Zilla Parishad High School, Lakshumpalli,
Peddavaduguru Mandal, Ananthapuramu District
Class : 8th E.M. Subject : Biological Science
Name of the Topic
Lesson/Unit
Discovery Of the Cell
The Cell
Cell – Structure and Functions
Organisms Show Variety in
Cell Number, Shape and Size
Cell Structure and Function
Parts Of the Cell
Comparison Of Plants and
Animal Cells
Notes and worksheets
Revision and Key words Practice
Total Periods
LESSON PLAN - 1
Name of the Teacher : K. Chandra Mouli
No. of Periods Time line for Teaching Any Specific Information
Required From To
1 Brief discussion on the need for unveiling the
secrets of Nature and the enthusiasm in human
element to discover the unknown.
1 First Discovered by Robert Hooke; Nucleus
discovered by Robert Brown, Cell Division
discovered by Rudolph Virchow
2 Ostrich Egg – Biggest Cell, Prokaryotic and
Eukaryotic Cells, Viruses, Bacteria, etc..,
1 Basic Unit of Life – Physiological and anatomical
features of a living cell.
3 Protoplasm, Cytoplasm, Nucleus, Golgi Complex,
Endoplasmic Reticulum, Plastids, Chloroplast,
Mitochondria, Centrioles, Vacuoles, Ribosomes,
Lysosomes, Cytoskeleton, etc..,
1 Major Differences between Plant Cell and Animal
Cell
2 Assessment of what has been learnt.
1 Practice of terminology for future usage
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Prior Concept/Skills: (Essential Concepts and skills to be checked/bridged before teaching the current concept)
❖ To check whether the child is able to express his feelings for existence of life on earth comfortably or not.
❖ To ascertain the decision-making skill in the child while judging the importance of Nucleus in a living cell.
❖ To know about the cognitive efficacy of the child while gathering information and reasoning out the activities of a living cell.
❖ To check whether the child is aware of the process of physiological activities conducted in the living cell.
❖ To ascertain the understanding capacity of the child with regard to maintenance of life in his/her vicinity.

Learning Outcomes: (Selected from SCERT Calendar and Text Book)

1. Conceptual Understanding :- The pupil will be able to
➢ Explain the differences between living and non-living things on Earth.
➢ Reason out the causes for diversity in life style and structure of bodies in different organisms.
➢ Explain the importance of various cell organelles that contribute to the sustenance of life in a cell.
➢ Explain the differences between various organelles in a living cell.
➢ Explain with examples the various activities conducted inside the cell quoting the concerned cell organelle with its corresponding function.
➢ Explain the various methods of survival keeping in view the plant cell and animal cell functions.
1. Questioning & Making Hypothesis: The child will be able to
➢ Question the structural and functional aspects of a living cell with regard to various cell organelles.
➢ Question the process of formation of life on Earth.
➢ Hypothesize the findings of observations made in the laboratory through compound microscope.
➢ Question the reasons for abnormalities and anomalies in the structural and functional aspects of a cell.
➢ Arrive at an idea with regard to sustenance of life on Earth.
2. Experiments – Field observations: The child will be able to
➢ Observe the different types of plant cells and animal cells and comments on them.
➢ Observe the process of working mechanism in a living cell.
3. Informational Skills and Projects: The child will be able to
➢ Obtain information relating to different cell organelles in plant and animal cells.
➢ Visit the laboratory and collect the data relating to various types of pathogens such as bacteria and protozoans that cause several diseases.
➢ Obtain the information related to living cells from internet and interpret the data based on observations.
4. Drawing and Model making : The child will be able to
➢ Draw the pictures of various plant cells and animal cells after thorough observation through microscope in the laboratory.
➢ Makes the models of plant and animal cells using clay.
5. Appreciation and aesthetic sense/values : The student will be able to

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➢ Appreciate the green plants role in food manufacture in this Nature through photosynthesis.
 ➢ Appreciate the research work conducted by several scientists in the field of nutrition.
➢ Observe some plants and animals with special/unique features in their surroundings.
6. Application in real life / Concern towards Biodiversity: The child will be able to
➢ Propagate the concept of biodiversity in his vicinity among his/her peer age children.
➢ Adopts good food habits to maintain proper health and hygiene.
➢ Formulates hypothesis and concepts pertaining to the subtle relation that exists between the plants and animals in this Nature.

Teaching Learning Process

Induction/Introduction (Generating interest, informing students about the outcomes and expectations for the lesson)
STEP method is to be followed although the classroom transaction. (Start Transact Evaluate Progress)
✓ Welcoming the students with a warm smile on face and cheerful note.
✓ Asking some simple questions to comfort them and bring into the teacher’s stride.
✓ Focusing attention on reasons for meaningful survival of living things on Earth.
✓ Moving from previous knowledge of the student to advanced factual information.
✓ Making the children enjoy and learn about the existence of life on Earth by way of remembering their past queries.
✓ Giving clear instructions regarding proper handling of laboratory apparatus while the observations are on.
✓ Assessing the gap between their expectations and current reality with regard to availability of various types of living cells.
✓ Progressing to the main concepts in the present lesson once the children are ready to participate in the learning process actively.

Experience and Reflection (Task/Question that helps students explore the concept and connect with their life)
▪ Assigning simple tasks to pupils relating to finding out the names of some most commonly observed cells and tissues in plants and animals.
▪ Children are asked to make models of various cell organelles and cells as a whle using clay and wax.
▪ Tasks may be assigned to be executed either in groups or individuals.
▪ Children will develop a clear understanding over the concepts taught in the classroom.
▪ Making the children prepare simple dishes at home under the guidance and supervision of the parents.
▪ Assigning project works to children regarding preparation and presentation of relevant data at home and present the same verbally in the classroom
on the succeeding day.

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 Anthony Von Leevon Hooke Robert Hooke Robert Brown

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Microscope Plant Cells Plant Cell Human Cheek Cells
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 Explicit Teaching/Teacher
Modelling (I Do)
➢ Importance of life features is
explained.
➢ Demonstration of features of
life is done by displaying a
video.
➢ Drawings of various types of
living cells are depicted.
➢ Preparation methods of
various slides relating to
living cells is explained using
charts and videos along with
demonstration in laboratory.
➢ Differences in structure and
functions of plant cell and
animal cell are explained
using charts and screening of
videos.
Group Work (We Do)
✓ Children discuss the
importance of life and arrive
at a meaningful conclusion in
groups.
✓ Participate in groups actively
in model making of plant cell
and animal cell using clay and
colors.
✓ Express their concern over
conservation of life.
✓ Children undertake simple
project works relating to
preparation of lists of
prokaryotic and Eukaryotic
cells at home and
presentation of paper later in
the classroom.
Independent Work (You Do)
❖ Children watch the
educational video on
YouTube presented by the
teacher.
❖ Children actively participate
in the process of slide
preparation relating to
animal and plant cells in the
laboratory.
❖ Children learn how to take
care of their health by
preventing the occurrence of
diseases.
❖ Children note down the
points of preparation of
slides relating to protozoans,
human cheek cells along with
the methods of preservation
while the teacher transacts
the lesson in the classroom.
Notes
➢ Open-ended questions
are put to the children to
derive new dimensional
thoughts.
➢ Eliciting spontaneous
answers by conducting
quiz programs frequently
during the transaction of
lesson in the classroom.
➢ Allotting group tasks
relating to Project Works
based on inquisitiveness
to enrich the knowledge
acquiring skills among
the pupils and build
confidence of learning
new concepts outside the
classroom as well.

Check For Understanding Questions TLMs (Digital + Print)

1. Factual : ➢ Digital content on Diksha
1. Where are chromosomes found in a cell? State their function. platform and APEKX
2. Find out the causal factor for heredity of characters: ➢ Youtube videos prepared and
a) Golgi bodies b) Chromosomes c) Chloroplast d) Endoplasmic Reticulum presented by the teacher
3. Cells are the basic structural units of living organisms. Explain. keeping in view the contents
and limitations of the
4. Which part of the cell contains organelles?
prescribed lesson/topic to be
5. Draw a neat labeled diagram of a Plant cell? rendered.
2. Open Ended / Critical Thinking : ➢

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Library books and reference
1. If you have a chance to meet a Botanical Scientist, what questions would you ask him/her about plants?

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books suggested by SCERT and
2. State the differences between a Plant Cell and an Animal Cell. NCERT.
 3. What would be the consequences when humans succeed in incorporating chloroplasts successfully into ➢ Worksheets prepared by the
their cells and make them function properly? teacher strictly adhering to the
3. Student Practice Questions and Activities : principles of learning at
1. Answer the Worksheet provided in the annexure-1. Secondary level in the
2. Collect information regarding “Nucleus of a living Cell” from internet and present it through a chart. individualized mode for easy
understanding and
3. Make sketches of animal and plant cell depicting at least three differences between them.
comprehension.
Assessment : ( Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to
be used for assessment)

Mode of Assessment Skills Assessed Assessment Tools

CONVERSATIONS between - Thinking Skills Teachers Notes
a) Teacher and Learners (Students) - Spoken skills
b) Students with their peers - Understanding
- Self-assessment
- Peer assessment
OBSERVATIONS - Planning & Drafting - Checklists
- Hands-on tasks - Anecdotal Records
- Critical thinking
- Collaboration Skills
- Participation Skills
PRODUCTS OF LEARNING - Written Works - Assessment Rubrics
- Projects - Rating Scales
- Performance Tasks
- Quizzes, MCQs
- Use of Technology

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

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VISITING OFFICER WITH REMARKS

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CM sir