactive metals
· Explain the term corrosion and the different methods to prevent it
Short
Description of
Lesson
This chapter will introduce the learners to the physical properties of metals
and non-metals and the chemical properties of metals. They will learn about
the properties of ionic compounds. The learners will also learn about activity
series and the different techniques of extracting metals on the basis of
reactivity. Moreover, the learner will learn about corrosion and the different
methods to prevent it.
Procedure
Begin the lesson by recalling the various elements and how they are
classified as metals and non-metals on the basis of their properties. You may
ask the learners to list the metals and non-metals present in various objects
located in the classroom.
Divide the class into two groups – Metals and Non-Metals. The groups have
to list the various metals and non-metals present in the classroom. The
learners may also state the uses of metals and non-metal
Supplemental
Activities
Ask the students to make a list of alloys. Ask them to write the uses of these
alloys on the basis of their properties.
Expected
Outcome
After studying this chapter, the learners should be able to differentiate metals
and non-metals on the basis of their physical and chemical properties. They
should be able to explain the properties of ionic compounds. Moreover, the
learners should be able to arrange the metals in order of the decreasing
reactivity and categorise them on the basis of the reactivity. The learners
should be able to explain the different techniques used in the extraction of
metals for each category. They should also be able to identify the
phenomenon of corrosion and describe ways to prevent it. Lastly, the
students would know the definitions of various terms taught in this chapter.
Student
Deliverables
· Review Questions given by teacher
Assessment Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: Magnetic Effects of Electric Current
Prerequisite
Knowledge
Electricity : Standard X
Objectives
· Describe the properties of magnetic field
· Describe Maxwell’s right-hand grip rule and corkscrew rule
· Explain the properties of magnetic field lines that occur around straight
current carrying conductor
· Explain the properties of magnetic field lines that occur around circular
current carrying conductor
· Explain the properties of magnetic field lines that occur around solenoid
· State the differences between an electromagnet and a permanent magnet
· Explain Fleming’s left-hand rule
· Describe the working of an electric motor
· Describe Faraday’s experiment on electromagnetic induction
· Explain the factors affecting electromagnetic induction
· Explain Fleming’s right-hand rule
· Describe the working of an electric generator
· Describe the working of AC and DC generator
· Explain the properties of AC and DC current
· Explain the distribution of electricity through domestic electric circuits
Short
Description of
Lesson
This chapter introduces the concept of magnetic effects of electric current to
the students. Through this chapter, the students will also get acquainted with
working of electromagnets, electromagnetic induction as well as the different
laws associated with the magnetic effect of electric current. The chapter also
discusses the working of an electric motor and domestic circuits.
Procedure
Begin the lesson by selecting two students to make a rudimentary
electromagnet.
Experiment:
Materials Required • Thin insulated wire
• Pencil
• Battery
• Paper clips
Procedure:
Wind the thin insulated wire around the pencil. Then, connect the two ends
of the wire to the battery. Now, place some paper clips on the table and move
the pencil that is attached to the battery over the clips.
Practical Applications of Electromagnetic Induction Ask the students to focus on the way electromagnetic induction helps in the
functioning of the devices assigned to them. The students also can make use
of diagrams/images to explain the working of the device.
explain Fleming’s Right and Left-Hand Rules and Faraday’s law with the aid
of an electric.
Supplemental
Activities
Ask students to draw and explain about the components of a circuits.
Expected
Outcome
By the end of this chapter, the students will be able to describe magnetic
effects of electric current as well as concepts such as electromagnetic
induction and the different laws associated with the magnetic effect of
electric current. They will also know about the working of the
electromagnets, electric generator, electric motor and domestic circuits.
Student
Deliverables
· Presentation on the properties of magnetic fields
Assessments Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: LIGHT-REFLECTION AND REFRACTION
Prerequisite
Knowledge
Light: Class VI, VII, VIII
Objectives
· Explain the difference between the convex and concave mirrors
· Describe the terminology used for spherical mirrors
· Explain the difference between the reflection of light with the convex and
concave mirrors
· Explain the difference between the images formed by the convex and
concave mirrors
· Describe the effect of the changing position of an object on the
characteristics of image formed by the convex and concave mirrors
· Calculate the distance of image formed by the convex and concave mirrors
based on their focal length and the distance from the object
· Explain the concept of magnification of image formed by the convex and
concave mirrors
· Describe the concept of refraction of light and the terminology associated
with refraction
· State the laws of refraction
· Describe the relation between the density of medium and the speed of light
· Explain the relationship between the angle of incidence and the angle of
refraction using Snell’s law
· Describe the different types of lenses
· Explain the terminology used for the convex and concave lenses
· Describe the refraction of light with convex lenses and the uses of these
lenses ,· Explain the effect of the changing position of an object on the
characteristics of the image formed by from the convex lens
· Describe the refraction of light with concave lenses and the uses of these
lenses ,· Explain the effect of the changing position of an object on the
characteristics of the image formed by from the concave lens
· Describe the relation between the distance of image formed by the convex
and concave lenses, their focal length and their distance from the object
using the lens formula
· Calculate the magnification of the images formed by the convex and
concave lenses
· Calculate the power of convex and concave lenses
Short
Description of
Lesson
This chapter explains the behavior of light, especially the phenomena of
refraction and reflection by spherical mirrors and lenses. It also talks about
the laws of refraction and Snell's law.
Procedure
Begin the lesson by recalling what students have learned in Class VI, VII
and VIII regarding light.
Teacher’s Notes Ask questions and initiate discussion on the following topics that they have
learned in the previous classes:
· Mirrors and reflections ,· Laws of reflection of light
· Images formed by the plain mirror ,· Regular reflection
· Types of reflection
· Types of spherical mirrors and the characteristics of images formed by
these mirrors
· Types of lenses and the characteristics of images formed by these lenses
Bend a Pencil This activity explains the refraction of light. In this activity, the learners will
be able understand the relation between the angle of incidence and the angle
of refraction. You can further explain Snell’s law with the help of this
activity. For this simple activity, you need a glass, water and a pencil.
Reflection or Refraction? In this activity, students will be able to identify the characteristics of images
formed by various lenses. You need convex and concave lenses with varying
focal lengths for this activity.
Divide the class into as many groups as the number of lenses available. Give
one lens to each group. Ask students to do the following activities:
· Identify the type of lens – convex or concave. Ask them how they have
identified the type of lens. (For example, a lens can be identified as convex
or concave based on its shape, by looking through it and so on.)
· Ask each group to look at the image in a textbook through their lens. Tell
them to change the distance of lens from the book and observe the effect of
changing distance on the size and nature of image.
· Ask each group to stand next to a window with their lens. Let them figure
out if their lenses can form images on screen (a plane white paper can be
used as a screen.).
Tip: If required, explain them that they need to hold their lens near the
window, place a white paper behind the lens and then adjust the distance
between the lens and screen till they see the sharp image of objects outside
the window, which could be trees, buildings and so on.
Ask them to observe the characteristics of the image such as:
o Position – Erect or upside down ,o Size – bigger or smaller than object
o Distance from the lens , Colour
Supplemental
Activities
Arrange a visit to a dispensary of an ophthalmologist (if this is not possible,
you can arrange a visit to an optician as well.). Students can learn about
various types of lenses and how they are used to correct various eyesight
related problems.
Expected
Outcome
After studying this chapter, students should be able to explain the behavior
of light, especially the phenomena of refraction and reflection due to
spherical mirrors and lenses. They will also be able to explain the laws of
refraction and Snell's law. Further, they should be able to describe the effect
of changing position of object from the mirror on the characteristics of image
formed by the convex and concave mirrors and lenses. Additionally, they
should be able to calculate the distance of image formed by the convex and
concave mirrors from the mirror and the object. Finally, they should be able
to calculate the magnification of the images formed by the convex and
concave lenses.
Student
Deliverables
Ask students to draw and labeled the ray diagram of mirror &lenses.
Assessment Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: HUMAN EYE AND COLOURFUL WORLD
Prerequisite
Knowledge
Class VIII – Light
Objectives
· Explain the structure of a human eye and the role of its various parts.
· Describe the atmospheric refraction and the common natural phenomenon
associated with this effect
· Explain the refraction of light through a triangular glass prism
· Describe the functioning of a human eye and the role of its various parts in
the formation and transmission of an image to a brain
· Explain the dispersion of white light by a glass prism to form a spectrum
· Explain the formation of rainbow in nature
· Describe the process of accommodation in a human eye
· Explain the concepts of far point and near point and the least distance of
distinct vision for a human eye
causes of cataract, its effect on human vision and the remedial measures for
it
· Explain the importance of two eyes in human vision
· List the factors that cause irregularities of vision and the major defects of
vision
· Describe the causes of myopia, its effect on human vision and the remedial
measures for it
· Describe the causes of hypermetropia and presbyopia, their effect on
human vision and the remedial measures for these defects
· Explain the scattering of light in the atmosphere and the applications of this
phenomenon
· Describe the Tyndall effect
Short
Description of
Lesson
This chapter explains the structure and functioning of a human eye along
with various problems of vision and their rectification. It also explains the
accommodation of a human eye and the need for two eyes. Additionally, the
chapter talks about the refraction and scattering of light in the atmosphere. It
also talks about the refraction and dispersion of light through glass prisms.
Procedure
Begin the lesson by recalling what students have learned in Class VIII
regarding light and the structure of a human eye.
Teacher’s Notes
Ask questions and initiate discussion on the following topics that they have
learned in the previous classes:
· Parts of the Eye - Their Functions
· Human Eye - Defects and Care
· Aids for the Visually Challenged
· Laws of Reflection of Light
· Images Formed in Plane Mirrors
· Types of Reflections and Sunlight
Note: After the warm-up session, play the TeachNext modules for class X.
Then, conduct the remaining activities.
B. Name It Fast This activity will help students recall the structure and functioning of a
human eye. They will also learn about the vision problems that may develop
if any of these parts develops a defect.
Teacher’s Notes Show a model or a picture of a human eye to students. Mask the labels if
they are provided on the model or picture. Divide the class into two groups
and ask them to label the parts as fast as possible. Out of the total number of
parts, ask one group to label half parts and the other to label remaining half
parts. Compare the speed of both groups.
Then, ask them to briefly describe function of each part in a few words. For
example:
· Iris – controls the size of the pupil
· Pupil – controls the amount of light
· Lens – forms inverted image
· Retina – generates electric signals as per image formed by the lens
Changing Colour of Sky This activity will help students learn about why the sky is coloured blue and
then the reason it changes the colour at sunrise and sunset. For this simple
activity, you need a glass jar, water, some milk or milk power, LED torch (or
any source of light with a strong white beam).
Lesson Closure Close the lesson by asking your students to answer the questions in the
Exercises tab in the TN box.
Supplemental
Activities
Prepare a note on different defects of vision of eye
Expected
Outcome
After studying this chapter, students should be able to explain the structure
and functioning of a human eye along with various problems of vision and
their rectification. They would also be able to explain the accommodation of
a human eye and the need for two eyes in human vision. Additionally, they
would learn about the refraction and scattering of light in the atmosphere.
They would also be able to describe the refraction and dispersion of light
through glass prisms.
Student
Deliverables
Ray diagrams for the refraction and dispersion of light through a glass prism
Assessment Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: ACIDS,BASES AND SALTS
Prerequisite
Knowledge
Acids, Bases and Salts – Class VII
Objectives
Related Module -Organic and Inorganic Acids
Objectives: · Define organic and inorganic acids ,· Explain various properties of acids
Related Module -Properties of Acids
Objectives: · Explain the reactions of acids with metals, metal carbonates, metal
hydrogencarbonates and metal oxides
· Conduct experiments using various acid-base indicators to check if a given
sample is an acid or a base
Related Module -Bases
Objectives: · Explain the various properties of bases
· Explain the reactions of bases with metals and non-metallic oxides
· Conduct experiments using various acid-base indicators to check if a given
sample is an acid or a base
Related Module -Neutralisation and pH
Objectives: · Explain neutralisation and pH
· Identify if the given sample is acidic, basic or neutral based on its pH value
Related Module -Importance of pH
Objectives: -· Explain the importance of pH in our everyday life
Related Module -Classification of Salts
Objectives: -· Explain neutralisation reaction with the help of an example
· Explain the properties of salts ,· Describe the different types of salts
Related Module -Preparation and Uses of Sodium Salts
Objectives: · Explain the methods used to prepare sodium hydroxide, sodium
hydrogencarbonate, sodium carbonate and bleaching powder from sodium
chloride
· List the uses of sodium hydroxide, sodium hydrogencarbonate, sodium
carbonate and bleaching powder
Related Module -Water of Crystallisation
Objectives: -· Explain the concept of ‘water of crystallisation’
Short
Description of
Lesson
This chapter will introduce the learners to the properties of acids, bases and
salts. They will also learn about acid-base indicators, neutralization, pH and
the importance of pH in everyday life. Moreover, they will learn about the
properties of salts, different types of salts and the preparation and uses of
sodium salts.
Procedure
Warm up Session - Quiz Begin the lesson by conducting a simple quiz that would help the students to
recall their prior knowledge of acids, bases and salts.
Conduct a quiz by asking questions regarding:
· Acids and their properties ,· Acids found in natural substances
· Bases and their properties ,· Litmus
· Neutralisation ,· Examples of neutralisation in everyday life
Teacher’s Notes Divide the class into two groups and ask questions about acids (taste, litmus
test), bases (taste, litmus test). Ask questions about litmus, which is a natural
dye and about neutralisation. Also, ask the students to mention a few acids,
bases and salts, which they come across in their day-to-day life. You may
also keep the score of the quiz.
Measuring pH of a solution and identifying the solution as acidic, basic
or neutral In this activity, students need to measure the pH value of a few solutions
using a pH meter or a pH paper strip.
Lesson Closure Close the lesson by talking about the importance of acids, bases and salts.
Also, talk about the uses of acids, bases and salts. o have to identify if the
given solution is acidic, basic or neutral.
Supplemental
Activities
Declamation and Discussion
Conduct a declamation in the class around the following topics:
· Properties of acids ,· Acid-base indicators ,· Properties of bases
· Properties of salt and different types of salt ,· Water of crystallization
Expected
Outcome
After studying this chapter, students must be able to explain the properties of
acids, bases and salts. They should also be able to use various acid-base
indicators to check if a given solution is acidic, basic or neutral. Moreover,
they should be able to explain neutralisation, pH and the importance of pH in
everyday life. Finally, they should be able to explain the method of
preparation of various sodium salts, uses of these salts and the concept of
water of crystallisation.
Student
Deliverables
Review questions given by teacher ,
Lab experiment recordings
Assessment Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: CARBON AND ITS COMPOUNDS
Prerequisite
Knowledge
None
Objectives
Related Module -Forms of Carbon
Objectives: · Analyse the properties of various forms of carbon
Related Module -Unique Nature of Carbon
Objectives: · Explain the formation of covalent bonds
· Identify saturated and unsaturated carbon compounds
Related Module -Classification of Hydrocarbons
Objectives: · Analyse the classification of hydrocarbons
Related Module -Homologous Series
Objectives: · Define a functional group
· Explain the properties of the members of a homologous series
Related Module -Root Word and Primary Suffix
Objectives: · Explain the process of naming carbon compounds
Related Module -Secondary Suffix
Objectives: · Write the IUPAC name of a given carbon compound
Related Module -Covalent Compounds
Objectives: · List the properties of covalent compounds
· Given a chemical compound, draw its Lewis Structure
Related Module -Bond Formation in Carbon
Objectives: · Explain the process of bond formation in carbon
Related Module -Preparation and Properties of Ethanol
Objectives: · Explain the physical and chemical properties of ethanol
Related Module Effects of Alcohol
Objectives: · Describe the uses of ethanol
Preparation of Ethanoic Acid
Objectives: · Explain the method of preparation of ethanoic acid
· List the physical properties of ethanoic acid
Related Module Uses of Ethanoic Acid
Objectives: · Explain the chemical properties of ethanoic acid
· List the uses of ethanoic acid
Related Module Combustion in Carbon Compounds
Objectives: · Write different reactions of carbon compounds during combustion
Related Module Oxidation and Substitution Reactions in Carbon Compounds
Objectives: · Write the oxidation, addition and substitution reactions of carbon
compounds
Related Module Soaps and Detergents
Objectives: · Explain the properties of soaps and detergents
Short
Description of
Lesson
This chapter will introduce the learners to the various forms of carbon and
its unique properties. They will learn about the formation of covalent bonds
and will also be introduced to the homologous series and the nomenclature
of carbon compounds. Moreover, they will study the chemical properties of
carbon compounds. They will also learn about ethanol and ethanoic acids
and about soaps and detergents.
Procedure
Warm up Session
Begin the lesson by asking the students to mention a few objects from their
surroundings or from the classroom that contain carbon.
Teacher’s Notes Students can name various objects that contain carbon and one of the
students can be asked to write the names of these objects on the black
board.
Also, provide some interesting information about carbon like its abundance,
allotropes and physical properties.
B. Drawing Electron Dot Structure (Lewis Structure) and Writing
Chemical Formula In this activity, students need to draw the electron dot structure and write
the chemical formula of a given molecule or compound.
Identifying a Given Carbon Compound as Saturated or Unsaturated
and Writing its IUPAC Name In this activity, structures of a few compounds can be drawn on the black
board and students can be asked to identify if the compound is saturated or
unsaturated. The students also need to write the IUPAC name of the
compound.
Lesson Closure Close the lesson by discussing about the importance of carbon, its unique
properties and important uses. Tell the students that the amount of carbon in
the universe is essentially fixed. Explain how increasing carbon emission is
causing global warming.
Supplemental
Activities
Ask the students to give a presentation on carbon. The students can talk
about the various sources of carbon, how it is getting used up at an alarming
rate. The different forms of carbon emission which are causing
environmental degradation.
Expected
Outcome
After studying this chapter, the learners will be able to identify different
forms of carbon and its unique properties. They will be able to draw the
electron dot structure of a molecule or a compound and name the
compound. Further, they will be able to explain the different chemical
properties of carbon compounds and the physical and chemical properties
and uses of ethanol and ethanoic acid. They will also be able to explain the
effects of soap and detergents on soft and hard water and how they act as
cleaning agents.
Student
Deliverables
Review Questions given by teacher
Assessment Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: CHEMICALS REACTIONS AND EQUATIONS
Prerequisite
Knowledge
Atoms and Molecules – Class IX
Objectives
Related Module Symbolic Representation of a Chemical Reaction
Objectives: · Describe a chemical reaction
· Write chemical equations pertaining to various chemical reactions
Related Module Balancing a Chemical Equation
Objectives: · Write the balanced chemical equation of a given chemical reaction
Related Module Types of Chemical Reactions - I
Objectives: · Describe combination, decomposition, single displacement and double
displacement reactions
· Identify the type of reaction for a chemical reaction or equation
Related Module Types of Chemical Reactions - II
Objectives: · Describe oxidation, reduction and oxidation-reduction reactions
· Explain corrosion and rancidity
· Explain exothermic and endothermic reactions
· Identify the type of reaction for a chemical reaction or equation
Short
Description of
Lesson
This lesson will introduce the learners to the concept of a chemical reaction.
They will also learn to write and balance the chemical equation of a given
chemical reaction. Moreover, they will study about the different types of
chemical reactions.
Procedure
Warm up Session
Begin the lesson by asking the students to recall their prior knowledge
about chemical reactions. Ask the students to give common examples of
chemical reactions that take place around them.
Writing a Balanced Chemical Equation
In this activity, students need to write the balanced chemical equation of a
given chemical reaction.
For example, the following chemical equation can be written on a chit:
Magnesium + Oxygen → Magnesium oxide
The correct answer to be written on the black board would be:
2Mg(s) + O2(g) → 2MgO(s)
Identifying a Chemical Reaction
In this activity, a chemical reaction will be given and the students will need
to identify the type of chemical reaction.
Ask the students from the different groups to write its chemical equation
and identify the type of chemical reaction. The students need to identify if
the given equation is a combination, decomposition, single displacement or
double displacement reaction and explain the reasons for the same. The
students also need to identify if the given equation is an oxidation, reduction
or oxidation-reduction reaction and provide the reasons for their conclusion.
The group that gets maximum correct answers will be the winner.
Lesson Closure Close the lesson by talking about the importance of chemical equations and
the need to balance them.
Supplemental
Activities
Ask students to research for a few more chemical reactions and their
equations.
Expected
Outcome
After studying this lesson, the students should be able to write the chemical
equation of a given chemical reaction. Further, they should be able to
balance chemical equations and identify the different types of chemical
reactions.
Student
Deliverables
Review Questions given by teacher
Assessment Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: Sources of Energy
Prerequisite
Knowledge
Work and Energy: Class IX
Objectives
Related Module Conventional Sources of Energy
Objectives: · List the criteria of a good source of energy
· Explain the process of generation of thermoelectric power and
hydroelectric power
Related Module New Technologies - Conventional Sources of Energy
Objectives: · Explain various improvements in technology for using conventional
sources of energy
· Explain the process of generating bio-gas from a bio-gas plant
· Explain the working of a windmill
· State the limitations in harnessing wind energy
Related Module Alternative Sources of Energy
Objectives: · List the alternative or non-conventional sources of energy
· Explain the process of generation of solar energy
· Describe the different methods of generating electricity from the sea
· Explain the process involved in the generation of geothermal energy
· Explain the process of generation of electricity using nuclear energy
Short
Description of
Lesson
This chapter will introduce the learners to the criteria of a good source of
energy. They will learn about the renewable and the non-renewable sources
of energy and the processes involved in the generation of thermoelectric
power and hydro electric power. The learners will also get to know about
various improvements in technology for using conventional sources of
energy. Moreover, they will study various alternate or non-conventional
sources of energy and how they can be used to meet ever increasing energy
needs.
Procedure A. Warm up Session
Begin the lesson by asking the students about the various renewable and
non-renewable sources of energy. You may ask the students about the
various renewable sources of energy that can be used to generate electricity.
Students can also be asked to mention the different forms of energy that
they generally use during the day.
Supplemental
Activities
Research about recent non-conventional sources of energy. For example,
bio fuel.
Expected
Outcome
After studying this chapter, the learners should be able to list the criteria of
a good source of energy. They should be able to understand the limitations
of fossil fuels and explain the process of generation of thermoelectric power
and hydroelectric power. The learner must also be able to explain the
various improvements in technology for using conventional sources of
energy and explain how energy can be obtained from non-conventional
sources.
Student
Deliverables
· Review Questions given by teacher
· Presentation explaining the functioning of a windmill or a bio gas plant
Assessment Textual question & extra question& sme also
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: Periodic Classification of Elements
Prerequisite
Knowledge
Atoms and Molecules: Class 9
Structure of The Atom: Class 9
Objectives
Related Module Early Attempts of Classifying Elements
Objectives: · Explain the limitations of Dobereiner’s law of triads
· State the drawbacks of Newlands law of octaves
Related Module Mendeleev’s Periodic Table
Objectives: · List the features of Mendeleev’s Periodic Table
· Explain the merits and demerits of Mendeleev’s Periodic Table
Related Module Modern Periodic Table
Objectives: · Explain the position of elements in the Modern Periodic Table
· Identify where the metals, non-metals and metalloids are placed in the
Modern Periodic Table
Related Module Periodic Properties
Objectives: · Describe the periodic properties of elements in the Modern Periodic Table
Short
Description of
Lesson
The chapter talks about the different historical classifications of elements
like the Dobereiner’s law of triads and the Newland’s law of octaves in
brief. It also states the main features of Mendeleev’s periodic Table and its
merits and defects. Lastly, the modern periodic Table is explored in detail.
Procedure
A. Warm up Session Begin the lesson by asking students about their visit to the library. Talk
about the thousands of various books available in a large library. Ask
students how it is possible for the library staff to locate the book in spite of
the number of books. They will come up with several answers. Based on
their answers, derive the conclusion that in a library, books are classified
into various categories and sub-categories. They are arranged on respective
shelves accordingly. Therefore location of books becomes easy. Divert the
course of the interaction and draw the students’ attention to the need for
classification of elements.
Supplemental
Activities
Apart from the major attempts made for classifying elements, there were a
few other attempts as well. Gather information about these attempts.
Expected
Outcome
Upon completion of the lesson, the learner will be able to explain the
limitations of Dobereiner’s law of triads, state the drawbacks of Newlands
law of octaves and explain the merits and demerits of Mendeleev’s Periodic
Table. He / she will also be able to explain the position of elements in the
Modern Periodic Table and describe the periodic properties of elements.
Student
Deliverables
Write up
· Paper Presentations on elements of a group
· PowerPoint Presentations on periodic properties of elements
Assessment Textual question & extra question.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: X | Subject: SCIENCE
Chapter Name: Metal and Non Metal
Prerequisite
Knowledge
Atoms and Molecules: Class IX
Structure of the Atom: Class IX
Chemical Reactions and Equations: Class X
Acids, Bases and Salts: Class X
Objectives
Related Module Physical Properties of Metals and Non-Metals
Objectives: · Define metals and non-metals
· List the differences between metals and non-metals on the basis of their
physical properties
Related Module Chemical Properties of Metals
Objectives: · Explain the chemical properties of metals
Related Module Ionic Compounds
Objectives: · Define an ionic bond
· Explain the properties of ionic compounds
Related Module Activity Series
Objectives: · Define activity series
· Arrange the metals in order of their reactivity
· Categorise metals based on their reactivity
Related Module Extraction of Metals
Objectives: · Describe the steps involved in the extraction of least reactive, moderately
reactive and highly reactive metals
Related Module -Corrosion and its Prevention
Objectives:
· Explain the term corrosion and the different methods to prevent it
Short
Description of
Lesson
This chapter will introduce the learners to the physical properties of metals
and non-metals and the chemical properties of metals. They will learn about
the properties of ionic compounds. The learners will also learn about
activity series and the different techniques of extracting metals on the basis
of reactivity. Moreover, the learner will learn about corrosion and the
different methods to prevent it.
Procedure
Teacher-Student Activities
A. Warm up Session Begin the lesson by recalling the various elements and how they are
classified as metals and non-metals on the basis of their properties. You
may ask the learners to list the metals and non-metals present in various
objects located in the classroom.
Teacher’s Notes Divide the class into two groups – Metals and Non-Metals. The groups have
to list the various metals and non-metals present in the classroom. The
learners may also state the uses of metals and non-metals.
B. Debate In this activity, the learners will hold a debate on the topic ‘Metals or Non-
metals.
D. Group Activity - 1 In this activity, the learners will be asked to arrange the metals in order of
their decreasing reactivity. They will also have to categorise these metals on
the basis of the reactivity as least reactive, moderately reactive and highly
reactive. Thereafter, the learners will have to describe the steps involved in
the extraction of metals for each category.
Teacher’s Notes Divide the class into three groups – A, B and C. Group A consists of 10
students, where they are randomly assigned the name of a metal of the
Activity Series. Ask the other groups (B and C) to arrange the
students/metals in order of the decreasing reactivity one by one.
After arranging the metals in the Activity Series, ask each group to
categorise the metals as least reactive, moderately reactive and highly
reactive.
After classifying the metals, ask each group to describe the steps involved
in the extraction of metals for each category.
You may keep the time and provide scores to the two groups.
Lesson Closure Close the lesson by holding a discussion on how metals and non-metals are
essential for maintaining life. Note: Mention that the human body is mostly
made up of non-metals and it requires some metals in small quantities to
function properly.
Mention that metals are a non-renewable resource and hence they must be
judiciously extracted. Moreover, it is essential to recycle and reuse metals in
today’s world.
Supplemental
Activities
· Ask the students to conduct a research and write an article (500 – 700
words) on the topic ‘How have metals contributed to the development of
civilisations?’
· Ask the students to make a list of alloys. Ask them to write the uses of
these alloys on the basis of their properties.
Expected
Outcome
After studying this chapter, the learners should be able to differentiate
metals and non-metals on the basis of their physical and chemical
properties. They should be able to explain the properties of ionic
compounds. Moreover, the learners should be able to arrange the metals in
order of the decreasing reactivity and categorise them on the basis of the
reactivity. The learners should be able to explain the different techniques
used in the extraction of metals for each category. They should also be able
to identify the phenomenon of corrosion and describe ways to prevent it.
Lastly, the students would know the definitions of various terms taught in
this chapter.
Assessment Textual question & extra question.