Unit-1 Registration and Introduction

Two-Day Teachers` Training in Teaching SCIENCE

Day One
Unit Page
Time No. Topics No. Trainer
08:00 08: Registration and Introduction 2
30
08:30 08: Pre-test
40
Classification of living things 13-4
08:40 10:40
terminology game
10:40 1100
Tea Break
11:0011:30
20-14
11:301:30 States of Matter

1:30----2:30 Prayer and lunch break

....... Heat and temperature .......
02:3004:00
Day Two
Unit Page
Time No. Topics No. Trainer
....... Review of the first day
08:0008:20
Characteristics and needs of Living 27-21
08:2009:40 things
Living things and their environment
09:4011:00
Tea break
11:00----11:30
Introduction to Sound 41-35
11:001:30
Prayer and lunch break
1:302:30
Properties and behavior of light
2:30----3:45
Post-test
03:4503:55
Trainers Assessment
03:5504:00

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Outcomes of the introductory session: Time: -hour

At the end of the introductory unit the participant will be able to :

1-know about the master trainer

2-The participant will know about each other

3-The participants will get information about the training workshop.

Material required:

White board

Marker

Introduction: At the onset of the training it is better for the participants and as well as the
master trainer to get acquaint with one another. From the introduction session the
background information of the workshop and participants members will be obtained.

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Activity-1 introduction TIME: 30 Minutes:
1) The master trainer will introduce himself/herself to the participants of the workshop
on the following grounds
a) Name
b) designation
c) Qualification
d) Name and location of school.
e) Hobby
2) After the introduction of the trainer, now it is the turn of the participants to introduce
themselves one by one on the following bases,
a) Name
b) Designation
c) Qualification
d) Name and location of the school
e) Hobby
After introduction of the participants and master trainer, the participants will be informed
about the objectives and details of the training workshop

This is a two days training workshop based on paradigm shift of teaching science from
simple teacher dominant teachings to activities based interactive teachings. Here most of the
time will be engage by the participants by performing activities. The two days workshop will
cover some units of the general science involving some activities

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 Unit-1
Unit-2 classification
Registration and
of living
Introduction
things

Time------------- 2hrs

Outcomes of the unit: At the end of the unit Participant will be able:

1- To know about the concept of classification.

2- To classify the living things into five kingdoms.
3- To classify the plants and animals into groups .
4- To classify vertebrates.
5- To discuss the terms related to classification

Introduction

The environment is composed of living and non living organisms. Some are simple while
other are complicated and well developed .Generally living organisms are classified into two
main groups i.e plants and animals.

Materials required:

Flash cards,charts,marker and white board

Concepts to be covered:

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 Taxonomy
microorganisms
macro organisms
vertebrates
invertebrates
aquatic animals
reptiles
mammals
fish
amphibians
birds

Activities:

Activity 1 simple classification

1-Pose the following questions one by one and write the response on
white board

2-Names of living things that they see in their surroundings.

3-This will be a mix name of both palnts and animals
4-Ask participants to identify plants (make two columns on the white
boards)
5-Names of plants
6-Write it on plants columns
7-Names of animals
8-Write it down below animals columns
Taxonomy is the classification of living things into plants and animals

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(Expected outcome: the participants will learn the scientific skill of observation)

Activity 2- Introduction To The Main Kingdoms

In activity number-1 we simply classify living things, now in next activity, we classify
living organism in main kingdoms.

Tell participants that the main kingdoms of living things include bacteria, algae, fungi,
plants and animals.

1-Divide the participants into groups

2-Distribute the hand out no-1 to the groups.
3-Ask the participants to classify it into main kingdoms.
4-Deduce group work one by one and discuss
5-Tell participants that all the living things are divided into five main groups.
Bacteria, fungi, plants, algae, animals,

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Activity 3- classification of plants

In activity number-2 we simply classify the main kingdom, now in next activity, we
classify plants in herb,. Shrubs and trees.

Tell participants that the plants can be classified into herbs, shrubs and trees according
to their size.

1-Divide the participants into groups

2-Distribute the hand out no-2 to the groups.
3-Ask the participants to distinguish between herb, shrubs and trees in that
handouts.
4-Deduce group work one by one and discuss
5-Tell participants that all the plants are divided on the base of their size into
herb, shrubs and trees. Herbs are without stems, shrubs are with stems not fully
wooden and hard. while trees have strong and supporting stems.

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(Expected outcome: the participants will learn the scientific skill of differentiation)

Activity No 4: Label according to the plants classification.

As the concept of herb, shrubs and trees has already been delivered to the
participant simple labeling should be carried out from them in groups by the dividing
the handouts, so that their assessment can be done.

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Activity -5 Name and classify as vertebrates and invertebrates

Tell participants that the animals can be classified into vertebrates and invertebrates.

1-Divide the participants into groups

2-Distribute the hand out no-3 to the groups.
3-Ask the participants to distinguish between vertebrates and invertebrates in
those handouts.
4-Deduce group work one by one and discuss

Then tell the participants that:

Organisms having back bone are called vertebrates while those that lack back
bone are called invertebrates

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10
(Expected outcome: the participants will learn the scientific skill of classification and
differentiations)

Activity -6 Identify the type of vertebrates?

Ask the participants about different animals having back bones. then ask them that

1-What are birds?

2-What are reptiles?
3-What are mammals?
4-What are fish?
5-What are amphibians?
Then

6-Divide the participants into groups

7-Distribute the hand out no-4 to the groups.
8-Ask the participants to distinguish between different groups of vertebrates

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 9-Deduce group work one by one and discuss

Then tell the participants that:

Organisms that live in water and respire by gills are called fishes.
Organisms that live both in water and on land are called amphibians
The organisms having feathers on their body are called birds.
Vertebrates that give birth to their young ones and feed them with milk
are called mammals.

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(Expected outcome: the participants will learn the scientific skill of identification)

Assessment:

1-What is taxonomy?

2-What are the main kingdoms of living things?

3-What are bacteria?

4-What are vertebrates?

6- Name different classes of vertebrates?

7- Give two examples of mammals.
8- What are different types of plants?

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Terminology game

Ice break --------

Time: 20 mints
Terminology game with respect to science
The participants will be divided into two groups and this activity will be carry out in the
form of competition between two groups
Group 1st Group 2nd

Taxonomy Algae

Bacteria Invertebrate

fungi Forelimbs

vertebrates Mammals

hind limbs reptiles

cotyledon germination

radical plumule

Monocot Dicot

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 Unit-3 Matter and its States

Time: 2 hours

Objectives: At the end of the training unit Participant will be able:

1) Define matter with examples

2) Identify three states of matter
3) Compare solid , liquids and gases on the basis of their properties
4) Demonstrate filtration and decantation processes.

Concepts to be covered:

Matter
States of Matter
Properties of states of Matter
Separation of insoluble substances from soluble substances

Materials required: book, glass, sugar, milk, cup, jug, balloon, tennis balls, beaker, funnel,
glass rod, filter paper, soil, water, and stand.

Introduction: our environment consists of two types of things i.e. living things and non living
things. Both these two things occupy space and have mass, so matter can be defined as
anything which occupy space and have mass. Matter is classified into three states Solid,
liquid and gas. Solid have definite shape, volume while liquid have indefinite shape and
definite volume. Gas has indefinite volume and indefinite shape.

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Activity 1 concept of matter time: 10 min
Ask participants
1-Do they occupy space?
2-Do they have weight?
3-Do the chairs In the hall occupy space?
4-Do they have weight?
5-Deduce from participants that what do we call such things that occupy space
and have weight?
Now tell them that anything that occupies space and have space is called
matter
(Expected outcome: At the end of this activity the students will learn the scientific
skill of observation)

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Activity 2

Ask the participants that:

1-What is solid?
2-What is liquid?
3-What is gas?

Categorize the following items as solid, liquid or gas.

1-pencil

2-water

3-soil

4-air

5-milk

6-shampoo

7-steam

8-table

9-wallet

10-car

Tell the participants that:

Solid is a state of matter in which the molecules are closely bound having no space or
extremely small space in between their molecules.

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 Liquid is a state of matter in which the molecules are not so closely bounded as solid
.they have some space in between their molecules.

Gas is a state of matter in which the molecules are at a large distance from each
other.

(Expected outcome: The participants will learn the scientific skill of observation and
differentiation)

Activity-3 : Time 15 minutes

1-Put a stone in the first plastic bag and seal it.

2-Ask your students to squeeze and press the bag.
What happens?

3-Let them try to bend the stone to change its shape.

4-Ask them why they cannot bend the stone.
5-Put water in the second plastic bag and then seal it.
6-Tell students to observe the water in the bag carefully.
7-Ask a representative to gently squeeze the bag of water.
8-Does the shape of water change?
9-Blow air into the third plastic bag and seal it.
10-Gently press the plastic bag.
11-Does the shape of the air change?

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 12-Open the bag to release the air.
Ask the participants that What happens?
Solid have definite shape and volume, liquid have indefinite
shape but definite volume and gas has indefinite shape and
volume

Activity-3 Identification of states of matter Time: 20 minutes

1-Place some ice in the beaker in front of the participants.

2-Then ask the participants about
a) In which state of matter ice is present?
b) What happened if ice is heated?
Now heat the ice and ask from the participant about the changes in the
state of the ice.
1-Do you observe any changes in the state of the ice?
2-What happened to the state of the ice?

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 3-When the ice is fully converted to the liquid then ask the
member about:
4-What is the state of the melted ice?
5-What is the name of this melted ice?
6-What happened if these liquid is heated?
7-What changes do you observe during the course of
heating the liquid?
8-What we called the new state of matter?
Matter exists in three states solid liquid and gas.ice is the example of
solid. If ice is heated it is converted to liquid water. If liquid water is
further heated it is converted to vapor. Vapor is the example of gas
(Expected outcome: The participants will be able to learn the scientific skills of
observation, classification and experimentation)

Activity 4- Properties of matter Time: 20 minutes

Place some different items like book, glass, milk, balloons on the table visible to all the
members of the workshop.
1-Draw a line around the book, glass,
2-Do these things occupy some space?
Now look into the shape of the book, glass,

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 3-Do these things change its shape by pressing it?
Now pour milk from glass (equal volume) to cup.
4-What is the shape of the milk in the glass?
5-What is the shape of the milk in the cup?
6-Does the milk change its shape?
7-Press the tennis balls.
8-What happened to the shape of the tennis ball?
9-Blow up balloon
10-What happened to the size of balloon?
11-What was filled in the balloon?
Tell the participants that:
Solid has definite shape and volume.
Liquid has indefinite shape and definite volume.
Gas has indefinite shape and volume.
Liquid and gas takes the shapes of the container.
(Expected outcomes: The participants will learn about the scientific skill of
Measurement, experimentation, prediction and communication)

Activity-4 Decantation Time 20 minutes

1-Place all the above things visible to the participants.

2-Ask the participants about the name of the apparatus used in the
demonstration.
Now take the water in the beaker and ask the participant[ant about
3-What is in the beaker?
4-What will happen if sand is added to water?
5-Sand particle will settle down in the bottom
6-Now ask the participant

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 7What happened to the sand?
Now carefully transferred the solution in the dish.
8-What is leaving behind in the beaker?
Tell the participants that: The substances which are insoluble in water
and are larger in size can simply be removed by decantation
(Expected outcome: The participants will be able to learn the scientific skills of
prediction, experimentation ,inference, and communication)

Activity-5 Time: 20 minutes

Filtration (experimentation, prediction)
Water, beaker, soil, funnel glass rod, filter paper
1) Take some quantity of soil in the beaker
2) Ask the participants
3) What is in the beaker?
4) What happened if soil is added in water?
5) What happened to the soil if it strongly stirred?
6) Place the funnel containing the filter paper cone with a beaker below it.
7) Pour the mixture on the filter paper with a glass rod slowly. Now ask the participants
8) What will be collected in the beaker?
9) What is the nature of the solution collected in the beaker?
10) Is it clear?
11) What is the name of solution collected in the beaker?
12) What type of substance collected on the filter paper in the funnel?
13) What is the name of the substance collected on the paper in the funnel?
The substance which is insoluble in water and smaller in size can be removed by
filtration process

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Assessment:
1-What is matter?
2-What are the examples of matter?
3-What are the three states of matter?
4-What are the properties of solid?
5-What are the properties of liquid?
6-What are the properties of gas?
7-How sand can be removed from water?
8-How soil can be removed from water?

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 Unit-4 Characteristics and Needs of Living Things

Time------------------------ 1-1/2 hours

Outcomes of the unit: At the end of the unit Participant will be able:

1-To differentiate between living and non living things

2- To know about the basic requirements of life.

3-To study about the characteristics of living things

Material required:

Charts related to different foods, Glass of water, seeds, eggs, paper

Concepts to be addressed:

Living and non living things

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 Food
Air
Water
Sunlight
Movement and locomotion
Reproduction
Heredity

Introduction:

There are some of the characteristics that are found in living things while not found in non
livings. And these characteristics mark a main difference in these categories. Living
things have certain requirements so as to survive, like food, air, water and sunlight. Also
these have certain characteristics like growth, movement, reproduction, heredity.

Activity 1. Concept of living and non living things. Time 20 minutes

Ask the participants:
1-Is the table living things?
2-Are they counted into lining or non living?
3-What about the pets in home are they livings?
Now

1-Divide the participants into groups of seven

2-Distribute the handout no ----- between them
3-Ask them to differentiate between living and non living things.

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Ask participants:
1-How you say that something is living?
2-Does living thing eat?
3-Can living things move?
4-Can non- living things move?
5-Can non livings reproduce?

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6-Do living things breathe?

(Expected outcome: At the end of the activity the participants will be able to learn the
scientific skill of differentiation)

Activity 2 Challenge question---------is it living? explain your thinking

1-Distribute
hand out no----among the participants and ask them:

1-If it is living ------how?

2-If non- living -----how?

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Activity 3
Concept of Growth Time:
1-Tell trainees: They should suppose themselves as growing children, ask
them to write their supposed height and weight as per the below table:
Parameters Class 8th Class 9th Class 10th Difference
Height
Weight

2-Ask participants
1-Was there any change in your height from class 8th and 10th .
2-Was there any change in your weight from class 8th and 10th.
3-What is this change due to?

4-Ask participants that what do we term changes in height and weight in living
things with the passage of time?
Deduce the right answer(Growth)

(Expected outcome: the participants will learn the scientific skill of measurement)

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Activity 4 Difference between Movement and locomotion
1-The trainer will first stand still and will ask from the participants that am I
moving?
2-Then the trainer will move his/her neck and hand and will ask the participant
that whether I am still or moving?
3-Then the trainer will move in any direction and will ask the participant about
the type of motion?
4-The students would be asked about the difference of the two movements so
as to make the students understand the difference of locomotion and
movement.

(Expected outcome: the participants will learn the scientific skill of differentiation)

Activity 5 Concept of Heredity

Ask the participants to write down the eye, hair,skin colours and height of them and that
of their parents.
Eye color Hair color Skin color Height
Participant
Mother
Father
The data from any two participants will be taken and will be compared in front of the
trainee. the characters that are similar from parents to their off springs will be discussed

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 Unit-5
Activity-5 Living things and their Environment

on the basis of heredity.

(Expected outcome: the participants will learn the scientific skill of observation)

Assessment:

1-What are the main characteristics of living things?

2-What is growth?

3-What is reproduction?

4-What is heredity?

Time------------- 2hrs

Outcomes of the unit : at the end of the unit the participants will be able to:

1-To know about environment

2-To know different types of environment

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3-To learn about different eating habits of animals

4- To know about the inter connection of different livings through food chain

Introduction

Anything surrounding us is our environment. There are different types of environment like air,
land and water. Different animals living in these different environments have different eating
habits which ultimately results in food chain.

Materials required:

Charts or pictures of birds,fish ,plants,goat,lion,crow

Concepts to be addressed:

Environment
Types of environment
Herbivores
carnivores
omnivores
producers
consumers
decomposers
food chain

Activities:

Activity 1: Types of Environment time: 30 minutes

1-Ask students that what we call our surrounding?
Expected answer----------Environment
2-What is in your surrounding?
3-What is in your home surrounding?
4-Do fish and human have the same environment?
5-What is called the environment of fish?

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 6-Do birds and humans living in the same environment?
7-In which environment do birds live?
8-In what type of environment do you live?
Now
1-Divide the participants into groups of five and divide the handout No-------
among them and ask them that:

Which type of environments are these? Write in front of each

Tell them at the end of activity that:

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 1-The air around us consisting of different gases comprise of Air
environment.
2-The various water bodies like river, stream and ocean comprises of the
water environment.
3-The different soils and stones

Activity2 Classification time: 30 minutes

Ask participants:
1-That what various organisms eat?
2-What is the food of goat?
3-What is the food of tiger?
4-What is the food of man?
Then tell them that:
1-The animals that feed on grass are called herbivores
2-The animals that feed on flesh are called carnivores
3-The animals that feed on vegetables and flesh both are called
omnivores.
Then
4-Divide the participants into group of five and ask them to classify the
following animals into herbivores, carnivores and omnivores

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Activity3- concept of producer, consumer and decomposer Time : 15 minutes
Ask participants that
1-The food that we eat is produced by us?
2-Who produce food for us?
3-The organisms that produce their own food are called?

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4-The organisms that eat the produced food are called?
The organisms that decompose the plants and animals after they die are called?
Then tell them that
1-The green plants produce food for their selves thats why they are called
the producers.
2-The animals that feed on the already produced food of the plants are
called consumers
3-The organisms that feed both on producers and consumers after they
die are called decomposers

4-Then divide the participants into group of five

5-Distribute Hand out No---------- among them.
And
6- ask them to label the diagram.

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 Activity4-
Time 30 minuts
Ask from all the participants
1-that Name two producers, consumers and decomposers.
2-The input from participants will be written on the board.
3-When all the answers are gathered then the correct one will be marked
among them

S.No Producers Consumers Decomposers

1
2

Ask participant:- What do you think in which group you are?(consumer)

Then tell the participants that:
This whole process of eating and being eaten is called food chain
(Different students will be asked the same questions and the answer will be
exposed at the end)

Food chain:

Assessment:

1-What is environment?

2-What are the types of environment?

3-What are omnivores?

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 4-What are consumers?

Activity: time: 30 minuts Terminology game with respect to science

The participants will be divided into two groups and this activity will be carry out in the
form of competition between two groups

Group 1st Group 2nd

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Terminology Game

Tartar Mammals

Infection Reptiles

Matter Regeneration

Respiration Classification

Vacuum Mass

Epigeal Temperature

Hypogeal Pollution

Carnivores Transparent

Food chain luminous

At the end of the activity the terms will be explain to them

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 Unit-6 Introduction to Sounds

Time: 2hrs

Outcomes of the unit: At the end of the unit the participants will be able to:

1- Know that what is sound?

1- Know How sound is produced?

2- Differentiate between sound and noise?
3- Know how sounds travels?
4- Know the effect of noise on human health.
5- Know the ways to reduce noise pollution?

Introduction:
The sensation of hearing is called sound. Sound requires a medium to travel. sounds can
be pleasant as well a unpleasant. Unpleasant sound is called noise while the pleasant one
is called music.

Materials required:
tray
seeds
stick
disposable plastic cups
string

Concepts to be covered:

Sound
Noise
Noise pollution

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 Activities:

Activity 1 Brain storming: time 5 minutes

Ask participants that:
Kids shout
Babies cry
Spoon drops
Clock ding
Birds chirp
Lion roar
Autos honk--- beep beep
What we call all these?
Expected answer----------sounds
Tell the participants that:
The sensation of hearing is called sound

Activity 2 lets see how sounds are produced time: 25 minutes

1-Take a tray and invert it. Strike it with the wooden stick lightly. A low sound is
heard.

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 2-Strike the tray again but with a hard strike. A loud sound is produced.
3- Put some grains on the tray and strike it. The surface of the tray is vibrating.
The grain will be seen jumping on the tray.the grain stop jumping when there is
no vibration.

Ask participants
1-Touch the surface of the tray. What do you feel?
Expected answer---------vibration
2-What make the grains to jump?
Expected answer---------vibration
Then tell the participants that sound is produced by vibration of the
particles

(Expected output: This will make the students to learn about the basic
scientific skills of observation and experiment)

Activity 3 Pleasant and unpleasant sound time: 25 minutes

Ask participants that
1-what is the meaning of the word pleasant and unpleasant?
Then
1-Divide the participants into groups of five.
2-Distribute hand out No---------- among them and ask them that
3-Which of these objects have pleasant sounds?

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(Expected output: This will make the students to learn about the basic
scientific skills of Sorting)

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Activity 4 sound needs a medium to travel time: 25 minutes

1-Make a small hole in the bottom of each cup

2-Thread the string through the hole and tie a knot inside each cup.
3-Give one cup to a friend so that you are too far apart to be able to hear each
other talking.
4-Make sure that the string is tight.
5-Talk into the open end of your cup. The vibration from your voice will travel
through the string.
6-If you then put the cup to your ear, you will be able to hear the voice of your
friend.

Ask participants

What will happen if the string is not tight?

(Expected answer ------- sound will not travel)
Tell the participants that
1-Sound needs a medium to travel,
2-It can travel through solid ,liquid as well as gas
3-Sound cannot travel through vacuum

(Expected output: This will make the students to learn about the basic scientific skills
of experimentation)

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Activity 5: lets discuss in groups the effects of noise on human health

Time 25 minutes
1-Divide the participants into groups of four
2-Ask from each group
3-Mark the group one point in case of correct answers

S.No 1st group 2nd group 3rd group 4th group

Point 1
Point 2
Point 3
Point 4

Tell the Participants that:

1-Too much Noise can cause damage to our ear drum.
2-It can cause tension and anxiety in human.
3-It can result in fatigue by negatively affecting our nerves.
4-Continuous exposure to too much noisy environment can cause loss of
hearing.
(Expected outcome: through this activity the participant will know the scientific skill of
learning through communicating and discussion)

Activity 6: Ways To Reduce Noise Time 20 minutes

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Ask the participants:
1-What the labors wear in their ears while working with noisy machinery?
(Ear plugs)
2-How traffic noise can be reduced?
(By avoiding the use of too much honks)
3-What is the main big reason of neighborhood noise in ceremonies?
(D J Music)
4-How musical noise can be eliminated?
(By raising awareness among the masses)

(Expected outcome: through this activity the participant will know the scientific skill of
learning through communicating and discussion)

Assessment:

1-What is sound?
2-What is noise?
3-Can sound travel through vacuum?

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 Unit-7 Properties and Behavior Of Light

Time: 1-1/2 hours

Outcomes of the: At the end of the unit the participants will be able to:

1-Differentiate between luminous and non luminous objects.

2-Differentiate between various types of objects.
3-Identify transparent, opaque and translucent objects
4-Find out that how light travel
5-Explain the formation of shadow.

concepts to be covered:
Types of objects
Nature of Travelling of light
Nature of formation of shadow

Materials required:
Light Bulb,
pointer,
white board,
book,
transparency,
water in a beaker,

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bottle,
pencil,
wooden block,
clear glass,
White tissue paper,
muslin-cloth and
sunny day

Introduction: when we are in a complete dark room we cannot see anything. Why?
Because we cannot see anything without light, when we switch on lights we can see thing.
Light is source of energy which comes to us from different natural and artificial
resources. Sun is the largest natural source of light.

Activity-1: Luminous and non luminous objects Time: 20 minutes

1-Identify with the help of participants various objects that give of

light.
2-Which one is natural source of light?
3-Which one is the artificial source of light?
4-Now identify those objects that do not gives of light
Like book, wall of the room, table, chair etc
1-What is the name of the objects that gives of light?
2-What is the name of those objects that do not gives of light?
Tell the participants that:
1-That object that gives of light is called luminous objects,.
2-The objects that do not give off light are called non-luminous objects.
3-Luminous objects are of two types, natural for example sun and stars and
artificial like torch, electric bulb candle etc
4-Non luminous objects cannot be seen when there is no light. These objects

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 can only be seen when the light fall on it and reflect back to our eyes.

Activity-2 Types of objects Time: 20 minutes

Transparent, Opaque and Translucent.

Use sun as source of light and ask participants that:
1-Hold one object at a time and see through it
2-Can we see light source through glass?
3-Can we see light source through wooden box?
4-Can we see light through muslin cloth?
5-Do this with all the objects one by one.
6-Record your observation for optical properties in the following table

Name of object Can clearly see Cannot clearly Cannot see

through it see through it all
through it

Tell the participants that:

1-If you cannot see through the objects the object is opaque

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 2-If you can clearly see through it then the objects is transparent
3-If you cannot see clearly through it then the object is translucent.

Activity -3 How light travel? Time: 20 minutes

1-Three cards of same size with hole in the center and one card
without hole to be used in the screen
2-Line of the play cards on the table by fixing it in the clay
3-Place screen at one end and shine the torch on first cards at the
other end
4-What you observe?
5-Does the light reached the screen
6-Move the middle card does light still reached to the screen
The hole in each card was in the same line, therefore the light rays reached
to the screen, but when the position of the middle cards is changed. It
will blocked the path of the light path and the light did not reach to the
screen

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 Activity -4 Formation of shadow Time: 20 minutes

1-Take one meter long stick

2-What will happen if stick is place in the path of light source?
3-Place it with the help of the support in front of the light source.
4-What happened when the stick is placed in the path of light?
5-What we called the image formed by the object opposite to the light
source?
6-Now change the position of the stick or light source.
7-Do you observe any changes in the nature of the shadow?
8-Observe the nature of the shadow.

Tell the participants that:

When light is passed through an opaque object, it will cast the

shadow of an opaque object opposite to the source of light. When the
distance between the light source and Opaque object is changed the
nature of shadow is also changed.

Assessment
1-What is the natural source of light?
2-What is the artificial source of light?
3-What is luminous object?
4-What is non luminous object?
5-What is an opaque object?
6-What is a transparent object?
7-What is a translucent object?
8-What happened when light is passed through an opaque object?

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