Curriculam Chemistry Class-IX Subject Integration Outcome

conservation of momentum. working in groups Logical Mathematical Why does a gum recoil back when a shot is fired from it etc. etc • solve numericals b...

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Curriculam Chemistry Class-IX S.No . Content 1 Matter in our surroundings Chapter 1

2 Is Matter Around Us Pure ? Chapter 2

Objectives (Class IX) Students should be able to :(i) differentiate between physical properties of three states of matter. (ii) identify the property of matter responsible for a particular observation (iii) describe the reason for certain observations of three states of matter (iv) sketch the effect of temperature and pressure on the states of matter. (v) convert temperature from Celsius scale to Kelvin & vice versa (vi) define the terms Latent heat of fusion and vaporistation, evaporation, sublimation, humidity (vii) enlist the factors affecting evaporation (viii) analyse how evaporation cause cooling.

Skills — Experimentation —Observation —Critical thinking – Analytical reasoning

Students should be able to :(i) differentiate between true solution, suspension & colloid, mixture & compound, homogenous & heterogeneous mixture (ii) solve numericals to find concentration of substances (iii) enlist some examples of true solution, suspension & colloids. (iv) identify the technique to be used for separation of substances (v) explain the process of separation of components of air (vi) enlist a few applications of different techniques of separating substances. (vii) explain tyndall effect. (viii) classify the changes as physical or chemical

—Experimentation –Observation –Critical thinking — Analytical thinking

Learning Styles (i) Bodilykinesthetic (by doing experiments) (ii)Visual (by experiments) (iii) Interpersonal (by group work) (iv) Intrapersonal (by solving numericals)

(i) Bodily Kinesthetic (by experiments) (ii) Visual (by experiments) (iii) Interpersonal (by group work) (iv) Interpersonal (by doing black board practice) (v) Logical (identifying which separating technique to be used) (vi) Intrapersonal (by solving worksheets)

Subject Activity Integration (i) To check that matter is made up of particles by dissolving salt/sugar in water (Bodily-Kinesthetic) (ii) To observe that particles of matter are continuously moving by burning incense stick or dissolving ink in water (Bodily-Kinesthetic) (iii) To observe force of attraction between particles by breaking chalk piece, iron nail, stream of water (Bodily Kinesthetic) (iv) To check compressibility in three states of matter by using piston (Bodily Kinesthetic) (v) To study sublimation of NH4CI (Bodily Kinesthetic) (vi) To determine M.P & B.P. of water (Bodily Kinesthetic) (vii) By simulating particles of matter to show force of attraction between different state of matter (Bodily Kinesthetic)

(i) To prepare true solution, suspension & colloid (Bodily kinesthetic) (ii) To prepare a mixture and compound using iron filing & sulphur powder (Bodily-Kinesthetic) (iii) To carry out diff. reactions and classify them as physical or chemical (Bodily-Kinesthetic) (iv) To separate the components of a mixture of sand, common salt & NH4Cl by sublimation (Bodily-Kinesthetic) (v) To carry out experiments showing different separating techniques (Bodily-Kinesthetic)

Outcome Students will be able to :(i) differentiate between physical properties of three states of matter. (ii) explain the reason behind certain observations of matter. (iii) predict the effect of temperature & pressure on the states of matter (iv) Convert temp. from Degree C to K & vice-versa (v) define terms like latent heat of fusion, vaporisation, evaporation, sublimation, humidity (vi) explain the factors controlling the rate of evaporation (vii) explain how evaporation cause cooling

Assessment 1) PreMid Term

Students will be able to : (i) differentiate between true solution, suspension & colloid, mixture & compound, homogenous & heterogeneous mixture (ii) Solve numericals to find concentration of substances. (iii) enlist some examples of true solution, suspension & colloids (iv) identify the technique to be used for separating substances. (v) describe a few applications of separating techniques (vi) explain the process of separation of components of air, tyndall effect (vii) classify the changes as physical or chemical

1) PreMid Term

2) Group discussion 3) Practical + Viva 4) Mid Term 5) Post Mid Term 4) Final Exam

2) Group discussion 3) Practical + Viva 4) Mid Term 5) Post Mid Term 4) Final Exam

3

— Experimentation Students should be able to :Atoms and —Observation Molecules Chapter- (i) State law of conservation of mass, law of definite proportion. (ii) define —Calculation 3 –Drawing conclusion atoms, molecules, ions, mole (iii) Group work differentiate between atoms and molecules (iv) recall the symbols, atomic number, mass number and valencies of first twenty elements of periodic table. (v) derive chemical formulas of compounds (vi) recall the symbols of ions (vii) Calculate the molecular mass and the number of moles in a substance. (viii) Understand the relation between mole and molecular mass.

4 Structure of the Atom Chapter-4

Students should be able to :(i) —Calculation define and differentiate between electrons, protons and –Drawing neutrons (ii) –Group work understand the experimental concept of discovery of electrons, protons, neutrons and nucleus. (iii) Compare the structure of atom proposed by Thomson, Rutherford and Bohr. (iv) understand the relation between valency and valence electrons (v) describe and differentiate between Isotopes and Isobars (vi) understand the reason for the fractional atomic masses of the Elements.

(i) Bodily-kinesthetic (by doing experiments) – (ii) Logical (by mind map, solving numericals) (iii)Visual (by flash cards) (iv) Interpersonal (by doing group activity) (v)Intrapersonal (by doing black board practice)

(i) Proving Law of conservation of Mass (in lab using sodium carbonate & barium chloride) (ii) Activity using empty medicine wrappers to make chemical formula

(iii) Activity using flash cards to derive chemical formula

○ Maths (Calculations)

Students will be able to :(i) 1) PreMid Term state law of conservation of mass & definite proportion 2) Group ○ Arts (flash cards) (ii) define atoms, molecule, ion, mole discussion (iii) derive chemical formula of compounds (iv) differentiate between atoms, molecules & 3) Practical + ions Viva (v) calculate the molecular mass and number 4) Mid Term of moles in a substance

5) Post Mid Term

4) Final Exam

(i) Visual (by showing videos of Rutherford Scattering experiment)

○ Maths (calculations) ○ Drawing (diagrams)

(ii) Logical (by solving numericals)

○ Maths (calculations)

(iii) Interpersonal (by doing group discussion)

Students will be able to :(i) define electrons, protons & neutrons (ii) explain the experiments for the discovery of electrons, protons neutrons & nucleus (iii) diagrammatically show the atomic structure proposed by Thomson, Bohr & Rutherford (iv) calculate the valency of an element from the valence electrons (v) differentiate isotopes & isobars (vi) calculate the atomic masses of Isotopes

Objectives

(Class IX)

Skills

2) Group discussion 3) Practical + Viva 4) Mid Term 5) Post Mid Term 4) Final Exam

(iv) Interpersonal (by doing black board practise)

S.No Content . 1 Motion (Ch-8)

1) PreMid Term

Curriculam Physics Class -IX Learning Activity Objectives

To enable the students to • define the state of rest & motion.

Subject Integration Maths (for graphs & solving numerical)

Outcome

Assessment

The students will be able to • explain the state of rest & motion and that motion is a relative term.

– Quiz Pre Mid Term,

• comprehend that motion is relative.

Comprehension

Interpersonal

by quoting examples from daily life.

• identify scalar & vector quantities and Mid Term list the differences between distance & displacement & calculate them differently.

• differentiate between scalar & vector quantities, distance & displacement, uniform and non-uniform motion • to draw distance-time and velocity time graphs for various types of motion • prove graphically the three equations of motion:

Comprehension

Linguistic

by quoting examples from daily life.

• prove the thread equations of motion graphically.

Post Mid Term

Graphical Representation Cognitive

Visual

by learning new scientific terms

• interpret data from the given graphs

Final Exam

Logical mathematical

graphs will be drawn on the board & students to draw in their registers

• solve numerical based on graphs

v= u + at

— (1)

—(2) — (3)

• understand uniform circular motion and that earth revolves with this motion

2 Force & Laws of Motion (Ch-9)

• Solve numericals based on these equations

Calculative

• interpret information from the given distance time and velocity time graphs. • Comprehend uniform circular motion and quote examples depicting this motion To enable the students to

Interpretation

• recollect the concept of force, its effects, types, resultant force when more than one force acts on a body, balanced & unbalanced forces, friction its types etc • comprehend the terms 'inertia'

Recollection Revision Expermentative

• state and comprehend Newton's three laws of motion. • apply the knowledge of the laws in daily life to give reasons for the activities or phenomenon occurring, like why we tend to fall forward when a moving bus suddenly stops etc • state the laws/principles on which various activities are based like launching of jets, recoiling of gun etc.

Comprehension Kinesthetic Memorisation Intrapersonal Visual/Spatial Application of knowledge in daily life Scientific (approach) diagrammatic representation

Visual

numericals will be solved referring to other publisher's books from library (other then the NCERT) for practice Class activities + Motion is relative

through classroom discussions.

Maths

Students will be able to

Lab activity : To find the value of limiting friction & relate it to increase in weight.

(for solving numericals)

define inertia, momentum etc.

When the card placed over a glass is flicked, the coin Arts (for on it falls in the tumbler. diagrammatic representation) When stricker in a carrom board is struck hard, only the coin at the bottom of a pile moves.

through diagrams

students to do research on sir Isaac Newton's life Logical Mathematical Logical Mathematical

Solving numericals. activities : related to laws of motion

Class

History (by

Project/ Research Work on the life of Sir Isaac Newton state the three laws of motion & the law of Test Based on conservation of momentum. Numericals give reasons for activities related to motion in daily life like. Why should we wear seat belts while driving a car

Pre Mid Term,

Why does a cricket player lowers his hands to catch a speedy ball.

Post Mid Term

Recollection & revision Interpersonal

• state & comprehend the universal law of gravitation diagrammatic and Kepler's laws of motion representation

Linguistic

through classroom discussions

by writing & understanding the new scientific terms

• give reasons for the natural phenomenon like why tides are caused, why moon revolves around the earth & planets around the sun etc.

Scientific (approach) Visual logical thinking by finding reasons behind things mathematical

• Calculate the Universal Gravitation constant, G using the universal law of Gravitation.

Calculative

Visual

by solving numericals

• know the importance of the universal law of

appreciation

logical

through interactive session in the class

Mid Term

why leaves are detached from a tree Final Exam Why does a gum recoil back when a shot is fired from it etc. etc solve numericals based on motion

explain the three laws of motion & law of conservation of momentum mention the principle on which various phenomenon/activities are based. The students will be able to

To enable the student to

NCERT Book from • recollect that everything falls on earth, planets page 131-137 revolve around sun etc.

(Ch-10)

Intrapersonal & Interpersonal Bodily Kinesthetic

Linguistic

• appreciate the works done by Sir Isaac Newton in Research work • define momentum. State & prove the law of working in groups conservation of momentum. • solve numericals based on force, acceleration, Calculative & cognitive momentum etc using the three laws of motion & the three equations of motion.

3 Gravitation

Logical Mathematical Application Based Intrapersonal

Maths (for derivations, formulae & solving numericals. English (Creative State and explain and appreciate writing on universal law of grvitaKepler's law of weightlessness) motion.

Class Test

Astronomy (for Give reasons for many natural knowing about phenomenon like heavenly bodies)

Pre Mid Term,

–why planets revolve around sun,n revolves around earth–why are tides caused

Quiz

Mid Term

–why does apple fall on earth, why not Post Mid Term earth move towards the apple even if the force of attraction is the same between the two know why things wiegh more at poles that Final Exam

• comprehended the concept of "Free Fall"

Calculate the weight of an object on moon

• Calculate the value of 'g' acceleration due to gravity comprehension

4

Thrust & Pressure Chapter 10

through mathematical derivations to be done in the registers

solve numericals based on facts

• differentiate between 'G' & 'g'

differentiate between mass and weight

• modify the equations of motion of an object under free fall.

find out the condition for weightlessness (a body having mass but no weight)

• differentiate between mass and weight • Calculate the weight of objects on moon or other planets if the 'g' is known. • Analyse that 'g' is not same everywhere even on earth • know the concept of weightlessness To enable the students to understand :○ the meaning & definion of thrust & pressure, buoyancy & density ○ able to solve numericals related to it. ○ the factors on which pressure & buoyancy depends. ○apply this knowledge in day to day life, for example, why is it easier to cut with a sharp knife as compared to a blunt one, how increasing the surface area can reduce pressure etc. ○state, understand & explain Archimede's principle. ○ able to reason out why some objects float & others sink. ○ able to relate density of an object (relave density) with floating/sinking.

Calculative

logical mathematical

— Observation — Experimentation — Application — Diagram making — Calculation — Group work — drawing conclusions

(i) Bodily-kinesthetic (i) Activity showing that Pressure is inversely proportional ○ Maths (solving (by doing to the are of contact (e.g. inserting a blunt softboard pin & numericals) experiments) a sharp pin on board etc.) ○ Arts (diagrams) (ii) Visual (by drawing pictures) (ii) Showing relation between density & floating/sinking (using aluminium foil & water) (iii) Logical mathematical (by solving numericals) (iii) proving Archimede's principle (in science laboratory)

Students will be able to :(i) understand the meaning & define thrust, pressure, buoyancy & denisty etc. (ii) state Archimede's principle (iii) reason out why some objects sink or float (iv) relate pressure with force and area of contact & reason out the same in different daily life situations

1) Practicals + Viva 2) Oral questions based on reasoning 3) Pre Mid Term 4) Mid Term 5) Post Mid Term 6) Final Exam

(iv) Naturalistic (by giving examples from nature) (v) Interpersonal (by discussion)

5 Work & Energy Chapter 11

To enable the students to :○ deifne work, energy & its types, power and their units. ○ calculate the work done by a body if force and distance is known. ○ to idenfy the situtaons where the work done is positive, negative & zero. ○ calculate potenal & kinec energies, if the data is given. ○ solve numericals based on power. ○ understand the concept of transformaon of energy by various examples like at a hydroelectric power house, Thermal power house etc. ○ state the law of conservaon of energy

—Calculation — Logical Skill — Social skill (to conserve energy) — spiritual (worshipping sun, water etc. as God as they are powerful sources of energy)

(i) logical mathematical (by solving numericals) (ii) visual (by seeing pictures) (iii) Interpersonal (by discussion) (iv) Naturalistic (using water, sun, wind as sources of energy)

— Students to discuss in small groups how certain sources of energy are due to the sun — Also to list those sources of energy which are not due to the sun. — Object thrown from a greater height harms more than at a lower height (because of more Potential energy) — students to list some human activities and the gadgets they use which involve conversion of energy from one form to another.

○ Maths (solving numericals)

Students will be able to :(i) define work, energy, power & their units (ii) solve numericals to calculate work done, ○ Social science potential energy, kinetic energy, total energy, (collecting name of power etc. various (iii) identify situations for positive, negative hydroelectric or zero work done power platns in (iv) State the law of conservation of energy India, Thermal (v) tell the various energy transformations power plants etc. in that take place in a given situation or India) phenomenon

1) Worksheet based on numericals 2) Unit Test 3) Pre Mid Term 4) Mid Term 5) Post Mid Term 6) Final Exam

6 Sound Chapter 12

To enable the students to :○ define and differenate between longitudinal and transverse waves. (graphically also) ○ idenfy that sound waves are longitudinal waves ○ define and describe the various characteriscs of a sound wave and derive the relationship between them. ○ comprehend the phenomenon of producon & propagation of a sound wave. ○ prove that sound needs a material medium to travel (it cannot travel through vacuum)

To enable the students to :○ retell the speed of sound in air. ○ compare & contrast ultrasonics & infrasonics and their applications ○ analyse reflecon of sound and its laws ○ describe the various applicaons of relfecon of sound ○ extend the phenomenon of Echo ○ calculate the minimum distance to hear an echo. ○ comprehend the concept of mulple relfecons & reverberation. ○ illustrate the various applicaons of mulple relfecons of sound. ○ know about SONAR & how is it useful to us ○ draw & label the structure of human ear and retell the functions of its inner parts.

— Listening/Speaking (through reading)

(i) Linguistic

— Listining keywords

— Mathematical (ii) Logical/ — Solving numericals calcualtion (graphs & mathematical solving numericals based on the realtionship) (iii) bodily kinesthetic Lab Practical — Analytical reasoning (iv) Logical — Activity using tuning fork — discusion of bell Jar experiment

— reasoning

— Experimentation (by practical — Research (by finding out in detail the given applications) — Calculative Skills — Linguistic (new terms)

— Calculative —Drawing Skills

○ Maths (graphs & Students will be able to :solving numericals) (i) retell that sound needs a medium to travel (ii) reason out why we cannot hear on moon (iii) describe the various characteristics of sound and which characteristic is associated ○ Medical to which quality of sound (applications of ultrasound etc.) ○ Arts (for diagrams)

Give reasons —Why we see lightning first & hear thunderstorm later etc. LAB Practical : — by proving the laws of sound in lab using iron rods etc. — Bodily Kinesthetic —Group presentations on various applications. — Logical Style

— Intrapersonal & Interpersonal (by discunsing it in class) Solving numericals + deriving the minimum distance to hear an echo. — Logical mathematical

— Logical Mathematical —Visual/bodily kinesthetic

1)Presentations (Group Activity) 2)Practicals + Viva 3) Pre Mid Term 4) Mid Term 5) Post Mid Term 6) Final Exam

Solving numericals based on it — drawing & labelling of the structure of human ear ○ Arts

Students will be able to :○ retell the speed of sound in air & ○compare the speed of sound to the speed of light ○know the hearing frequency range in humans ○ differenate between ultrasonics & infrasonics & their applications ○ learn the laws of reflecon of sound ○ reason out why an echo occurs & what are the conditions to hear an echo ○ Draw a well labelled diagram of human ear and retell functions of each part . ○ solve numericals based on mulple relfections of sound ○ idenfy, draw & label the various parts of a human ear and retell the functions of each part.

Curriculam : Class IX Biology Content

S.N

The Fundamental Unit of Life

Objectives

Skills

Learning Styles

Students should be able to:

Experimentation

* Visual (by drawing diagrams)

1 i) list unicellular and multicellular organisms.

Observation

* Bodily-Kinesthetic (by preparing slide of onion peel and performing experiments, preparing models

Activity

Subject Integration Outcome

Assessment

Drawing (diagrams) Students should be able to: # To prepare stained temporary mount of onion peel and human cheek cell. (Bodily-kinesthetic & Naturalistic) # To observe plasmolysis in leaf. (Naturalistic)

1) Pre Mid Term i) name some unicellular and multicellular organisms.

2) Mid Term ii) discuss why cell is the structural and functional unit of Drawing diagrams life.

iii) draw neat and labelled diagrams of prokaryotic cell, plant and animal cell and cell organelles.

Critical thinking

* Naturalistic ( by performing experiments on plants and plant products) * Logical ( by solving crossword)

ii) draw neat and labelled diagrams.

# To study the process of osmosis in different types of solutions. (Bodily-kinesthetic, Naturalistic & logical) # To observe the percentage of water imbibed by the raisins. (Bodily-kinesthetic & Naturalistic)

iii) recall the functions of different cell organelles.

3)Post Mid Term 4) Group discussion

iv) enlist the functions of different cell organelles.

Analytical reasoning

v) differentiate between prokaryotic cell and eukaryotic cell, diffusion and osmosis, mitosis and meiosis.

* Interpersonal ( by group discussion)

# To prepare models of animal and plant cell. (Bodilykinesthetic)

iv) differentiate between prokaryotic cell and eukaryotic cell, diffusion and osmosis,hypotonic, hypertonic and isotonic 5) Final Exam solutions, mitosis and meiosis. v) define the terms like plasmolysis, endocytosis, exosmosis, endosmosis.

* Intrapersonal ( by practising diagrams and composing poems or riddles)

vi) define the terms like plasmolysis, endocytosis, exosmosis, endosmosis.

vi) predict the situation of an animal or a plant cell when kept in a particular solution.

vii) predict the situation of an animal or a plant cell when kept in a particular solution. viii) perform simple experiments and handle the apparatus. Tissues

Students should be able to:

Experimentation

* Visual (by charts & diagrams) * Bodily-Kinesthetic (by performing experiments)

# To locate the position of meristematic tissue in onion roots. (naturalistic) # To identify parenchyma, collenchyma & sclerenchyma tissues in plants. (Naturalistic)

ii) explain the structure, location and function of different Drawing diagrams plant and animalmtissues.

* Naturalistic ( by observing plant and animal tissue slides)

# To identify striped muscle fibres & nerve cells in animals. (Naturalistic)

iii) evaluate why plant and animal tissues are different?

* Intrapersonal(by practising diagrams)

2 i) enlist different plant and animal tissues.

Observation

iv) draw neat and labelled diagrams of plant and animal tissues. v) differentiate between simple permanent tissues, bone and cartilage, blood and lymph, tendon and ligament. 3

Improvement in Food resources

Experimentation

* Visual (by charts)

i) enlist rabi and kharif crops.

Observation

* Interpersonal ( by group discussion)

ii) understand the need and summarize the techniques of Critical thinking bringing improvement in crops.

iv) differentiate between manures and fertilizers, indigenous and exotic breed, mariculture and aquaculture. v) record the shelter and feeding requirements of cattles, poultry, fish & bee keeping. vi) understand the need for improving the breedsof domestic animals.

1) Pre Mid Term

i) name different plant and animal tissues.

2) Mid Term

ii) recall the structure, location and function of different plant and animalmtissues.

3)Post Mid Term

iii) draw neat and labelled diagrams of plant and animal tissues.

4) Group discussion

iv) differentiate between simple permanent 5) Final Exam tissues, bone and cartilage, blood and lymph, tendon and ligament.

Students should be able to:

iii) identify different methods of crop production improvement and crop protection management.

Students should be able to: Drawing (diagrams)

Analytical reasoning

* Naturalistic ( by performing experiments on food material) * Intrapersonal(by worksheets) * Bodily-Kinesthetic (by performing experiments )

# To test the presence of starch in the given food sample. ( Geography Bodily- kinesthetic & Naturalistic) # To test the presence of adulterant metanil yellow in dal. (Bodily- kinesthetic & Naturalistic)

Students should be able to:

1) Pre Mid Term

i) name a few rabi and kharif crops.

2) Mid Term

ii) explain the need and the techniques of bringing improvement in crops.

3)Post Mid Term

iii) explain different methods of crop 4) Group production improvement and crop protection discussion methods. iv) differentiate between manures and 5) Final Exam fertilizers, indigenous and exotic breed, mariculture and aquaculture. v) record the shelter and feeding requirements of cattles, poultry, fish & bee keeping. vi) name few exotic and indigenous breed of domestic animals & the need to hybridize

4 Diversity in living organisms

vii) appreciate the role of scientific advancements in improving food production. viii) analyse how to get maximum benefits from the farm by applying some practices judiciously. Students should be able to: Observation i) write the hierarchy of categories in classification. Collection

ii) draw flowcharts showing the five kingdom classification, Classification of kingdom Plantae and Kingdom Animalia.

Drawing conclusion

iii) differentiate between phanerogams and cryptogams, Group work vertebrates & invertebrates, monocots & dicots.

iv) write a few characteristics of different divisions of Kingdom Plantae and phylums of Kingdom Animalia.

Application

v) recall a few common and scientific names of each division and phylum of Plantae and Animalia. vi) differentiate between different classes of Vertebrates

5 Why do we fall ill?

Students should be able to: i) understand Observation, Drawing Conclusion personal and community health. Ii ) differentiate between acute and chronic diseases, being Application disease free and healthy. iii) classify different disease causing factors. iv) explain different means of spread of diseases. v) understand the principles of treatment of diseases. vi) understand the principles of prevention of disease. vii) understand the method of action of a vaccine and its need. viii) enlist causes and preventive measures of AIDS.

them.

1) Pre Mid Term 2) Mid Term 3)Post Mid Term 4) Group discussion 5) Final Exam

* Bodily-Kinesthetic (by collecting plant specimens)

# Observing different plant specimens and write their identifying features. ( Verbal- linguistic, Naturalistic)

* Visual (by charts, specimens, power point presentation etc.) * Interpersonal ( by group discussion)

# Observing different animal specimens and write their identifying features and classify them. ( Verbal- linguistic, Naturalistic)

ii) write the hierarchy of categories in classification.

# Observing different flowering plants & classify them as monocot & dicot. (Naturalistic)

iii) draw flowcharts showing the five kingdom 6) Hands on classification, Classification of kingdom practical Plantae and Kingdom Animalia.

i) understand the need of classification.

* Logical ( by drawing # Classify observed organisms into different kingdoms. ( flowcharts) Logical) * Naturalistic ( by observing different flowering plants & categorising as monocotor dicot))

* Interpersonal (by neighbourhood survey) * Naturalistic ( by observing disease causing microbes and their life cycle) *Logical ( by drawing conclusions after survey) *Visual (by observing life cycle of mosquito and other disease causing microbes)

Students will be able to:

# Survey of neighbourhood to find how many people suffered from acute and chronic diseases. (Interpersonal) # Survey of neighbourhood to find the role of food in humans body growth and immunity. (Interpersonal) # List out the human diseases that are caused by micro-organisms and their preventive measures. # To study life cycle of mosquitoes.

iv) differentiate between phanerogams and cryptogams, vertebrates & invertebrates, monocots & dicots.

v) write a few characteristics of different divisions of Kingdom Plantae and phylums of Kingdom Animalia. Students will be able to: i) define personal and community health. Ii ) differentiate between acute and chronic diseases, being disease free and healthy. iii) enlist different modes of spread of diseases. iv) enlist the principles of treatment and prevention of diseases. v) explain the method of action of a vaccine and its need. vi) enlist causes and preventive measures of AIDS.

1) Pre Mid Term 2) Mid Term 3)Post Mid Term 4) Group discussion 5) Final Exam 6) Hands on practical

6 Natural Resources

Students should be able to: i) understand the Observation, role of atmosphere in climate control. ii) analyse why Drawing Conclusion life is not there on moon? Inferential skill iii) relate land breeze and sea breeze with temperature. iv) outline the reasons of air water and soil pollution. v) compare the growth of lichen with pollution level. vi) uncover the factors that lead to the formation of soil. vii) reason out the causes of ozone layer depletion and their effects.

*Visual (by charts, videos showing lichen and pollution causing scenes) * Bodily- Kinesthetic ( by doing experiment)

# Comparing the temperature difference in glass bottles with air, water and sand when kept in sunlight and then in shade. #Burning of incense stick to show movement of hot air. # compairing the temperature difference inside and outside a car parked in open on a sunny day to study green house effect.

Students will be able to: i) describe the role of atmosphere in climate control, factors affecting ozone layer depletion and their effects. ii)differentiate between land breeze and sea breeze . iii) list out the causes of air, water and soil pollution. iv) compare the growth of lichen with pollution level. vi) explain the factors that lead to the formation of soil.

1) Pre Mid Term 2) Mid Term 3)Post Mid Term 4) Group discussion 5) Final Exam