Download - MITCON INTERNATIONAL SCHOOL Lesson Plan
MITCON INTERNATIONAL SCHOOL
Lesson Plan
Teacher’s Name: Ms. Juhi Arora Class: 9
Subject: Science No. of periods-
Topic: THE FUNDAMENTAL UNIT OF LIFE
Subtopic:
● Discovery of cell
● Unicellular and multicellular and structures of organisms
● Discovery of cell, microscope
● Division of labour
● Cell organelles
● Plasma membrane
● Diffusion and osmosis
● Cell wall
● Structures and functions of-
-Nucleus
-Cytoplasm
-Endoplasmic reticulum
-Golgi bodies
-Lysosome
-Mitochondria
-Plastids
-Vacuoles
Specific objective: Students will be able:
● understand the discovery of cells
● understand the importance of types of cells
● understand the meaning of division of labour in a body
● explain the functioning of cell organelles
● differentiate between osmosis and diffusion
● draw various parts of a cell
● compare between plant cell and animal cell
Methodology:
Demonstration Method, Explanation Method (learning method), Activity based learning.
Activities:
● To prepare stained temporary mounts of:
(a) onion peel and (b) human cheek cells and to record observations and draw their labeled diagrams.
● Compare Prokaryotic and Eukaryotic cells to explain why complex cell structure is
not found in bacterial cells but found in plant or animal cells.
Resources:
Textbook, reference book, PPT, Slides of onion peel and human cheek cells, diagrams of plant and animal cells, mind maps.
Board work:
Learning outcomes: Learners will be able to:
● analyse the history behind discovery of cells
● interpret the importance of types of cells
● differentiate between prokaryotic and eukaryotic cell
● explain the structure and functions of plasma membrane
● explain the structure and functions of different organelles
● differentiate between diffusion and osmosis with daily based examples
Application: Learners will be able to-
● Analyze and explain why complex cell structure is not found in bacterial cells but found
in plant or animal cells.
● Apply their knowledge of osmosis and diffusion in real life scenarios like swelling of
raisins in kheer, shrinkage of grapes in water, etc.
Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise
all the concepts of the lesson.
● Assess the responses of the learners during classroom discussions and activities for
performance and on answers or oral questions.
● Various exercises, very short, short and long answers, and questions based on thinking
skills should be used as assessment tools
● Use exercises given at the end of the chapter as assessment tools.
Homework/ worksheets:
● Ask students to attempt some of the exercises on their own.
Reference:
ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.
MITCON INTERNATIONAL SCHOOL
Lesson Plan
Teacher’s Name: Ms. Juhi Arora Class: 9
Subject: Science No. of periods-
Topic: TISSUES
Subtopic:
● Tissues
● Types of Tissues
● Plant tissues
● Types of Plant Tissues
● Meristematic Tissues
● Permanent tissue
● Types of permanent tissues
● Simple permanent tissue
● Complex permanent tissue
● Animal tissues and its types
● Epithelial Tissues
● Connective tissue
● Muscular tissue
● Nervous tissue
Specific objective: Students will be able to:
● understand the meaning and concept of tissues
● know meaning of tissue and its types
● understand the structure and functions of meristematic and permanent tissues
● classify permanent tissues as simple and complex tissues
● explain the functioning of various animal tissues
● draw the shapes of various tissues
● differentiate between cells and tissue
● differentiate between various epithelial tissues and connective tissues
● explain importance of nervous and muscular tissues
Methodology:
Demonstration Method, Explanation Method (learning method), Activity based teaching.
Activities:
● Identification of Parenchyma, Collenchyma and Sclerenchyma tissues in plants, striped, smooth and cardiac muscle fibers and nerve cells in animals from prepared slides. Drawing of their labeled diagrams.
● To observe the growth in meristematic tissues of onion.
● Make model of different types of cells using beads.
Resources:
Textbook, reference book, PPT, Mind maps, prepared slides of plant and animal tissues, diagrams of plant and animal tissues.
Board work:
Learning outcomes: Learners will be able to:
● interpret various types of tissues
● differentiate between meristematic and permanent tissues
● locate different tissues in the plant body
● locate various animal tissues in the living organisms
● correlate various animal tissues and their functions
Application: Learners will be able to-
● Analyse that the growth of the plant occurs in certain regions like roots and branches.
● Understand the functions of different tissues in plants and animals' bodies.
Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise
all the concepts of the lesson.
● Assess the responses of the learners during classroom discussions and activities for performance and on answers or oral questions.
● Various exercises, very short, short and long answers, and questions based on thinking
skills should be used as assessment tools
● Use exercises given at the end of the chapter as assessment tools.
Homework/ worksheets:
● Ask students to attempt some of the exercises on their own.
Reference:
ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.
MITCON INTERNATIONAL SCHOOL
Lesson Plan
Teacher’s Name: Ms. Juhi Arora Class: 9
Subject: Science No. of periods-
Topic: DIVERSITY IN LIVING ORGANISMS
Subtopic:
● Basic features of organisms
● Importance of diversity
● Basis of classification
● Classification and evolution
● Hierarchy of Classification
● Five Kingdoms of classification
● Archaea-bacteria and Eubacteria
● Kingdom Monera -types and various features
● Kingdom Protista -types and various features
● Kingdom Fungi – Various features and types
● Kingdom Plantae – Various features and types
● Kingdom Animalia – Various features and types
● Plant classification - Division Plantae - Thallophyta, Bryophyta, Pteridophyta, Gymnospermae, Angiospermae
● Animal Kingdom Phyla- Porifera, Coelenterata, Platyhelminthes, Nematoda, Annelida, Arthropoda, Mollusca, Echinodermata, Vertebrata
● Phylum Vertebrata: Classes – Cyclostomata, Pisces, Amphibia, Reptilia, Aves, Mammalia
● Binomial nomenclature
Specific objective: Students will be able:
● understand the concept and importance of diversity
● explain the method of classification
● classify organisms into various groups on the basis of five kingdom classification
● correlate different plant groups
● place various animals in groups
● correlate and compare between features of different types of organisms
● understand the concept of binomial nomenclature
Methodology:
Demonstration Method, Explanation Method (learning method), Activity based teaching.
Activities:
● Study of the characteristics of Spirogyra / Agaricus, Moss / Fern, Pinus (either with male or female cones) and an Angiospermic plant. Draw and provide two identifying features of the groups they belong to.
● Study of the external features of root, stem, leaf and flower of monocot and dicot
plants.
● Classify plants depending on their ability to bear seeds and if seeds are enclosed within fruits to gain the skills of classification of species.
● Observing the given pictures / charts / models of earthworm, cockroach, bony fish and bird.
For each organism, drawing of their picture and recording:
a) one specific feature of its phylum.
b) one adaptive feature with reference to its habitat.
Resources:
Textbook, reference book, PPT, Mind maps, charts, models.
Board work:
Learning outcomes: Learners will be able to:
● understand the concept and importance of diversity
● explain the method of classification
● classify organisms into various groups on the basis of five kingdom classification
● correlate different plant groups
● identify different types of animals based on characters
● differentiate chordates from non-chordates
● classify chordates based on features
● learn the method of nomenclature of organisms
● understand naming of organisms
Application: Students will be able to-
● Understand and analyse that most monocots are small herbaceous plants, whereas
dicots come in all shapes and sizes. One of the reasons for this is that
large plants need a good support system, which is provided in dicots by the
woody stem and root.
● Also, monocots do not often grow into trees, because they do not have any woody tissue.
Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise
all the concepts of the lesson.
● Assess the responses of the learners during classroom discussions and activities for
performance and on answers or oral questions.
● Various exercises, very short, short and long answers, and questions based on thinking
skills should be used as assessment tools
● Use exercises given at the end of the chapter as assessment tools.
Homework/ worksheets:
● Ask students to attempt some of the exercises on their own.
Reference:
ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.
MITCON INTERNATIONAL SCHOOL
Lesson Plan
Teacher’s Name: Ms. Juhi Arora Class: 9
Subject: Science No. of periods-
Topic: WHY DO WE FALL ILL?
Subtopic:
● Health
● Difference between healthy and diseased person
● Symptoms and signs of a disease
● Acute and chronic disease
● Causes of a disease
● Infectious and non- infectious disease
● Infectious agents
● Spreading of a disease
● Organ and tissue specific manifestations
● Principle of treatment
● Vaccination principle
Specific objective: Students will be able:
● understand meaning of health
● correlate diseases with their symptoms and signs
● differentiate between acute and chronic disease
● classify various diseases into infectious and non-infectious diseases
● correlate symptoms and organs
● explain the principle of immunization
● correlate vaccination and immunization
Methodology:
Demonstration Method, Explanation Method (learning method), Activity based teaching.
Activities:
● Infer 'symptoms' and 'signs' of falling ill, in order to identify a disease
● Collect news articles related to swine flu, dengue and discussion in class.
● Interpret the given case study based and answer the questions asked.
● Write a report on the working of any one vaccine.
Resources:
Textbook, reference book, PPT, chart, news articles.
Board work:
Learning outcomes: Learners will be able to:
● discuss necessary conditions for good health
● identify various symptoms of a disease
● identify various chronic and infectious disease
● classify infectious diseases and their agents from daily life
● correlate immunization and vaccine for a disease
● explain the basis of immunization
● relate nutrition and healthy habits
Application: Students will be able to-
● Understand the difference between healthy and disease-free.
● Analyze few common diseases in India such as diabetes, dengue, respiratory disease.
Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise
all the concepts of the lesson.
● Assess the responses of the learners during classroom discussions and activities for
performance and on answers or oral questions.
● Various exercises, very short, short and long answers, and questions based on thinking
skills should be used as assessment tools
● Use exercises given at the end of the chapter as assessment tools.
Homework/ worksheets:
● Ask students to attempt some of the exercises on their own.
Reference:
ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.
MITCON INTERNATIONAL SCHOOL
Lesson Plan
Teacher’s Name: Ms. Juhi Arora Class: 9
Subject: Science No. of periods-
Topic: NATURAL RESOURCES
Subtopic:
● Natural Resources
● Wind formation
● Role of air in temperature control
● Air pollution
● Acid rain
● Smog
● Water as a resource
● Importance of water for a living organism
● Water pollution
● Effects of water pollution
● Weathering of rocks
● Agents of soil formation- Introduction
● Agents of soil formation- wind, water, sun, organisms
● Soil pollution
● Biogeochemical cycles- water, nitrogen, carbon, oxygen
● Ozone layer depletion
Specific objective: Students will be able:
● understand the concept of air as blanket
● explain the causes of air pollution
● differentiate between smoke and smog
● understand the concept of water pollution
● explain weathering of rocks
● know various agents of weathering
● understand the concept of carbon and oxygen recycling
● explain the role of various organisms in recycling
● correlate pollution and ozone depletion
● classify the causes of ozone depletion
● recognize the pictures related to various sources
Methodology:
Demonstration Method, Explanation Method (learning method), Activity based teaching.
Activities:
● Elaborate the importance of ozone layer and draw conclusions on causes for its
depletion, and measures to prevent its depletion using plastic bottles, water and
Learning outcomes: Learners will be able to:
● signify the importance of various natural resources
● explain the various modes of polluting the resources
● classify the different pollutants of water and soil
● differentiate between various agents of weathering
● explain the biogeochemical cycles and their roles
● correlate oxygen and ozone
● explain stability of oxygen in comparison to ozone
● differentiate between ozone depletion and ozone formation
Application: Students will be able to-
● Analyze that CFCs and other man-made compounds caused holes in the ozone layer.
● Apply the knowledge to create awareness among people around them.
Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise
all the concepts of the lesson.
● Assess the responses of the learners during classroom discussions and activities for
performance and on answers or oral questions.
● Various exercises, very short, short and long answers, and questions based on thinking
skills should be used as assessment tools
● Use exercises given at the end of the chapter as assessment tools.
Homework/ worksheets:
● Ask students to attempt some of the exercises on their own.
Reference:
ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.
MITCON INTERNATIONAL SCHOOL
Lesson Plan
Teacher’s Name: Ms. Juhi Arora Class: 9
Subject: Science No. of periods-
Topic: IMPROVEMENT IN FOOD RESOURCES
Subtopic:
● Green revolution
● White revolution
● Kharif and Rabi crops
● Photoperiodism
● Green revolution
● White revolution
● Kharif and Rabi crops
● Photoperiodism
● Manure and fertilizers
● Irrigation
● Cropping patterns
● Crop protection- pests and
● weeds
● Storage of grains
● Animal husbandry
● Cattle farming
● Cattle feed
● Indigenous variety and exotic variety
● Poultry farming
● Cross breeding Egg and broiler production
● Poultry feed and management
● Fish production
● Inland fisheries
● Bee keeping
Specific objective: Students will be able:
● understand the Green revolution
● understand the concept of photoperiodism
● describe crop improvement techniques
● explain meaning of term hybridisation
● differentiate between manure and fertilizers
● explain ways for crop variety improvement
● explain the cropping patterns
● explain the importance of grain storage
● know the meaning of animal husbandry
● differentiate between indigenous and exotic variety of animals
● differentiate between roughage and concentrate
● understand the concept of poultry farming
● explain the food requirement of poultry animals
● understand the concept of composite fish culture and capture fishing
● explain the types of bees
● correlate pasturage and quality of honey
Methodology:
Demonstration Method, Explanation Method (learning method), Activity based teaching.
Activities:
● Make a model showing drip irrigation and sprinkler irrigation systems.
● Prepare compost using kitchen waste.
Resources:
Textbook. reference book, PPT, notes, Models
Board work:
Learning outcomes: Learners will be able to:
● recall genetically modified crops
● interpret importance of of hybridisation
● apply the knowledge of manure and fertilizers in everyday life
● differentiate between irrigation and watering
● interpret the cropping patterns in a field
● understand importance of crop maintenance
● explain organic system plans, plant pests and their control
● understand the importance of pesticides and fertilizers
● explain the importance of animal farming
● understand the importance of poultry
● explain hybridization and its advantages
● differentiate between capture fishing and fish culturing
● analyse types of fishing environment and their existence
● interpret utility of honey
Application: Learners will be able to-
● Identify states where large areas have been brought under drip irrigation.
● Understand the preference of manures over fertilizers.
● Understand the importance of crop maintenance.
Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise
all the concepts of the lesson.
● Assess the responses of the learners during classroom discussions and activities for
performance and on answers or oral questions.
● Various exercises, very short, short and long answers, and questions based on thinking
skills should be used as assessment tools
● Use exercises given at the end of the chapter as assessment tools.
Homework/ worksheets:
● Ask students to attempt some of the exercises on their own.
Reference:
ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.