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iii
PREFACE
We are pleased to know that our publications play an important and key role in helping the teachers on their endeavour to mould and shape the future generations of our country.
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iv
6th Standard1.1 Heat 1
1.2 Electricity 6
1.3 Changes Around Us 11
1.4 Air 16
1.5 The Cell 21
1.6 Human Organ System 26
1.7 Parts of Computer 32
7th Standard1 Heat and Temperature 39
2.1 Electricity 44
2.2 Electricity 50
3.1 Changes Around Us 56
3.2 Changes Around Us 61
4 Cell Biology 68
5 Basics of Classification 75
6 Visual Communication 82
CONTENTS
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v
8th Standard1 Heat 89
2.1 Electricity 94
2.2 Electricity 99
3.1 Air 105
3.2 Air 109
4.1 Atomic Structure 114
4.2 Atomic Structure 119
5.1 Movements 125
5.2 Movements 130
6 Reaching the Age of Adolescence 135
7 Digital Painting 140
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Details of School Working Days for the Academic Year 2019-2020
Month List of HolidaysSat., Sunday
Holiday
Days of
Holidays
Working
days
Jun
2019
5 W Ramjan 1, 2, 8, 9, 15,
16, 22, 23,
29, 30
11 19
Jully
2019
? ? ? 6, 7, 13, 14,
20, 21, 27,
28
8 23
Aug.
201912
15
23
M
T
F
Bahrith
Independence
Krishnajeyanthi
3, 4, 10, 11,
18, 24, 25,
31
11 20
17.08.2019 ? Saturday (Working day)Sept.
20192
10
23
M
T
?30
Vinayagarsaturti
Muharam
I Term Holiday
1, 7, 8, 14,
15, 22
16 14
21.09.2019 ? Saturday (Working day)Oct.
2019
2
7
8
W
M
T
Gandhi Jeyanti
Saraswati pooja
Vijaydasami
5, 6, 12, 13,
19, 20, 26,
27
11 20
Nov
2019
? ? ? 2, 3, 9, 10,
16, 17, 23,
24, 30
9 21
Dec.
2019
24 ?31 II Term Holidays 1, 7, 8, 14,
15, 22
14 17
21.12.2019 ? Saturday (Working day)
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Details of School Working Days for the Academic Year 2019-2020
Month List of HolidaysSat., Sunday
Holiday
Days of
Holidays
Working
days
Jan.
20201
15
16
17
W
W
T
F
New year
Thai Pongal
Mattupongal
Uzhavar day
5, 11, 12, 18,
19, 25, 26
11 20
04.01.2020? Saturday (Working day)Feb.
2020? ? ? 1, 2, 8, 9, 15,
16, 22, 23
8 21
Mar.
202025 W Telugu new year 7, 8, 14, 15,
21, 22, 29
8 23
28.03.2020? Saturday (Working day)April
20206
10
14
21
M
F
T
T
Mahavir Jeyanthi
Good Friday
Tamil New Year
III Term Holidays start
4, 5, 11, 12,
19
18 12
May
20201
31
M
S
Summer Holidays
- 31 -
Total Days 156 210
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6LESSON PLAN
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1
HEAT
LESSON 1.1
LESSON PLAN
Ê FORMAT : Group Learning Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ To list out the sources of heat and to define heat ¾ To distinguish hot and cold objects ¾ To define temperature and to differentiate heat and
temperature ¾ To understand the conditions for thermal equilibri-
um and to understand why thermal expansion takes place in solids
¾ To list out the practical applications of thermal ex-pansion
Teaching Learning Materials :
¾ Flash cards with pictures of heat sources ¾ Materials for experiments ¾ Drawing cards ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Motivate the students with simple illustrations or demonstrations
¾ Ask the students to rub their palms of hands and get their response what they will feel after rubbing
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TERM 2
2
3 in 1 GANGA 8 SCIENCE6 ¾ Ask the students to sense the weather inside and
outside of the classroom
Introduction of the lesson :
¾ Introduction may be started with the sources of heat by showing their pictures
¾ The definition for heat need to be explained by show-ing hot and cold objects
¾ The definition for temperature need to be explained by giving the demonstration of water heating as well as thermometer
¾ Let the students may distinguish the difference be-tween heat and temperature and their units
¾ Thermal equilibrium may be explained by showing small experiments
¾ Thermal expansion also can be explained by showing small experiments
¾ Uses of thermal expansion can be explained on the basis pictorial representations
Reading
¾ Teacher reads the lesson once and let the students to read the lesson one by one
¾ Divide the students in to number of groups and let them to learn the principles behind Heat, Tempera-ture, Flow of heat, expansion in solids, Linear and cubical expansion, uses of thermal expansion.
¾ Ask the students to find out the new terms (words) and to learn their meaning
New Words
(i) Linear Expansion - -«ïKò™MKõ£‚è‹(ii) Friction - à󣌾
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3
6 GANGA SCIENCETERM 2 3 in 1
(iii) Thermometer - ªõŠðñ£Q(iv) Boiling Point - ªè£FG¬ô(v) Thermal Contact - âKî™(vi) Combustion - -ªõŠðªî£ì˜¹(vii) Thermal Equilibrium- -ªõŠðêñG¬ô(viii) Riveting - °¬ìò£E
Mind Map
HEA
T
Defin
ition
of
tem
pera
ture
?
Unit
of te
mpe
ratu
re
Wha
t’s th
e diff
eren
ce
betw
een
tem
pera
ture
&
heat
?
High
er
tolo
wer
Ther
mal
eq
uillib
rium
Ther
mal
co
ntac
t
Flow
of h
eat
SI u
nit o
f hea
t
Defin
ition
of H
eat?
Sour
ces
of
heat
Prec
autio
ns
Line
ar
Cubi
cal
expa
nsio
n in
sol
ids
uses
of
ther
mal
ex
pans
ion
woo
den
whe
el &
Ri
vets
(i) g
ap in
railw
ay tr
ack
(ii) g
ap in
con
cret
e br
idge
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TERM 2
4
3 in 1 GANGA 8 SCIENCE6
Consolidation
¾ The main source of heat is sun. We can obtain heat from combustion, friction, and electricity.
¾ Heat is the total kinetic energy of constituent parti-cles of objects,
¾ SI unit of heat is joule. ¾ The measurement of warmness or coldness of a sub-
stance is known as its temperature. ¾ SI unit of temperature is kelvin. ¾ Two objects are said to be in thermal contact if they
can affect each other’s temperature. ¾ Thermal equilibrium exists when two objects in ther-
mal contact no longer affect each other’s temperature. ¾ The expansion of a substance on heating is called the
thermal expansion of that substance.
Presentation
¾ The teacher helps the students to present their con-solidation. Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their activi-
ties for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has
to make the presentation of mind Map and consolida-tion
¾ The Students Should do some activities like discus-sion,Quiz, Debate Programme for related to the Topic Content.
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5
6 GANGA SCIENCETERM 2 3 in 1
¾ Use topic relatedvideos and QR code videos to rein-force the students.
Evaluation
¾ State the principal source of heat. ¾ SI unit of heat___________ ¾ Define temperature. ¾ What do mean by thermal contact?
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those Students Who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Encourage the students to find out the reasons for the Questions Based on Higher Order Thinking Skills which are given after the lesson in the text book
Follow up activities
¾ Ask the students to bring the demonstration for lin-ear expansion
¾ Ask the students to find out more examples and uses of thermal expansion
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6
ELECTRICITY
LESSON 1.2
LESSON PLAN
Ê FORMAT : Individual andGroup Learning
Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ To know the sources of electricity ¾ To be aware of the equipment working on electricity ¾ To know the different kinds of electric cells and un-
derstand their applications ¾ To be able to use different types of cells in different
applications ¾ To understand the symbols of circuits and apply
them in different circuits ¾ To identify conductors and insulators ¾ To be able to make their own batteries
Teaching Learning Materials :
¾ Pictures of power stations in Tamilnadu ¾ Torch light ¾ Different kinds of batteries ¾ Drawing cards ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Ask the students about the objects which are running with the help of electricity
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7
6 GANGA SCIENCETERM 2 3 in 1
¾ Ask the students about the situation of absence of electricity
¾ Ask the students about the alternate equipment in the absence of electricity
Introduction of the lesson :
¾ Explanation may be given based on the illustrations of the sources of electricity
¾ Explanation on different types of batteries with respective models may be practiced
¾ Demonstration of the function of torch light may help to encourage the students
¾ Demonstrationmay be given for open and closed circuits and their types with the aid of simple circuitsand also for conductors and insulators
¾ Students may be encouraged to identify the differences between conductors and insulators
¾ Discussion on the safety measures is needed
Reading
¾ Teacher shall read the lesson first ¾ Divide the students into number of groups for read-
ing and let them to find out the new terminologies and to learn their meaning
New Words
(i) Thermal power - ªõŠð ÝŸø™
(ii) conductor - èìˆFèœ
(iii) Hydel power - c˜ ÝŸø™
(iv) insulator -- 裊ð£¡èœ
(v) Atomic power - ܵ ÝŸø™
(vi) electric circuit - I¡²ŸÁ
(vii) Electromagnet - I¡è£‰î ²öŸC
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TERM 2
8
3 in 1 GANGA 8 SCIENCE6(viii) Turbine - M¬êò£N
(ix) Nuclear energy - ܵ ÝŸø™
(x) Electrolyte - I¡ð°ªð£¼œ
Mind Map
cond
ucto
rsFlo
w of
Cur
rent
ELEC
TRIC
ITY
insu
lator
s Type
s of
Circ
uit
Part
s of
Circ
uit
Cell
Batt
ery
Colle
ctio
n of
cel
ls
Elec
trica
l sou
rces
Elec
tric C
ircui
t
Ther
mal
powe
r sta
tion
Heat
energ
y El
ectri
cal e
nerg
y
Hyde
l Pow
er S
tatio
nKin
etic e
nerg
y E
lectri
cal e
nerg
y
Atom
ic Po
wer S
tatio
nNu
clear
energ
y M
echan
ical e
nergy
Electr
ical e
nergy W
ind
Mills
Kineti
c ene
rgy
Elec
trica
l ene
rgy
Seco
ndary
Cell
Mobil
e pho
nes
Lapto
ps
Emerg
ency
lamp
s
Vehic
le ba
tterie
s
(a) C
ell (o
r) ba
ttery
(b) C
onne
cting
Wire
s
(c) Bu
lb
(d) S
witch
(a) Si
mple
Circu
it
(b) S
eries
Circ
uit
(c) Pa
rallel
Circ
uit
Safet
y mea
sures
to
safeg
uard
a pe
rson
from
electr
ic sh
ock
Prim
ary C
ellClo
cks
Watch
esTo
ys
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9
6 GANGA SCIENCETERM 2 3 in 1
Consolidation
¾ Any device from which electricity is produced is called the source of electricity.
¾ There are many sources of electricity such as thermal power stations, Hydel electric power stations, wind mills, atomic power stations.
¾ Device that converts chemical energy into electrical energy is called a cell.
¾ A cell which is used for single time is known as primary cell and the one can be used after the recharging is known as secondary cell
¾ A battery can be made by combining two or more cells ¾ A circuit consisting of a cell, key, bulb and
connecting wires is called simple circuit ¾ If two or more bulbs are connected in series in a
circuit, then that type of circuit is called series circuit ¾ If two or more bulbs are connected in parallel
mannerin a circuit, then that type of circuit is called parallel circuit
¾ The materials which allow electric charges to pass through them are called conductors
¾ The materials which do not allow electric charges to pass through them are called insulators or non-conductors
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students.
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TERM 2
10
3 in 1 GANGA 8 SCIENCE6 ¾ Divide the class into some groups, Each Group has to
make the presentation of mind Map and consolidation ¾ The Students Should do some activities like discussion,
Quiz, Debate Program for related to the Topic Content. ¾ Use topic relatedvideos and QR code videos to
reinforce the students.
Evaluation
¾ Give the types of cell ¾ List out the types of circuits ¾ Mention the atomic stations in Tamil Nadu ¾ List out the sources of electricity ¾ Give the examples for conductors
From the above questions, the students could be evaluatedRemedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Students who are found lacking in any of the above
steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Make the students to solve the exercises given in page 29 & 30 in the class room itself
Follow up activities
¾ Ask the students to draw the diagrams of simple cir-cuit, series circuits and parallel circuits
¾ Ask the students to draw the table for symbol of elec-tric components given in page 22
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11
Ê FORMAT : Pair Study Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ To recognize and enlist a changes that happen in our day-to-day life• To classify the observed changes as,• Slow/fast, reversible/irreversible• Physical and chemical changes
¾ Desirable / undesirable, natural/human made ¾ To explain the process of dissolution ¾ To distinguish between a solvent and a solute
Teaching Learning Materials :
¾ Pictures that explain the changes ¾ Materials for experiments ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ i. Teacher may motivate the students by giving the recalling activities such as
¾ Ask the students to recognize the differences from their five year onwards
¾ Ask the students recall what had happened if the food materials had been kept for more than two days in their house
CHANGES AROUND US
LESSON 1.3
LESSON PLAN
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TERM 2
12
3 in 1 GANGA 8 SCIENCE6Introduction of the lesson :
¾ Start the lesson by giving the basic definition for change ¾ Types of changes may be explained with the aid of
flash cards ¾ Explanation may be given for slow and fast changes
with the help of pictures and simple experiments ¾ Reversible and irreversible changes may be explained
with the help of simple demonstrations ¾ Physical and chemical changes may on be explained
with the aid simple drawing on the black board ¾ Definition for solvent, solute and solution may be
explained with the help of the same materials ¾ Desirable and undesirable changes may be explained
on the basis of pictures
Reading
¾ Teacher reads the lesson once and let the students to read the lesson one by one
¾ Divide the students in to number of groups and let them to learn the principles behind Heat, Tempera-ture, Flow of heat, expansion in solids, Linear and cubical expansion, uses of thermal expansion.
¾ Ask the students to find out the new terms (words) and to learn their meaning
New Words
(i) periodically - ÜšõŠ«ð£¶(ii) germination - º¬÷ˆî™(iii) reversible - e÷‚îò(iv) substance - ªð£¼œ(v) irreversible - ñ£Ÿøº®ò£î(vi) vapourisation - ÝMò£î™(vii) desirable - M¼‹ðˆî‚è(viii) condensation - °O˜Mˆî™
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13
6 GANGA SCIENCETERM 2 3 in 1
(ix) undesirable - M¼‹ðˆîè£î(x) sublimation - ðîƒèñ£î™(xi) solvent -- è¬óŠð£¡(xii) deforestation -- 裴è¬÷ ÜNˆî™(xiii) solute - è¬óªð£¼œ(xiv) decay - C¬î¾(xv) solution -- è¬óê™
Mind Map
Clas
sific
atio
n O
f Ch
ange
s
Usel
ess
and
harm
ful
Usef
ul a
nd
harm
less
Long
per
iod
of ti
me
Shor
t per
iod
of ti
me
Can
go b
ack
to
its o
rigin
al s
tate
Cann
ot g
o ba
ck
to it
s or
igin
al
Dis
solu
tion
Solut
e + so
lvent
solut
ion
Chan
ge in
ch
emica
l co
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TERM 2
14
3 in 1 GANGA 8 SCIENCE6
Consolidation
¾ Everything in this world undergoes changes. Changes occur in position, shape, size, state, colour, temperature, composition etc.,
¾ Fast change - short period of time ¾ Slow change - long period of time ¾ Reversible change - can go back to its original state ¾ Irreversible change - cannot go back to its original state ¾ Desirable change - changes that are useful and
harmless to our environmental ¾ Undesirable change - changes that are harmful to our
environment. ¾ Natural change - changes that take place in nature
on their own ¾ Human made change - changes that are brought
about by human beings ¾ A solute when dissolved in a solvent makes a solution ¾ The process of dissolving the solute in solvent is
called dissolution.
Presentation
¾ The teacher helps the students to present their con-solidation.
¾ Encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explain the topic once again. ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students.
¾ Divide the class into some groups, Each Group has to make the presentation of mind Map and consolidation
¾ The students should do some activities like
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15
6 GANGA SCIENCETERM 2 3 in 1
discussion,Quiz, Debate Program related to the Topic Content.
¾ Use topic relatedvideos and QR code videos to rein-force the students.
Evaluation
¾ Bursting of balloon is a --------------change ¾ Decaying of fruit is a -----------change ¾ A solute when dissolved in a solvent makes --------- ¾ Define irreversible change.
From the above questions, the students could be evaluated
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Students who are found lacking in any of the above
steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Encourage the students to solve the exercises given in page 39
¾ Ask the students to complete the activities given in the lesson
Follow up activities
¾ Ask the students to read and write the differences be-tween physical and chemical changes which are given in page 36
¾ Ask the students to find out answers for the ques-tions which are given in page 40
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16
AIR
LESSON 1.4
LESSON PLAN
Ê FORMAT : Pair Study Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ Tidentify the components and uses of air ¾ To develop skills in performing experiments and
arriving at conclusions ¾ To clarify the role of oxygen in the process of burning ¾ To realize the significance of air for the survival of
plants and animals on earth ¾ To appreciate the need of air in protecting our atmosphere
Teaching Learning Materials :
¾ Flash cards with pictures for uses of Air ¾ Materials for experiments ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ i. Teacher may motivate the students by giving the activities such as• Ask the students to stop their respiration for few
seconds• Ask the students that why they are not able to
stop their respiration even for few seconds• Ask the students a question about what which is
essential for respiration
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17
6 GANGA SCIENCETERM 2 3 in 1
Introduction of the lesson :
¾ Explanation may be given on the basis of importance of air and the air is existing around us in all places
¾ A simple test can be done to prove that air is existing around us
¾ Explanation may be given for the five layers of atmosphere by the aid of pictures
¾ A small physical or chemical tests can be done for the presence of oxygen and carbon di oxide
¾ With the help of pictures, composition of air can be explained and also it should be explained that the composition of air may be changed place to place
¾ Burning and combustion can be explained on the basis of some simple experiments
¾ Explanation may be given for the importance of air for in respiration and photosynthesis of plants
¾ Tell the students that air is important for the respiration of animals and also respiration of plants and animals in water
¾ Get points from the students regarding the uses of air
Reading
¾ Teacher may assign the students in pair and make them to read the lesson in order to find out the new words
New Words
(i) Survive - õ£›î™(ii) burning - âKî™(iii) atmosphere - õOñ‡ìô‹(iv) combustion -- àœª÷Pî™(v) synergy -- Æ´ M¬÷¾(vi) respiration -- ²õ£ê‹(vii) weather -- õ£Q¬ô
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TERM 2
18
3 in 1 GANGA 8 SCIENCE6(viii) absorb -- àP…²î™(ix) magnify - ªðK°(x) transpiration - -có£MŠ«ð£‚°(xi) essential - Þ¡Pò¬ñò£î(xii) dissolved -- è¬óòªêŒî™(xiii) photosynthesis - åO„«ê˜‚¬è(xiv) compress - Ü¿ˆ¶(xv) rust - ¶¼
Mind MapAI
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19
6 GANGA SCIENCETERM 2 3 in 1
Consolidation
¾ Air is everywhere around us ¾ Our earth is surrounded by a huge envelop of air
which is called the atmosphere ¾ The process of burning of a substance in the
presence of oxygen and releasing a large amount of light and heat is called combustion
¾ Priestley helped us in understanding the presence of oxygen in air that is produced by plants during photosynthesis which can be used by animals for respiration
¾ Green house experiment helped us to know the role of sunlight in evolving oxygen during photosynthesis
¾ Air contains 78% of nitogen, 21% of oxygen, 1% of carbon di oxide, water vapour, noble gases and dust particles
¾ In plants, carbon di oxide combines with water in the presence of sunlight and chlorophyll to give food and oxygen
¾ In animals, food and oxygen combine together to give carbon di oxide and water with the evolution of energy
¾ Aquatic plants and animals use oxygen dissolved in water for breathing
¾ Ozone layer present in the atmosphere helps us in preventing harmful radiations hitting the earth directly
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explain the topic once again .
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TERM 2
20
3 in 1 GANGA 8 SCIENCE6 ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Stu-dents.
¾ Divide the class into some groups, Each Group has to make the presentation of mind Map and consolidation
¾ The Students Should do some activities like discussion, Quiz, Debate Programme for related to the Topic Content.
¾ Use topic related videos and QR code videos to rein-force the students.
Evaluation
¾ --------------is everywhere around us ¾ The gas given out during photosynthesis is ------------ ¾ ---------------gas turns lime water to milky ¾ What is atmosphere?
From the above questions, the students could be evaluated
Remedial teaching
¾ Teacher once again repeat the lesson. ¾ Teacher discuss about the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Encourage the students to solve the exercises given in page 55 and 56
Follow up activities
¾ Ask the students to draw the picture given in page 51
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21
THE CELL
LESSON 1.5
LESSON PLAN
Ê FORMAT : Group learning Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ To know that all living things are made up of cells ¾ To observe the cell structure using microscope ¾ To understand the structure of a cell ¾ To explain the components of a cell ¾ To understand the structural difference between ani-
mal and plant cell
Teaching Learning Materials :
¾ Thermo cool sheets, models for animal and plant cells ¾ Drawing cards ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ A brick wall picture or thermo cool can be shown as a model for construction of cell. Let the students to ap-preciate the resemblance between brick wall and cell. So that they may identify that, number of units of cells are arranged in the same manner as the bricks are arranged in a brick wall.
Introduction of the lesson :
¾ Teacher may explain that all living things are made of
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TERM 2
22
3 in 1 GANGA 8 SCIENCE6one or more cells
¾ Discovery of the cell may be explained with the help of the pictures
¾ Three major parts of the cells can be explained with the aid of egg
¾ The size, shape and number of the cells can be explained with help of drawing
¾ Types of cells may be explained using diagrams ¾ Plant cell and animal cells may be explained with the
aid of models ¾ Cell components can be explained on the basis of
tabulating the various components of the cells
Reading
¾ Teacher reads the lesson once and let the students to read the lesson one by one
¾ Ask the students to find out the new terms (words) and to learn their meaning
New Words
(i) membrane - êš¾(ii) pigment - GøI(iii) nucleus - à†è¼(iv) flagella - è¬êJ¬öèœ(v) organism - àJK(vi) organelles - àJóµ àÁŠ¹èœ(vii) nerve -- ïó‹¹(viii) muscle - î¬ê(ix) unicellular - 弪ê™(x) chloroplast - ð²ƒèEè‹(xi) misconception - îõø£ù輈¶(xii) analogous - Þ¬í
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23
6 GANGA SCIENCETERM 2 3 in 1
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TERM 2
24
3 in 1 GANGA 8 SCIENCE6
Consolidation
¾ Cells are the basic units of all living organisms ¾ A cell consists of three major parts; cell membrane,
cytoplasm and nucleus ¾ The size of cells may vary from a micrometer (10 –6
meter) to a few centimeters ¾ Cells are of different shapes; nerve cells, red blood
cells, muscle cells etc., ¾ The number of cells may vary from organism to
organism ¾ Prokaryotic cell: cells which have no true nucleuseg.
E-coli ¾ Eukaryotic cell: cells which have true nucleus is
called eukaryotic cells. Eg. Plants and animals ¾ Both plant and animal cells have unique organelles
which are capable of carrying out specialized functions
¾ Plant cells have two unique components such as cell wall and chloroplasts compared to animal cells
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Stu-dents.
¾ Divide the class into some groups, Each Group has to make the presentation of mind Map and consolidation
¾ The students should do some activities like discussion,
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25
6 GANGA SCIENCETERM 2 3 in 1
Quiz, Debate Programme related to the Topic Content. ¾ Use topic relatedvideos and QR code videos to rein-
force the students.
Evaluation
¾ -------------is called the gate of nucleus ¾ Power house of the cell is -------------- ¾ The instrument used to observe the cell is ------------ ¾ The egg off --------------is the largest cell ¾ Who discovered the cell?
From the above questions, the students could be evaluated
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Ask the students to write the differences between plant cell and animal cell
¾ Ask the students to write the differences between prokaryotic and eukaryotic cells in page 62
Follow up activities
¾ Ask the students to make a picture of cell components and their functions in the page 64
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26
HUMAN ORGAN SYSTEM
LESSON 1.6
LESSON PLAN
Ê FORMAT : Pair Study Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ To understand the structure and function of organs and organ systems of human body
¾ To gain knowledge of various human body systems and their coordination
¾ To understand the importance of the life processes such as digestion, absorption, respiration and excretion
Teaching Learning Materials :
¾ Models for organ system ¾ Pictures for digestive and muscular systems ¾ Matching boards ¾ Drawing cards ¾ Computer, mobile ,speaker for QR code videos ¾ Class room situation etc....
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions related to
parts of (human) body and their functions ¾ Teacher has to ask the question by showing the
Topic related picture
Introduction of the lesson :
¾ Teacher may show the model of skeletal system followed by explanation
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27
6 GANGA SCIENCETERM 2 3 in 1
¾ Teacher may show the pictures and types of muscu-lar system
¾ Teacher may show the pictures of digestive system and its parts by giving brief introduction
¾ Teacher may give the demonstration for the respiratory system
¾ Teacher may show the picture of circulatory system with a brief explanation for the function of heart
¾ Teacher may show the picture of nervous system with a brief introduction for the function of brain and its parts
¾ Teacher may show the picture of sense organs and let the students to identify their own sense organs in their body
¾ A diagram of endocrine system and its glands may be explained using a chart
¾ Teacher may show the picture of excretory systems such as kidney and its function
Reading
¾ Teacher read the lesson once and let the students to read the lesson one by one
¾ Divide the students in to number of groups and let them to read the lesson to find out the new words about organs of body
¾ Ask the students to find out the new terms (words) and to learn their meaning
New Words
(i) Cartilages -- °¼ˆªî½‹¹(ii) Involuntary muscle - Þòƒ°î¬ê(iii) Tendons - î¬ê(iv) Cranial bone - ñ‡¬ì 憴⽋¹(v) Axial skeleton - Ü„²„ ê†ìè‹(vi) Vertebral column - º¶°ˆî‡´(vii) Appendicular skeleton -- ެ특ê†ìè‹
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TERM 2
28
3 in 1 GANGA 8 SCIENCE6(viii) Pelvic girdles - Þ´Š¹õ¬÷ò‹(ix) Alimentary canal - àí¾‚°ö™(x) Epiglottis - °ó™õ¬÷ Í®(xi) Arteries -- îñQèœ(xii) Capillaries -- ¸‡°ö£Œèœ(xiii) Endocrine system -- ï£÷I™ô£²óŠHñ‡ìô‹
Mind Map
Huma
n org
an sy
stem
Exte
rnal
Inte
rnal
Cellu
lar re
spira
tion
Glan
dsHo
rmon
es
Uret
ers
Urina
ry
bladd
erUr
ethr
a
Saliv
ary
Gastr
icLiv
erPa
ncre
asIn
testi
nal
gland
s
Skull
Verte
bral
colum
nRI
B ca
ge
Arte
ries
Veins
Capil
laries Se
nsor
y inp
utIn
tegr
ation
Moto
r out
put
Nerv
es
Brain
Spina
l cor
dSe
nsor
y org
ans
RBC
WBC
Plate
lets
Pituit
ary
Pinea
lTh
yroid
Thym
usPa
ncre
asAd
rena
lgo
nads
Lung
s
Card
iac
Smoo
th
Skel
etal
Skel
etal
Axia
l He
art
Bloo
d
Pum
ps b
lood
to th
e Bo
dy
Lim
bs
Appe
ndicu
lar
Invo
lunta
ry
Kidn
ey
Excr
etor
y sy
stem
Resp
irato
ry sy
stem
Dige
stive
syste
mAs
socia
ted gl
ands
Alime
ntary
cana
l
Musc
ular s
yste
m
Skele
tal s
yste
m
Endo
crine
syste
m
Nerv
ous s
yste
m
Circ
ulato
ry sy
stemBl
ood
vess
els
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29
6 GANGA SCIENCETERM 2 3 in 1
Consolidation
¾ The skeletal system gives shape to the body and protects the soft internal organs
¾ Muscles maintain the posture and body position ¾ Digestive system is involved in the conversion of
complex food substances in to simple form and absorption of digested foods
¾ Respiratory system is involved in exchange of the respiratory gases and thereby helps us to breathe
¾ The circulatory system is one of the important system consisting of heart, blood vessels and blood
¾ Nervous system is well developed in human and is composed of neurons or nerve cells
¾ Sense organs are like windows to the outside world ¾ Endocrine glands are present in the body, produce
chemical substances called hormones ¾ The nitrogenous waste are removes from the body by
excretory system
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explain the topic once again . ¾ The teacher helps the students to reinforce and
present their activities on the topic.
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TERM 2
30
3 in 1 GANGA 8 SCIENCE6 ¾ Divide the class into some groups , Each Group has to
make the presentation of mind Map and consolidation ¾ The Students Should do some activities like
discussion, Quiz, Debate Programme for related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
Evaluation
¾ --------------is the functional units of kidney ¾ Endocrine glands are produced chemical substances
called ----------------- ¾ Heart is surrounded by a membrane called ----------- ¾ The trachea is commonly called---------- ¾ What is cellular respiration? ¾ Mention the three types of blood cells. ¾ From the above questions we could evaluate the
students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those Students Who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
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6 GANGA SCIENCETERM 2 3 in 1
Writing
¾ Let the students write down the importance and functions of heart in page 75
¾ Let the students write down the importance, parts and functions of brain in page 78
¾ Let the students write about the endocrine system with their glands and respective locations given in page 80
Follow up activities
¾ Student may be given the assignment to make drawing of digestive system, heart and kidney
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32
PARTS OF COMPUTER
LESSON 1.7
LESSON PLAN
Ê FORMAT : Pair Study Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ To know about Input unit, CPU and the Output unit ¾ To understand the memory unit ¾ To differentiate the input and output devices ¾ To link the connections in computer
Teaching Learning Materials :
¾ Mouse, keyboard, cables such as data cable, USB cord etc.,
¾ Drawing cards ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions related to
the topic as (i) uses of computer (ii) by list out some parts of computer
Introduction of the lesson :
¾ Teacher may start the introduction about the parts of computer
¾ Components of input unit such as key board and mouse can be explained and also their functions
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33
6 GANGA SCIENCETERM 2 3 in 1
need to be explained ¾ By the aid of flash cards CPU and its parts can be
explained ¾ By the aid of diagrams classification of computer can
be explained ¾ Types of cables can be explained by showing the
original cables (if it is possible), otherwise it can be shown with the help of pictures
¾ It is important to give the introduction to the wireless connections and it can be demonstrated.
Reading
¾ Teacher reads the lesson once and let the students to read the lesson one by one
¾ Ask the students to find out the new terms (words) and learn their meaning
New Words
(i) Processing - - ªêòô£‚è‹(ii) cables - è‹Hõìƒèœ(iii) barcode - ð†¬ì°Pf´(iv) interface - - è‹Hõìƒèœ(v) scroll - ༆´(vi) wireless - -è‹HJ™ô£(vii) arithmetic - -èí‚W´(viii) Bluetooth - -áì¬ô(ix) temporarily - - îŸè£Lèñ£è(x) scanner - - áì¬ô(xi) binary value - -Þ¼ññFŠ¹xii) projector - ðìi›ˆF(xiii) efficiency - ªêò™Fø¡(xiv) Wi-Fi - ܼè¬ô
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TERM 2
34
3 in 1 GANGA 8 SCIENCE6
Mind MapC
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35
6 GANGA SCIENCETERM 2 3 in 1
Consolidation
¾ There are three major parts of computer; (i) Input unit (ii) CPU (iii) Output unit
¾ The devices that are used to input the data are called Input device
¾ Keyboard, mouse, scanner, barcode, reader, micro-phone, web camera, light pen are some of the input devices
¾ Keyboard has two types of keys namely number keys and alphabet keys
¾ Mouse has two buttons and a scroll ball in the middle ¾ CPU is the brain of the computer. It has three parts
namely, (i) memory unit, arithmetic logic unit (iii) control unit
¾ Monitor, printer, speaker, scanner are some of the output devices
¾ The computer can be classified as follows (i) mainframe computer (ii) mini computer (iii) micro (or) personal computer (iv) super computer
¾ Various parts of the computer are linked through connecting cables
¾ Bluetooth, Wi-Fi are used to connect to internet without using any connecting cable
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explain the topic once again. ¾ The teacher helps the students to reinforce and
present their activities on the topic.
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TERM 2
36
3 in 1 GANGA 8 SCIENCE6 ¾ Divide the class into some groups, Each Group has to
make the presentation of mind map and consolidation ¾ The Students should do some activities like discus-
sion, Quiz, Debate Programme for related to the topic content.
¾ Use topic related videos and QR code videos to reinforce the students.
Evaluation
¾ Key board is an--------------device ¾ -------------is the brain of the computer ¾ What are the parts of the mouse? ¾ What are the types of PC?
From the above questions, the students could be evaluatedRemedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Students who are found lacking in any of the above
steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Ask the students to read and refer the lesson to write down the answers for the exercise given in page 90
Follow up activities
¾ Ask the students to write down about parts of computer and types of cables in detail
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7LESSON PLAN
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39
GANGA SCIENCE7TERM 2 3 in 1
Unit 1 Heat and Temperature
LESSON PLAN
Ê FORMAT : Individual and Group Learning Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ To measure temperature using thermometer ¾ To understand the working principle of thermometer ¾ To know about thermometric liquids ¾ To differentiate between clinical and laboratory ther-
mometer ¾ To know the various units of temperature ¾ To convert a temperature from a thermometer scale to
others.
Teaching Learning Materials :
¾ Different types of thermometers, ¾ Things for experiments, ¾ Matching boards, ¾ Drawing cards. ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions related to
the topics which were taught in the last class
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40
GANGA SCIENCE7 TERM 23 in 1 ¾ Teacher can motivate by asking questions related to
the practical life such as if they went to hospital, how their body temperature had been measured!
Introduction of the lesson :
¾ Recalling about the temperature and heat and their differences which were taught in the last class
¾ Units of temperature such as Fahrenheit, Celsius and Kelvin may be discussed with examples
¾ Giving the introduction about how to measure the temperature and also about the thermometer
¾ Giving reasons why mercury and alcohols are used in thermometers
¾ Types of thermometers such as clinical, digital and laboratory thermometers can be introduced
¾ Differences between clinical and laboratory thermome-ters can be shown with pictures and the precautions to be followed for using the two above said thermometers
¾ Mathematical relations between Fahrenheit, Celsius and Kelvin may be discussed by giving examples
Reading
¾ Teacher reads the lesson once and let the students to read the lesson one by one
¾ The students are asked to read the text contentindi-vidually and then underline the new words.
New Words
¾ Precautions - º¡ªù„êK‚¬èèœ ¾ Thermometer - ªõŠðñ£Q ¾ Antiseptic - A¼Iï£CQèœ ¾ Atomsm - ܵ‚èœ
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41
GANGA SCIENCE7TERM 2 3 in 1 ¾ Opaque - åO¹è£î ¾ Kinetic energy - Þò‚èÝŸø™ ¾ Toxic -  ¾ Temperature - ªõŠðG¬ô ¾ Astronomer - õ£ùê£vFK ¾ Mercury - ð£îóê‹ ¾ Calibrated - Yó¬ñ‚èŠð†´œ÷¶ ¾ Laboratory - ÝŒõè‹ ¾ Industry - ªî£N™¶¬ø
Mind Map
What is Temperature?
Units of TemperatureTemperature
Thermometer
Thermometric Liquids
MercuryAlcohol
Clinical Laboratory
Digital
Celsius scaleFahrenheit scale
Kelvin scale
Numerical problemsRelationship
(F-32)9 = c5
K= 273.15+ C
Types of Thermometer
Differences between clinical and laboratory
thermometer
Precautions while using thermometer!!!
Scales of Thermometer
Degree Celsius (˚C)Fahrenheit (˚F)
Kelvin (K)
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42
GANGA SCIENCE7 TERM 23 in 1
Consolidation
¾ The measurement of warmness or coldness of a sub-stance is known as its temperature
¾ There are three units which are used to measure the temperature: Degree Celsius, Fahrenheit, Kelvin
¾ The SI unit of temperature is Kelvin ¾ In a thermometer, when liquid gets heat, it expands
and when it is cooled down, it contracts. It is used to measure temperature
¾ Scales of thermometer: Celsius scale, Fahrenheit scale, Kelvin scale
¾ Relation between Fahrenheit scale and Celsius scales is((F-32))/9= C/5 K= 273.15+ C
¾ Mostly alcohol and mercury are used in thermomeers. ¾ There are different types of thermometers for measur-
ing the temperatures.
Presentation
¾ The teacher helps the students to present their con-solidation.
¾ Also encourage the students to work in pair to pre-pare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their activi-
ties for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation of mind Map and consolidation ¾ The Students Should dosome activities like discussion,
Quiz, Debate Program for related to the Topic Content. ¾ Use topic related videos and QR code videos to rein-
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43
GANGA SCIENCE7TERM 2 3 in 1force the students.
Evaluation
¾ The SI unit of temperature is ____________ ¾ ________&_______liquids are used in thermometers ¾ Doctors use ________ thermometers ¾ Convert 98°F in to Celsius.
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discuss about the topic content ¾ Students who are found lacking in any of the above
steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities ¾ Use topic related videos and QR code videos for Re-
medial Teaching
Writing
¾ Ask the students to find out the answer for the exer-cises given in page 54 & 55
Follow up activities
¾ Numerical problems can be given to the students based on the solved problems in the page 53
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44
Unit 2.1 Electricity
LESSON PLAN
Ê FORMAT : Individual and Group Learning Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ Understanding the flow of electric current and learn-ing to draw the circuit diagram
¾ Understanding the difference between conventional current and electron flow
¾ Ability to distinguish between cell and battery ¾ Understanding the terms potential difference, electri-
cal conductivity, and resistivity ¾ Doing numerical problems
Teaching Learning Materials :
¾ Different types of cells and batteries ¾ Things for experiments ¾ Drawing cards ¾ Picture cards of electrical appliances ¾ Computer, mobile,speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher has to ask the question by showing the
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45
GANGA SCIENCE7TERM 2 3 in 1pictures of devices which are functioning based on electric current and batteries
Introduction of the lesson :
¾ Lesson has to be started with the invention of current
¾ Small experiments for the existence electric charge may be done. Eg: rubbing a comb in hair
¾ Existence of electric current can be explained by showing the pictures
¾ Relation between current and charge can be ex-plained by practicing the small problems along with the various units of current
¾ Discussion on conventional current and electron flow can be done by showing the pictures
¾ Uses of ammeter need to be explained along with the numerical problems
¾ Definition, units, significances and differences for potential difference, electrical conductivity and resis-tivity need to be discussed
¾ Types of cells and their differences need to be dis-cussed with the help of pictures
¾ Battery and its invention has to be explained
¾ Electrical switches and their types can be explained with the help of their pictures
¾ Functioning of dry cells can be explained with the picture
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GANGA SCIENCE7 TERM 23 in 1
Reading
¾ The students are asked to read the text content followed by the teacher.
¾ Teacher reads the lesson sentence wise. ¾ Students to read after the teacher and then underline
the new words.
New Words
¾ Voltage - 輶«è£œ
¾ Electrical conductivity - I¡è숶Fø¡
¾ Hinders - î´Š¹
¾ Resistivity - î´Š¹Fø¡
¾ Electric cell - I¡èôªê™
¾ Commodity - ªð£¼†èœ
¾ Exhausted - b˜‰¶M†ì¶
¾ Electric charge - I¡²¬ñ
¾ Electrolyte - I¡ð°ªð£¼œ
¾ Electron flow - âô‚†ó£¡ æ†ì‹
¾ Hygroscopic - àP…²‹ ñ
¾ Potential difference - I¡ù¿ˆî«õÁð£´
¾ Depolarizer - º¬ù¾ c‚A
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47
GANGA SCIENCE7TERM 2 3 in 1
Mind Map
Elec
tric
al
char
ges
Flow
of
Elec
tric
al c
harg
es
Conv
enti
onal
cu
rren
tM
ovem
ent o
f po
sitiv
e ch
arge
s
Elec
tron
flow
Neg
ativ
e te
rmin
al to
th
e po
sitiv
e te
rmin
al
Pote
ntia
l di
ffere
nce
Volt
(V)
Uni
t of e
lect
ric
curr
ent
Ampe
reI=
q/( t
)
Mea
sure
men
t of
elec
tric
cur
rent
Amm
eter
1A =
103
mA
= 10
6μA
Flow
of e
lect
ric
curr
ent
Elec
tric
sw
itch
Sour
ces
Cel
ls
Dry
cel
l C
onst
ruct
ion
and
wor
king
Lith
ium
cel
l B
utto
n ce
ll Al
kalin
e ce
ll Au
tom
obile
ba
tter
y
Diff
eren
ces
Col
lect
ion
of c
ells
Inve
ntio
nG
alva
niAl
essa
ndro
Vol
ta
Tapp
ing
key
Plug
key
Togg
le s
witc
hRo
cker
sw
itch
Illum
inat
ed s
witc
hSl
ide
switc
h
Bat
teri
es
Elec
tric
al
cond
uctiv
itySi
emen
s /
met
er (S
/m)
Elec
tric
al
resi
stiv
ityO
hm- m
eter
(Ω
.m)
Anal
ogy
of e
lect
ric
curr
ent w
ith
wat
er fl
ow
ELEC
TRIC
CURR
ENT
Prim
ary
Seco
ndar
y
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48
GANGA SCIENCE7 TERM 23 in 1
Consolidation
¾ The flow of electric charges constitute an electric current ¾ Conventional current is in the direction opposite to
electron flow ¾ An electric cell is something that provides electricity
to different devices that are not fed directly by the supply of electricity
¾ Batteries are the collection of one or more cells ¾ Ammeter is an instrument for measuring the flow of
electrical current in amperes ¾ The potential difference between any two points in the
amount of energy needed to move one unit of electric charge from one point to the other
¾ Electrical conductivity is the measurement of a material’s ability to conduct an electric current
¾ Electrical resistivity is the property of a material that quantifies how strongly that material opposes the flow of electric current
¾ Electrolytes are substances that become ions in solu-tion and acquire the capacity to conduct electricity
Presentation
¾ The teacher helps the students to present their con-solidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explain the topic once again. ¾ The teacher helps the students to present their activi-
ties for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation of mind map and consolidation
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49
GANGA SCIENCE7TERM 2 3 in 1 ¾ The Students Should do some activities like discus-
sion,Quiz , Debate Programme related to the topic content.
¾ Use the topic related videos and QR code videos to reinforce the students.
Evaluation
¾ One coulomb = ____________ ¾ SI unit for electric current is _______________ ¾ Define electrical resistivity. ¾ What are electrolytes? Give example.
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those Students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities ¾ Use topic related videos and QR code videos for
remedial teaching
Writing
¾ Students are asked to find out the definitions for potential difference, electrical conductivity, electrical resistivity and electron flow from the text book
¾ Students are asked to write the differences between primary cell and secondary cells
Follow up activities
¾ Students are asked to write about the construction and working of a dry cell with neat diagrams
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50
Unit 2.2 Electricity
LESSON PLAN
Ê FORMAT : Individual and Group Learning Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ Understanding the different types of circuit based on flow of electricity and the connection of bulbs in a circuit
¾ Understanding the discrimination between different type of circuit
¾ Applying their knowledge in identifying the compo-nents of electrical circuits
¾ Understanding the effects of electrical current and factors affecting the effect of electric current
¾ Drawing the circuit diagram of their own
Teaching Learning Materials :
¾ Flash cards of circuit diagrams ¾ Simple circuit model ¾ Pictures of MCB, ¾ Things to illustrate conductor and insulator ¾ Computer, mobile ,speaker for QR code videos ¾ Anything more depends classroom situation etc..
Motivation
¾ Teacher gives recall activity from the discussion of the last class
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51
GANGA SCIENCE7TERM 2 3 in 1 ¾ Teacher can motivate by asking questions such as
why we should not touch any electrical device and wire with wet hand
¾ Teacher has to ask the question like what are the neces-sary devices the should be checked if the power sup-ply has gone in our house only. Eg. Checking the fuse carrier
Introduction of the lesson :
¾ Showing the symbols which are used in drawing the circuit need to be explained and their significances of that symbols have to be explained
¾ A simple circuit may be drawn by using the symbols systematically and also make the students to draw the simple circuits
¾ Types electrical circuits need to be explained with the help of the pictures
¾ Similarities and differences between parallel and series circuits have to be explained by showing the pictures
¾ Give the reasons for electrical shock and short cir-cuits.
¾ Conductors and insulators may be explained with examples
¾ Effects of electric current may be explained ¾ Heating effect and the factors affecting the heating
effect need to be explained ¾ Introduction on electric fuse and its functioning can
be explained using the pictures or original fuse carri-ers and a brief introduction on MCBs can be given
¾ Brief introduction on magnetic effects and their appli-cations has to be given.
¾ Working of telephone on the basis of magnetic effect can be explained
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52
GANGA SCIENCE7 TERM 23 in 1
Reading
¾ Teacher reads the lesson once ¾ Students may be divided in to groups in order to read
the lesson to find the new words
New Words
¾ Insulators - I¡è£Š¹Š ªð£¼œèœ
¾ Splinters of steelv - âç°H÷¾èœ
¾ Chaotically - âç°H÷¾èœ
¾ Diaphragm - ªñ¡øè´
¾ Free electrons - 膮ô£âô‚†ó£¡èœ
¾ Electro magnet - I¡è£‰î‹
¾ Collisions - «ñ£î™èœ
¾ Sequence - õK¬ê
¾ Semi-conductors - èìˆFèœ
¾ Short circuit - °¬ø‰îI¡ù¿ˆî‹
¾ Resistance - âF˜Š¹
¾ Arc welding - I¡ð£Œ„C ༂AJ¬íˆî™
¾ Electric fuse - I¡ê£óà¼A
¾ Conductors’ - èìˆFèœ
¾ Magnetism - 裉îM¬ê
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53
GANGA SCIENCE7TERM 2 3 in 1
Mind Map
Ser
ies
circ
uit
Bu
lbs
are
con
nec
ted
one
afte
r th
e ot
her
Para
llel
circ
uit
Bul
bs a
re
conn
ecte
d in
diff
eren
t
ELEC
TRIC
ITY
Elec
tric
circ
uit
Cond
ucta
nce
Effe
cts
of E
lect
ric
Curr
ent
Cir
cuit
di
agra
ms
Type
s of
ele
ctric
al
circ
uits
Ele
ctri
c sh
ock
Sh
ort
circ
uit
Fact
ors
affe
ctin
g he
atin
g ef
fect
Ele
ctri
c cu
rren
tR
esis
tan
ceTi
me
for
wh
ich
cu
rren
t flo
ws
Ele
ctri
c fu
seM
CB
s
Hea
tin
g ef
fect
Insu
lato
rsG
ive
a lo
t of
re
sist
ance
to
the
flow
of
char
ge
Con
duct
ors
Hig
h e
lect
rica
l co
ndu
ctiv
ity
Mag
net
ic e
ffect
Ele
ctro
mag
net
Con
stru
ctio
n
and
Wor
kin
g of
te
leph
one
Ch
emic
al e
ffect
Sim
ilari
ty
and
diffe
ren
ce
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54
GANGA SCIENCE7 TERM 23 in 1
Consolidation
¾ We can draw circuit diagrams using symbols. ¾ Series circuit: bulbs are connected one after the other ¾ Parallel circuit: bulbs are connected in different places ¾ Short circuit: when one part of an electric circuit
comes in contact with another part of the same circuit, diverting the flow of current from its desired path
¾ Fuse: a circuit interrupting device consisting of a strip of wire that melts and breaks an electric circuit if the current exceeds a safe level
¾ Conductor: any material where electric current can flow freely. Copper and aluminum wire are the most common conductors
¾ Insulator: any material where electric current does not flow freely. Insulative materials, such as glass, rubber, air and many plastics have a relatively high resistance
Presentation
¾ The teacher helps the students to present their con-solidation.
¾ Also encourage the students to work in pair to pre-pare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their activi-
ties for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation of mind Map and consolidation ¾ The Students Should do some activities like
discussion,Quiz , Debate Programme related to the
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55
GANGA SCIENCE7TERM 2 3 in 1topic content.
¾ Use the topic relatedvideos and QR code videos to reinforce the students.
Evaluation
¾ What is fuse? ¾ Give examples for insulators. ¾ What are the types of electric circuits? ¾ ____________are used to remove splinters
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those Students Who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities ¾ Use topic related videos and QR code videos for Re-
medial Teaching
Writing
¾ Students are asked to write down the similarities and differences between series and parallel circuits
¾ Students are asked to write down the differences be-tween insulators and conductors
Follow up activities
¾ Students are asked to write down the effects of electric current in detail
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56
Unit 3.1 Changes Around Us
LESSON PLAN
Ê FORMAT : Individual and Group Learning Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ To state the effect of heat on solid, liquid and gas and the associated changes in the arrangement of parti-cles upon heating
¾ To differentiate physical and chemical change on the basis of particle theory
¾ To involve in experiments crystallizing of copper sul-phate, melting of ice, freezing of water and sublima-tion of camphor
¾ To identify the process as a physical change based on its characteristics
Teaching Learning Materials :
¾ Pictures illustrating physical and chemical changes ¾ Things for experiments, ¾ Drawing cards, ¾ Computer, mobile,speaker for QR code videos ¾ More Depends Classroom situation etc.,
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions about the
physical and chemical changes inside and outside of their house
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GANGA SCIENCE7TERM 2 3 in 1
Introduction of the lesson :
¾ Teacher may start the lesson by giving a brief intro-duction about the physical and chemical changes around and let the students to respond the pictures related to the above said changes
¾ States of matter and the arrangement of particles in the var-ious states can be explained by showing the pictures
¾ Effect of heat on solid, liquid and gaseous substances can be explained by giving the simple examples
¾ A detailed explanation need to be given about the physical changes and their characteristics
¾ Change of states can be explained using small illus-trations. For example
• melting of ice could be demonstrated using ice cube, • vapourisation could be done by heating water
sample (in a laboratory), • freezing of water could be done by using the
refrigerator (if it is available), condensation could be demonstrated (in a laboratory) or by showing the picture,
• sublimation and crystallization also could be demonstrated (in the laboratory),
¾ Uses of vapourisatoin and crystallization need to be discussed
Reading
¾ Teacher reads the lesson once ¾ Students may be divided in to groups in order to read
the lesson to find the new words
New Words
¾ Melting - à¼°î™ ¾ Elongation - c†C ¾ Boiling - ªè£Fˆî™
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GANGA SCIENCE7 TERM 23 in 1 ¾ Sublimation - ðîƒèñ£î™ ¾ Freezing - à¬øî™ ¾ Condensation - ²¼‚°î™ ¾ Molecules - Íô‚ÃÁèœ ¾ Particles - ¶èœèœ ¾ Flexibility - ªïA›¾ ¾ Substance - ªð£¼œ ¾ Viscosity - 𣰈ñ ¾ Mass - G¬ø ¾ SolubilityfiuÍ - è¬ó»‹ ñ
Mind Map
CHANGES
State of matterSolid LiquidGas
Particle arrangement within the state of matter gets disturbed
Soluble impurities get removed from solids
CamphorNaphthaleneNH4Cl
Physical properties may undergo change
Chemical properties do not change
Temporary and
reversibleMelting
Vapourization
Freezing
Sublimation
Crystallization
CondensationHeating effect
Changes of state
Characteristics
Physical change
Separate dissolved solids from a solid – liquid mixture
No new substances
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GANGA SCIENCE7TERM 2 3 in 1
Consolidation
¾ Particle arrangement within the state of matter gets disturbed upon heating. The disturbance is seen ei-ther as expansion or contraction
¾ A process in which liquid changes into vapour on heat-ing is called evaporation. It is the technique used to separate dissolved solids from a solid- liquid mixture
¾ A process in which solid changes into liquid on heat-ing is called melting or fusion
¾ A process in which gas changes into a liquid is called condensation
¾ A process in which liquid changes into solid is called freezing
¾ Physical changes are the changes in which only phys-ical properties of a substance undergo a change and there is no change in its chemical composition
¾ Solid substances are usually purified by the process of crystallization
¾ Certain solid substances like camphor, naphthalene get converted into gas directly without becoming liq-uid upon heating by sublimation
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to pre-pare the consolidation and present in groups.
Reinforcement
¾ Explain the topic once again. ¾ The teacher helps the students to present their
activities selected to the topic and reinforce if to the Students.
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GANGA SCIENCE7 TERM 23 in 1 ¾ Divide the class into some groups, Each Group has to
make the presentation of mind map and consolidation ¾ The Students should do some activities like discus-
sion,Quiz , Debate Programme related to the Topic Content.
¾ Use the topic relatedvideos and QR code videos to reinforce the students.
Evaluation
¾ State whether the rusting of iron is a physical or chemical change
¾ Solid substances usually purified by __________ process ¾ Define sublimation. ¾ Mention the states of matter
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those Students Who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities ¾ Use topic related videos and QR code videos for Re-
medial Teaching
Writing
¾Let the students write about the melting, vapourisation, freez-ing, condensation, sublimation and crystallisation
Follow up activities
¾ Students may be asked to write about the characteris-tics of physical changes
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61
Unit 1 KINDS OF SENTENCES
LESSON PLANUnit 3.2 CHANGES AROUND US
LESSON PLAN
Ê FORMAT : Individual and Group Learning Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ To differentiate physical and chemical changes on the basis of particle theory
¾ To identify the process as a physical change or chemi-cal change based on its characteristics
¾ To clarify the process of rusting, burning of paper, curdling of milk, reaction of baking soda with lemon juice
¾ To distinguish periodic and non – periodic changes ¾ To experience the endothermic and exothermic
changes through simple activities
Teaching Learning Materials :
¾ Things for experiments ¾ Matching boards ¾ Pictures for examples ¾ Drawing cards ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc.,
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions from
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62
GANGA SCIENCE7 TERM 23 in 1the discussions of the last class
¾ Teacher can motivate the students by asking the ques-tions regarding the chemical changes of the daily life
Introduction of the lesson :
¾ Starting the lesson with the importance of chemical changes in the daily life
¾ It is important to give the brief introduction about the factors which are accompanying the chemical chang-es. Eg. During a chemical reaction, change in colour or evolution or gas might be observed
¾ Rusting of iron can be explained by showing the rust iron piece and prevention of rusting need to be discussed
¾ A magnesium ribbon can be burnt in front of the stu-dents so that they may appreciate what type chemical reaction undergoes behind the process of burning
¾ Let the students shall be asked among themselves to discusses the curdling of milk and the chemical changes behind the curdling
¾ Fermentation process and its importance need to be explained with simple reaction sequences
¾ A simple experiment regarding the chemical reaction of baking soda with lemon extract can be demonstrated
¾ Conditions required for chemical change need to be explained
¾ Discussion on indicators of chemical change is needed ¾ Exothermic and endothermic indication of chemical
change need to be discussed ¾ Periodic and non-periodic changes shall be discussed
by using pictures
Reading
¾ Teacher reads the lesson once and let the students to
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63
GANGA SCIENCE7TERM 2 3 in 1read the lesson one by one
¾ The students are asked to read the text content individually or followed by the teacher.
¾ Students read after the teacher and then underline the new words.
New Words
¾ Indicators - °P裆®èœ ¾ Moisture - ßó‹ ¾ Ores - ‚èœ ¾ Microorganisms - Ü÷¸‡µJ˜ ¾ Exothermic - ªõŠð àI› M¬ù ¾ Humid - ßóŠðîñ£ù ¾ Endothermicb - ªõŠð‚ªè£œ M¬ù ¾ Explosion - ªõ®Š¹ ¾ Fermentation - ªï£Fˆî™ ¾ Pollution - ñ£² ¾ Precipitate - ð®ò„ ªêŒ ¾ Catalyst - M¬ù΂A ¾ Destroys - ÜNˆî™ ¾ Decomposes - C¬îî™
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64
GANGA SCIENCE7 TERM 23 in 1
Mind MapC
HAN
GES
Ch
emic
al
chan
ges
En
doth
erm
ic
chan
ges
Indicators
Conditions
Examples
Exo
ther
mic
ch
ange
s
Hea
t is
re
leas
edH
eat
is
abso
rbed
Evo
luti
on
of b
ubb
les
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luti
on
of h
eat
Hea
t
Ele
ctri
city
App
lyin
g pr
essu
re
Rus
ting
Bur
ning
Cur
dlin
g of
mil
k
Peri
odic
ch
ange
sN
on
peri
odic
ch
ange
s
Bak
ing
soda
w
ith
lem
on
Ferm
enta
tion
Ligh
t
Ch
ange
of
odou
r
Phys
ical
con
tact
s
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ange
in
colo
ur
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atio
n o
f a
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ipit
ate
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atio
n a
nd
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on o
f ea
rth
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ck s
trik
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ever
y h
our
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ion
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the
seco
nds
, m
inu
te a
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r h
ands
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ock
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ptio
n o
f a v
olca
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ence
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arth
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ake
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nde
rsto
rmR
un
nin
g of
a b
atsm
anD
anci
ng
mov
emen
ts
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GANGA SCIENCE7TERM 2 3 in 1
Consolidation
¾ Changes that occur with the formation of new sub-stance with different chemical composition or trans-formation of a substance into another substance with the evolution or absorption of heat or light energy are termed as chemical changes
¾ Appling a coat of paint or grease will help us to pre-vent rusting
¾ Fermentation is the process in which microorganisms such as yeast and certain bacteria break down sugar solution into alcohol and carbon – di – oxide
¾ Catalysts are substances that speed up the process of a chemical change and it will not undergo any change during the course of the reaction
¾ Physical contact of the substances, heat, light, elec-tricity, applying pressure are some of the different conditions needed for chemical changes to occur
¾ Evolution of bubbles, evolution of heat, change of odour, change in colour or formation of a precipi-tate that serveas indicators to understand chemical changes
¾ Changes that repeat themselves after a definite inter-val of time are called periodic changes
¾ Changes that do not repeat themselves after a definite interval of time and occur randomly are called non – periodic changes
¾ Changes in which heat is absorbed are known as en-dothermic changes
¾ Changes in which heat is released are known as exo-thermic changes
Presentation
¾ The teacher helps the students to present their
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GANGA SCIENCE7 TERM 23 in 1consolidation.
¾ Also encourage the students to work in pair to pre-pare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their activi-
ties for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation of mind Map and consolidation ¾ The Students Should do some activities like discus-
sion,Quiz , Debate Programme for related to the Topic Content.
¾ Use the topic relatedvideos and QR code videos to reinforce the students.
Evaluation
¾ Spoiling of food is a ___________change ¾ Earthquake is a ________change ¾ Mention the indicators of chemical change. ¾ What is fermentation? ¾ How rusting can be prevented?
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities
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GANGA SCIENCE7TERM 2 3 in 1 ¾ Use topic related videos and QR code videos for Re-
medial Teaching
Writing
¾ Let the students write the conditions needed for chemical changes.
¾ Let the students to write and tabulate the exothermic and endothermic chemical changes
Follow up activities
¾ Let the students write the answers for higher order thinking questions
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68
Unit 4 CELL BIOLOGY
LESSON PLAN
Ê FORMAT : Individual and Group Learning Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ To compare the plant cell and animal cell and under-stand their similarities and dissimilarities
¾ To understand the cell as a fundamental unit of life ¾ To know and understand the different types of Hu-
man cells and their related functions ¾ To know the functions of different cell organelles ¾ To compare different cell organelles, their functions
and know their similarities and specialities
Teaching Learning Materials :
¾ Flash cards for parts of cell ¾ Matching boards ¾ Drawing cards ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc.,
Motivation
¾ Teacher can motivate by asking questions about the animals which are small and big
¾ Teacher can motivate by asking questions about the existence of animals which are not normally seen
¾ Teacher can motivate by asking questions related to
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69
GANGA SCIENCE7TERM 2 3 in 1the instruments and techniques which are used to see the smallest animals and plants
Introduction of the lesson :
¾ Starting the lesson by giving the introduction about cell and its structure by showing the models
¾ Unicellular and multicellular organism and their ex-amples can be given by showing their pictures
¾ Making the students to understand the concept “Cell to Organism” by showing the picture
¾ Different types of cells and the structure of common cell can be explained through pictures
¾ Components of cell such as cell wall, cell membrane, cytoplasm, mitochondria, chloroplast, golgi complex, lysosome, centrioles, endoplasmic reticulum and nu-cleus may be explained with the pictures. Using the QR code in the text book, these components can be explained visually
¾ The uses of above said components need to be ex-plained
¾ It is useful to show the pictures of plant cell and animal cell and let the students to find the difference between the two cells.
¾ Explanation of functions of nucleus need to be ex-plained
Reading
¾ Teacher reads the lesson once and let the students to read the lesson one by one
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70
GANGA SCIENCE7 TERM 23 in 1 ¾ The students are asked to read the text content
individually or followed by the teacher. ¾ Students read after the teacher and then underline
the new words.
New Words
¾ Unicellular - å¼ àJóµ
¾ Chloroplast - ð²ƒèEè‹
¾ Tissues - F²‚èœ
¾ Photosynthesis - åO„«ê˜‚¬è
¾ Respiration - ²õ£Cˆî™
¾ Filaments - ï£K¬öèœ
¾ Secretion - ²óŠ¹
¾ Nervous - ïó‹¹ ê£˜‰î
¾ Vesicles - ªè£Š¹÷ƒèœ
¾ Organelles - àœÀÁŠ¹èœ
¾ Heredity - ð£ó‹ðKò‹
¾ Biconcave - Þ¼¹ø‚ °N¾
¾ Metabolicts - õ÷˜C¬î ñ£Ÿø‹
¾ Reticulum - õ¬ôŠ H¡ù™
¾ Spindle shape - ²ö™ õ®õ‹
¾ Epithelial - «î£™ «ñ™¹ø„ ªê™
¾ Genetic - ñóðµ
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71
GANGA SCIENCE7TERM 2 3 in 1
Mind MapC
lass
ifica
tion
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us
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cies
M
amm
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Ave
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Con
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Mon
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ons
Dic
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72
GANGA SCIENCE7 TERM 23 in 1
Consolidation
¾ Cells are the basic structural and functional units of all living organisms. They are microscopic and can be seen only under a microscope
¾ A group of different tissues makes up an organ. Or-gans working together in groups form a systems or organ systems
¾ Organ systems make up an organism, such as a hu-man
¾ All cells have some common structure. These are cell membrane, cytoplasm and nucleus
¾ Plant cells have a cell wall around the cell membrane that is rigid and provides support and protection to the cell content
¾ The Cytoplasm includes the organelles and the cy-tosol. The cytosol is the jelly like medium, in which many chemical reactions take cell. Everything inside the cell membrane, except the nucleus, is considered to be the cytoplasm
¾ Mitochondria are responsible for cellular respiration, which releases the energy from the food
¾ Plants have chloroplast with chlorophyll pigments to produce food by photosynthesis
¾ Stem cells are cells that have the ability to divide and develop into many different types of the cells
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to pre-pare the consolidation and present in groups.
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73
GANGA SCIENCE7TERM 2 3 in 1
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their activi-
ties for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation of mind Map and consolidation ¾ The Students Should do some activities like discus-
sion,Quiz , Debate Programme for related to the Topic Content.
¾ Use the topic related videos and QR code videos to reinforce the students.
Evaluation
¾ Basic unit of life is _________ ¾ What are the basic components present in the com-
mon structure of the cell? ¾ ____________is a group of cell, organized for a specific
function ¾ Which type of cell contains cell wall? (Plant cell or
animal cell) ¾ Power house of the cell is _______________
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities ¾ Use topic related videos and QR code videos for Re-
medial Teaching
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GANGA SCIENCE7 TERM 23 in 1
Writing
¾ Ask the students to study the pictures of plant cell and animal cell to write down the differences between them
¾ Ask students to summarize and tabulate components of cell and their functions
Follow up activities
¾ • Ask the students to write the short notes on plant and animal cells with drawing
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75
Unit 1 KINDS OF SENTENCES
LESSON PLANUnit
1 KINDS OF SENTENCES
LESSON PLANUnit
5 BASICS OF CLASSIFICATION
LESSON PLAN
Ê FORMAT : Individual and Group Learning Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ To understand the need for dichotomous classifica-tion
¾ To classify animals according to their characteristic features
¾ To know the classification of animals and get the knowledge about invertebrates and vertebrates
¾ To acquire knowledge about the classification of plants
¾ To know the importance of five kingdom classification ¾ To understand binomial nomenclature
Teaching Learning Materials :
¾ Picture cards for different types of living things ¾ Matching boards, ¾ Charts for classification tables, ¾ Drawing cards. ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc.,
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by giving the different colors of
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76
GANGA SCIENCE7 TERM 23 in 1stones and let the students to identify and distinguish the colors
¾ Teacher can motivate by showing the different things in the classroom and let the students to classify those things
Introduction of the lesson :
¾ Introduction may be started by asking to define the term Classification, and the need for the classification
¾ A brief introduction can be given to the term ‘Hierarchy of categories’ and seven main categories of the Hierarchy of categories may be shown with the help of the table
¾ Showing the table of category along with the pictures of examples will encourage the students
¾ Classification of plants need to be explained with help of flow chart method
¾ The characters of Algae, Mosses, Ferns, Gymno-sperms and angiosperms can be explained with the help of their pictures
¾ Classification of five kingdoms needs to be explained with the examples of their respective pictures and their characters too.
¾ Merits and demerits of the five kingdom classification need to be explained
¾ A brief introduction can be given to the binomial nomenclature and teach the students the systematic procedure to give the scientific names
Reading
¾ Teacher reads the lesson once and let the students to read the lesson one by one
¾ The students may be divided in to pairs and they shall be given one or two topics in order to read and find the new words
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77
GANGA SCIENCE7TERM 2 3 in 1
New Words
¾ Locomotion - Þ싪ðò¼î™
¾ Sponge - èìŸð£C
¾ Taxonomy - õ¬èŠð£´
¾ Fission - H÷Š¹
¾ Mollusca - ªñ™½ìLèœ
¾ Nomenclature - ªðòK´‹ º¬ø
¾ Conjugation - Þ¬íî™
¾ Echinoderm - º†«î£L
¾ Genus - «ðKù‹
¾ Cuticle - ¹øˆ«î£™
¾ Parasitic - 冴‡E
¾ Species - CŸPù‹
¾ Visceral - àœÀÁŠ¹
¾ Pseudopodia - ªð£Œ‚è£L
¾ Arthropods - 赂è£Lèœ
¾ Autotrophic - õ÷K
¾ Vertebrates’ - º¶ªè½‹¹œ÷¬õ
¾ Mammal - º¶ªè½‹¹œ÷¬õ
¾ Amphibians’ - Þ¼ õ£›M
¾ Hermaphrodite - Þ¼ð£Lùˆ¶àJK
¾ Mosses - ð£Cèœ
¾ Reptiles’ - á˜õù
¾ Porifera - ¶¬÷»ìLèœ
¾ Ovules - Å™Mˆ¶‚èœ
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78
GANGA SCIENCE7 TERM 23 in 1
Mind Map
CELL
Tiss
ue
Org
an
Org
an
syst
em
Org
anis
ms
Uni
cellu
lar
Mul
ti ce
llula
r
Cell
Co
mpo
nent
s
Cel
l m
embr
ane
Cel
l wal
lPr
otec
tor
Cyto
plas
mAr
ea o
f m
ovem
ent
Chlo
ropl
ast
Food
pr
oduc
ers
Cen
trio
les
Lyso
som
eSu
icid
al
bag
Mit
ocho
ndri
aPo
wer
hou
se
Gol
gi
com
plex
Endo
plas
mic
re
ticu
lum
¾
Roug
h ¾
Smoo
th
Nucl
eus
Bra
in o
f the
cel
l
Plan
t cel
lAn
imal
cel
l
Cel
l wal
lC
hlor
opla
stLa
rge
vacu
ole
Cen
trio
leSm
all v
acuo
le
Spec
ializ
ed c
ell
¾
Epith
elia
l cel
l ¾
Mus
cle
cell
¾
Ner
ve c
ell
¾
Red
bloo
d ce
lls ¾
Stem
cel
ls
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GANGA SCIENCE7TERM 2 3 in 1
Consolidation
¾ Classification of living organisms is made on the basis of their characteristics, similarities and differences
¾ Classification is needful to identify living organisms and to study about them conveniently
¾ Kingdom is the largest division of the living world and species is the basic unit of classification
¾ Kingdom animalia is divided into 2 sub kingdoms. ¾ Invertebrates ( Animals without back bone) ¾ Vertebrates (Animals with back bone) ¾ Invertebrates are classified into nine phyla and verte-
brates are classified into five classes ¾ Plants are classified into flowering and non – flower-
ing plants and further classified into groups based on their nature of plant body and fruiting body
¾ In 1969, R.H. Whittakar proposed a five kingdom clas-sification of living organisms. It includes five kingdom namely – Monera, Protista, Fungi, Plantae, Animalia
¾ Binomial nomenclature is an universal system of naming organisms. It contains two names. The first name of binomial is genus name and the second name is species name
¾Carolus Linnaeus is known as Father of Modern Taxonomy
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to pre-pare the consolidation and present in groups.
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80
GANGA SCIENCE7 TERM 23 in 1
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their activi-
ties for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation about mind Map and consoli-dation
¾ The students should do some activities like discussion,Quiz, Debate Programme related to the Topic Content.
¾ Use the topic relatedvideos and QR code videos to reinforce the students.
Evaluation
¾ What are the seven major categories of hierarchies? ¾ Give two examples for gymnosperms ¾ _______ is known as ‘Father of Modern Taxonomy’ ¾ Scientific name of paddy is ________ ¾ ________ is an universal system of naming organisms
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities ¾ Use topic related videos and QR code videos for Re-
medial Teaching
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81
GANGA SCIENCE7TERM 2 3 in 1
Writing
¾ Ask the students to complete the activities 2 & 3 ¾ Ask the students to rewrite the classification of ani-
mals and plants
Follow up activities
¾ Ask the students to write about five kingdom classification ¾ Ask the students to write the scientific names of any
ten organisms
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82
Unit 6 VISUAL COMMUNICATION
LESSON PLAN
Ê FORMAT : Individual and Group Learning Ê LEARNING SKILLS : LSRW
Learning Outcomes :
¾ Know about TUX paint and its function ¾ Know how to draw a picture through the software
TUX paint ¾ Explore student’s creative thinking ¾ Learn arithmetic calculation through the software
TUX math
Teaching Learning Materials :
¾ Flash card picture of tool icons ¾ Drawing cards for title screens. ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking the question like how
we are drawing the pictures and about the tools for drawing
Introduction of the lesson :
¾ An introduction may be given for Tux paint. ¾ A brief introduction can be given for title picture and
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83
GANGA SCIENCE7TERM 2 3 in 1main screen with the help of pictures
¾ Tools icon and options of the main menu need to be shown with the help of their respective pictures
¾ An idea of the important shortcut keys need to be introduced
¾ The introduction about the Tux Math and their op-tions can be explained
¾ Introduction about Arcade game and its options along with their uses need to be given
Reading
¾ Teacher reads the lesson sentence wise . ¾ Students read after the teacher and then underline
the new words. ¾ Teacher reading the lesson once and let the students
to read the lesson one by one ¾ The students are asked to read the text content
individually or followed by the teacher.
New Words
¾ Title screen - î¬ôŠ¹F¬ó ¾ Main screen - ºî¡¬ñF¬ó ¾ Tool barf - è¼MŠð†¬ì ¾ Tool icons - è¼MŠ ðìƒèœ ¾ Help area - ð°FàîM ¾ Undo - ªêŒî¶îM˜ ¾ Redo - e‡´‹ ªêŒ ¾ Quit - M†´„ªê™ ¾ Save - «êI ¾ Print - Ü„C´ ¾ Spacebar - Þ¬ìªõOê£M ¾ Enter key - ¸¬ö¾ê£M ¾ Return key - F¼‹¹„ ê£M
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84
GANGA SCIENCE7 TERM 23 in 1
Mind Map
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85
GANGA SCIENCE7TERM 2 3 in 1
Consolidation
¾ TUX Paint is a free drawing program designed for young children
¾ When TUX Paint first loads, a title/ credits screen will appear
¾ The main screen is divided into following sections; Tool bar, Drawing Canvas, Selector, colors, Help Area,
¾ TUX Math is an open source arcade – style video game for learning arithmetic
¾ Magic tool provides countless number of special vi-sual effects if it is used in various combination with other tools
¾ Shortcut keys are used to do the actions easily with the help of keys
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to pre-pare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their activi-
ties for the topic that can help to reinforce if with the Students.
¾ Divide the class into some groups, Each Group has to make the presentation of mind Map and consolidation
¾ The students should do some activities like discus-sion,Quiz , Debate Programme related to the Topic Content.
¾ Use the topic relatedvideos and QR code videos to reinforce the students.
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86
GANGA SCIENCE7 TERM 23 in 1
Evaluation
¾ What is the shortcut key for quit option? ¾ _______ tool is used to draw lines ¾ ____________ tool is a set of special tools ¾ What is the use of scout? ¾ What is TUX Math?
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more explana-
tions and activities ¾ Use topic related videos and QR code videos for Re-
medial Teaching
Writing
¾ Ask the students to write about TUX Math
Follow up activities
¾ Ask the students to write about tools of TUX Paint
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8LESSON PLAN
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89
GANGA SCIENCE8TERM 2 3 in 1
Ê Learning Skill : LSRW Ê FORMAT : Individual and Group Learning
Learning Outcomes :
¾ Understand the effect of heat ¾ Know about the transfer of heat ¾ Know about calorimetry ¾ �Calculate�heat�capacity�and�specific�heat�capacity�of�
substances ¾ List out the functions of thermostat ¾ Know�about�the�working�of�thermos�flask
Teaching Learning Materials:
¾ Flash cards of pictures ¾ Matching boards, ¾ Things for experiments, ¾ Drawing cards. ¾ Computer, mobile, speaker for QR code videos ¾ More Depends Classroom situation etc.
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions about the sources�of�heat,�and�definitions�for�heat,�temperature�etc.,
LESSON PLANUNIT 1
HEAT
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90
GANGA SCIENCE8 TERM 23 in 1
Introduction of the lesson : ¾ Effects of heat can be demonstrated by taking small
and suitable experiments ¾ Modes required for transferring of heat such as
conduction, convection and radiation can be explained using demonstration or pictures
¾ The uses of conduction, convection and radiation can be explained by showing the pictures
¾ Concept of calorimetry, temperature, heat and their units can be explained using numerical exercises
¾ Definitions�for�Heat�capacity�and�specific�heat�capacity and their numerical relations with heat, mass, temperature and dependence of the nature of the substance need to be shown with problems
¾ The components of calorimeter need to be explained using diagram
¾ Uses of thermostat shall be stated ¾ Working�of�thermos�flask�shall�be�explained�
Reading
¾ Teacher reads the lesson once and let the students to read the lesson one by one
¾ Divide the students in to number of groups and let them�to�learn�the�principles�behind�Heat,�effects�of heat, transfer of heat, calorimetry, calorimeter, thermostat�and�thermos�flask.
¾ Ask�the�students�to�find�out�the�new�terms�(words)�and to learn their meaning.
New Words
¾ Expansion MKõ¬ìî™ ¾ Deposition ð®î™ ¾ Condensation ²¼‚°î™ ¾ Sublimation ðîƒèñ£î™ ¾ Conductors èìˆFèœ
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91
GANGA SCIENCE8TERM 2 3 in 1 ¾ Insulators I¡èìˆî£Šªð£¼†èœ ¾ Convectionbt ªõŠð„êôù‹ ¾ Radiation èF˜i„² ¾ Calorimetry ªõŠð Ü÷¾ ¾ Heat�capacitybt� � ªõŠð 㟹ˆFø¡‹ ¾ Specific�heat�capacity� ªõŠð 㟹ˆFø¡ ¾ Calorimeter è«ô£Kñ£Q ¾ Thermostatbt G¬ô GÁˆF ¾ Thermos�flask� � ªõŠð‚°´¬õ ¾ Vacuum ªõŸPì‹
Mind Map
Heat
¾ Temperature ¾ Unit�of�Heat ¾ Heat�capacity ¾ Specific�heat�capacity
Change in state
Increase in temperature
Expansion
¾ Melting ¾ Vapourisation ¾ Sublimation ¾ condensation ¾ Freezing ¾ deposition
Transfer of Heat
Effects of heat
Calorimetry
CalorimeterThermos flask
¾ Conduction ¾ Convection ¾ Radiation
Thermostat
Consolidation
¾ Heat�is�a�form�of�energy�which�is�transferred�from�one�part to another part of a substance
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92
GANGA SCIENCE8 TERM 23 in 1 ¾ Heat�transfer�causes�expansion,�increases�
temperature and changes the state of the substance ¾ When thermal energy is supplied to a solid, the atoms
or molecules present in it gain energy and vibrate more�vigorously�about�their�fixed�positions,�forcing�each other further apart
¾ Melting, vaporization, sublimation, condensation, freezing, and deposition are the change of states that take place due to heat energy
¾ Heat�transfer�takes�place�in�three�ways:�conduction,�convection and radiation
¾ Conduction occurs in solids, convection in liquids and gases, and radiation takes place in vacuum
¾ Capacity of substances to gain or loose heat energy is determined�by�three�factors:�mass�of�the�substance,�change in temperature and nature of the substance
¾ Calorimeter measures the heat capacity of water ¾ A thermostat is a device which maintains the
temperature of a place or an object constant ¾ The�thermos�flask�is�an�insulating�storage�vessel�
that keeps its content hotter or cooler than the surroundings for a longer time.
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students. ¾ Divide the class into some groups , Each Group
has to make the presentation of mind Map and consolidation
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93
GANGA SCIENCE8TERM 2 3 in 1 ¾ The Students Should do some activities like
discussion, Quiz, Debate Programme for related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
Evaluation
¾ A thermostat is a device which maintains ________ ¾ The process of converting a substance from solid to
gas is called __________ ¾ Heat�is�a�form�of�________ ¾ What is convection? ¾ The�SI�unit�of�specific�heat�capacity�is�___________
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Ask the students to explain the three types of heat transfer
Follow up activities
¾ Ask the students to make a drawing of working of thermos�flask�
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GANGA SCIENCE8 TERM 23 in 1
Ê Learning Skill : LSRW Ê FORMAT : Individual and Group Learning
Learning Outcomes :
¾ Know about the basic properties of electric charges ¾ Explain the transfer of charges between two objects ¾ Understand�the�flow�of�charges ¾ Understand the working of Electroscope
Teaching Learning Materials:
¾ Flash cards of pictures ¾ Model for atom ¾ Materials for experiments ¾ Computer, mobile, speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions about the
uses of electricity and its main sources
Introduction of the lesson :
¾ An atomic model can be shown for the existence of atomic and sub-atomic particles
LESSON PLANUNIT 2.1
ELECTRICITY
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GANGA SCIENCE8TERM 2 3 in 1 ¾ The attraction and repulsion between the subatomic
particles need to be explained with the help of diagram
¾ Mode of transfer of charges by friction can be explained by small demonstration
¾ Modes of transfer of charges by conduction and induction may be illustrated using diagrams
¾ The�concept�of�flow�of�charges�can�be�explained�by�diagrams
¾ The structure, Working and uses of electroscope can be explained using suitable diagrams
Reading
¾ Teacher�shall�read�the�lesson�first ¾ Divide the students into number of groups for reading and�let�them�to�find�out�the�new�terminologies�and�to�learn their meaning
New Words
¾ Charges I¡²¬ñ ¾ Repulsion Mô‚°î™ ¾ Subatomic particles ܵˆ¶èœèœ ¾ Neutral ï´G¬ôˆî¡¬ñ ¾ Orbit õ†ìŠð£¬î ¾ Friction à󣌾 ¾ Conduction èìˆ¶î™ ¾ Induction É‡ì™ ¾ Electroscope I¡è£†® ¾ Charging I¡«ùŸø‹ ¾ Electrical discharge I¡Qø‚è‹ ¾ Conventional current õö‚èñ£ù I¡«ù£†ì‹ ¾ Potential ÝŸø™ õ÷‹
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96
GANGA SCIENCE8 TERM 23 in 1
Mind MapE
lect
rici
ty
Tra
nsfe
r of
ch
arge
sFl
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f ch
arge
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Cha
rges
¾
Fric
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¾
Con
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¾
indu
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scop
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Gol
d le
af
elec
tros
cope
¾
Prot
on
– po
siti
ve c
har
ge ¾
Ele
ctro
n –
neg
ativ
e ch
arge
¾
Str
uct
ure
of e
lect
rosc
ope
¾
Wor
kin
g of
ele
ctro
scop
e
C
har
gin
g
E
lect
rica
l dis
char
ge
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97
GANGA SCIENCE8TERM 2 3 in 1
Consolidation
¾ Opposite charges attract each other and like charges repel each other
¾ Charges can be transferred from one region to another�region�by�any�one�of�the�following�ways:�transfer by friction, transfer by conduction and transfer by induction
¾ Friction between objects results in transfer of electrons between them
¾ When a charged body touches another body, charges can be transferred from one body to another
¾ Induction is a process of charging an uncharged body by bringing a charged body near to it but not touching it
¾ Conventional�current�flows�from�higher�potential�to�lower potential
¾ Electroscope is an instrument used to detect and measure electric charges
¾ Gold and silver are used in electroscope because they are the best conductors of electric current
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again . ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation of mind Map and consolidation
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98
GANGA SCIENCE8 TERM 23 in 1 ¾ The Students Should do some activities like
discussion , Quiz , Debate Programme related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
Evaluation
¾ ________ and ______ are used in electroscope ¾ what are sub-atomic particles? ¾ What is electroscope? ¾ The body which has lost electrons becomes ______
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Ask the students to make a drawing of the structure and working of electroscope
Follow up activities
¾ Ask the students to explain three ways of transfer of charges
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99
GANGA SCIENCE8TERM 2 3 in 1
LESSON PLANUNIT 2.2
ELECTRICITY
Ê Learning Skill : LSRW Ê FORMAT : Individual and Group Learning
Learning Outcomes :
¾ Recognize the effects electric current ¾ Understand different types of circuits ¾ Assemble different electric circuits ¾ Know the effects of current ¾ List out the applications of electricity
Teaching Learning Materials:
¾ Simple circuits ¾ Things for experiments ¾ Drawing cards. ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions related to
the discussions of the last class ¾ Teacher can motivate by asking questions about their
knowledge of the lightning and thunder
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100
GANGA SCIENCE8 TERM 23 in 1
Introduction of the lesson :
¾ The cause of lightning and thunder need to be explained
¾ The concept of earthing shall be explained with proper illustration
¾ The lightning arresters shall be explained using suitable illustration and their uses need to be stated
¾ Electrical circuit can be explained by constructing a small circuit in the classroom itself
¾ The construction and working of series circuit can be explained with the help of either by showing the circuit or by suitable diagram
¾ The construction and working of parallel circuit can be explained with the help of either by showing the circuit or by suitable diagram.
¾ The difference between parallel and series circuit can be explained using the diagrams of both
¾ Chemical effect of current can be explained by small demonstrations and its applications such as electroplating and electrolysis also need to be explained
¾ Heating�effect�of�current�can�be�explained�by�small�demonstrations and its applications such as electric cookers, electric kettles and iron box also need to be explained
Reading
¾ Divide the students in to number of groups and let them to learnearthing, lightning arresters electrical circuits, effects of current,
¾ Ask�the�students�to�find�out�the�new�terms�(words)�and to learn their meaning
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101
GANGA SCIENCE8TERM 2 3 in 1
New Words
¾ Electrolysis I¡ù£Ÿð°ˆî™ ¾ Electric circuit I¡²ŸÁ ¾ Lightning I¡ù™ ¾ Thunder Þ® ¾ Decomposition C¬î¾ ¾ Earthing ¹Mˆªî£´Š¹ ¾ Metalliccnyhf à«ô£è‹ ¾ Lightning arresters ޮA ¾ Electro plating I¡ºô£‹ Ì²î™ ¾ Fuse à¼A
Mind Map
Electricity
¾ Fuse ¾ Electric cookers ¾ Electric kettles ¾ Electric irons
Difference between
series and parallel circuits
Lightning and Thunder
Electroplating
Chemical effect
Heating�effect
Effects of Current
¾ Series circuit
¾ Parallel circuit
¾ Earthing ¾ Lightning
arrestors
Electric Circuits
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102
GANGA SCIENCE8 TERM 23 in 1
Consolidation
¾ Earthing is the process of connecting the exposed metal parts of an electrical circuit to the ground
¾ Lightning arrester is a device used to protect buildings from the effects of lightning
¾ A�simple�circuit�consists�of�four�elements:�battery,�wire, switch, bulb
¾ In series circuit components are arranged in a line ¾ In parallel circuit components are arranged parallel to
each other ¾ The decomposition of molecules of a solution into
positive and negative ions on passing an electric current through it is called electrolysis
¾ Electroplating is one of the most common applications of chemical effects of electric current
¾ A fuse is a strip of alloy wire which is made of lead and tin with a very low melting point
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again . ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation of mind map and consolidation
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GANGA SCIENCE8TERM 2 3 in 1 ¾ The Students Should do some activities like
discussion, Quiz, Debate Programme related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
Evaluation
¾ _______ is a device that protects building from lightning strike
¾ What is earthing? ¾ What is electroplating? ¾ Define�electrolysis
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Ask the students to collect the difference between series and parallel circuits
Follow up activities
¾ Ask the students to explain about heating effects of current
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GANGA SCIENCE8 TERM 23 in 1
Ê Learning Skill : LSRW Ê FORMAT : Individual and Group Learning
Learning Outcomes :
¾ Know about the occurrence and composition of oxygen ¾ Understand the properties and uses of oxygen ¾ Know about the occurrence and composition of
nitrogen ¾ Understand the properties and uses of nitrogen ¾ Understand�nitrogen�fixation
Teaching Learning Materials:
¾ Charts ¾ Flash cards for chemical equations ¾ Matching boards, ¾ Drawing cards. ¾ Computer, mobile, speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions related to
respiration and its importance and the organs which are used for the respiration
LESSON PLANUNIT 3.1
AIR
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GANGA SCIENCE8TERM 2 3 in 1 ¾ Teacher can motivate by asking questions related to
the components of air and which is/are necessary for respiration
Introduction of the lesson :
¾ A brief introduction to be given on oxygen, its discovery and its importance in the life
¾ Using a chart, the percentage of elements in the earth’s crust can be explained
¾ Physical and chemical properties of oxygen can be explained using various examples
¾ Uses of oxygen need to be explained with the help of pictures
¾ A brief introduction to be given on nitrogen, its discovery, abundance and its importance in the life
¾ Physical and chemical properties of nitrogen can be explained using various examples
¾ Uses of nitrogen need to be explained with the help of pictures
¾ Concept�of�nitrogen�fixation�and�its�uses�can�be�explained�with�the�help�of�flow�chart
Reading
¾ Teacher reads the lesson and let the students to read the lesson after the teacher
¾ Teacher may assign the students in to pair and make them�to�read�the�lesson�in�order�to�find�out�the�new�words
New Words
¾ Elements îQñƒèœ ¾ Catalyst M¬ù΂A ¾ Refrigerant °O˜MŠð£¡ ¾ Fertilizers àóƒèœ
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GANGA SCIENCE8 TERM 23 in 1 ¾ Preservation ðîŠð´ˆ¶î™ ¾ Nitrogen�fixation�� � � � ¬ï†óü¡G¬ôGÁˆî‹ ¾ Non-metals Ü«ô£èƒèœ ¾ Acid producer ÜIôîò£KŠð£÷˜ ¾ Photosynthesis åO„«ê˜‚¬è ¾ Chlorophyll ð„¬êò‹ ¾ Crust «ñ«ô£´ ¾ Odourless ñíñŸø¶ ¾ Density Ü예F ¾ Combustion âKî™
Mind Map
AIR
Uses ¾ Fertilizer ¾ � Inflating�tyre ¾ Refrigerant ¾ Preservation ¾ Explosives
Chemical properties
¾ Supports the combustion
¾ Metal oxides
¾ Non -metallic oxides
¾ Rusting
Chemical properties
¾ Catalyst ¾ Metal
nitrides ¾ Combustible ¾ Supporter of
combution
Physical properties
¾ Colourless, odourless, tasteless
¾ Poor conductor
¾ Denser than air
¾ Supports combustion
Physical properties
¾ Slightly lighter than air
¾ White solid when freezes
¾ Colourless, odourless and tasteless
Uses ¾ Cutting welding metals ¾ Remove carbon
impurities ¾ Respiration ¾ Rocket fuel
NitrogenOxygen
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GANGA SCIENCE8TERM 2 3 in 1
Consolidation
¾ Oxygen exists in nature as silicates, carbonates, oxides and water. It also exists in Free State as part of air in the atmosphere
¾ Oxygen is a colourless and odourless gas; it dissolves sparingly in water; it is denser than air
¾ Metals like magnesium, iron and sodium burn in oxygen and give basic oxides
¾ Nitrogen is a colourless, tasteless and odourless gas. It is slightly lighter than air
¾ Nitrogen combines with many elements at high, temperature and pressure or in the presence of catalyst
¾ Nitrogen is used for the preservation of fresh foods, manufacturing�of�stainless�steel,�reducing�fire�hazards�and as part of the gas incandescent light bulbs
¾ Bacteria convert atmospheric nitrogen directly into soluble nitrogen compounds
¾ Any process that converts nitrogen in the air into a useful�nitrogen�compound�is�called�the�nitrogen�fixation
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again . ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students. ¾ Divide the class into some groups , Each Group has to
make the presentation of mind Map and consolidation
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GANGA SCIENCE8 TERM 23 in 1 ¾ The Students Should do some activities like
discussion , Quiz , Debate Programme for related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
Evaluation
¾ ______ is essential for the proper growth of all plants ¾ What�is�nitrogen�fixation? ¾ TNT and gun powder contain ________ ¾ ______ is denser than air ¾ Oxygen reacts with Sulphur and gives _______
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Ask the students to list out the uses of oxygen and nitrogen
Follow up activities
¾ Ask the students to write down the chemical properties of oxygen and nitrogen
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GANGA SCIENCE8TERM 2 3 in 1
Ê Learning Skill : LSRW Ê FORMAT : Individual and Group Learning
Learning Outcomes :
¾ Know about the occurrence and composition of carbon dioxide in the atmosphere
¾ Understand the properties and uses of carbon dioxide ¾ Understand the terms Green house effect, Global
warming and Acid rain ¾ Identify the causes of Green house effect, Global
warming and Acid rain ¾ Suggest remedial measures for the prevention and
control of these effects
Teaching Learning Materials:
¾ Charts ¾ Matching boards, ¾ Drawing cards. ¾ Computer, mobile, speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions that why they
felt belching if they were drinking after the soft drinks
LESSON PLANUNIT 3.2
AIR
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GANGA SCIENCE8 TERM 23 in 1 ¾ Teacher can motivate by asking questions about the reason�for�the�artificial�fog�in�the�movie�effects�or�stage�
¾ Teacher can motivate by asking questions about the global�warming�and�the�frequency�floods�and�melting�ofice�caps�in�polar�regions
Introduction of the lesson :
¾ A brief introduction to be given on carbon dioxide, its discovery and its importance in the life
¾ Occurrence of carbon dioxide need to be stated ¾ Physical and chemical properties of CO2 can be
explained using various examples ¾ Uses of CO2 need to be explained with the help of pictures ¾ Explanation on the role of various gases in the
greenhouse effect and global warming to be explained ¾ Ill effects of global warming and the preventive
measures for global warming shall be explained ¾ Introduction, causes and effects of acid rain need
to be explained with the help of pictures and the preventive measures for acid rain shall be explained
Reading
¾ Teacher�shall�read�the�lesson�first ¾ Divide the students into number of groups for reading and�let�them�to�find�out�the�new�terminologies�and�to�learn their meaning
New Words
¾ Fermentation Ü«ô£èƒèœ ¾ Volcanoes âKñ¬ôèœ ¾ Degradation YóN¾ ¾ Emissions ñ£²
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111
GANGA SCIENCE8TERM 2 3 in 1 ¾ Biodiversity àJ˜ ð¡ºèˆî¡¬ñ ¾ Extinction ÜN¾ ¾ Fire extinguishers bò¬íŠð£¡ ¾ Green house effect ð²¬ñÞ™ôM¬÷¾ ¾ Coral reets ðõ÷Šð£¬øèœ ¾ Global warming ¹MªõŠðñ¬ìî™ ¾ Infra-red rays Üè„CõŠ¹èF˜èœ ¾ Pollutants ñ£²èœ ¾ Glaciers ðQŠð£¬øèœ ¾ Corrosion ÜKŠ¹ ¾ Germination º¬÷ˆî™
Mind Map
AIR
Carbon dioxide Green House Effect
Green�House�gases
Acid rain
Global warming
¾ Occurrence ¾ Physical
properties ¾ Chemical
properties ¾ Uses of
Carbon dioxide
¾ Effects ¾ Preventive
measures
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GANGA SCIENCE8 TERM 23 in 1
Consolidation
¾ Carbon dioxide cannot exist as a liquid at atmosphere pressure. It occurs as carbonates in nature
¾ Carbon dioxide is acidic in nature and turns lime water�milky.�It�is�used�in�fire�extinguisher
¾ Carbon dioxide is heavier than air. It does not support combustion
¾ Carbon dioxide is used to prepare soft drinks or aerated drinks
¾ The greenhouse gases are Carbon dioxide, methane, nitrous�oxide,�chloroflurocarbons,�etc.,
¾ Global warming refers to an average increase in the temperature of the atmosphere or simply it is the warming of the earth
¾ Pollutants such as oxides of nitrogen and sulphur in the air released by factories, burning fossil fuels, eruption of volcanoes etc., dissolve in rain water and form nitric acid and sulphuric acid which adds up to the acidity of rain water. It results in acid rain
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation of mind Map and consolidation
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GANGA SCIENCE8TERM 2 3 in 1 ¾ The Students Should do some activities like
discussion , Quiz , Debate Programme for related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
Evaluation
¾ _______�is�used�in�fire�extinguisher ¾ When CO2 passed through lime water, it turns ______ ¾ What is dry ice? ¾ What is global warming?
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Ask the students to write down the chemical properties and uses of Carbon dioxide
Follow up activities
¾ Ask the students to write about Greenhouse effect, global warming and acid rain
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114
GANGA SCIENCE8 TERM 23 in 1
LESSON PLANUNIT 4.1
ATOMIC STRUCTURE
Ê Learning Skill : LSRW Ê FORMAT : Individual and Group Learning
Learning Outcomes :
¾ Understand the advantages and limitations of Dalton’s atomic theory
¾ Know the discoveries of proton, electron and neutron ¾ Understand the properties of fundamental particle ¾ Distinguish the fundamental particle and their
properties
Teaching Learning Materials:
¾ Model for cathode ray tube ¾ Atom model picture ¾ Drawing cards. ¾ Computer, mobile, speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions about the
basic building blocks for non-living things ¾ Teacher has to ask the question related to protons,
neutrons and electrons
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GANGA SCIENCE8TERM 2 3 in 1
Introduction of the lesson :
¾ Postulates of Dalton’s atomic theory need to be stated ¾ Advantages and limitations of Dalton’s theory also
need to be explained ¾ Discharge tube and its working need to be explained
using the diagram ¾ Discovery of electrons and the properties of cathode
rays shall be explained using the experimental diagram of emission of electrons
¾ Discovery of protons and the properties of anode rays shall be explained using the experimental diagram of emission of protons
¾ Discovery of neutrons and its properties need to be explained
¾ Postulates of Thomson’s atom model along with the picture need to be stated and its limitations also need to be discussed
Reading
¾ Teacher reads the lesson once and let the students to read the lesson one by one
¾ Ask�the�students�to�find�out�the�new�terms�(words)�and to learn their meaning
New Words
¾ Anode rays «ï˜I¡ º¬ù èF˜ ¾ Electrical discharge I¡èC¾ ¾ Cathode rays âF˜I¡ º¬ù èF˜ ¾ Electrodes I¡º¬ùèœ ¾ Indivisible HK‚躮ò£î ¾ Atomic theory ܵ‚ªè£œ¬è ¾ Indestructible ÜN‚躮ò£î
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GANGA SCIENCE8 TERM 23 in 1 ¾ Meteorologist õ£Qòô£÷˜ ¾ Discharge tube I¡Qø‚è°ö£Œ
Mind Map
Atomic Structure
Fundamental particles
Atomic concepts
Dalton’s atomic theory
¾ Advantages ¾ Limitations
Thomson’s atom model
¾ Electron ¾ Proton ¾ Neutron
¾ Discovery ¾ Properties
Consolidation
¾ An atom consists of elementary particles like proton, electro and neutron
¾ The discharge tube used in the experiment is now referred as Crookes tube or cathode ray tube. It is a long�glass�tube�filled�with�gas�and�sealed�at�both�the�ends
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117
GANGA SCIENCE8TERM 2 3 in 1 ¾ Cathode rays travel in straight line from cathode
towards anode. They are negatively charged particles ¾ Anode rays travelin straight lines. It is made up of
material particles. ¾ The properties of anode rays depend upon the nature
of the gas taken inside in the discharge tube ¾ Neutron is a neutral particle, that is, it carries no
charge ¾ Thomson’s atom model could successfully explain
the electrical neutrality of atom. But it has failed to explain about neutrons
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation of mind Map and consolidation ¾ The Students Should do some activities like
discussion, Quiz, Debate Programme for related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
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118
GANGA SCIENCE8 TERM 23 in 1
Evaluation
¾ Anode rays are made up of _______ ¾ _______ is the smallest particle of an element ¾ An atom is made up of ______, _______ and ______ ¾ Cathode rays are also known as ________
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Ask the students to write about Dalton’s atomic theory in detail
Follow up activities
¾ Ask the students to write down the properties of the fundamental particles
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GANGA SCIENCE8TERM 2 3 in 1
Ê Learning Skill : LSRW Ê FORMAT : Individual and Group Learning
Learning Outcomes :
¾ Calculate the valency of different elements ¾ Write the chemical formula and molecular formula of
compounds ¾ Balance the chemical equations ¾ State the laws of chemical combinations
Teaching Learning Materials:
¾ Flash cardsof chemical formulas, equations ¾ Matching boards, ¾ Drawing cards. ¾ Computer, mobile ,speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions from the
discussion of the last class
Introduction of the lesson :
¾ Definition�for�valency�and�types�of�valency�can�be�explained by the help of pictures and models
LESSON PLANUNIT 4.2
ATOMIC STRUCTURE
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120
GANGA SCIENCE8 TERM 23 in 1 ¾ Valency of various elements can be explained by
giving various examples ¾ Concept of variable valencies can also be explained
using variable examples ¾ Introduction to ions and types of ions need to be
given with pictures and models ¾ Definition�for�molecular�formula�and�the�steps�
involved in writing the molecular formula need to be explained with examples
¾ The steps involved in naming of chemical compounds shall be explained with examples
¾ The steps involved in writing and balancing the chemical equations need to be explained with examples
¾ Various laws of chemical combination and their significances�shall�be�discussed
¾ The demonstration for the law of conservation of mass can be done in the lab by adopting a suitable and simple chemical reaction or by showing the models
Reading
¾ Teacher�shall�read�the�lesson�first ¾ Divide the students into number of groups for reading and�let�them�to�find�out�the�new�terminologies�and�to�learn their meaning
New Words
¾ Valency Þ¬íFø¡ ¾ Configuration�� � � � è†ì¬ñŠ¹ ¾ Molecules Íô‚ÃÁèœ ¾ Ions ÜòQèœ ¾ Cations «ï˜I¡ ÜòQèœ
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121
GANGA SCIENCE8TERM 2 3 in 1 ¾ Anions âF˜I¡ ÜòQèœ ¾ Monovalent 埬ø Þ¬íFø¡‹ ¾ Chemical formula «õF õ£Œð£´ ¾ Compound «õF„ «ê˜ñ‹ ¾ Chemical equation «õF„êñ¡ð£´ ¾ Law of conservation of mass ªð£¼‡¬ñ ÜNò£MF ¾ Reactant M¬ùŠªð£¼œ ¾ Product M¬÷Šªð£¼œ ¾ Chemical combinationn «õF èô¬õ
Mind Map
Atomic Structure
Valency Ions Chemical formula
Laws of chemical
combinations
¾ Law of conservation of mass
¾ Types ¾ Different valent ions
¾ Types
¾ Valency with respect to atoms
¾ Variable valency
¾ Law of constant proportions
Naming chemical
compounds
Chemical equations
Balancing chemical equation
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GANGA SCIENCE8 TERM 23 in 1
Consolidation
¾ Alency�is�defined�as�the�number�of�electrons�lost, gained or shared by an atom in a chemical combination so that it becomes chemically inert.
¾ Valency of an element is also determined with respct to other atoms.generally, valency of an atom is determined with respect to hydrogen, oxygen and chlorine
¾ Atoms of some elements combine with atoms of other elements and form more than one product
¾ An atom or a group of atoms when they either lose or gain electrons, get converted into ions or radicals
¾ Chemical formula is the shorthand notation of a molecule of a substance. It shows the actual number of atoms of each element in a molecule of a substance
¾ In naming a compound containing a metal and a non-�metal,�the�name�of�the�metal�is�written�first�and�the name of the non- metal is obtained by adding the suffix�–ide�to�its�name
¾ Balancing chemical equation is necessary, so that law of conservation of mass may be obeyed
¾ The law of conservation of mass states that during any chemical change, the total mass of the products is equal to the total mass of the reactants
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
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GANGA SCIENCE8TERM 2 3 in 1
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students. ¾ Divide the class into some groups , Each Group
has to make the presentation of mind Map and consolidation
¾ The Students Should do some activities like discussion, Quiz, Debate Programme for related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
Evaluation
¾ What is the valency of oxygen in water? ¾ What�is�the�anion�present�in�HCl? ¾ State the law of conservation of mass. ¾ What is the chemical name of CaCl2? ¾ Balance the following equation ¾ N2�+�H2�→�NH3
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
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124
GANGA SCIENCE8 TERM 23 in 1
Writing
¾ Ask the students to work out the activities 2, 3 & 4
Follow up activities
Ask the students to balance the following equations
1. Na + O2�→�Na2O
2. CaCO3�+�HCl�→�CaCl2 + CO2�+�H2O
� � 3.�Pb(NO3)2�→�PbO�+�NO2 + O2
Ask the students to write the skeleton equation for the following
� � 1.�Carbon�+�Oxygen�→�carbon�dioxide
� � 2.�Sulphur�+�Oxygen�→�sulphur�dioxide
� � 3.��Phosphorous�+�Chlorine�→�phosphorous� pentachloride
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125
GANGA SCIENCE8TERM 2 3 in 1
Ê Learning Skill : LSRW Ê FORMAT : Individual and Group Learning
Learning Outcomes :
¾ Know about the movements of different animals ¾ Differentiate between movement and locomotion ¾ Recall the types of movement ¾ Know about human body and its movement
Teaching Learning Materials:
¾ Pictures of different animals ¾ Matching boards, ¾ Drawing cards. ¾ Computer, mobile, speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions about the
observation of the motions of various reptiles and birds
¾ Teacher can motivate by doing the action of their body movements
LESSON PLANUNIT 5.1
MOVEMENTS
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GANGA SCIENCE8 TERM 23 in 1
Introduction of the lesson :
¾ A brief introduction may be given to locomotion and movement and their difference
¾ Movement of earthworm and cockroach can be explained with the help of pictures
¾ The body structure and types of movements found in birds shall be explained
¾ Movements found in snakes shall be explained ¾ Movement�of�fishes�can�be�explained�with�the�help�of�
pictures ¾ Movements of human body can be explained by
showing the pictures ¾ Types of movements shall be explained
Reading
¾ Teacher reads the lesson once and let the students to read the lesson one by one
¾ Divide the students into pair and ask them to read to find�the�new�words�
New Words Movement Þò‚è‹Locomotion Þ싪ðò˜î™Appendages Þ¬í»ÁŠ¹èœVertebrates º¶ªè½‹HèœBristles º†èœHind�limbs� � � � � � � H¡ùƒè£™èœClawse ïèƒèœFlapping ìò£‚è™Fins ¶´Š¹èœCaudal õ£™¶´Š¹Pseudopodia ªð£Œ‚è£L
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GANGA SCIENCE8TERM 2 3 in 1Lymphatic system Gíc˜ ܬñŠ¹Epithelium ¹øˆ«î£™
Mind Map
MO
VE
ME
NT
S
Loco
mot
ion
and
m
ovem
ent
Typ
es o
f m
ovem
ents
Mov
emen
ts
in h
uman
bo
dy
Mov
emen
ts
in d
iffe
rent
an
imal
s
Diff
eren
tiat
ion
s
¾
Am
oebo
id
mov
emen
t ¾
Cili
ary
mov
emen
t ¾
Mu
scu
lar
mov
emen
t
¾
Ear
thw
orm
¾
Coc
kroa
ch ¾
Bir
ds ¾
Sn
ake
¾
Fish
¾
Eye
lids
¾
Heart�
mu
scle
s ¾
Teet
h a
nd
jaw
¾
Arm
s an
d le
gs ¾
Head
¾
Nec
k
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GANGA SCIENCE8 TERM 23 in 1
Consolidation
¾ Movement�is�generally�defined�as�the�act�of�changing�the place or position by one or more parts of the body whereas the movement of an organism from one place to another is known as locomotion.
¾ Movement is the basic mechanism used in the majority of the vertebrates including human. Animals exhibit a wide range of movements.
¾ Repetition of muscle contraction and relaxations of the earthworm make it to move through soil.
¾ Cockroach has three pairs of joined legs, which help it to walk, run and climb. It also two pairs of wings for�flying.
¾ Movement of snake is called slithering movement ¾ Fish�swims�with�the�help�of�fins�and�they�have�two�paired�fins�and�an�unpaired�fin.
¾ Human�body�is�made�up�of�frame�work�of�bones�called skeleton
¾ There are three types of movement. They are amoeboid, ciliary and muscular movements
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explain the topic once again. ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation of mind map and consolidation
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129
GANGA SCIENCE8TERM 2 3 in 1 ¾ The Students Should do some activities like
discussion, Quiz, Debate Programme related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
Evaluation
¾ Mention any two examples for the movements in the human body
¾ Amoeboid movement is brought about by ____________ ¾ __________is a more complex movement ¾ Movement of snake is called ______________ ¾ Give the difference between movement and locomotion.
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Ask the students to write about the types of movements
Follow up activities
¾ Ask the students to observe and write down the motions of any two different animals
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GANGA SCIENCE8 TERM 23 in 1
Ê Learning Skill : LSRW Ê FORMAT : Individual and Group Learning
Learning Outcomes :
¾ Know about joints, muscles and skeleton system ¾ Summarise�the�significance�and�types�of�joints ¾ Identify the components of skeleton ¾ Understand muscle movement and its types
Teaching Learning Materials:
¾ Model of skeleton ¾ Pictures for joints and muscles ¾ Drawing cards ¾ Computer, mobile, speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions that which
parts of the body gives the shape to our body
Introduction of the lesson :
¾ A brief introduction on joints, types and their location by showing the pictures
LESSON PLANUNIT 5.2
MOVEMENTS
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131
GANGA SCIENCE8TERM 2 3 in 1 ¾ Types of movable joints and their description need to
be explained ¾ Definition�on�synovial�joints�and�their�structure�and�
functions can be explained ¾ A brief introduction on skeleton system and its
function can be explained using model ¾ Constituents of skeleton can be explained using the model ¾ Parts of skeleton can be shown using models need to
be explained ¾ Muscles and their needs to be explained ¾ Types of muscles can be explained through pictures ¾ Coordination of muscles can be explained by doing
some examples in our body
Reading
¾ Teacher reads the lesson once and let the students to read the lesson one by one
¾ Divide the students into pair and ask them to read to find�the�new�words�
New Words
¾ Synovial joint àò¾ ͆´ ¾ Cartilage °¼ˆªî½‹¹ ¾ Ligament î¬ê ¾ Bone marrow ⽋¹ñx¬ê ¾ Tendons î¬ê ¾ Sternum or rib cage ñ£˜ªð½‹¹ ¾ Pectoral girdle ñ£˜¹õ¬÷¾ ¾ Humerus�� � � � � � � � «ñŸ¬èJ¡ c‡ì⽋¹ ¾ Ulna ºöƒ¬è⽋¹ ¾ Carpals ñE‚膴 ¾ Phalanges Mó™â½‹¹èœ
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GANGA SCIENCE8 TERM 23 in 1 ¾ Femur ªî£¬ì⽋¹ ¾ Tibia º¡ªù½‹¹ ¾ Fibula ºöƒè£™CŸªø½‹¹ ¾ Tarsals 赂裙
Mind Map
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133
GANGA SCIENCE8TERM 2 3 in 1
Consolidation
¾ The point at which two separate bones meet is called a�joint.�There�are�three�types�of�joints�fixed�slightly�movable and movable joints
¾ There are six major types of movable joints ¾ A synovial joint known as diarthrosis joint. Synovial
joints have four main features. They are ligament, synovial�fluid,�articular�cartilage�and�joint�capsule�
¾ The skeleton system provides the hard structure or frame work to the human body which supports and protects�the�body.�Human�skeleton�consists�of�bone�cartilages and ligaments
¾ Skeleton system is divided into two major parts, they are axial skeleton and appendicular skeleton
¾ Muscles in the body provides the means of all movements, they cover the skeletal frame work and also gave shape to the body
¾ Muscles found in higher vertebrates are of three types, skeletal, cardiac and smooth muscles
¾ Muscles move body parts by contracting and relaxing
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again. ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
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134
GANGA SCIENCE8 TERM 23 in 1make the presentation of mind map and consolidation
¾ The Students Should do some activities like discussion, Quiz, Debate Programme related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
Evaluation
¾ __________ joint allows bending and straightening only ¾ Synovial joint is known as ___________ joint ¾ __________bones found in spine ¾ Skull is formed by ____________ bones
From the above questions we could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Ask the students to write down the types of movable joints in detail
Follow up activities
¾ Ask the students to write down the parts of skeleton in detail
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GANGA SCIENCE8TERM 2 3 in 1
Ê Learning Skill : LSRW Ê FORMAT : Individual and Group Learning
Learning Outcomes :
¾ Understanding the body changes that take place during adolescence
¾ Differentiate the secondary sexual characteristics of boys and girls
¾ Know about the role of hormones in reproduction ¾ Explain the reproductive phases of life in human ¾ Understand the nutritional needs of adolescents
Teaching Learning Materials:
¾ Pictures for location of endocrine glands in the body ¾ Pictures of human being of various ages ¾ Matching boards, ¾ Chart on balanced diet ¾ Computer, mobile, speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking questions related
to their observations of their body changes from childhood onwards
LESSON PLANUNIT 6
REACHING THE AGE OF ADOLESCENCE
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GANGA SCIENCE8 TERM 23 in 1
Introduction of the lesson :
¾ Explanation on adolescence and puberty is needed ¾ The body changes during the puberty need to be stated ¾ Location of endocrine glands in the body may be
explained with the help of chart ¾ Asking the boy students to observe changes of
secondary sex characters by discussing among themselves and similarly for girls may be done
¾ Mentioning the names of reproducing hormones and their role need to be explained
¾ Various stages of reproductive phase of life in human need�to�be�explained�using�flow�chart�model�
¾ Menstrual cycle may be explained with the help of pictures ¾ Explanation on reproductive health is needed ¾ A chart on nutritional needs of adolescence can be
prepared and it may be explained ¾ Personal hygiene for adolescence shall be discussed
Reading
¾ Teacher reading the lesson once and let the students to read the lesson one by one
¾ The students are asked to read the text content individually or followed by the teacher.
New Words
¾ Adolescence Þ÷¬ñŠð¼õ‹ ¾ Puberty ð¼õñ¬ìî™ ¾ Pubic hair ܉îóƒè º® ¾ Testes M¬óèœ ¾ Ovaries 輊¬ð ¾ Glands ²óŠHèœ ¾ Shrill voice W„²‚ °ó™ ¾ Deficiencies�� � � � � � � � � °¬øð£´èœ
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GANGA SCIENCE8TERM 2 3 in 1 ¾ Subcutaneous tissues «î£™ Ü® î¬êèœ ¾ Reproduction ÞùŠªð¼‚è‹ ¾ Menarche ÌŠð¬ìî™ ¾ Ovulation ܇ìM´Š¹ ¾ Sexual maturation ð£Lò™ ºF˜¾ ¾ Menstruation ñ£îM죌 ¾ Menopause ñ£îM죌 GÁˆî‹ ¾ Menstrual cycle ñ£îM죌 ²öŸC
Mind Map
ADOLE SCENCE
Puberty
Reproductive phase
Rep
rodu
ctiv
e he
alth
Hor
mon
es
Follicle stimulating hormone
Luteinizing hormone
Lactogenic hormone
Oxytocin hormone
Cleanliness
Menstrual hygiene
Change in body proportion
Change in body size
Secondary sex characters
Primary sex characters
Physical exercise
Nutrition
Menarch
Ovulation
Pregnancy
Menstruation
Menopause
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GANGA SCIENCE8 TERM 23 in 1
Consolidation
¾ Adolescence is the period of reproductive maturity which lies usually between the ages of 11 to 19 years
¾ Voice of boys becomes harsh as chords of voice box get loosened and thickened during adolescence
¾ Hormones�are�the�secretions�of�endocrine�glands�without ducts which secrete them directly into the blood stream
¾ Testosterone is the male hormone and estrogen is the female hormone that bring about the development of several secondary sex characters
¾ The uterine wall in female prepares itself to receive the developing fertilizes eggs. In case there is no fertilization, the thickened lining of the uterus wall breaks down and goes out of the body along with the blood. This process is called menstruation
¾ It is important to take balanced diet for the overall growth and development during adolescence
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again . ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students. ¾ Divide the class into some groups, Each Group has to
make the presentation of mind Map and consolidation
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GANGA SCIENCE8TERM 2 3 in 1 ¾ The Students Should do some activities like
discussion, Quiz, Debate Programme related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
Reinforcement
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Evaluation
¾ What are endocrine glands? Give one example. ¾ What are hormones? Give one example. ¾ Androgen hormone is regulated by ______ hormone ¾ Mention the important minerals to be taken at the age
of adolescence.From the above questions we could evaluate the students.
Writing
¾ Ask the students to write down the secondary sex characteristics of boys and girls
Follow up activities
¾ Ask the students to write down the nutritional needs of adolescence
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GANGA SCIENCE8 TERM 23 in 1
Ê Learning Skill : LSRW Ê FORMAT : Individual and Group Learning
Learning Outcomes :
¾ Know about TUX paint and its function ¾ Know how to draw a picture through the software
TUX paint ¾ Explore student’s creative thinking ¾ Learn arithmetic calculation through the software
TUX math
Teaching Learning Materials:
¾ Flash card picture of tool icons ¾ Drawing cards for title screens. ¾ Computer, mobile, speaker for QR code videos ¾ More Depends Classroom situation etc..
Motivation
¾ Teacher gives recall activity ¾ Teacher can motivate by asking the question like how
we are drawing the pictures and about the tools for drawing
LESSON PLANUNIT 7
DIGITAL PAINTING
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GANGA SCIENCE8TERM 2 3 in 1
Introduction of the lesson :
¾ An introduction may be given for Tux paint. ¾ A brief introduction can be given for title picture and
main screen with the help of pictures ¾ Tools icon and options of the main menu need to be
shown with the help of their respective pictures ¾ An idea of the important shortcut keys need to be
introduced ¾ The introduction about the Tux Math and their
options can be explained ¾ Introduction about Arcade game and its options along
with their uses need to be given
Reading
¾ Teacher reads the lesson Sentence Wise . ¾ Students read after the teacher and then underline
the new words. ¾ Teacher reading the lesson once and let the students
to read the lesson one by one ¾ The students are asked to read the text content
individually or followed by the teacher.
New Words
¾ Title screen î¬ôŠ¹F¬ó ¾ Main screen ºî¡¬ñF¬ó ¾ Tool bar è¼MŠð†¬ì ¾ Tool icons è¼MŠ ðìƒèœ ¾ Help�area� � � � � ð°FàîM ¾ Undo ªêŒî¶îM˜ ¾ Redo e‡´‹ ªêŒ ¾ Quit M†´„ªê™ ¾ Save «êI ¾ Print Ü„C´
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GANGA SCIENCE8 TERM 23 in 1 ¾ Spacebar Þ¬ìªõOê£M ¾ Enter key ¸¬ö¾ê£M ¾ Return key F¼‹¹„ ê£M
Mind Map
Dig
ital
pain
ting
Tool
s Ico
ns
TUX
Pa
int
Title
Scr
een
Tool
Bar
Pain
t
Stam
p
Left/
Rig
ht a
rrow
s
Line
s
Shap
es
Abc
Tex
t
Mag
ic
Eras
er
Und
o→ C
trl +
Z
Red
o→C
trl +
Y
New
→C
trl +
N
Ope
n→C
trl +
O
Save
→C
trl +
S
Prin
t→C
trl +
P
Qui
t→Es
c
Dra
win
g C
anva
s
Sele
ctor
Col
ors
Hel
p A
rea
Title
Scr
een
Play
Arc
ade
Gam
e
Play
Cus
tom
Gam
e
Hel
p
Mor
e O
ptio
ns
Qui
t
Mai
n Sc
reen
TUX
M
ath
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GANGA SCIENCE8TERM 2 3 in 1
Consolidation
¾ TUX Paint is a free drawing program designed for young children
¾ When�TUX�Paint�first�loads,�a�title/�credits�screen�will�appear
¾ The main screen is divided into following sections; Tool�bar,�Drawing�Canvas,�Selector,�colors,�Help�Area,�
¾ TUX Math is an open source arcade – style video game for learning arithmetic
¾ Magic tool provides countless number of special visual effects if it is used in various combination with other tools
¾ Shortcut keys are used to do the actions easily with the help of keys
Presentation
¾ The teacher helps the students to present their consolidation.
¾ Also encourage the students to work in pair to prepare the consolidation and present in groups.
Reinforcement
¾ Explaining the topic once again . ¾ The teacher helps the students to present their
activities for the topic that can reinforce the Students. ¾ Divide the class into some groups , Each Group has to
make the presentation of mind Map and consolidation ¾ The Students Should do some activities like
discussion, Quiz, Debate Programme related to the Topic Content.
¾ Use topic related videos and QR code videos to reinforce the students.
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144
GANGA SCIENCE8 TERM 23 in 1
Evaluation
¾ What is the shortcut key for quit option? ¾ _______ tool is used to draw lines ¾ ____________ tool is a set of special tools ¾ What is the use of scout? ¾ What is TUX Math?
From the above questions teacher could evaluate the students.
Remedial teaching
¾ Teacher once again repeats the lesson. ¾ Teacher discusses the topic content ¾ Those students who are found lacking in any of the
above steps, then remedial teaching is given. ¾ Find the slow learners and give two more
explanations and activities ¾ Use topic related videos and QR code videos for
Remedial Teaching
Writing
¾ Ask the students to write about TUX Math
Follow up activities
¾ Ask the students to write about tools of TUX Paint
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