Appendices 3 PDF

APPENDIX –IV-A
LESSON PLAN-I-a
Activity based method of Teaching – Demonstration Method.
School :- Shams Eng Medium High School, Bkl Std and Div :- VIIIth
Date :- Lesson Plan :- 01
Subject :- Biological Science
Topic :- Reproduction in Higher plants (A Flower)
Previous Knowledge:- The students have the knowledge of plants.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology manual by A.C. Dutta.
Instructional Objectives:-
A. General Objectives:-
1) The Students acquire the knowledge of certain facts, scientific facts, Concepts, principles, terms, related to Typical Flower.
2) The Students understand certain scientific facts, concepts, principles, terms, related to a Typical Flower.
3) The Pupils learn the skills related to the lesson to be taught to the pupils.
4) The Pupils apply the learnt knowledge in day to day life.
B. Specific Objectives:-
1) The Pupils recall the meaning of the term Flower.
2) The Pupils recognize the different parts of a Flower.
3) The Pupils understand the importance of Typical Flower.
4) The Pupils relate the structure and function of the parts of Flower.
5) The Pupils draw the diagram of a Typical Flower.
6) The Pupils label the parts of a Typical Flower
7) The Pupils apply the learnt knowledge of a Flower in day to day life.
Content Analysis:- Structure of a Typical Flower.
1) Introduction – T1
2) Calyx - T2
3) Corolla - T3
4) Androecium– T4
5) Gynoecium – T5
Teaching Aids:- Charts showing the picture of a structure of a Typical Flower.
Motivation :- Students already have the knowledge of plants.
Teacher explain to the students that, A person becomes healthy only after consuming good food by which food is available from plants.
We can find plants every where surrounded us which are green in colour and they also have life they cannot move from place to place. The parts
of a plant are stem, leaf, Roots flowers etc. Flower is the most attractive part of a plant and it is also the reproductive structure of a plant.
Flowers varies in shape colour and odour but not in structure.
Aim of the Statement of the Lesson :- Today, we shall study about the Structure of a Typical Flower.
Development Stage :-
Teaching Points Teacher’s Activity Pupils Activity Evaluation
T1- Introduction E1:
Flower is the reproductive structure of a plant, part The Teacher Explains. The Pupils listen.
of a shoot system modified for reproduction. Generally
the flower arises from the axil of a leaf called bract. The Teacher Writes. The Pupils also write
The Teacher Draws. The Pupils also draw.
The Teacher labels. The Pupils label.
The Teacher demonstrates. The Pupils observe.
The Teacher asks Question. The Pupils recall, recognize and E1:- Name the Parts of a
answer. Flower.
TYPICAL FLOWER
Flower is arranged in four Concentric whorls or
circles.
1) Calyx
2) Corolla
3) Androecium
4) Gynoecium
T2- Calyx E2 :
The outermost whorl composed of green coloured The Teacher Explains. The Pupils listen.
units called sepals. They protect the inner parts of a
flower in the bud condition. The Teacher writes. The Pupils write.
The Teacher asks Question. The Pupils recall. E2: What is calyx?
The Pupils recognize.
The Pupils answer.
T3- Corolla E3:

2nd whorl from outside composed of usually brightly The Teacher Explains. The Pupils listen.
coloured units called petals
The Teacher Shows. The Pupils observe.
The Teacher asks Question. The Pupils recall, recognize and E3: What are petals?
answer
T4 -Androecium E4:
3rd whorl from outside composed of male reproductive The Teacher Explains. The Pupils listen.
structures called stamens.
The Teacher Shows. The Pupils observe.
The Teacher asks Question. The Pupils recall, recognize and E4: Name the third whorl
answer.
T5 - Gynoecium The Teacher Explains. The Pupils listen. E5:
Innermost whorl is Gynoecium composed of female
reproductive structures called carpels. The Teacher Writes. The Pupils also write.
The Teacher asks Question. The Pupils recall, recognize and E5: Name the Female
answer. reproductive Structure.
Concluding Statement :- So dear students, today we have studied about the structure of a Typical Flower.
Recapitulation/B.B. Summary: Flower is a reproductive structure of a plant the parts of a flower are calyx, corolla, androecium and
gynoecium corolla is the second whorl from outside.
Evaluation:
Teachers Activity Pupils Activity
Choose the correct answers :
1. Flower is a part of _______________ System.
a) Root b) Shoot c) Plant d) leaf
2. Androecium is the _____________ reproductive
structure.
a) Male b) Female c) Flower d) Third.
3. The Green coloured units are called _________.
a) Calyx b) Corolla c) Sepals d) Petals.
Home work: - 1. Draw the diagram of a typical flower and label the parts.
APPENDIX –IV-A
LESSON PLAN-I-b
School :- Shams English Medium High School, Bkl Std and Div :- VIIIth
Topic :- Food Production : Soil and Water Management. [Water Management]
Previous Knowledge:- These students have the knowledge of water.

References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
1) The students‟ acquire the knowledge of certain scientific facts, concepts, principles, terms related to water Management.
2) The students understand certain scientific facts, concepts, principles, terms, related to water Management.
3) The pupils apply the learnt knowledge in day to day life.
1) The Pupils recall the concept of water.
2) The Pupils recognize the importance of water Management.
3) The Pupils Identity the factors influencing agricultural water Management.
4) The Pupils list out the Advantages of water Management.
5) The Pupils draw the plants with different root zones.
6) The Pupils label the plants with different roof zones.
7) The Pupils apply the learnt knowledge of water Management in day to day life.
Content Analysis:- Water Management. .

1) Introduction – T1
2) Usage of water - T2
3) Efficient Management of water in agriculture - T3
Teaching Aids:- Charts showing the diagram of usage of water, plants with different root zones, and Factors influencing agricultural water
management.
Teacher explains to the students that, water is a precious commodity for all forms of life. Water is a unique natural resource, since it is
very much essential for the existence of life. It is most critical limiting factors for many aspects of life. Humans are using water for various
purposes. Will there be enough water to grow enough food for all our population.
Aim of the Statement of the Lesson :- Students, Today we will study about the water Management.
Water Management. E1:
T1- Introduction The Teacher Explains. The Pupils listen.
Water is a critical input for agriculture,
Agricultural water Management is increasingly The Teacher Writes. The Pupils also write.
important. Because of low water Supplies. Thinking
differently about using water is essential for The Teacher asks Question. The Pupils recall.
achieving our triple goal of ensuring food security,
reducing poverty and conserving ecosystems. The Pupils recognize.
The Pupils answer. E1: In what ways water is

required for.
T2- Usage of water: E2 :
The Teacher Explains. The Pupils listen.
The Teacher draws. The Pupils also draw.
The Teacher shows. The Pupils identify.

Production of food and other agricultural
The Teacher asks Question. The Pupils recall, recognize E2: What practices are
products take 70% of the fresh water from rivers and
and answer. harming the environment and
ground water. Whereas 6% of the fresh water is
the ecosystem?
needed for industries and 25% for Municipality. The
Completion for water is not just between human
beings of various shades, it is also used for other
areas plants and animals.
T3- Efficient Management of water in E3:
Agriculture. The Teacher Explains. The Pupils listen.
Efficient irrigation combines two factors
managing your water to apply the right amount at the The Teacher gives Example. The Pupils identify and write.
right time and installing and maintaining an energy
efficient irrigation system. The Teacher draw. The Pupils also draw.
The Teacher asks Question. The Pupils recall, recognize E3: What are the measures to
and answer. improve water management?
PLANTS WITH DIFFERENT ROOT ZONE

To improve water management one should first learn
about crop and its root system.
Concluding Statement :- So dear students, today we have studied about water management.
Recapitulation/B.B. Summary:
Lack of water is a constraint to production of food grains. First world water day is celebrated on 22nd March. Good water management
means matching the supply of irrigation water with crop‟s demand.
Evaluation:
Fill in the blanks with appropriate answers.
1. Water is a …………. Commodity for all forms of life.
2. Efficient irrigation will just saturate the ……….. Zone.
3. Our environment is under threat from our ………
practices.
Home work:-
1. What is the efficient management of water in Agriculture?
APPENDIX –IV-A
LESSON PLAN-I-c
Topic :- Study of our environment.
Previous Knowledge:- These students have the knowledge about living world.
References Used :- A text book of Biology by M. Sudhakar Rao.
1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Abiotic and Biotic Components.
2) The Students understand certain scientific facts, concepts, principles, terms, related to Abiotic and Biotic components.
1) The Pupils recall the differences between Abiotic and Biotic Components.
2) The Pupils recognize the components of Environment.
3) The Pupils differentiate between Abiotic and Biotic Components.
4) The Pupils identify the features of Abiotic and Biotic Components.
5) The Pupils give reason for the vital activities of Biotic Components.
6) The Pupils observe the diagram of interaction between the components.
7) The Pupils list out the interactions occurring among the components.
Content Analysis:-
1) Environmental science – meaning - T1
2) Components of the Environment – T2
a) Abiotic Components
b) Biotic Components
3) Interaction between the components – T3
a) Interaction among Abiotic Components
b) Interaction among Biotic Components.
c) Interaction between Abiotic and Biotic Components.
Teaching Aids:- Charts showing the pictures of Abiotic and Biotic components and also the chart showing about the interaction between the
components.
Teacher explains to the students that, Food, air, shelter, light and water are the basic needs of the living organisms. We get these basic
needs from our environment. The living organisms and their Physical surroundings together constitute the environment. This environment is
made up of Biotic and Abiotic Components.
Aim of the Statement of the Lesson :- Students, Today we will study about the components of Environment and its interaction.
T1- Environmental Science. Environment:- E1:
The living organisms and their physical The Teacher Explains. The Pupils listen.
surroundings together constitute the environment.
The Teacher asks Questions to The Pupils recall, recognize and E1: What is
Environmental Science:
the students. answer. Environmental
Branch of Biology dealing with the interactions
Science?
between the living organisms and their environment.
T2- Components of the Environment: E2 :
Two Chief components of Environment. The Teacher Explains. The Pupils listen.
a) Abiotic components: These are non living physical
components Eg: Soil, water, air, Sunlight, temperature, The Teacher writes the The Pupils record in their note
minerals etc. difference between the Abiotic book.
and Biotic Components of
Environment.
The Teacher gives example for The Pupils also write in their
each Abiotic and Biotic note book.
components.
.
The Teacher shows the Abiotic The Pupils identify.
and Biotic components with the
help of chart.
ABIOTIC AND BIOTIC COMPONENTS
Biotic Components : These are living components The Teacher asks Question. The Pupils answer. E2: Name the two
Eg : Plants, Animals, Microorganisms. chief components of
environment?
T3- Interaction, between the components. E3:
There are 3 kinds of interaction. The Teacher Explains about the The Pupils listen.
1) Interaction among Abiotic components. interaction between the
2) Interaction among Biotic components. components.
3) Interaction between Abiotic and Biotic components.
The Teacher draws the diagram The Pupils also draw in their
and shows how the interaction note book.
between the components takes
place.
The Teacher illustrates with the The Pupils take down.

help of an example to show
interaction between the
components.
The Teacher asks Question. The Pupils recall, recognize and E3: Explain how the
answer. interaction between
Abiotic and Biotic
components takes
INTERACTION BETWEEN ABIOTIC AND place?
BIOTIC COMPONENTS
Concluding Statement: - So dear students, today we have studied about Abiotic and Biotic Components.
Branch of Biology dealing with the interaction between the living organisms and their environment is Environmental science. The two
components are Abiotic and Biotic Components. Biotic components are living components. The three types of interaction are 1) Interaction
among Abiotic components. 2) Interaction among Biotic components and 3) Interaction between Abiotic and Biotic components.
Evaluation:
Match the following words.
A B
1. Abiotic Component a. Birds.
2. Biotic Component b. Water
3. Basic needs c. Micro-Organisms.
4. Migration d. Sunlight
5. Pollination e. Animals.
Home work:-
1. What is the efficient management of water in Agriculture?
APPENDIX –IV-B
LESSON PLAN-II-a
Activity based method of Teaching – Microscopic Method.
Topic :- Living world [major kingdoms of living organisms]
Previous Knowledge:- These students have the knowledge about the levels of classification.
1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to major kingdoms of living
organisms.
2) The Students understand certain scientific facts, concepts, principles, terms, related to major kingdoms of living organisms.
1) The Pupils recall the different organisms coming under prokaryotes.
2) The Pupils recognize the different animals coming under prokaryotes.
3) The Pupils understands different salient features of prokaryotes.
4) The Pupils observe various prokaryotic organisms under microscope.
5) The Pupils draw the diagram of various micro organisms.
6) The Pupils label the different parts of prokaryotes organisms.
7) The Pupils apply the learnt knowledge of Prokaryotes organisms in day to day life.
Content Analysis:- Major kingdoms of living organisms.
1) Kingdom Monera – T1
2) Kingdom Protista – T2
3) Kingdom Fungi – T3
4) Kingdom Plantae – T4
5) Kingdom Animalia – T5
Teaching Aids:- Showing slides of micro-organisms like nostoc, Mushroom, Amoeba, Blue-green algae, Bacteria, Bread mould by using
microscope.
Motivation :- Students already have the knowledge about different groups of living organisms and the levels of classification.
There are over a million different groups of living organisms on earth. They differ from each other in size, structure and life processes
living and Non living things differ from each other the systematic grouping of organisms is called classification the basic unit of classification is
species, the levels of classification is in the order kingdom, phylum, class, order, family, genus and species modern biologists have classified the
living organisms under five kingdoms; monera, protista, Fungi, plantae and Animalia..
Aim of the Statement of the Lesson :- Today, we will study about the major kingdoms of living organisms.
T1- Kingdom monera E1:-
It includes the most primitive type of living The Teacher Explains. The Pupils listen.
organisms.
The Teacher draws the The Pupils also draw.
Egs: Bacteria and Blue green algae diagram.
The Teacher labels the parts. The Pupils also label.
The Teacher asks Question. The Pupils answer. E1:- Why are Blue-Green
Algae called primitive
organisms?
BACTERIA
T2- Kingdom of Protista E2 :
Organisms are structurally more advanced The Teacher Explains. The Pupils listen.
than monera.
The Teacher illustrates with The Pupils understand.
Eg: Protozoans and algae example.
1) Protozoans - Amoeba
2) Algae - Blue-green algae
AMOEBA
diagram.
The Teacher asks Question. The Pupils answer.

E2: Why are animals
included under Eukaryotes?
T3- Kingdom Fungi E3:
Eukaryotic organisms are without chlorophyll. The Teacher Explains. The Pupils listen.
They are also known as saprophytes.
diagram.
The Teacher labels the parts. The Pupils label.
The Teacher asks Question. The Pupils answer. E3: Name the Biologist who
introduced Kingdom Fungi?
MUSHROOM
T4- Kingdom Plantae E4:
It includes eukaryotic, multi cellular, The Teacher Explains. The Pupils listen.
photosynthetic plants.
The Teacher Illustrates with the The Pupils write.
Eg : Fern, Maize, Mango help of Examples.
The Teacher asks Question. The Pupils answer. E4 : Give an account of

Phylum Plantae?
MANGO TREE
T5- Kingdom Animalia E5:
It includes eukaryotic multi cellular animals The Teacher Explains. The Pupils listen.
Eg: Insect, Fish, Humans, Animals.
The Teacher Illustrates to the The Pupils write.
help of examples.
The Teacher asks Question. The Pupils answer. E5 : Give examples for
kingdom Animalia?
KINGDOM ANIMALIA
Concluding Statement :- So dear students, today we have studied about the Major kingdoms of living organisms..
The major kingdoms of living organisms are kingdom Monera, Protista, Fungi, Plantae, and Animalia. Protozoans are microscopic,
unicellular, free living and parasitic organisms‟ kingdom fungi obtain food from dead and decaying organisms, Insect is an example for kingdom
Animalia.
Evaluation:
Match the Following
A B
1) Kingdome Monera a. Mushrooms
2) Kindgom Protista b. Human being
3) Kingdom Fungi c. Bacteria
4) Kingdom Plantae d. Amoeba
5) Kingdom Animalia e. Mango
Home work :- Draw a neat diagram of Euglena and label the parts?
APPENDIX –IV-B
LESSON PLAN-II-b
Topic :- Study of cells [ structure of cells]
Previous Knowledge:- These students have the knowledge of cells.

1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to structure of cell.
2) The Students understand certain scientific facts, concepts, principles, related to structure of cell.
1) The Pupils recall the meaning of cell.
2) The Pupils name the parts of a plant cell and Animal cell.
3) The Pupils define the terms Diffusion and osmosis.
4) The Pupils list out the differences between plant cell and animal cell.
5) The Pupils draw the diagram of plant cell and an animal cell.
6) The Pupils label the different parts of the plant cell and an animal cell.
7) The Pupils apply the learnt knowledge of Plant cell and an animal cell in day to day life.
Content Analysis:- Structure of a cell.

1) Plant cell and Animal cell – T1
1) Shape and size – T2
2) Cell membrane – T3
i) Diffusion
ii) Osmosis.
3) Cell wall – T4
4) Cytoplasm – T5
Teaching Aids:- Slides showing plant cell and an animal cell with the help of microscope.
Motivation :- Students already have the knowledge of a cell.
Teacher explains the students that the living things are made up of small units called cells. The living things are either unicellular or
multi cellular. A cell is the basic structural and functional unit of living organism. Robert Hook gave the name cell to this basic unit. The branch
of biology which deals with the study of cell is called “Cytology” Every cell consists of three main parts namely, the cell membrane, cytoplasm
and nucleus.
Aim of the Statement of the Lesson :- Today, we will study about the structure of cell.
T1- Structure of a cell E1:
T1 Plant cell and Animal cell The Teacher Explains. The Pupils listen.
Cell:- Basic, Structural and Functional
unit of living organisms. The Teacher draws the diagram. The Pupils also draw.
Every cell consists of three main parts
namely, the cell membrane, cytoplasm and
nucleus.
The Teacher asks Question. The Pupils answer. E1:What are the differences
between plant and animal cell?
PLANT CELL
ANIMAL CELL
T2- Shape and Size E2 :
Cells vary in shape and size of a cell The Teacher Explains. The Pupils listen.
varies from a few microns to several
millimeters. The Teacher illustrates with The Pupils write.
example.
Shapes in Bacteria – Spherical
Red blood cell – Oval The Teacher asks Question. The Pupils answer. E2: What is the shape of a
Nerve cells – Elongated yeast cell?
Euglena – Spindle
Amoeba - Irregular
T3- Cell Membrane E3:
The cell is surrounded by a thin The Teacher Explains The Pupils listen.
membrane called cell/plasma membrane.
The Teacher writes on board. The Pupils also write.
It is known as semi permeable
membrane. It maintains the shape of cell. The Teacher gives examples. The Pupils write.
The Teacher asks Question. The Pupils answer. E : Define Diffusion and
Osmosis.?
i) Diffusion :- Physical process where the
movement of molecules occur from a
region of higher concentration to a region
of lower concentration.
ii) Osmosis:- Movement of molecules

from higher concentration to lower
concentration through a semi permeable
membrane.
T4- Cell wall E4:
Rigid cover outside the cell membrane The Teacher Explains. The Pupils listen.
is cell wall composed of cellulose, hemi-
cellulose and pectic substances. The Teacher asks Question. The Pupils answer. E4 : What is cell wall?
T5- Cytoplasm E5:

Gel like material inside the cell The Teacher Explains. The Pupils listen.
membrane contains large amount of water
and many chemical substances. The Teacher writes. The Pupils also write.
Two types :
1) Membranous organelles. The Teacher asks Question The Pupils answer. E5: Name the two types of cell
2) Non Membranous organelles. organelles?
Concluding Statement:- So dear students, today we have studied about the structure of a cell.
A cell is the structural and functional unit of living organisms. The shape of Bacteria is spherical. Diffusion is a physical process where a
random movement of molecules occurs from a region of higher concentration to a region of lower concentration. The two types of cell
organelles are membranous organelles and Non membranous Organelles.
Evaluation:
Fill in the blanks.
1) Cell membrane is also called as __________ membrane.
2) Cell wall gives ___________ shape to the cell.
3) Cytoplasm is ____________ like material.
Home work:-
1) What are the differences between plant cell and an animal cell?
APPENDIX –IV-B
LESSON PLAN-II-c
Topic :- Study of cells [Membranous and Non membranous Organelles]
Previous Knowledge:- These students have the knowledge of the Cytoplasm.

1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Membranous and Non
membranous organelles.
2) The Students understand certain scientific facts, concepts, principles, related to Membranous and Non membranous organelles.
1) The Pupils recognize the term Organelles.
2) The Pupils recall the different Organelles coming under a cell.
3) The Pupils list out the functions of the cell organelles.
5) The Pupils explain the functions of the cell organelles.
6) The Pupils draw the diagrams of cell organelles.
7) The Pupils label the different parts of the cell organelles.
7) The Pupils apply the learnt knowledge of Plant cell and an animal cell in day to day life.
Content Analysis:- Cell Organelles.

1) Membranous Organelles. 2) Non – membranous organelles.
a) Endoplasmic reticulum – T1 a) Ribosomes - T7
b) Golgi comlex-T2 b) Centrioles – T8
c) Vacuoles – T3 c) Nucleus – T9
d) Mitochondria – T4 d) Nucleolus - T10
e) Chloroplasts – T5 e) Cell inclusions – T11
f) Lysosomes - T6
Teaching Aids:- Showing slides of Golgi complex, Mitochondria, Chloroplasts and Nucleus with the help of Microscope.
Motivation :- Students already have the knowledge of Cytoplasm.
Teacher explains to the students that cytoplasm is the gel like material inside the cell membrane. It contains a large amount of water and
many chemical substances. It also has a number of structures that carry out the life process namely organelles. There are two types of organelles
namely, Membranous Organelles and Non membranous Organelles.
Aim of the Statement of the Lesson :- Today, we will study about the Membranous organelles and Non membranous organelles.
Membranous organelles.
T1- Endoplasmic Reticulum The Teacher Explains. The Pupils listen. E1:
There is a network of membrane scattered
throughout the cytoplasm inside the cell this is The Teacher draws the The Pupils also draw.
called Endoplasmic Reticulum. diagram.
The Teacher asks Question. The Pupils answer. E1: What is the function of
Endoplasmic Reticulum?
T2- Golgi Complex E2 :
It is a bag like organelle having a number of The Teacher Explains. The Pupils listen.
flattened membranous structures stacked one
above the other. The Teacher draws the The Pupils also draw.
diagram.
The Teacher asks Question. The Pupils answer. E2: Write a note on Golgi
Complex.?
T3- Vacuoles The Teacher Explains. The Pupils listen. E3 :

There are many storage areas in cytoplasm
known as vacuoles. The Teacher writes. The Pupils also write.
The Teacher asks Question. The Pupils answer. E3: Define Tonoplast?
T4- Mitochondria: The Teacher Explains. The Pupils listen. E4:

The mitochondria are sausage shaped or rod
shaped bodies. They are the respiratory centers The Teacher draws the The Pupils also draw.
of the cells. They are also called as “Power diagram.
houses of cells”.
The Teacher labels the parts. The Pupils also label. E4 : Explain the function of
Mitochondria.?
MITOCHONDRIA
T5- Chloroplasts: E5:
Chloroplasts are also organelles containing The Teacher Explains. The Pupils listen.
double membranes. They are involved in
converting solar energy by photosynthesis. The Teacher draws the The Pupils also draw.
diagram.

E5 : Describe the structure of
The Teacher asks Question. The Pupils answer. a Chloroplast ?
CHLOROPLAST
T6- Lysosomes E6:
Spherical Cytoplasmic Organelles. It helps in The Teacher Explains. The Pupils listen.
digestion. They are referred to as “suicide bags”
The Teacher asks Question. The Pupils answer. E6 : What are lysosomes ?
T7- Ribosomes E7:

Contain RNA and they are generally The Teacher Explains. The Pupils listen.
described as “Protein factories” of a cell.
The Teacher asks Question. The Pupils answer. E7: Write a note on
Ribosomes ?
RIBOSOME
T8- Centrioles E8:
Single small granule located just outside the The Teacher Explains. The Pupils listen.
nucleus is centriole. E8: List out the function of
The Teacher asks Question. The Pupils answer. centriole.
T9- Nucleus E9:
Most prominent part of the cell, bounded by a The Teacher Explains. The Pupils listen.
double layered membrane called Nuclear
membrane. The Teacher draws the The Pupils also draw.
diagram.
The Teacher labels the parts. The Pupils also label. E9 : Describe the structure of
the Nucleus ?
NUCLEUS
T10- Nucleolus: E10:
Plays important role in the control of protein The Teacher Explains. The Pupils listen.
synthesis.
The Teacher asks Question. The Pupils answer. E10 : What is the important
role of Nucleolus?
T11- Cell inclusions E11:

Non living substances found in cytoplasm The Teacher Explains. The Pupils listen.
more commonly found in plant cell.
The Teacher asks Question. The Pupils answer. E11: What are cell
inclusions?
Concluding Statement :- So dear students, today we have studied about the Cell Organelles.
There are two types of organelles namely membranous organelles and Non membranous organelles. Membranous organelles are
organelles bound by or composed of membrane. Example: Endoplasmic, reticulum, Golgi complex, Vacuoles, Mitochondria, Chloroplast and
lysosomes organelles not bound with membrane are Non- Membranous organelles. Examples : Ribosomes, Centrioles, Nucleus, Nucleolus and
Cell inclusions.
Evaluation:
Choose the correct answer from the following.
1) The organs concerned with secretary function of cell is
______
a) E.R. b) Golgi Complex. c) Mitochondria d)
Ribosomes.
2) Lysosomes are also called ________
a) Suicide bags b) pockets of enzymes.
c) power houses d) Protein factories.
3) The structure that allows only certain substances to pass in
and out of the cell is called _________
a) Cytoplasm b) Cell Membrane.
c) Cell wall d) Nuclear Envelope.
Home work :-
Describe the structure of a nucleus with the help of a neat labeled diagram.
APPENDIX – IV-C
LESSON PLAN-III-a
Activity based method of Teaching – Specimen Method.
Topic :- Digestion and Respiration [ Heterotrophic Nutrition]
Previous Knowledge:- These students have the knowledge of the Autotrophic Nutrition.
1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Heterotrophic Nutrition.
2) The Students understand certain scientific facts, concepts, principles, related to Heterotrophic Nutrition.
1) The Pupils recall the different organisms coming under Heterotrophic Nutrition.
2) The Pupils recognize different types of Heterotrophic Organisms.
3) The Pupils observe different types of Heterotrophic Organisms.
4) The Pupils identify the features of Heterotrophic Organism.
5) The Pupils draw the diagram of various types of Heterotrophic organisms.
6) The Pupils label the different parts of Heterotrophic Organisms.
Content Analysis:- Heterotrophic Nutrition.
1) Saprophytes - T1
2) Parasites - T2
3) Insectivores – T3
4) Epiphytes - T4
5) Symbiosis – T5
Teaching Aids:- Showing the specimen of Drosera, Bread Mould, Leaf of a pitcher plant, orchids and sea anemone.
Motivation :- Students already have the knowledge of Autotrophic Nutrition.
Teacher explains the students, the process by which organisms obtain their food, digest and assimilate it, is called nutrition. There are
two much modes of nutrition Autotrophic nutrition and Heterotrophic nutrition. The process by which food is prepared by using simple raw
materials is called Autotrophism. The organisms which are not capable of preparing their own food, but obtain from others these are called
heterotrophs. The mode of Nutrition is called Heterotrophic Nutrition.
Aim of the Statement of the Lesson :- Today, we will study about the Heterotrophic Nutrition.
T1-Heterotrophic Nutrition E1:
The organisms which are not capable of preparing The Teacher Explains. The Pupils listen.
their own food but obtain from other sources.
The Teacher writes on B. B. The Pupils write.
Types of Heterotrophs:
T1 - Saprophytes :
The Teacher asks Question. The Pupils answer. E1:- What is Hetertrophism?
The Teacher Explains. The Pupils listen.

diagram.
BREAD MOULD The Teacher asks Question. The Pupils answer. E1: What are Saprophytes?
Organisms obtaining food from dead and
decaying organic matte.r
Eg: Bread mould.
T2- Parasites E2 :
Obtain food from other organisms, The Teacher Explains. The Pupils listen.
Two types: Semi parasites and Total parasites.
Eg : Ascaries The Teacher draws the The Pupils also draw.
diagram.
The Teacher asks Question. The Pupils answer. E2: What are Parasites?
Give example.
ASCARIES
T3- Insectivores E3 :
Certain green plants capable of preparing their The Teacher Explains. The Pupils listen.
own food, catch insects to obtain nitrogenous
substance: The Teacher draws the The Pupils also draw.
Eg: Pitcher plant, Drosera diagram.
The Teacher asks Question. The Pupils answer. E3: Give one example for
insectivore‟s plants?
PITCHER PLANT
DROSERA
T4- Epiphytes E4:
Certain plants grow on trees for support are The Teacher Explains. The Pupils listen.
called epiphytes.
Eg : Orchids. The Teacher illustrates The Pupils write.
example.
The Teacher asks Question. The Pupils answer. E4: What are Epiphytes?
ORCHIDS
T5- Symbiosis: E5:
Another mode of nutrition where two types of The Teacher Explains. The Pupils listen.
organisms live together and are mutually benefited.
Eg: Lichen, Sea animone living on shell of Hermit The Teacher gives examples. The Pupils write.
crab.
diagram.
The Teacher asks Question. The Pupils answer. E5: What is symbiosis? Give
two examples.
SEA ANIMONE LIVING ON SHELL OF

HERMIT CRAB
Concluding Statement :- So dear students, today we have studied about Heterotrophic Nutrition.
The process by which the food is obtained from other source is called as Heterotrophism. Types of Heterotrophs are saprophytes,
parasites, Insectivores, Epiphytes and symbiosis. Symbiosis is a mode of nutrition where two types of organisms live together and are mutually
benefited Eg: lichens, and sea anemone living on the shell of Hermit crab.
Evaluation:
Fill in the Blanks:
1) Fungi are ________ .
2) __________ is a parasitic animal.
3) _________ Bacteria is present in our intestine.
Home work :- 1. Give reason, E-coli can be taken as an example for symbiosis.
APPENDIX – IV-C
LESSON PLAN-III-b
Topic :- Food and its constituents [Fats/Lipids]
Previous Knowledge:- These students have the knowledge of the Nutrients

1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Fats.
2) The Students understand certain scientific facts, concepts, principles, related to Fats.
1) The Pupils recall the concept of fats.
2) The Pupils recognize the types of fats.
3) The Pupils Identify different sources of fate.
4) The Pupils differentiate between saturated fatty acids and unsaturated fatty acids.
5) The Pupils illustrate with examples the different types of fate.
6) The Pupils give reason for different types of fats.
Content Analysis:- Fats.

1) Concept - T1
2) Types of Fat - T2
3) Sources of Fats – T3
Teaching Aids:- Showing the specimen of Animal Fats, Butter, Ghee, Vanaspathi, Vegetable oils, groundnut oil, Castor oil, Coconut Oil etc.
Motivation :- Students already have the knowledge about Nutrients.
Teacher explains the students, Elements are vital for all life processes. Deficiency of any one of these or some of these results in certain
disorders in our body such elements are known as nutrients. There are two kinds of nutrients namely Macronutrients and micronutrients. All
nutrients are in combined state. The important compounds that provides these nutrients are carbohydrates, lipids, proteins and water. These are
major constituents of our Food.
Aim of the Statement of the Lesson :- Today, we will study about Fats/ Lipids.
T1- Concept (Fats) E1:
Fats are organic compounds made up The Teacher Explains. The Pupils listen.
of carbon, hydrogen and oxygen.
Insoluble in water. Soluble in organic The Teacher writes. The Pupils also writes.
solvents.
A normal diet should contain about 75 The Teacher asks Question. The Pupils answer. E1: What are Fats?
grams of fat per day.
T2- Types of Fat. E2 :
1) Saturated Fatty acid The Teacher Explains. The Pupils listen.
Eg : Animal Fats, Butter, Ghee,
Vanaspathi, Solids at room temp. The Teacher writes. The Pupils also writes.
The Teacher differentiates. The Pupils observe.
The Teacher illustrates with The Pupils Identify.

example.
The Pupils answer. E2: What are Saturated fatty
The Teacher asks Question. acids?
ANIMAL FAT
2) Unsaturated Fatty acid.
Eg : Vegetable oils, groundnut oil, castor
oil, coconut oil.
VEGETABLE OIL
T3- Sources of Fats: E3 :
1) Plant Source :- Nuts, palm oil, The Teacher Explains. The Pupils listen.
coconut oil, Groundnut oil, Castor oil,
Olive oil, mustard oil, Soya bean. The Teacher gives Examples. The Pupils recognize,
The Teacher writes. The Pupils also write.
The Teacher asks Question. The Pupils answer. E3: Mention the sources of
Fats?
GROUNDNUT OIL
2) Animal Source: Milk yolk in Eggs,
meat, Cheese, Butter, Ghee etc.
GHEE
Concluding Statement :- So dear students, today we have studied about Fats.
Fats are organic compounds made up of carbon, hydrogen, and oxygen. Fats are classified into two groups. Saturated fatty acid and
unsaturated Fatty acid. Sources of Fats are divided into plant sources and Animal sources.
Evaluation:
Match the Following.
A B
1) Saturated Fats a. Cheese
2) Unsaturated Fats. b. Nuts
3) Animal Source c. Vegetable Oils
4) Plant Source. d. Ghee
Home work:-
1) What food items used in your region gives lipids to the peoples who consume them?
APPENDIX –IV-C
LESSON PLAN-III-c
Topic :- Classification of Living Organisms. [Kingdom Fungi] Mushroom.
Previous Knowledge:- These students have the knowledge about the kingdoms of living organisms.
1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Kingdom Fungi.
2) The Students understand certain scientific facts, concepts, principles, related to Kingdom Fungi.
1) The Pupils recall the concept of Kingdom Fungi
2) The Pupils recognize Mushroom as Fungi.
3) The Pupils identify the parts of Mushroom.
4) The Pupils differentiate between useful fungi and Harmful Fungi.
5) The Pupils draw the diagram of Mushroom.
6) The Pupils label the parts of Mushroom.
Content Analysis:- Kingdom Fungi Mushroom

1) Concept - T1
2) Importance of Fungi - T2
3) Beneficial Fungi – T3
4) Harmful Fungi – T4
Teaching Aids:- Showing the specimen of Mushroom belonging to Kingdom Fungi.

Motivation :- Students already have the knowledge about the major kingdoms of living organisms.
Teacher explains the students that, modern biologists have classified the living organisms under five major kingdoms. They are kingdom
Monera, Protista, Fungi, Plantae, Animalia. Based on the cellular Organization, Two different kinds of organisms are identified they are
prokaryotes and Eukaryotes. Kingdom monera are prokaryotic where as kingdom Protista, Fungi, Plantae, Animalia are Eukaryotic organisms.
Fungi are Eukaryotic organisms without chlorophyll.
Aim of the Statement of the Lesson :- Today, we will study about Kingdom Fungi [Mushroom].
T1- Concept (Fungi) E1:
Fungi are Eukaryotic organisms without The Teacher Explains. The Pupils listen.
chlorophyll. These include unicellular forms like
yeasts and multi cellular organisms like The Teacher Illustrates with The Pupils Identify.
mushroom. These generally obtain food from the examples.
dead and decaying substances known as
saprophytes. The Teacher writes. The Pupils also writes.
The Teacher draws the diagram. The Pupils also draw.
The Teacher labels the parts. The Pupils label.
The Teacher explains. The Pupils listen.
The Teacher asks Question. The Pupils recall, E1: Write a short note on
recognize and answer. kingdom Fungi?
MUSHROOM
T2- Importance of Fungi. E2 :
One of the important aspects is Mushroom The Teacher Explains. The Pupils listen.
culture. They are the advanced members of fungi
group belonging to the class Basidiomycetes. They The Teacher writes. The Pupils also writes.
grow on dead and decaying matters like dung, old
rotten logs which are rich in organic matter. Some The Teacher asks Question. The Pupils recall, E2: Mention the
are edible and some poisonous. Because they are recognize and answer. importance of Kingdom
edible they are cultivated. Fungi.?
T3- Beneficial Fungi E3 :

They are Beneficial because they are used for. The Teacher Explains The Pupils listen.
1) Fungi in soil Fertility.
2) Fungi in Industries. The Teacher list out. The Pupils list.
3) Brewing industry.
4) Baking industry. The Teacher writes. The Pupils write.
5) Source of vitamins.
6) Yeast in enzyme industry The Teacher asks Question. The Pupils recall, E3: List the uses of Fungi?
7) Pharmaceutical industry. recognize and answer.
8) Acid industry.
9) Food industry.
10) Vitamins.
11) Ergot Alkaloid, Contraction of Uterus after
child birth.
T4- Harmful Fungi E4 :
1) Spoilage of food stuffs The Teacher Explains. The Pupils listen.
2) Decay of timber, destruction of textiles,
and damage of paper. The Teacher list out. The Pupils list.
3) Human diseases
4) Harmful yeasts The Teacher writes. The Pupils write.
5) Plant diseases.
The Teacher asks Question. The Pupils recall, E4: List out the effects of
recognize and answer. Harmful Fungi?
Concluding Statement: - So dear students, today we have studied about Kingdom Fungi [Mushroom].
Fungi are Eukaryotic organisms without chlorophyll. Mushroom is a multi cellular organism. They grow on dead and decaying matter
like dung, old rotten log etc. Mushrooms are used in food preparation many of the human diseases are caused by Fungi.
Evaluation:
Say whether the following statements are True/False:
1) Fungi are Eukaryotic organisms with chlorophyll.
2) Mushrooms are Multi cellular Organisms.
3) Human diseases are caused by useful Fungi.
4) Fungi are also known as Saprophytes.
Home work :-
1) Draw a neat labeled diagram of Mushroom and explain its uses. ?
APPENDIX –IV-D
LESSON PLAN-IV-a
Activity based method of Teaching – Experimental Method.
Topic :- Digestion and Respiration [Photosynthesis]
Previous Knowledge:- These students have the knowledge of Nutrition in Plants.
1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Photosynthesis.
2) The Students understand certain scientific facts, concepts, principles, related to Photosynthesis.
3) The Pupils acquire the skill of performing experiments related to photosynthesis.
1) The Pupils recall the meaning of the term Photosynthesis.
2) The Pupils recognize the materials required for conducting experiment.
3) The Pupils identify the materials used for conducting Experiments.
4) The Pupils observe the experiments conducted on photosynthesis.
5) The Pupils conduct experiment on Photosynthesis.
6) The Pupils demonstrate the experiments on Photosynthesis.
7) The Pupils apply the learnt knowledge of Photosynthesis in day to day life.
Content Analysis:- Experiments on Photosynthesis.

1) Experiment to demonstrate that CO2 is essential for Photosynthesis. – T1
2) Experiment to demonstrate that oxygen is released during Photosynthesis. – T2
Teaching Aids:- Two potted plants of same kind, a dish of potassium hydroxide, polythene bags, Trough filled with water, sodium
bicarbonate, Hydrilla plants, funnel, test tube, steel wool for conducting Experiments on photosynthesis.
Motivation :- Students already have the knowledge of Nutrition in plants.
Teacher explains to the students that, the mode of nutrition in a green plant is described as holophytic. It involves manufacture of organic
substance from inorganic raw materials, in the presence of sunlight. This is known as Photosynthesis.
Aim of the Statement of the Lesson :- Today, we shall study about Photosynthesis and conduct experiments to demonstrate that CO2 is
essential and oxygen is released during Photosynthesis.
Development Stage:-
Experiments on Photosynthesis E1:
It is a process in which green plants The Teacher Explains The Pupils listen.
manufacture Organic compounds by synthesizing
CO2 and H 2O in the presence of Sunlight and The Teacher conducts experiment. The Pupils participate.
chlorophyll.
The Teacher writes on Black board. The Pupils write
T1 – Experiment to Demonstrate that CO2 is
essential for Photosynthesis.
Materials required: Two potted plants of same
kind, a dish of potassium hydroxide, polythene The Teacher asks Question. The Pupils recall, E1: What conclusion do you
bags. recognize and answer. draw from this Experiment?
EXPERIMENT TO DEMONSTRATE THAT

CO2 IS ESSENTIAL FOR PHOTOSYNTHESIS.
Observation: The leaf of the potted plant with

potassium hydroxide formed very little starch
compared to other leaf.
T2- Experiment to show that oxygen is released E2 :
during Photosynthesis. The Teacher Explains. The Pupils listen.
Material Required: Trough filled with water,
sodium bicarbonate, Hydrilla plants, funnel, test The Teacher writes on Black The Pupils also writes.
tube, steel wool. Board.
The Teacher Demonstrates. The Pupils observe
The Teacher asks Question. The Pupils recall, E2: What conclusion do you
recognize and answer. draw from this Experiment?
EXPERIMENT TO SHOW THAT O2 IS

RELEASED DURING PHOTOSYNTHESIS
Observation : The bubbles in the test tube indicate
the Presence of oxygen. We can say that in the
presence of sunlight oxygen is released during
photosynthesis.
Concluding Statement :- So dear students, today we have conducted experiments to demonstrate that CO2 is essential and oxygen is released
during Photosynthesis.
. Recapitulation/B.B. Summary:
Photosynthesis is a process in which green plants manufacture organic compounds by synthesizing CO2 and H2O in the presence of
sunlight and chlorophyll. The leaf of the potted plant with KOH formed very little starch compared to other leaf. From 2nd Experiment we come
to know that oxygen is released during Photosynthesis.
Evaluation:
Choose the correct answer from the following.
1) The gas that is liberated during Photosynthesis is
___________.
a) oxygen b) Hydrogen
c) CO2 d) Nitrogen.
2) Green plants manufacture ________ compounds.

a) Inorganic b) Physical
c) Chemical d) Organic.
Home work:-
1) What is photosynthesis? How can you say that oxygen and CO2 is essential for photosynthesis?
APPENDIX – IV-D
LESSON PLAN-IV-b
Topic :- Study of Cells [Expt. to demonstrate diffusion and Osmosis]
Previous Knowledge:- These students have the knowledge of Cell Membrane

1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Movement of Molecules.
2) The Students understand certain scientific facts, concepts, principles, related to Movement of Molecules.
3) The Pupils acquire the skill of performing experiments related to Diffusion and Osmosis.
1) The Pupils recall the process of Osmosis and diffusion.
2) The Pupils recognize the process of Osmosis and diffusion.
3) The Pupils identify the materials used for conducting the experiment.
4) The Pupils observe the experiments conducted on Osmosis and Diffusion.
5) The Pupils conduct experiment on Osmosis and Diffusion.
6) The Pupils demonstrate the experiments on Osmosis and Diffusion.
Content Analysis:- Experiments on Movement of Molecules.

1) Experiment to demonstrate Diffusion – T1
2) Experiment to demonstrate Osmosis – T2
Teaching Aids:- Two Beakers, Potassium Permanganate, Water, Potato, Pin, Cone Sugar Solution. Etc.
Motivation :- Students already have the knowledge of Cell Membrane.
Teacher explains to the students that, cell membrane is also called as plasma membrane it separates the interior of the cell from outside
environment it forms the boundary of the cell it controls the movement of selected substances into or out of it. Hence, cell membrane is
described as a semi permeable membrane. The movement of molecules across the cell membrane occurs by two processes namely diffusion and
osmosis.
Aim of the Statement of the Lesson: - Today, we will conduct experiments to demonstrate Osmosis and Diffusion.
Development Stage:-
Experiments to Demonstrate Diffusion. E1:-
Materials Required; The Teacher Explains. The Pupils listen.
Two Beakers, water, a crystal of
potassium permanganate. The Teacher conducts experiment. The Pupils participate.
The Teacher writes on Black The Pupils write.

board.
The Teacher asks Question. The Pupils recall, recognize and E1:- What conclusion do you
answer. draw from this Experiment?
Observation : Potassium permanganate

diffuses in water and the colour of the water
changes to colourful.
T2- Experiment to Demonstrate Osmosis. E2 :
Materials Required: The Teacher Explains. The Pupils listen.
Two Beakers, potato, Pin, water,
concentrated Sugar solution. The Teacher conducts experiment. The Pupils participate.
The Teacher writes on Black The Pupils also writes.

board.
The Teacher asks Question. The Pupils answer. E2: What is Osmosis?
Observation:
There is a rise in the level of the sugar
solution due to the movement of water
molecules from a region of higher
concentration to a region of lower
concentration.
Concluding Statement: - So dear students, today we have conducted experiments on Osmosis and Diffusion.
Diffusion is a process in which, molecules, move from a region of higher concentration to a region of lower concentration. Potassium
permanganate has diffused in water. Osmosis is a movement of water molecules from a region of its higher concentration to a region of a lower
concentration through a semi permeable membrane.
Evaluation:
Fill in the Blanks:
1) Osmosis is a special kind of __________.
2) Crystal of _______________ is dropped in water.
3) The process which requires energy is called ________
Transport.
Home work:-
1) Define Osmosis? Explain Osmosis with the help of an experiment.
APPENDIX –IV-D
LESSON PLAN-IV-c
Topic :- Study of Cells [Expt. to demonstrate diffusion and Osmosis]
Previous Knowledge:- The students have the knowledge of Nutrients.

1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Organic Compounds.
2) The Sudents understand certain scientific facts, concepts, principles, related to Organic Compounds.
3) The Pupils acquire the skill of performing experiments related to Organic Compounds.
1) The Pupils recall the difference between types of organic compounds.
2) The Pupils recognize the different types of organic compounds.
3) The Pupils identify the materials used for conducting the experiment.
4) The Pupils observe the experiments conducted on Organic Compounds.
5) The Pupils conduct experiment on Organic Compounds.
6) The Pupils demonstrate the experiments on Organic Compounds.
Content Analysis:- Simple tests for carbohydrates, Fats and Proteins.

1) Test for Carbohydrates – T1
a) Test for Starch
b) Test for Sugar/Glucose.
2) Test for Fats - T2
3) Test for Proteins – T3
Teaching Aids:- Conducting Experiments for testing of carbohydrates, Fats and Proteins.
Motivation: - Students already have the knowledge of Nutrients and their types.
Teacher explains the students that, cells in living organisms contain number of organic compounds which in turn are made up of certain
elements known as nutrients. The two kinds of nutrients are micro nutrients and macro nutrients all nutrients are present in combined state. The
important compounds are carbohydrates, lipids, proteins and water.
Aim of the Statement of the Lesson: - Today, we shall study about the simple tests on carbohydrates, lipids and proteins.
Development Stage:-
T1- Test for Carbohydrates. E1:-
These are the Organic Compounds made up of carbon, The Teacher Explains. The Pupils listen.
Hydrogen and Oxygen. H and O2 are present in the ratio
2:1
The Teacher conducts The Pupils participate
a) Test for starch: Take small Quantity of starch in T.T experiment. actively.
containing water. Add few drops of dilute iodine colour.
Solution turns Blue-Black indicating the presence of
starch. The Teacher writes on Black The Pupils also write.
board.
The Teacher asks Question. The Pupils recall, recognize E1:- What are
and answer. Carbohydrates? Mention
one test each for 1) sugar
2) starch?
b) Test for Sugar
Benedicts solution forms coloured precipitates with
Sugar with Banana it gives green PPT, with potato a pale
yellow or orange ppt.
T2- Test for Fats. E2 :

Fats are organic compounds made up of carbon, The Teacher Explains. The Pupils listen.
hydrogen and O2.
The Teacher conducts The Pupils participate.
experiment.
The Teacher writes on Black The Pupils also writes.

board.
The Teacher asks Question. The Pupils answer. E2: How will you test
groundnut for the
presence of fat. ?
Food substance like groundnut supposed to contain fat

is crushed and wrapped in a piece of clean white paper.
Unfold the paper after 30mis, hold it to sunlight we can
observe oily patches in the paper. This indicates the
presence of fats in the ground nut.
T3- Test for proteins. E3:-
These are also the organic compounds made up of The Teacher Explains. The Pupils listen.
carbon, Hydrogen, Oxygen and Nitrogen.
Test of Proteins : Take boiled egg and add a few drops The Teacher conducts The Pupils participate
of nitric acid. The colour changes from colourless to experiment. actively.
yellow. Further on adding a few drops of NH3OH, the
colour further changes into orange colour. This confirms The Teacher writes on Black The Pupils also write.
the presence of protein. board.
The Pupils recall, recognize E3:- What are proteins?
The Teacher asks Question. and answer. Mention one test for
proteins?
Concluding Statement :- So dear students, today we have conducted experiments on Testing of carbohydrates, fats and Proteins.
Carbohydrates are the Organic compounds made up of carbon, Hydrogen and Oxygen. 1gm of carbohydrate produces 1-7 Kilojoules of
heat energy. Benedict‟s solution is a mixture of copper sulphate, sodium citrate and sodium hydroxide Groundnut is an example for testing fats.
Proteins are also organic compounds made up of carbon, hydrogen, Oxygen and Nitrogen.
Evaluation:
Match the following.
A B
1) Carbohydrates a. Nitric Acid
2) Fats b. Iodine Test.
3) Proteins c. Groundnut.
Home work:-
1) Mention one test for each.
a) Sugar. b) Proteins. .
APPENDIX –IV-E
LESSON PLAN-V-a
Activity based method of Teaching – Structure and Function Method.
Topic :- Digestion and Respiration [Nutrition in Man]
Previous Knowledge:- The students have the knowledge of Nutrition.

1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Nutrition in Man.
2) The Students understand certain scientific facts, concepts, principles, related to Nutrition in Man.
3) The Students learn the skills related to the lesson to be taught to the pupils.
4) The Students apply the learnt knowledge in their day to day life.
1) The Pupils recall the meaning of the term Nutrition.
2) The Pupils recognize the different organs in man.
3) The Pupils list out various types of organs coming under digestive system.
4) The Pupils identify the features of digestive system in man.
5) The Pupils explain the functions of digestive system in man.
6) The Pupils draw the diagram of Human digestive system.
7) The Pupils label the parts of Human digestive system.
8) The Pupils apply the learnt knowledge of Human Digestive system in day to day life.
Content Analysis:- Nutrition in Man.

1) Introduction. – T1 4) Salivary glands – T4
2) Teeth – T2 5) Oesophagus – T5
3) Tongue – T3 6) Stomach – T6.
Teaching Aids:- Showing the structure and function of Human digestive system with the help of class edge.
Motivation: - Students already have the knowledge about Nutrition.
The Teacher explains that, Nutrition is the process by which organisms obtain their food, digested and assimilate it, is called nutrition.
There are two modes of Nutrition, Autotrophic and Heterotrophic; Autotrophic nutrition is of two types namely photosynthetic and
chemosynthetic where as Heterotrophic nutrition is of different types like saprophytes parasites, insectivores, epiphytes and symbiosis. Man
consumes both the plant and animal products hence he is omnivorous.
Aim of the Statement of the Lesson: - Today, we shall study about how the nutrition in man takes place.
Development Stage:-
T1- Introduction.
Man is omnivorous as he consumes both plants The Teacher Explains The Pupils listen. E1:-
and animal products Digestion is of two types.
The Teacher Writes. The Pupils also write.
1) Mechanical:
Breaking up of large particles of food into a The Teacher draws. The Pupils also draw.
fine paste with the help of teeth tongue.
2) Chemical:
Hydrolysis of food into simplest particles by the The Teacher mentions the The Pupils listen and write.
action of enzymes Human digestive system consists importance.
of alimentary canal and associated digestive glands
Alimentary canal runs from mouth to anus. The Teacher asks Question. The Pupils answer. E1:- Explain the two types
of digestion?
Mouth : leads to buccal cavity which has teeth,

tongue and 3 pairs of salivary glands.
T2- Teeth. The Teacher Explains The Pupils listen. E2 :
Types.
i. Incisors – help cutting. The Teacher Writes. The Pupils also write.
ii. Canines – help in tearing.
iii. Premolars & molars-grinding food. The Teacher draws the The Pupils also drawn.
structure.
The Teacher labels. The Pupils also label
The Teacher demonstrates. The Pupils observe E2: Draw the diagram of
tooth showing the structure
The Teacher asks Question. The Pupils answer. and label the parts?
T3- Tongue. E3:-
Muscular organ helps in mastication and The Teacher Explains. The Pupils listen.
swallowing.
The Teacher conducts The Pupils participate
experiment. actively.
The Teacher writes on Black The Pupils also write.

board.
The Pupils recall, recognize E3:- What is function of
The Teacher asks Question. and answer. Taste buds?
TONGUE
T4- Salivary Glands: Found in buccal cavity, E4:-
secretes salivary juice contains enzyme amylase The Teacher Explains The Pupils listen.
which converts into maltose.
The Teacher draws. The Pupils also draw.
The Teacher asks Question. The Pupils answer. E4:- Which part of the food
is digested by salivary juice?
SALIVARY GLANDS
T5- Oesophagus: The Teacher Explains The Pupils listen. E5:-
Connecting pharynx with stomach pushes
the bolus downwards into stomach. The Teacher Writes. The Pupils also writes.
The Teacher asks Question. The Pupils answer. E5:- What is Peristalsis?
T6- Stomach: E6:-
Bag shaped muscular organ. Gastric Juice The Teacher Explains The Pupils listen.
contains pepsin and Rennin, Bile juice and
Pancreatic Juice flow into duodenum. The Teacher Writes. The Pupils also writes.
The Teacher gives reasons. The Pupils recognize.
The Teacher asks Question. The Pupils answer. E6:- Name the enzymes in
gastric Juice that act upon
food in stomach?
STOMACH
Concluding Statement: - So dear students, today we have studied about the Nutrition in Man.
Digestion is conversion of complex larger food molecules into simple molecules by enzymes. Types of teeth in man are incisors,
Canines, Premolars and molars. Salivary Juice is secreted by salivary gland. The function of villi is absorption of digested food from the small
intestine.
Evaluation:
True or False:
1) Hard material that covers the teeth is Dentine. ( )
2) Pepsin converts proteins into insoluble curds. ( )
3) Villi are present in the living of the small intestine ( )
4) Large intestine contains the enzyme Pepsin ( )
Home work:- 1) Draw the diagram of digestive system of a man and label its parts.
APPENDIX –IV-E
LESSON PLAN-V-b
Topic :- Digestion and Respiration [ Respiration in Man].
Previous Knowledge:- The students have the knowledge of Respiration.

1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Respiration in Man.
2) The Students understand certain scientific facts, concepts, principles, related to Respiration in Man.
1) The Pupils recall the meaning of the term Respiration.
2) The Pupils name the types of Respiration.
3) The Pupils list out various types of organs coming under Respiratory System.
4) The Pupils describe the structure of lungs.
5) The Pupils explain the functions of Respiratory System in man.
6) The Pupils draw the diagram of Human Respiratory system.
7) The Pupils label the parts of Human Respiratory System.
8) The Pupils apply the learnt knowledge of Human Respiratory System in day to day life.
Content Analysis:- Respiration in Man.
1) Concept – T1 7) Bronchioles – T7
2) Nose – T2 8) Lungs – T8
3) Pharynx – T3 9) Mechanism of Respiration – T9.
4) The larynx – T4
5) Trachea – T5
6) Bronchi – T6.
Teaching Aids:- Showing the structure and function of Human respiratory system with the help of class edge.
Motivation :- Students already have the knowledge about Respiration.
Teacher Explains to the students that, Respiration is an energy liberating process in which food is oxidized with the release of CO2 and
water. Two stages of respiration found in man are external and internal respiration. Respiration in man is done by Respiratory System.
Aim of the Statement of the Lesson :- Today, we shall study about how the respiration in man takes place.
Development Stage:-
T1- Respiration in man. E1:-
Respiration is an energy liberating process in The Teacher Explains. The Pupils listen.
which food is oxidized with the release of CO2 and
H2O. The Teacher Writes. The Pupils also write.
Two types of Respiration: The Teacher draws. The Pupils also draw.
1) Aerobic Respiration Eg: Higher organisms.
2) Anaerobic Respiration. Eg: Bacteria, Yeast etc.
The Teacher mentions the The Pupils listen and
Two stages of Respiration. importance. write.
1) External Respiration.
2) Internal Respiration. The Teacher asks Question. The Pupils answer. E1:- What is Respiration?
Name the two types of
Respiration?
Respiratory System in man consists of Nose,

Pharynx, the larynx trachea, bronchi, bronchioles
and lungs.
T2- Nose. E2 :
First part of respiratory system which has a The Teacher Explains The Pupils listen.
pair of openings called nostrils leading into nasal
cavity. The Teacher Writes. The Pupils also write.
The Teacher asks Question. The Pupils answer. E2: What are nostrils?
T3- Pharynx. E3 :
Common Passage for both food and air leading The Teacher Explains. The Pupils listen.
into larynx.
The Teacher Writes. The Pupils also write.
The Teacher asks Question. The Pupils answer. E3: Mention the function
of pharynx?
T4- Larynx. E4:-
Have vocal cords by vibration of which the The Teacher Explains The Pupils listen.
sound is produced.
The Teacher illustrates. The Pupils recognize.
The Teacher asks Question. The Pupils answer. E4:- How is sound
produced?
LARYNX
T5- Trachea: E5:-
Tubular structure which keeps the trachea The Teacher Explains. The Pupils listen.
open for continuous flow of air in and out.
The Teacher indicates. The Pupils identify.
The Teacher writes. The Pupils write.
The Teacher asks Question. The Pupils answer. E5:- Give the importance
of „c‟ shaped cartilaginous
rings found in trachea?
T6- Bronchi: E6:-
Trachea divides into two branches namely The Teacher Explains The Pupils listen.
bronchi which enter the right and left lungs
respectively. The Teacher shows. The Pupils recognize.
The Teacher mentions importance. The Pupils writes.
The Teacher asks Question. The Pupils answer. E6:- What is the role of
Bronchi?
BRONHCI
T7- Bronchioles: E7:-
Each bronchus in turn divides into smaller The Teacher Explains The Pupils listen.
and fine branches called Bronchioles.
The Teacher Draw. The Pupils also draw.
The Teacher label. The Pupils label.
The Teacher asks Question. The Pupils answer. E7:- What are
Bronchioles?
BRONCHIOLES
T8-Lungs: E8:-
Situated in chest cavity, made up of spongy The Teacher Explains The Pupils listen.
tissue which is elastic Blood and air are separated
facilitation of the exchange of gases. The Teacher draws. The Pupils draw.
The Teacher labels. The Pupils label E8:- Describe the structure
of lungs?
T9-Mechanism of Respiration: The Teacher Explains. The Pupils listen. E9:
involves two breathing movements.
1) Inspiration. The Teacher Compares. The Pupils identify.
2) Expiration.
The Teacher writes. The Pupils write. E9: Mention any two
differences between
The Teacher asks Question. The Pupils answer. inspiration and Expiration?
Concluding Statement: - So dear students, today we have studied about the Respiration in Man.
Respiration is an energy liberating process in which food is oxidized with the release of CO2, H2O and energy. Respiration may be
aerobic or anaerobic Respiratory system in man consists of nose, pharynx, larynx, trachea, bronchi, bronchioles and lungs.
Evaluation:
Say whether the following statements are true or false.
1) Pharynx is the first part of respiratory system. ( )
2) Anaerobic respiration is found in lower organisms. ( )
3) Lungs are situated in the thoracic cavity. ( )
4) A person in a dirty place often sneezes. ( )
Home work:-
1) Describe the structure of lungs with the help of a neat labeled diagram.
APPENDIX –IV-E
LESSON PLAN-V-c
Topic :- Classification of living organisms. [Kingdom Protista- Protozoa]
Previous Knowledge:- The students have the knowledge of Prokaryotes.

References Used: - A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
1) The Students acquire the knowledge of certain scientific fats, concepts, principles, terms related to kingdom Protista.
2) The Students understand certain scientific facts, concepts, principles terms related to kingdom Protista.
1) The Pupils recall the concept of kingdom Protista. .
2) The Pupils recognize different organisms coming under kingdom Protista.
3) The Pupils list out the types of Protozoa
4) The Pupils identify the different types of Protozoa.
5) The Pupils explain the functions of various Protozoans.
6) The Pupils draw the diagrams of Amoeba and Paramecium.
7) The Pupils label the parts of Amoeba and paramecium
8) The Pupils apply the learnt knowledge of Protozoans in day to day life.
Content Analysis:- Kingdom Protista [Protozoa].
1) Concept – T1 6) Vacuole – T6
2) Characteristics – T2 7) Pseudopodia – T7
3) Cell Membranes – T3 8) Cytoplasm – T8
4) Nucleus – T4 9) Cilia – T9
5) Protoplasm – T5
Teaching Aids:- showing the structure and function of Amoeba and Paramecium with the help of class edge..
Motivation: - Students already have the knowledge about prokaryotes.
The teacher explains to the students that, Based on the presence or absence of a definite nucleus in their cells, the organisms are classified
into two main groups. They are prokaryotes and Eukaryotes. In prokaryotes, nucleus is not bounded by a definite nuclear membrane Eg:
Bacteria, Blue green algae in Eukaryotes, Nucleus have a definite Nuclear membrane. Eg: Amoeba, Mushroom, Plant and Animal. Amoeba and
Paramecium belongs to Eukaryotes that is from kingdom protista.
Aim of the Statement of the Lesson :- Today, we shall study about the structure and functions of Amoeba and Paramecium from Kingdom
Protista.
T1- Concept. E1:-
Organisms are structurally more advanced, The Teacher Explains. The Pupils listen.
posses a well organized nucleus with a nuclear
membrane and nucleolus. Some have flagella or The Teacher gives Examples. The Pupils recognize and
Cilia. write.
Ex: 1) Protozoans – i) Amoeba. The Teacher writes. The Pupils also write.
ii) Paramecium
4) Algae. The Teacher draws. The Pupils also draw.
AMOEBA The Teacher labels. The Pupils label.
The Teacher mentions the The Pupils listen and write.

importance and function.
The Teacher asks Question. The Pupils recall, recognize E1:- Draw a neat labeled
and answer. diagram of Amoeba?
Protozoa :
Unicellular and eukaryotic, made up of mass
of protoplasm not divided into cells and which
carries out all vital activities like locomotion,
feeding, digestion etc.
T2- Characteristics of Protozoans. The Teacher Explains. The Students listen. E2 :
1) Protozoans are acellular, microscopic.
2) Solitary, colonial, free living, parasitic or The Teacher list out. The Pupils also list out.
Symbiotic.
3) Found on land, fresh water, salt water, and in The Teacher writes. The Pupils write.
blood and tissues of animals and humans. E2: List out the general
The Teacher asks Question. The Pupils recall, recognize characteristics of phylum
and answer. protozoa?
T3- Cell membrane. The Teacher Explains The Pupils listen. E3 :
Cells are bounded by a thin and delicate
structure called cell membrane. The Teacher Writes. The Pupils also write.
The Teacher asks Question The Pupils recall, recognize E3: What is Cell Membrane?
and answer.
T4- Nucleus. The Teacher Explains. The Pupils listen. E4:-
The nucleus controls various metabolic
activities of the cell. The Teacher writes. The Pupils also write.
The Teacher asks Question. The Pupils recall, recognize E4:- What is the function of
and answer. Nucleus?
T5- Protoplasm: The Teacher Explains The Pupils listen. E5:-
Differentiated into outer ectoplasm and an
inner endoplasm. The Teacher writes. The Pupils also write.
The Teacher asks Question. The Pupils recall, recognize E5:- How is protoplasm
and answer. differentiated?
T6- Vacuole : The Teacher Explains The Pupils listen. E6:-
Help in Digestion, transport and storage for
excess water and waste products. The Teacher writes. The Pupils also write.
E6:- List out the function of
The Teacher asks Question. The Pupils answer. Vacuole?
T7- Pseudopodia : The Teacher Explains The Pupils listen. E7:-
Locomotory organs of Amoeba.
The Teacher asks Question. The Pupils recall, answer E7:- Name the locomotory
identify. organs in Amoeba?
T8-Cytoplasm: The Teacher Explains The Pupils listen. E8:-
Gel like material inside cell membrane
carryout life process namely the organelles and The Teacher writes. The Pupils also write.
inclusions.
The Teacher asks Question. The Pupils recall, recognize E8:- Name the two types of
and answer. Cell Organelles?
T9- Cilia E9 :
Locomotory organs of The Teacher Explains The Pupils listen.
Paramecium. E9: What are the locomotory
The Teacher asks Question. The Pupils answer organs of Paramecium?
Concluding Statement :- So dear students, today we have studied about the structure and function of Amoeba and Paramecium.
Protozoans are microscopic, unicellular, free living or parasitic organisms. Amoeba and Paramecium are examples for protozoa.
Locomotion in protozoans takes place by hair like cilia, whip like flagella and pseudopodia.
Evaluation:
Choose the correct answer from the following Question.
1) Locomotory organs of Paramecium are _____________
a) Flagella b) Cilia c) Pseudopodia d) Tentacles.
2) The Structure that allows only certain substances to pass in and
out of the cell is the ___________
a) Cytoplasm b) Cell wall c) Cell membrane d) Nuclear
Envelope.
3) Amoeba and paramecium are ________________ organisms.
a) Free living b) Parasitic c) Symbiotic d) Colonial
Home work:-
1) Describe the structure of Amoeba with the help of a neat labeled diagram.

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APPENDIX –IV-A

The Teacher Draws. The Pupils also draw.

The Teacher labels. The Pupils label.

The Teacher demonstrates. The Pupils observe.

The Pupils recognize.

The Pupils answer.

T3- Corolla E3:

Previous Knowledge:- These students have the knowledge of water.

Content Analysis:- Water Management. .

The Pupils answer. E1: In what ways water is

The Teacher draws. The Pupils also draw.

The Teacher labels. The Pupils label.

The Teacher shows. The Pupils identify.

The Teacher labels. The Pupils label.

PLANTS WITH DIFFERENT ROOT ZONE

The Teacher illustrates with the The Pupils take down.

The Teacher labels the parts. The Pupils also label.

The Teacher labels the parts. The Pupils also label.

The Teacher asks Question. The Pupils answer.

The Teacher labels the parts. The Pupils label.

The Teacher asks Question. The Pupils answer. E4 : Give an account of

Previous Knowledge:- These students have the knowledge of cells.

Content Analysis:- Structure of a cell.

ii) Osmosis:- Movement of molecules

T5- Cytoplasm E5:

Previous Knowledge:- These students have the knowledge of the Cytoplasm.

Content Analysis:- Cell Organelles.

The Teacher labels the parts. The Pupils also label.

The Teacher labels the parts. The Pupils also label.

T3- Vacuoles The Teacher Explains. The Pupils listen. E3 :

T4- Mitochondria: The Teacher Explains. The Pupils listen. E4:

The Teacher labels the parts. The Pupils also label.

T7- Ribosomes E7:

T11- Cell inclusions E11:

The Teacher Explains. The Pupils listen.

The Teacher draws the The Pupils also draw.

The Teacher labels the parts. The Pupils also label.

The Teacher labels the parts. The Pupils also label.

The Teacher labels the parts. The Pupils also label.

The Teacher labels the parts. The Pupils also label.

SEA ANIMONE LIVING ON SHELL OF

Previous Knowledge:- These students have the knowledge of the Nutrients

Content Analysis:- Fats.

The Teacher differentiates. The Pupils observe.

The Teacher illustrates with The Pupils Identify.

The Teacher writes. The Pupils also write.

Content Analysis:- Kingdom Fungi Mushroom

Teaching Aids:- Showing the specimen of Mushroom belonging to Kingdom Fungi.

The Teacher draws the diagram. The Pupils also draw.

The Teacher labels the parts. The Pupils label.

The Teacher explains. The Pupils listen.

T3- Beneficial Fungi E3 :

Content Analysis:- Experiments on Photosynthesis.

EXPERIMENT TO DEMONSTRATE THAT

Observation: The leaf of the potted plant with

The Teacher Demonstrates. The Pupils observe

EXPERIMENT TO SHOW THAT O2 IS

2) Green plants manufacture ________ compounds.

Previous Knowledge:- These students have the knowledge of Cell Membrane

Content Analysis:- Experiments on Movement of Molecules.

The Teacher writes on Black The Pupils write.

The Teacher demonstrates. The Pupils observe.

Observation : Potassium permanganate