Beruflich Dokumente
Kultur Dokumente
VI
SE
PROFESSIONAL DEVELOPMENT FOR QUALITY EDUCATION D
ED
IT
IO
Science N
Teachers’
Guide
Lesson Plans 5
Technical Support
D S D
T he Government of Punjab has a strong desire to improve the quality of teaching and learning in order to
bring it at par with International Standards. Various initiatives have been taken for the uplift of
education sector and to impart modern education to the new generation. Providing quality education
at the Primary Level is the first step towards building an education system which can contribute meaningfully
to the development of our society. To achieve the desired results, training primary school teachers on modern
teaching methodologies has been considered as crucial by the Provincial Government.
Directorate of Staff Development (DSD) has been training in-service and pre-service public school teachers
and developing educational material since its inception in 1959. For Primary School Teachers (PSTs), DSD
prepared Basic Foundation Module-I in 2006 and Basic Foundation Module-II in 2010 to provide support in
the areas of pedagogy and content.
Considering the quality work produced over the years, the task of development of Teachers' Guides for PSTs in
the subjects of English, Science, and Mathematics was assigned to DSD by Government of Punjab. In 2011,
DSD worked in collaboration with over two hundred professionals from public and private educational
institutes to develop these guides. Teachers, curriculum experts, teacher trainers and textbook
developers/reviewers worked in groups to develop comprehensive lesson plans. The developed Teachers'
Guides aimed to achieve Students' Learning Outcomes (SLOs) through teaching materials and methodologies
which suit varying teaching and learning contexts of Punjab.
The PSTs from all over the Punjab got through staff development / training course, in which the Teachers'
Guides were used as reference and support material. In March 2012, DSD conducted a Needs Assessment and
Consultative meeting to discuss and record the experiences of material developers, trainers, and trainees
(PSTs) regarding the effectiveness of Teachers' Guides in training and classroom teaching. The said meeting
also aimed to identify the areas of improvement, incorporate English translation of lesson plans in the
Teachers' Guides, to simplify the language in all Teachers' Guides, add academic calendars, and include more
variety of activities for each topic.
After the needs assessment analysis, it was decided to revise the Teachers' Guides so that these may help
primary school teachers more effectively to deliver and plan their content lessons, seek basic information on
given concepts and topics, and assess students' understanding of the taught concepts.
The Programme Director of DSD, Additional Programme Director, faculty members and material development
team acknowledge the cooperation extended by various public & private, national and international
organizations in the development and revision of Teacher's Guides. DSD is especially grateful to GIZ (German
International Cooperation Agency), for extending its cooperation and support in conducting workshops,
development of material, and designing of these Guides. DSD is also thankful to World Bank, DFID, Pak-UK
Task Force and UNICEF for their timely input in completion of the task. Special thanks to UNICEF for providing
us the required photographs. DSD also recognizes the contribution of all developers and reviewers belonging
to the organizations including the Institute of Education and Research, Punjab University; Govt. Science
College; International School of Choueifat; Crescent Model Higher Secondary School; Punjab Textbook Board;
Lahore Grammar School; Kinnaird College; HELP Foundation, Himayat-e-Islam College, Divisional Public
School, Ali Institute of Education, Beacon-House School System; Govt. Higher Secondary Schools; and Govt.
Colleges for Elementary Teachers, Punjab, who contributed during the course of material development and
progress.
(Ehsan Bhutta)
Programme Director
Directorate of Staff Development, Punjab
Table of Contents
1 Introduction i
2 Lesson Plans 1
Taleemi Teachers’
Units, Contents (Topics) and Students’ Learning Outcomes Calendar Guide Page
UNIT 9: SOILS
TOPIC 1: Types of Soil 174-177
Describe the characteristics of soil. December
Identify similarities and differences among the different types of soil. December
TOPIC 2: Components of Soil 178-183
Investigate and describe soil components. December
Describe the effect of moisture on soil characteristics December
TOPIC 3: Effects of Moving Water on different Types of Soil; Life in the Soil 184-189
Compare the absorption of water by different soils. December
Observe and describe the effects of moving water on different soils. December
Investigate and describe how living things affect and are affected by soils. December
UNIT 10: SOLAR SYSTEM
TOPIC 1: Stars and Planets 190-194
Differentiate between a star and a planet. December
Explain that the Sun is a star. December
TOPIC 2: Solar System 195-199
Describe the solar system and its planetary arrangement showing position December
of Earth in our solar system.
Explain the relative size of the planets and their distance from the sun December
using a model.
TOPIC 3: Natural Satellites in Solar System 200-206
Compare the sizes of Earth, Sun and Moon. December
Investigate the moons of different planets of the solar system. December
Identify different phases of Moon. December
i
Teachers’ Guide
ii
Teachers’ Guide
Discussion
Interactive Demonstrations
Role Play
Cooperative Learning
Inquiry-based teaching
iii
Teachers’ Guide
Lesson Planning
iv
Teachers’ Guide
4. Material / Resources
5. Introductory Activities
6. Developmental Activities
v
Teachers’ Guide
8. Assessment of Learning
9. Follow up
vi
Teachers’ Guide
ùZ
gf &b z
vii
Teachers’ Guide
viii
Teachers’ Guide
ix
Teachers’ Guide
x
Teachers’ Guide
xi
Teachers’ Guide
Designing Controlling
Hypothesizing
Experiments Variables
Interpreting Formulating
Data Models
xii
Teachers’ Guide Lesson Plans: Grade V
UNIT LESSON 1
TOPIC
1
Classification of
Living Things
Classification
40 Minutes /
1 Period
Material / Resources
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Introduction
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Development
Activity 1 1
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Activity 2 2
Show the following pictures of different
plants (as shown below) and ask them
to classify on the basis of their size e.g.
big plants or small plants.
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systematic and organized. X
We can find out the basic
X
characteristics of all members of a
group by examining only one
member.
Activity 3 3
Ask the students that make different groups
of living things on the basis of their same
characteristics.
Sum up / Conclusion
Assessment
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Animals that can fly Animals that can creep Animals that can run Animals that can swim
Activity 2:
Tell the students the phrase “Billi Sher ki
khala” and ask them to justify any link of this
phrase with classification.
Involve the students in solving the questions
given at the end of chapter / unit in textbook.
Follow up
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UNIT LESSON 2
TOPIC
1
Classification of
Living Things
Classification & Characteristics of Animals
(Vertebrates and Invertebrates)
40 Minutes /
1 Period
Vertebrates Invertebrates
Material / Resources
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Introduction
Development
Activity 1 1
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Activity 2 2
Show some pictures to the students like
shown here to distinguish between
vertebrates and invertebrates.
Vertebrates Invertebrates
Activity 3 3
Ask the students to name the
vertebrates and invertebrates they find
in their school or house premises.
Draw this table on the board and ask the
students to copy on their note books.
Vertebrates Invertebrates
Sum up / Conclusion
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Animals having backbone are called
vertebrates e.g. cow, lizard, fish, man etc.
Assessment
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Follow up
1. Fish
2. Lizard
3. Earthworm
4. Butterfly
5. Human being
6. Starfish
7. Parrot
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UNIT LESSON 3
TOPIC
1
Classification of
Living Things
Classification & Characteristics of
Vertebrates
40 Minutes /
1 Period
C l a s s i f y ve r te b rate s i nto f i s h e s ,
amphibians, reptiles, birds and mammals
on the basis of their characteristics.
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Material / Resources
Introduction
Development
Activity 1 1
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more characteristics of each group of
vertebrates. Use the book for this
purpose.
Habitat
Vertebrates Legs Skin Movement
(Land / Water)
Activity 2 2
On the basis of above activity introduce
the five groups of vertebrates i.e. fishes,
amphibians, reptiles, birds, and
mammals. Describe the main features
of each group supported with examples.
Activity 3 3
Explain the classification by drawing a
key on the board (The key has been
given at the end of lesson plan.)
Sum up / Conclusion
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Fish have no legs and they swim and live in
water. They have fins for swimming.
Assessment
Activity 1
Show pictures similar to these to the students
and ask them to write their distinguishing
features on their notebooks.
Activity 2
Ask the student to identify the groups of the
animals and write their characteristics.
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Name of the Animal
Vertebrate group
Characteristics
Follow up
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UNIT LESSON 4
TOPIC
1
Classification of
Living Things
Major Groups of Invertebrates
(Worms and Insects)
40 Minutes /
1 Period
T h e re i s a g re a t d i v e rs i t y a m o n g
invertebrates. Worms and insects are the two
major invertebrate groups.
The insects are characterized by three body
parts (head, thorax and abdomen) and
jointed legs. Most of the insects also have
wings that help them to fly.
Worms have round and elongated soft
bodies. The bodies of some worms have
segments, like compartments of train.
Wings
Thorax
Segments
Head
Abdomen
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Material / Resources
Introduction
Development
Activity 1 1
Activity 2 2
Show the pictures of insects and worms
and tell them that these are different
groups and have different
characteristics.
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Worms Insects
Sum up / Conclusion
Assessment
Activity 1: 1ò¤
/u
Ask the students to complete the following
activity.
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Sara is a science student and her teacher has
asked her to collect the worms and insects for
collection of animals in laboratory. Help Sara
by putting a tick on the animal.
On the basis of the results, make groups of
invertebrates as worms and insects.
Activity 2:
Ask the students draw an earthworm and an
ant in their notebooks, and write about their
structures and their habitats.
Draw a table on the board and ask them to
copy it on their notebooks and then ask them
to fill.
EARTHWORM ANT
Drawing Actual Drawing Actual
Number of Legs
Antenna
Present or Absent
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Activity 3:
Ask the students to write the names of those
insects, they observe in their daily lives.
Follow up
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UNIT LESSON 5
TOPIC
1
Classification of
Living Things
Classification of Plants
(Flowering and Non-Flowering Plants)
40 Minutes /
1 Period
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Material / Resources
Introduction
Development
Activity 1 1
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Initiate and guide the class discussion
through interactive questioning:
Activity 2 2
Write the main characteristics of the
two groups on board and fill it by the
students responses.
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Sum up / Conclusion
Assessment
Follow up
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UNIT LESSON 6
TOPIC
1
Classification of
Living Things
Characteristics of Monocot
and Dicot Plants
40 Minutes /
1 Period
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During teaching, also consult the textbook
as and where required.
Material / Resources
Introduction
Development
Activity 1 1
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Remove the upper cover of a seed
gently and show its internal structure to
students.
Ask the students to perform this activity
and show the internal structures of seed
one by one.
Demonstrate the internal structure of
seed and explain the following points.
Cotyledons are found in all seeds.
Some plants produce seeds with
one cotyledon. Such plants are
called monocot plants.
Seed coat
Cotyledon
Monocot seed
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Activity 2 2
Bring the leaves of monocot and dicot
plants in class. Distribute the leaves to
students' groups and ask them to
observe the leaf shapes and venation.
Parallel Venation
Network Venation
Rose
Sunflower
Wheat
Mango
Grass
Maize
Activity 3 3
Bring different flowers to the class,
Make groups and distribute the flowers
in different groups.
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Demonstrate how they will observe the
internal and external structure of flower
and ask them to observe carefully.
Tell students that they have seen the
differences in the seeds and leaves of
monocot and dicot plants. The flowers
of these two groups of plants are also
different.
Recall students' previous (Grade IV)
learning about the basic structure of
flowers and ask them:
What is the function of flower?
What are the sepals and petals?
Then inform the students that:
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No. Flower No. of petals No. of sepals Monocot or Dicot?
Sum up / Conclusion
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Assessment
Activity 1
Students understanding will be assessed by
asking the following questions.
How do the seeds of monocot and dicot
plant differ?
What is meant by venation? Describe the
venation patterns found in monocot and
dicot leaves.
The number of sepals and petals present
in a flower can hint the group to which the
plant belongs. How is that?
Activity 2
Ask to students to bring different leaves. Ask
them to.
Place the leaf bottom side up on a smooth
surface.
Put a sheet of strong white paper over the
leaf.
Rub the leaf with soft crayon till you have
a good print, showing the veins and the
margin of the leaf.
Instruct them to make the leaf rubbings of
different kinds of leaves.
Ask the students to identify the type of
venation.
Ask them to classify each leaf as monocot or
dicot.
Follow up
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newspapers. Let them dry and then transfer them
to their copies. Students should fill the table as
follows.
Plant 1
Plant 2
Plant 3
Plant 4
Plant 5
3 6 9
Sepals and
Petals
Monocot flowers
4 8 12 5 10 15
Dicot flowers
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UNIT LESSON 1
TOPIC
2
Microorganisms
Viruses, Bacteria and Fungi
40 Minutes /
1 Period
Define microorganisms.
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During teaching, also consult the textbook
as and where required.
Material / Resources
Introduction
All Bacteria
All Virus Some Fungi
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Development
Activity 1 1
A virus A bacterium
Activity 2 2
Explain the advantages of bacteria and
fungi in daily life.
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Use questioning answering and concept
maps to teach this part of lesson.
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Activity 3 3
Explain the role of bacteria and fungi in
the decomposition of dead organic
matters. Conduct question answering
session so that students can understand
the importance of decomposition.
What happens to organisms after
their death? (Expected response:
they vanish after specific period)
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Sum up / Conclusion
Assessment
Activity 1:
Ask the following questions from students:
What is the meaning of microorganisms?
All bacteria and viruses are microorganisms
but all fungi are not, why?
Name the food items, in which
microorganisms are used for their processing.
Activity 2:
Draw this table on the board and ask the
students to identify the microorganism and to
copy it in their notebooks and complete it.
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Name of Microorganism:
Advantages:
Follow up
Method
Result
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UNIT LESSON 2
TOPIC
2
Microorganisms
Disadvantages of Microorganisms
40 Minutes /
1 Period
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Infection is defined as the process by which a
germ enters the body, divides to increase its
number, and in result causes diseases.
Washing hands regularly, keeping clean, using
boiled water and eating full cooked and safe
food can prevent us from germs.
Material / Resources
Introduction
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Do you agree that there are living things
that cannot be seen with naked eye?
(Expected response: Yes/No)
Now introduce the topic by using the
previous knowledge. Inform them that
besides beneficial effects of microorganism
they have also harmful effects and sometimes
cause infection.
Bread
Yogurt
Dead
Leaves Spoiled Mangoes
She is ill
Development
Activity 1 1
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boiling. What will happen if you keep
this milk in kitchen and do not boil it?
(Expected response: “It gets sour and
we cannot drink it.”)
Explain that bacteria are always present
in milk, which are killed after boiling the
milk. When milk is not boiled, the
bacteria grow in number and produce
harmful chemicals in milk.
Fungi
When you see mouldy food, you are seeing colonies of mould fungi.
Activity 2 2
Explain how an infection develops and
results in disease.
Make a flow chart / concept map to
introduce the stages of occurrence of
disease.
Introduce common bacterial, viral and
fungal diseases by mentioning their
causative germs, major symptoms and
modes of transmission.
Sick Person Healthy Person
er
e nt y of
s d
Germs are Present e rm e bo Germs divide
in Infection G th
in
Infection develops
Germs go in
Air, Water or food
Result is Disease
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Activity 3 3
Participate in discussion with students
and explain:
- When an infected person coughs or
sneezes, large no of germs enter air.
Healthy person breathes in this air
and becomes infected.
Activity 4 4
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Ask them to make a list of the habits and
ways which are helpful to avoid
infections. (If possible show them
pictures as given and write down their
expected responses on board).
- We should wash our hands
especially before eating anything
and after using toilet.
- We should immediately clean the
cuts and wounds and cover them
with clean dressing.
- We should always cover our mouth
with a handkerchief while coughing
or sneezing.
- Germs in the water can be killed by
boiling it.
- Food should always be covered.
- We should not eat foods sold by
hawkers.
- We should always keep our home,
surroundings and ourselves clean.
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Sum up / Conclusion
Assessment
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Activity 1:
Ask students to complete the following
worksheet.
Which of these complaints are caused by
microorganisms? For each complaint, put a
tick ( ) if it is caused by microorganisms and
put a cross (X) if it is not caused by
microorganisms.
Flu
Bleeding in gums
Cut/burn on skin
Bone fracture
Chicken pox
Toothache
Nose bleeding
Headache
Activity 2:
Write following diseases on board and ask
students to write them in concerned column.
Ringworm Chicken Pox Flu
Influenza Strep throat Food poisoning
Bacterial diseases Viral diseases Fungal diseases
Follow up
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UNIT LESSON 1
TOPIC
3
Seeds: Structure
and Germination
Bean and Maize Seeds
40 Minutes /
1 Period
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A maize seed is an oval shaped and has one
cotyledon.
The bean seed is kidney-shaped and has two
cotyledons.
During teaching, also consult the textbook
as and where required.
Material / Resources
Introduction
Seed coat
Plumule
Radicle
Dicot Seed
Cotyledons
Seed coat
Cotyledon
Plumule
Monocot seed Radicle
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Development
Activity 1 1
Characteristics Observations
Shape
Colour
Size
Characteristics Observations
Shape
Colour
Size
Activity 2 2
Give soaked maize and bean seeds to
each student.
Ask students carefully remove the seed
coat from the seeds.
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Ask; why a seed needs a `coat?
Demonstrate the students how to look
inside the seeds.
Observe inside the seeds. Point out the
radicle, plumule and cotyledons in
seeds.
Ask students to record their
observations in the form of a table.
Explain the functions of radicle,
plumule, cotyledons and seed coat.
Bean seed
Maize Seed
Sum up / Conclusion
Assessment
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- What is the function of micropyle?
- What do you observe on the external
surface of the seed?
- Which part of seed gives rise to root?
- Which part of seed gives rise to stem?
Ask students to label the parts of the bean
and maize seeds in the following diagrams.
1 1
2
2
3 3
Follow up
Seeds
Monocot Dicot
Maize Seed
Wheat Maize Rice Bean Gram Pea
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UNIT LESSON 2
TOPIC
3
Seeds: Structure
and Germination
Germination of Seeds
120 Minutes /
3 Periods
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Most seeds grows at temperature range
o
between 10-35 C.
Material / Resources
Introduction
Ask students:
Have you ever seen the seed, sown in soil?
Which thing you provide for its germination?
Write students' responses on board and
inform them about today’s lesson i.e.
germination of seeds and the conditions
required for germination.
Development
Activity 1 1
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Plastic cup
Soaked seeds
Soil
Seed coat
Shoot
First root
Radicle
Radicle
First root
Activity 2 2
Guide the students to explore the
necessity of water for seed germination,
through following activity.
Take two plastic cups and put cotton
wool pads at the bottom of each.
Put dry pea seeds on cotton pad in
the cup 1. Put some soaked pea
seeds on cotton pad in the cup 2.
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Add enough water to cup 2 to dip
cotton (but do not cover the seeds).
Do not add any water to cup 1.
Cover both cups with plastic sheet
having holes.
Place both cups in light for 3-5 days.
Plastic sheet
with holes
Cup 1 Cup 2
Activity 3 3
Guide the students to explore the
necessity of air for seed germination,
through following activity.
Take two plastic cups and place
cotton wool pads at the bottoms.
Place soaked pea seeds on the
cotton pads in each cup.
Add enough water to both cups to
dip the cotton (but do not cover the
seeds).
Add cooking oil to cover the seeds in
the cup 1.
Cover both cups with plastic sheets.
Make holes in the plastic sheet of
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the cup 2 using a needle. Do not
make holes in the sheet of cup 1.
Place both cups in light for 3-5 days.
Plastic sheet Plastic sheet
without holes with holes
Cup 1 Cup 2
Soaked
Layer of cooking oil
pea seeds
Activity 4 4
Guide the students to explore the
necessity of appropriate temperature
for seed germination, through following
activity.
Take three plastic cups and label
them as A, B and C.
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Ask them to draw conclusion about the
necessity of appropriate temperature
for seed germination.
Sum up / Conclusion
Assessment
Follow up
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Teachers’ Guide Lesson Plans: Grade V
UNIT LESSON 1
TOPIC
4
Environmental Pollution
Sources and Kinds of Pollution
Äñ] æ
] Ý^ Î ] oÒo+ çÖ
40 Minutes /
Ï ßM
C1j â 1 Periods
Define pollution.
Describe different kinds of pollution.
Explain main causes of water, air and land
pollution. XÃ s# zÅ] ; z~(, Å
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The main causes of land pollution are sewage ÃVz âg»" gzZã0
*ÆVß*} n ] ; z~(, ÅÏ ßM
Fi 0
and waste dumping; the mishandling of solid
waste (garbage); cutting down trees; Ã(Yâ ZÅ8 ö gzZYâ Z~ g ) Vz âgZ k ^ Ô
ÜZe6
,} i
pesticides and use of other chemicals.
x ª gâ} QgzZR»ÃV½g Ô
*Î : ä 1 Ð j § & g
XwE Z»Ø } u zgzZVÇZz ¿
Material / Resources
Introduction
Explain the concept of land, water and air ã Zzg¦ »Ï ßMÅ } i gzZZ Ô
ã0* ) gf Æ Vñ ¤
/u {
pollution by simple activities:
X,
Take a paper, cut out into different pieces and
spread throughout the classroom then ask ~ ®
) ) 7 ZgzZ, ^ »~ Vz Z Ð ZÔ
B ½»q
- Z0
the students.
:â 7Ð ¥ X, ;
How do you see now the environment of
the classroom? (Expected answer: Dirty) (Z ) ) [ ZX
n :[ Z µ á ) ?ì ê ð3 ù wj â»®
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Ask students what have they observed in X¬ Hä Vr Z~ Vñ ¤
/ u y Zâ 7Ð ¥ 0
these activities.
Development
Activity 1 1
Make the following table on board. { & oÃ] !*ZÆ¥ gzZN ¯× s fzgq 6
, eg1 0
Wr i t e t h e st u d e n t s re s p o n s e s
underneath the appropriate section in XK ~
the table.
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Activity 2 2
Indicate the type of pollution caused by ?ì C Z Ån ¾Ð Vñ ¤
a Ï ßW / u s f` g 0
the following activities.
Sum up / Conclusion
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The main causes of land pollution are: (Yâ ZÅ~ ggzZ )Vz âg»" k ^ ~ ] ; zÅÏ ßM
Fi 0
throwing waste from houses, schools, and
offices outside waste bins, by throwing plastic Ô
¦ ( C
Ù± ÖÆ8 ö Ô
*Î : ä 1 Ð j § & g Ã
bags unnecessarily all over the place, cutting Xì ï áwE Z»Ø gâ} QgzZR»ÃV½g
down of trees and by pesticides from farms.
Assessment
Follow up
64
Teachers’ Guide Lesson Plans: Grade V
UNIT LESSON 2
TOPIC
4
Environmental Pollution
Effects of Pollution on Environment
l ] $] 1 Òo+ çÖ µÙçu ^Ú
40 Minutes /
Ï ßM
C1j â 1 Periods
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Effects of Land Pollution: :] ZW
,Z
ÆÏ ßM
Å} i
Garbage from houses, schools, offices, ? ~u z c*V- ' ZhÃÐ Vßh gzZVzí Ô
Vßj Ô
Vzy 0
hospitals are thrown into streets or at open
places. These places are used by rats, flies, } hc } QgzZVª Ô
ì a ÃV» y ZXì @
* Y² 6
, V»
worms and germs which spread diseases. X D ; Vc*gFgzZ D wE Z
During teaching, also consult the textbook
as and where required.
Material / Resources
Introduction
Development
Activity 1 1
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Colour Smell Transparency Suspended Particles
ö g 1 s Ë ] Z
gf ¤
Tap water ã0
*»5
Activity 2 2
Divide students into groups and instruct a Æò¤
/ u s f zgq 7 ZgzZ, ~ : z¤
/ å
them for the following activity:
Spread petroleum jelly on three plain X, ] c*Z
@
papers with the help of a plastic knife. @zð 6
, Vz½»s & Ð æÅ ¸ eÆ8 ö 0
Attach one paper to a clipboard and
place it outside. XN ;
Place one paper in the classroom under X, ÄgC
Ù!*Ð Z
gzZN Î 6
, eg1á Zz ½»q
- Z0
the teachers' desk.
X, Ägn Æö Åå ½»Z
uz 0
Place one paper near window in the
classroom. X, Ägk 0
*ÆÅ9 ~ ®
) ) {!# ½»Z 0
After a day or two, compare the papers
to see how pollution has effected the B gzZ, : i Zñ »Vz½»VÐ y z c
*q
- Z0
petroleum jelly placed at the different
Xì _ M
Ï ßM
X~ @zð ¿g6
, V» Z
locations.
Ask students which paper has the ?ì [ Ñ¢ { c
*i Ð & ½» y Ã:â 7Ð ¥ 0
greatest effect of pollution? What does
it show? ?ì @
*C
Ùª HÐ k Z
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Conclude the results through thinking gzZ, wE Z¢
A & Åä ðÍ 7 gzZW Πť 0
and predictions. Explain the effects of
air pollution. ] ZW
,Z
ÆÏ ßM
ÅZ Æk ZXN Zd³ »ò¤
/uk Z
X, s
# zÅ
Activity 3 3
Divide students into groups and instruct a Æò¤
/ u s fzgq 7 Z
gzZ, ~ : z¤
/ å 0
them for the following activity:
X, ] c
*Z
@
Take two jars and label one as “water”
and fill it with plain tap water. f » óóã0
*LL6
,q- ZÐ ~ y ZgzZB y n%L g z 0
Activity 4 4
Draw the following table on board and Ð ZÆ wì î0ÈnB Æ¥ gzZN ¯× t 6
, eg1 0
fill the boxes through discussion.
X, å
Cause of Type of Effect of Ways to reduce
Pollution Pollution Pollution pollution
zzÅÏ ßM n ÅÏ ßM , Z»Ï ßM
W j §Æä ÁÏ ßM
Burning fuels
*° ï g Z
Use of fertilizers
andpesticides
wE Z»] c
*z Z¿ ZQgzZVz 3
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Sewage water ã0
*»P
Industrial waste Yº Q
Sum up / Conclusion
Assessment
Ask students to give reasons for the following: X, Ä c*g] ; zÅ] ÑZΠХ
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Pollution may disturb the natural food chain. ?ù Xì Y 7
, ñ ~ u e¯ª î i ðZ½Cg Ð Ï ßM 0
How?
Sometimes when you go out, there is fog in C ñ® Â D YC # ~ V- u ] zZ
Ù!*\ M
Z 0
winter and things are not visible. Why? ?ì @ * VY ( ZX' M7 Ã , q gzZì
Sometimes, after rain, the underground ?ì @
* VY ( ZXì @
* Y { ßMã0 %
*} i æi Æl g!* 0
G
L
water becomes polluted. Why?
Ask students to rewrite the following statements XK {g!*z Æä & gV ¿ s fzgq } Ð ¥
after making corrections.
1. Human beings cause air pollution by using Xì @
* Z
a Ï ßM
ÅZÆ wE Zð y K̈Z.1
electricity.
2. When solid waste is dumped (underground), ~gFÐ k ZÂì @
* Yc*!* n Æ} i ÃVz âg»" k ^ Z
# .2
it provides home for disease carrying animals ½ y Ð b§ q
- ZÃì a gzZl Í y%} VzgâYá Zzä Z
a
such as rabbits and rats.
Xì @
*Y
Follow up
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Teachers’ Guide Lesson Plans: Grade V
UNIT LESSON 3
TOPIC
4
Environmental Pollution
Biodegradable and
Non-biodegradable Materials
c ^ÚØn×v i Øe^Î ^Þ æ
] Øn×v i Øe^Î 40 Minutes /
Ï ßM
C1j â 1 Periods
Material / Resources
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Introduction
Development
Activity 1 1
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Conclude this activity by explaining that Ô
1Å| z , B Æ s
# zk Zx! Z»ò¤
/u 0
differences in smell, colour and physical
state of milk indicate that it is a .Þ q
- Z
t ì @
* C
Ùª Ð t Û~ ª( q gzZö g
biodegradable material while smell and wE Zö ggzZ1ű ÖÆ8 ö ² ì { â¹
colour of plastic bags did not change
after use. So it is a non-biodegradable è
.Þ *q
- Z
t ZC
Ùª Ð k ZXC 7 s p Ì Æ
material. Xì { â¹
Activity 2 2
Draw the following table on the board ~ Vk »K ZÐ ZÐ ¥ gzZN ¯6
, eg1× s fzgq 0
and ask students to copy it in their
notebooks. X} Ãä Ü
Ask the students to compare the items Æ ~È zg & g ~ V> »Æ × } Ð¥ 0
by writing Yes or No in the column of the
table according to correct category. X, : i Zñ »Yâ Zy ZÉ ó
7 Lc
*ó
V;L. _
Bread Kzg.Þ e
Rubber (, g
Birds } 0
+6
,
Sand $ g
e
Rice wze
Meat & Í
Glass k
Stones ß
Animals dung Yº »VzgâY
Sum up / Conclusion
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Y
The things which are broken down by &Ô ï
¹ ÿLE hÂ~ Vzq { '×çEE .·gMzM âÃVzq X 0
microorganisms into simpler things are called Y
biodegradable while the things which are not h hÂ7 ~ Vzq { '×çEE
M .·gMzM âÃVzq X gzZ CB
breakable by microorganisms into simpler X CB ¹ .Þ *Ô
things are called non-biodegradable.
Involve the students in solving the questions
given at the end of chapter / unit in textbook.
Assessment
Follow up
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Teachers’ Guide Lesson Plans: Grade V
UNIT LESSON 4
TOPIC
4
Environmental Pollution
Impact of Non-biodegradable
Materials
l ] $] 1 Ò7æ^ÚØn×v i Øe^Î ^Þ 40 Minutes /
Ï ßM
C1j â 1 Periods
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Material / Resources
Introduction
Development
Activity 1 1
Shopping Bags Throwing these items around, our environment gets untidy
and unhealthy.
á á Xì @
* Y j ¡ ) gzZZ
n wj âÐ ¶ N ¤
/ gZ
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Teacher will conclude this activity by asking X, x! Z»ò¤
/ u b 7] ÑZÎ s fzgq 0
following questions:
Should we use the same plastic bag a Æ ~gZ
+y
h %û%F Ö q
- Z»8 ö H 0
many times for shopping? ?c e* wE Z
What happens if we throw plastic bags
in water? ?ì @
* HÂ, N ~ ã0
*ñ ÖÆ8 öë¤
/ Z0
Should we burn the wood items in open
?c e*° ~ Z ? ÃVzq µ Å~Ç H 0
air?
Should we recycle the glass items in Æä ¯, q 5 ÃVzq Åj ~ Vâ{ g» H 0
factories for making new things?
?c e* ¡ -~ga
Sum up / Conclusion
Assessment
Activity: :ò¤
/u
Ask the students what they should do to &Ô
ÿLE &* â 7Ð ¥
, q Å8 ö) Vzq ¹ ÿLE 0
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reduce the harmful effects of non- ÁÃ] ZW
, Z{ y v Æ({) z], N
*Ô
(, gÔ
± ÖÔ
á áÔ
, q
biodegradable materials (plastic items,
disposable items, shopping bags, wrappers, Xc e* H7 Z
a Æä
rubbers / tyres etc.).
Students should correct the following XN Zz & gV ~ VÓ s fzgq Ð ¥ 0
statements. 454X
G
XèG e´ N 7 z¤
/ L Z , q Ñ!*zgq .1
1. We should throw above mentioned items in
our surrounding. Xc eb ° ÃÚ ágzZ(, gÔ
8 ö} g) u v 2
2. We should burn plastic / rubber and shopping
bags on roadside. Å7 wE Za Æ~gZ
+y%Vc* I gzZ ƽ»gzZ} À .3
h
3. Cloth bags, paper bags or baskets cannot be X Y
used for shopping.
4. The DDT and mosquito killer are harmless to X' 7 { y v a ~gø] c*z Z
gâ gzZDDT .4
our health.
Follow up
Tell the students that chart below lists the ì ~ & z ÅVzq y Z~ ^ ges f ` g N CÃ¥ 0
items that we often throw away. It also shows
ì Hc*CÌ t ~ ^ ge k ZX ï N ÒZë Î
how long an item would take to break down,
or disappear, once it is buried in land. Ask the H~ ä Y » c*ä ¹ Æä Y[ ~ è Ãq q
- Z
students to fill the last column with their Æ ä wE Z{g!*z ÃVzq y Z } Ð ¥ XÇÑ ²
ideas on how to reuse the items.
XK ~ Ý»~y%M
] Ñì L Z~ } g!*
How long it would take to One way I could
Object disappear or break down in land reuse the item
Yâ Z »gzZä Y ¹ Y~ } i {g!*z 7 Z~ Ð T i § q
- Z
?ÇÑ ² H~ ä Y V Y wE Z
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UNIT LESSON 1
TOPIC
5
Matter and Changes
in its States
Matter and its States
6nj Ö^u oÓ ] æ
] å ^Ú
40 Minutes /
~ p ~ Vp qÅk Z
gzZ{ â 1 Periods
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Their positions do not change. (Fig: 1) (1 ^ ) XC 7 s p l pc i 7Å] Z
gf y Z 0
Liquids: :Yâ Zù â
In liquids, the particles are arranged irregularly. ] Z
gft XC 7 Ï ° !*~ K
MF, Å] Z
gf ñ~ Yâ Zù â
They can slide over one another as they are in
D s p c i 7K ZÜ zC
ÙÐ zzÅä ~ ' wx
motion continuously. (Fig: 2)
(2 ^ ) X T g
Gases:
:Yâ Z}
In gases, the particles are at a very large
distance from one another. Xì @
* , ù y x gÆ] Z
gf ñ~ Vu 0
They are independent of one another and ~ ÙÉ
C D Zi W
Ð } uz q
- Zs Ü: ] Z
gft 0
move in all possible directions. (Fig: 3)
(3 ^ ) X M
h ' w
During teaching, also consult the textbook
as and where required.
Material / Resources
Introduction
Activity: :ò¤
/u
Ask fifteen students to come forward. õ0
*Å¥ & & gzZN W
Ù!* } Ð ¥ {gG ñ~ k ¯ 0
C
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Arrange them in five rows having three B ; Æ} u z q
- Z } Ð ¥ X, K
MF, Ãp~ Vzg·
students in each row. Ask them to hold their
hands together and keep their feet fixed on X, : s p Ãc i 7K Z
, } i gzZ, ñ
6
their positions. ÅCy Z] Z
gf~ ^ k ^ Å{ â N CÃ¥ xÓ ñ~ k ¯ 0
Tell the students that the particles in a solid
XM
h 7 s p c i 7K Z
gzZ D } a
%Ð K
MF, b§
are arranged like these boys and their
positions are fixed. - ZX,
q »K
MF, KZ , e
$ Z
@Ã\ z¤
/ ƥ {gG 0
Ask all the students to disturb their x g0
+ZÆ( mº q
- Zp O g} ñ g2 $
+B ;Æ} u z
arrangement. Keep moving within the
available space while holding their hands X gD ' w6
, gî
together. ñK
MF, {° !*ðÃÅ] Z
gf~ Yâ Zù â , i Ã¥ xÓ 0
Inform the whole class that the particles in a ' wx ñ } a
%Ð } u z q
- Z] Z
gft p C 7
liquid have an irregular arrangement, where
they are constantly moving. They cannot, gzÐ } u z q
- Z] Z
gft ì gà 7 ] !*t X T g~
however, move away from each other like XM
h ?
Ø7
these boys.
hg B ; Æ} u z q
- Z, e
$ Z
@Ã\ z¤
/ ƥ {gG[ Z 0
Now ask all the fifteen students to move away
from each other and spread yourself in the ' w~ eC
Ù¥ xÓy Z
gz k ZXN Y ~ xzgk ¯
whole class room. Keep moving in all possible
X gD
directions.
Inform the whole class that the particles in a Ùb§ Å¥ y ZÌ ] Z
C gf ñ~ Ë , i Ã¥ xÓ 0
gas are moving in all possible directions like } uz q
- Z] Z
gft X T gD ' w~ e
these boys. They are also independent of one
another. X D Zi W
Ç !*Ð
Development
Activity 1 1
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particles occupy fixed positions where 6 h (Vibrate)f$ $ Zzs Ü6
M , c i7
they can only vibrate.
Xì Hc
*3 ~ 4-a ^
Figure-4-a Figure-4-b
Cold Hot
Activity 2 2
Ask two students to come forward and
Ææc
*Vzt Æ8 ö gzZN M
Ù!* } Ð ¥ z 0
C
arrange the plastic balls or green peas in
a plastic tray as shown in the figure 2.
X, K
MF, . _ Æ2^ ~ } R
, 8 öq
- Z
ÃVâZ
Let all the students see the figure 2 and
observe the arrangement of particles in àZzVzt Å8 ö ¿g. _ Æk Z
gzZ2^ ¥ xÓ 0
second tray.
XB Ã} R
,
Ask the students to draw the Fig.-5 again
as an exercise in their note books. XN ¯5^ ~ ^ âK ZK Z
¥ xÓ 0
Inform the students that: : , i å 0
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Figure-5 represents the particles Ãv F
," ~ ] Z
gf ñ~ ã0
*ª ù âË 5^ X
present in a liquid like water. These
particles have irregular arrangement. Xì C C
Ùª
There exists a force of attraction k Zì C ñ] ¸Åæ ~ ] Z
gfÆã0
*è a X
between these particles which do
not allow them to move away from XM
h 7 ' wgzÐ } u zq
- Z
ta
each other. É D ' w~ eC
Ùs Ü: ] Z
gft X
These particles not only can move
Ùc i 7Åy Z D YÌ Ò 6
C , zZÆ} u z q
- Z
but also can slip pass each other.
Their positions are, however, not Xì SgC s p Ü z
fixed.
Xâ 7] ÑZÎ s f ` gÐ ¥ 0
Ask students the following questions.
»¥ ) ?C 7 VY x ] gß z^ ÅYâ Zù â X
Why liquids do not have fixed
shape? (Students’ response: Since D ' w~ Ù] Z
C gfÆù âè a :Ç [ Z
the particles of a liquid are mobile ^ Åk Za k ZC 7 x c i 7Åy ZgzZ
and do not have their positions
fixed, so its shape is not fixed) (C 7 x Ì
Why liquids cover fixed space or VYx w»y Zc* C=
Í VY( x Yâ Zù â X
have fixed volume? (Students’
response: Since the particles of a - Z] Z
q gf Æ ù âè a :Ç [ Z »¥ ) ?ì @
*
liquid cannot move away from each Í Åy Za k ZM
ð ~= h ?
Ø 7 gz Ð } u z
other, so the space they occupy
remains fixed) (?ì Sgx (
Why it is possible for us to transfer v ~ @', } u z Ð @', q
- ZÃù âa } gø X
liquids from one container to
:] Z
gf Æù â:Ç [ Z »¥ ?ì e VY*
another? (Students’ response: The
particles of a liquid are mobile and Ì Ò6
, zZ
Æ} u z q
- Z
É D ' ws Ü
can slip pass each other, this enables
us to transfer the liquid from one
- ZÃù â ì e t a } gøÐ zzk Z M
q h
container to another). XÃ s &
+Z~ @', } u zÐ @',
Figure: 5
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Activity 3 3
Ask two students to come forward and Ææc
*Vzt Æ8 ö gzZN M
Ù!* } Ð ¥ z 0
C
arrange the plastic balls or green peas in
a plastic tray as shown in the figure 3. X, K
MF, . _ Æ3^ ~ } R
, 8 öq
- Z
ÃVâZ
Let all students see the figure 3 and
XB ÃVzt 6
, ö . _ Æ3^ CxÓ 0
observe the balls spread over a table.
Ask the students to draw the fig 6 as an XN ¯6^ w g 6
, ^ âK Z } Ð ¥ 0
exercise in their note books.
X, i å 0
Inform the students that.
Xì C C
Ùª Ã] Z
gf ñ~ Z 6 ^ X
Figure 6 represents the particles
present in a gas like air. X D gzgz¹ ] Z
gf~ Ë X
The particles in a gas are far apart
from each other. gz$ ¹ ] ¸Åæ y x gÆ] Z
gf y Z
Æ X
There exists very weak force of Æ Ð zzk ZXì C ', Z
', Æ ä : É
attraction between these particles.
They are practically independent of X D ' w Zi W
Ð } u zq
- Z] Z
gf
one another. X
' w~ eC
ÙÐ ~gëg! ] Z
gf Æ
The particles are moving very fast
and in all possible directions. X D
Ask the students the following Xâ 7] ÑZ
Î s f ` gÐ ¥ 0
questions:
»¥ ?ì C 7 VY x ] gß z^ ÅVu X
Why gases do not have a fixed
shape? (Students response: Since Ü zC
Ù~ Ù] Z
C gf ñ~ è a :Ç [ Z
their particles are mobile and do not
have fixed positions, so their shape X C 7 x ^ Åk Z
a kZ D ' w
is not fixed).
Ç [ Z »¥ ?D 7 VYx wÆVu X
Why gases do not occupy a fixed
volume? (Students response: The ' w e~ T6
, gî : ZZi W
] Z
gfÆ :
particles of a gas are independent of
one another and they can move ä : ] ¸ Åæ y x g Æ y ZgzZ M
h
wherever they like and in whichever
direction they like, so its volume is 7 x Ì w» a k Zì C ', Z
', Æ
not fixed. Its particles spread s §C
Ù. _ ÆwÆ@', a k ZXL g
throughout the available space).
X ì CY
Figure: 6
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Sum up / Conclusion
Assessment
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Follow up
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Teachers’ Guide Lesson Plans: Grade V
UNIT LESSON 2
TOPIC
5
Matter and Changes
in its States
Effect of Heat on Matter
$] ^Òl ] u µå ^Ú
40 Minutes /
~ p ~ Vp qÅk Z
gzZ{ â 1 Periods
Material / Resources
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Introduction
Development
Activity 1 1
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Ask the students the following questions: :â 7] ÑZÎ s f ` gÐ ¥
Which states of matter are represented X CC
Ùª ÃVp q Ï y Ãy ÃÅ} â3 @
* 1wDZ 0
by these three figures? (Students
{° !*Å] Z
gf ñ~ Yâ Zk ^ 1 ^ :[ Z µ á )
response: Figure 1 represents the
regular arrangement of particles in X(ì C C
Ùª ÃK
MF,
solids.
ì C Ï ÒúÅv F
, " Å] Z
gf ñ~ ù â2 ^ 0
Figure 2 represents the irregular
arrangement of particles in liquids. Å t gzZ ; gzgz ] Z
gf ~ 3 ^ ²
Figure 3 represents the particles of Xì C Ï Òú
gases. These particles are far apart from
each other).
? n
p gæ ~ : W
] Z
gf ñ~ Ú k ^ Ë H 0
Is there a force of attraction present
between the particles of a solid? o¢ Åæ y x gÆ] Z
gfÆk ^ V;:[ Z µ á )
(Students response: Yes, the particles of X(ì C ñ] ¸
a solid attract each other with a strong
force of attraction). :[ Z µ á )X D ' w] Z
gf ÆÚ k ^ H 0
Are these particles moving? (Students X( D f$ $ Zz6
, V» x K ZK Z
t V;
response: Yes, the particles are vibrating
at a fixed position).
? D ' wÅn ¾ ] Z
gf ~ Vp q& Å} â 0
What type of movement these particles
D f$ $ Zzs Ü] Z
gf ~ ª( qk ^ :[ Z µ á )
have in each state? (Students response:
The particles of a solid can only vibrate ' w~ V4 xÓ] Z
gf ~ ª( q gzZù â²
while the particles of a liquid and a gas X( D
can move in all directions.
Activity 2 2
Take a piece of ice on a plate and let it Ð Z} ] gZ
wÅHxñgzZB Z »s ', ~ P q
- Z0
melt with the help of a candle.
N»
Inform the students that:
: , i å 0
Heat has changed the solid ice into
liquid water. Xì s p ~ ã0
*ù âs ', k ^ Ð ] gZ w X
YH!
This process is called melting and Ü s ', 6 wzgT gzZ ë ë E
, ] gZ 54Ó
5ÿ k Z X
G
the temperature at which ice melts YH!
is called the melting point of ice.
X ë z Z 7ë E54Ó
G5»s ', Ãk Z
ì
When a solid is heated, its particles ~! ] Z
gf Æk ZÂñ YHx¤
/ ÃÚ k ^ Ë Z
# X
start vibrating faster and attraction y x gÆy ZgzZ ï q zÑ * f$ $ ZzÐ
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between these particles gets less , ] gZ
6 wzg m{ q
- Zì CY7
, gz$ ] ¸ Åæ
effective. At a particular
temperature, the particles lose their ~ y ZgzZ ï hg : i 7 x K Z] Z
gf t
fixed positions and the arrangement ] gßz^ K ZÚ k ^ gzZì CY » K
MF, ñ
in them goes away and the solid
loses its fixed shape. It is converted Xì CY s p ~ ù â Å
into its liquid.
Activity 3 3
Take water in kettle/beaker, heat it so Zã0
*, x¤
/ gzZB ã0
*~ ä Åñ e c*Ù q
- Z0
that water starts boiling.
XÇñ Y q zÑ
Inform the students that:
: , i å 0
Heat has changed the liquid water into
\ ¸ ª ª( q} Ð ª( qù âã0
*Ð æÅ] gZ
w 0
steam (gas).
Xì H s p ~
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so infective that they become q zÑ' w: ZZi W?
Ø gz Ð } u z q
- Z] Z
gf t
independent of one another.
X ï
The liquid is converted into a gas.
Xì CY s p ~ Ú ù âb§ k Z 0
Activity 4 4
Divide students in groups. Ask each Ãxñ ð } Ð \ z¤
/C
ÙXN ¯: z¤
/ ƥ 0
group to pour molten wax on a plate.
Xá Ze~ P
Ask them what has happened to the wax
that is poured on the plate? (Students' ~ p HÐ % Ze~ P Ãxñ â 7 Ð ¥ 0
response: The wax becomes solid). ( s p ~ ^ k ^ xñ Ç [ Z »¥ ) ?ðW
Why liquid wax is changed into solid wax 0 VYk ^ {zÐ % Ze~ P Ãxñ â 7Ð ¥ 0
when poured on the plate? (Students'
response: Due to cooling, the wax ~Q xñy Z
gzÆ% Ze~ P :Ç [ Z »¥ ) ?
freezes when poured on the plate and X( s p ~ k ^ {za k Z
becomes solid)
~ p H~ ] Z
gfÆù âÜ zW k ^ â 7Ð ¥ 0
Ask them what happens to the particles
of a liquid that changes into solid? ` g{ Y3
, ZK Zù âðÃZ
# Ç [ Z »¥ ?ð µ Zz
(Students' response: When a liquid Áb W
× W
gëgÅ' wÅ] Z
gf Æk ZÂì C
loses its energy, its particles start
arranging themselves and their k ZXì CY| (, ] ¸Åæ y x gÆy Z
gzZì CY
movements slow down appreciably. As ï q zÑ b K
MF, Ãp] Z
gfÆù â~ ³ Æ
a result the liquid freezes and changes
into solid. In solid the particles simply ~ ª( qk ^ Xì CY s p ~ ª( qk ^ ù âgzZ
vibrate at their fixed positions). D f$ $ Zzs Ü6
, V» x K Z] Z
gf
X
Can water also become solid when Ì {zÂÇñ YÞ&
+Z~ P Ãã0
*¤
/ Z â 7Ð ¥ 0
poured on a plate? (Students' response:
No). X(7 Ç [ Z »¥ ) Çñ Y s p ~ ª( qk ^
Why not? (Students' response: Because k ^ Ãã0
*è Y Ç [ Z »¥ )7 VYâ 7Ð ¥ 0
water needs more cooling than wax). (ì ] gz¢ Åu Q { c
*i a Æä s p ~ ª( q
Ask them how can you freeze water to ?Ð , s p ù ~ s ', Ãã0
* â 7Ð ¥ 0
change it into ice? (Students' response:
Keeping water in the freezer of a ã0
* Ð p g~ gm
, ÛÆñ µ e gÇ [ Z »¥ )
refrigerator until water freezes). X(Çñ Y0 s ', × W
× W
Explain them that the changing of a ÿ Æä s p ~ k ^ Ãù âË , ã Zz6
,¥ 0
liquid into solid is called freezing.
X ë 8
- m
,Û
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Sum up / Conclusion
Assessment
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Follow up
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UNIT LESSON 3
TOPIC
5
Matter and Changes
in its States
Evaporation and Condensation
40 Minutes /
~ p ~ Vp qÅk Z
gzZ{ â 1 Periods
Material / Resources
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Introduction
Liquid
Vapour (Gas)
Condensation
Development
Activity 1 1
Take water in a bowl. Draw a line in the ', Z
', ÆRÅ ã0
*~ ! \ XB ã0
* ~ ! \ Æ8 ö 0
bowl to indicate the level of water.
XN Î y ¶
K
Ask a student to keep the bowl in the
sunlight. XÇ g~ ÝzgÅ` gÎ C
Ù!*! \ {z } Ð D¨( ¤q
- Z0
After some time ask the student to bring ~ xzgk ¯ {g!*z! \ } Ð D¨( ¤ Æk
,¼ 0
the bowl back in the class room.
Xñ W
á
Let all the students observe the level of
water in the bowl. X, ä {@
x »RÅ ã0
* ñ~ á \ Ã¥ 0
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Ask students the following questions. Xâ 7] ÑZÎ s f ` gÐ ¥
What change has occured in the
level of water in the bowl?
?ì ðW * ñ~ á \ X
~ p H~ RÅ ã0
(Students' response: It has lowered) (ì n t :Ç [ Z »¥ )
Where does the water from bowl
go? (Students' response: It has * ñ~ á \ X
:Ç [ Z »¥ ) ?H` V¹ ã0
changed in to vapours due to heat of
(H s p ~ ] Z
ggt Ð ] gZ
w Å` gÎ
the sun)
Explain that small drops in the air are ÃVz¢ L g L g Æã0
* ñ~ Z , ã Zzt 0
called water vapours. They are not
visible. DW
7 Ã] Z
ggt X ë ] Z
ggÆã0
*
Activity 2 2
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Teacher will inform the students that # ] Z
Z gg ! W ñ~ Z N CÐ s# zÃ¥ 0
when water vapours reach upper
atmosphere, they condense due to low Ç !*Ð zzÅ] gZ
wzg ÁÂ í 6
, ~ { c*i ¹
temperature and form clouds. Clouds W :L »l g!* ï ¯w !* } Q b§ Ï Z
cause rain.
Ask students to name the main sources
X
of water in the world? (students’ ?â 7x*Æù Z
gf} (, Æã0
* ñ~ * Ð ¥ [ Z 0
Response: Sea, lakes, rivers, ponds,
oceans & atmosphere. ÔVz1 ÔVî c*g Ô
V* Ô
Vzg« :Ç [ Z »¥ )
Inform students that all these reservoirs (~ c gzZ
are called water bodies.
X ë m
, e1R
, ZzÃ], { f y Z
Æã0
* N CÃ¥ 0
Water moves continuously through
each of the water bodies by the
zzÅ0 ÿL)gzZó ¿ ~ ], { f Z b§ k Z»ã0
* 0
p ro c e s s e s o f e va p o ra t i o n a n d
condensation and the phenomenon is Xì @
*B ¡ , Zz* ' wÐ
R
called water cycle.
, { c*i à ~ c Å ã0
F * Ð ], { f } u z gzZVzg« 0
The transfer of water mainly from
oceans and other water bodies to the Vzg« ] Z
gg ! W
, { c*i Xì C ) gfÆó ¿
F
atmosphere takes place through
evaporation. Most water vapours return
Z Æ} i Z Ã] Z
gg¼² D Y : Zz~
to the oceans, while some vapours are Xì î ; ~ V
carried by wind to different areas of
land. ^ Å~g!*! Zj gzZ~g!*s ', Ô
l g!* } Q ] Z
ggt 0
Here the vapours condense due to low k zZ] Z
gg ¼Ð ~ y ZX D YW
: Zz6
, } i~
temperature and fall back on earth in
the form of rain, snow and hail and # ~ Ì ñÆV- u X fe g( ZÌ ^ Å® gzZ
Z
sometimes in the form of dew and fog.
ã0
*¤ ~ Z Âì @
* Y Á { ] gZ
wzg } k,Î ð
During winter when the morning
temperature is very low, drops of water u { c*i ¹ X fe g( Z^ Å® W} ¢ t Æ
co n d e n s e a n d s u s p e n d i n t h e
atmosphere as fog. In intense cold days fe g( ZÌ ^ ź W} ¢ t Æã0
*~ Ì ñ
these water droplets fall down as frost. a ÆwE ZÆ{%i zg ] g Ð b§ k ZX
This is the way nature distributes water
throughout the land for our daily use.
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Sum up / Conclusion
Assessment
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Involve the students in solving the questions
given at the end of chapter / unit in textbook.
Follow up
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Teachers’ Guide Lesson Plans: Grade V
UNIT LESSON 1
TOPIC
6
Force and Machines
Friction
<+
120 Minutes /
gzZ] ¸ 3 Periods
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The cyclists, swimmers and parachutists wear Á¥
/ gá Zzä Î 8
- ê B Æ^ ØZ
c gzZu Z
¾ÔgZÎ ¡ 0
tight dresses and cover their heads with tight
caps to reduce the friction. Ð Vk I ß ÃVzu L Z
gzZ Û k ] ú
D a Æä
X ]W J e
During teaching, also consult the textbook
as and where required.
Material / Resources
Introduction
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Development
Activity 1 1
Glass Wood
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Activity 2 2
Take a glass sheet. XB Å
L q
- ZÅj 0
Ask the student to rub the palm of
X, ¥
/ g6 LÅ
, k ZÒ ÅB ;L Z{z } Ð DïE¤q
- Z0
her/his hand on it.
Now pour a little oil on the sheet. XB Ze% Zhð6
,Å
L [ Z0
Ask the student to rub the hand again on X, ¥
/ gB ;6
,Å LÅ
L Ð%{g!*z {z } Ð DïE¤ 0
oily sheet.
Then ask what difference do you feel on ä¥
/ gB ; 6
,Å
L Ð%gzZÅ
L È Åj â 7A
$ 0
rubbing the dry glass sheet and the oily óó¥
/ gLLÅ RÐ% Ç [ Z »¥ ) ?Z k C t ÛH~
sheet? (Students' response: The oily
surface has less friction). (ì Á
Ask them how can we decrease the :[ Z ȴ ) ? M
h Áù ¥
/ gë â 7Ð y Z 0
friction? (Students' response: By
applying oil or grease between the Îö¤
/c*%y x gÆy Z Ã 6
, } u zq
- Z+
surfaces which slide over each other).
X(
Activity 3 3
Take a trolley school bag with wheels XV Ñ õG (n ÆT B á wj àZ
/;X
F ,q
R- Z0
attached to its bottom.
Ask a student to drag the bag on a h b§ k Z6
, l ÛgZ
û Ãá {z } Ð D¨( ¤q
- Z0
smooth floor over the side without (
X' : 6 /J4<X
, l ÛõG F
wheels.
Then ask him/her to drag it over the XQ Ð ZÄg6
, VÃ Ð Q
[ Z{z } Ð Z
Q 0
wheels.
Ask the students, is it easier to move the y W
× b ' w6
, VÃ Ãá H â 7Ð ¥ 0
bag on wheels? (Students' response: (!V;[ Z »¥ ) ?ì
/;X
Yes, the wheels reduce friction) ( ï ÁÃ¥
/ gõG F
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Inform the students that friction can ť
/ gÌ Ð ä Î õG (n ÆYâ Z~g¸ N CÃ¥ 0
/;X
F
also be reduced by using wheels
attached to the heavy objects to make y W× b ' wÃy ZÐ T ì $ Ë YÅÁ] ¸
the movement easier. Xì @
*Y
Activity 4 4
Ask the students various questions to XZ
a/ _
. »I ~ y Z @
*â 7] ÑZÎ Z Ð ¥
motivate their learning:
(¥
/ g:Ç [ Z »¥ ) ?ì C zzHÅí ÆVz], N
* 0
What is the cause of wear-out of tyres?
(Students' response: Friction). :Ç [ Z »¥ ) ?ì y v ðûä ñÆ¥
/ gH 0
Is there any disadvantage of friction?
(Students' response: Yes there are some X( D ] *v ¼Ð zzÅ¥
/ gV;
disadvantages of friction).
4 :Ç [ Z »¥ ) ? D YÒ VY6
, l Û4 ë 0
Why do we slip over a wet floor?
(Students' response: Wet floor has less X(ì C Á¥
/ gÅl Û
friction).
? C x»ù n Æ1 zgÃ' wÅ` *! ¹ ,' 0
How do the brakes act to stop a moving
bicycle? (Students' response: A brake gzZq
- ', ì C!* ÃõG (Æ` *! q
/;X
F - ', :Ç [ Z »¥ )
presses the rim of the bicycle. The (
friction between the brake and the rim X(ì C ¿ #Å' wÅk Z¥ / g ñy x gÆõG /;X
F
opposes the motion).
/ g:Ç [ Z »¥ ) ? M
¥ h ^ VYè %6
, } ië 0
Why do we walk over the surface of
Earth without slipping? (Students' X(Ð zzÅ
response: due to friction)
(V;Ç [ Z »¥ ) ?ì {Z
+ûä ñÆ¥
/ gt H 0
Is this an advantage of friction?
(Students' response: Yes) ^ ØZ
c gzZu Z
¾ÔgZÎ ¡ , #
s zc ¥ 0
Explain to the students that cyclists, k]ú
D c ä Á¥
/ gá Zzä Î 8
- êB Æ
swimmers and parachutists wear tight
dresses and cover their heads with tight X ]W J eÃVzuÐ Vk I ß gzZ Û
caps to reduce friction.
Sum up / Conclusion
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objects over another is called friction. Xì CB
Friction is sometime desirable and some
other times a hindrance.
X^ z»gÜ zËgzZ
ì {h
+I Ü zË ¥
/g 0
The roughness of surfaces causes friction. Xì :L »ä Z
a¥/ g6 Z
g7 »V¥ 0
Friction can be reduced by making surfaces (c* Î %Ô ¯gZ
smooth, by oiling the surfaces or by using Xì $
Ë YÅÁ¥ /;X
/ gÆ wE ZõG F û ÃV¥ 0
wheels.
Assessment
Follow up
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Teachers’ Guide Lesson Plans: Grade V
UNIT LESSON 2
TOPIC
6
Force and Machines
Gravitational force
ØÏ $ Ò
80 Minutes /
gzZ] ¸ 2 Periods
I I±
Gravitational force of earth is that force which Ù ì ] ¸{z øLmÅ} i 0
Xì ¤ s § Å} in Ãq C
pulls everything down towards the Earth.
It is the force of gravity which is responsible Xì B
b gñ Z
I 6
, RÅ} i ÃYâ ZxÓ ì ¸t 0
for holding objects onto the surface of Earth.
Gravitational force always acts towards the E°ç'Æ} iå
Xì C ¿ s § Åæ ¸ 0
centre of earth.
The quantity of matter in an object is called its Xì CB S Åk Z
gZ
l Å} â~ Ú Ë 0
mass.
I I±
The gravitational force acting on an object is Xì CB y i z»k Zl Å øLmàZzä ¿ 6
gZ ,Ú Ë 0
called its weight.
Mass is measured by using a beam balance, : i Zñ »S x¥ ì CYÅÐ zi ZF
, á ZzÓö e ÅS 0
comparing a known amount of matter with an
zi ZF
, gZ8
- 4 ö e Åy i zXì @
* Ð } âá ZzS x¥ )
unknown amount of matter. Weight is
measured by a spring balance. Xì CYÅÐ
During teaching, also consult the textbook
as and where required.
Material / Resources
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Introduction
A
B
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Development
Activity 1 1
Activity 2 2
Tell the students that the weight of an
object can be measured by a spring Y Y0
*âÐ zi ZF
, gZ8
- 4 y i z»q Ë N CÃ¥ 0
balance.
Xì
Ask one student to hang the wooden
block from the hook of the spring ~åH
E
5±N
Åzi ZF
, gZ8
- 4 u »~Ç{z } ÃD¨( ¤q
- Z0
balance and read the scale at the Ð Q (Pointer) ðÎ V 6
,Ï gzZñ \d Ð
pointer.
Ask the other students what does scale
Xñ 7
,
show? (Scale shows the reading of ?ì gC
Ùª q H6
,Ï â 7Ð ¥ } u z 0
weight in newton?)
(Xì C C
Ùª ~ HEgZ
l Åy i zÏ )
Then ask the students: If you take the
block away from the surface of Earth á gz Ð RÅ} i Ãu \ W
/ Z:â 7Ð ¥ A
¤ $ 0
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and measure the weight, what will ?Ç HÃy i zÂ8 ây i z»k Z
gzZN Y
happen to the weight?
Áy i z»q , #
s zÃy Q Æ[ Z Æ¥ 0
After students response, explain to
them that: The weight of an object will y i z»k Z ¸ àZzä ¿ 6
, q è Y XÇñ Y
decrease because the gravitational
¸ àZzä ¿ 6
, q Ë6
, x£ ËgzÐ } i RXì
force acting on an object is called
weight. There is less gravitational force XÐ Ú Åq Ë6
, } i RXì CY Á
on the object at a place away from the
surface of earth as compared to that on
the surface of the earth.
Hanger
Z,
Pointer
ðÎ
- 4 Z ° n Ð zzÅq
8
Spring pulled down by object
Object q
Sum up / Conclusion
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Assessment
Follow up
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UNIT LESSON 3
TOPIC
6
Force and Machines
Balanced and unbalanced forces
6ni çÎ á ]çj Ú nÆ æ
] á ]çj Ú
80 Minutes /
gzZ] ¸ 2 Periods
Forces occur in pairs and can be either Ë y i Zá) c*y i Zát gzZ C ~ ] gß ÅVzh ' ¸ 0
$
balanced or unbalanced.
X
Balanced forces do not cause a change in
motion. They are equal in magnitude and
', Z
', ~ gZ
l t XC 7 ~ p ~ ' wÐ zzÅV¸y i Zá 0
opposite in direction. X C ¿ ~ V4 ³ #gzZ C
Unbalanced forces always cause a change in ³ #gzZ', Z
', t C Z
a ~ p ~ ' wå ' ¸y i Zá) 0
motion. They are not equal and opposite.
X' 7 ~ V4
Material / Resources
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Introduction
The toy car does not move when the applied forces are equal and opposite
C 7 ' wg»*[ ÂV ~ ³ #gzZ
', Z
', ' ¸ ðÎ Z
#
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Development
Activity 1 1
Hang a wooden block with the help of Ð ¥ gzZN \d ) gf ÆÐ J u q
- Z»~Ç 0
thread and ask the students:
:â 7
How many forces are acting on the
block? (Students' response: two forces). z :Ç [ Z »¥ ) ? g ¿ ' ¸X 6
,u 0
What force is acting downwards on a X( ' ¸
block? (Students' response: Weight of
the block).
[ Z »¥ ) ? g ¿ ] ¸Ï y Ãs § Ån 6
,u 0
What force is acting upwards on the X(y i z»u :Ç
block? (Students' response: Force [ Z ) ?ì g ¿ ] ¸ ´ Ãs § Å6
, zQ
,u
6 0
applied by hand through the thread
pulling the block upwards) Å6
, zZ6
,u ] ¸ ðÎ Ð B ; ) gfÆÐ J :Ç
Draw a diagram of the block, the thread X( ì g¿s§
and hand on the board showing the two
Ùª ÃV¸z XN ¯^ ÅB ; gzZÐ J Ôu 6
C , eg1 0
arrows representing the two forces and
ask: :â
þ 7gzZN ¯y ¶
Kƾn Æä
Why is the block at rest? (Students' y i Zá ' ¸z :Ç [ Z »¥ ) ?ì VYÁ u 0
response: The two forces are balanced).
X(
Ask a student to cut the thread and ask
what happens to the block now? [ Z â 7gzZ} ^ »§ J } Ð D¨( ¤q
- Z0
(Students' response: The block will fall
down). X(ì H¤
/ n u :Ç [ Z »¥ ) ?ì Z HÃu
Draw a diagram of the block and the T N ¯^ {g!*z ÅÐ J gzZu ÆÉ § J 0
thread on the board after the thread has
been cut, showing an arrow that :â 7QX, C
Ùª ¯¾] ¸q
- Zs Ü6
,u ~
represents one force and ask:
] ¸s § Å6
, zZ
Upward force
] ¸s § Ån ] ¸s § Ån
Downward force Downward force
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How many forces are acting on the block »¥ ) ? g ¿ ' ¸X 6
,u ÆÉ § J 0
after the thread has been cut?
(Students' response: One force acting (Xì g ¿ s § Ån ] ¸q
- Z:Ç [ Z
downward). ) :Ç [ Z »¥ ) ?y i Zá) c
*ì y i Zá ] ¸ H 0
Is the force balanced or unbalanced?
(y i Zá
(Students' response: Unbalanced).
Inform the students that unbalanced CYW
~ ' wq Ð zzÅ] ¸y i Zá) N CÃ¥ 0
force causes the object to move. Xì
Sum up / Conclusion
Assessment
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Involve the students in solving the questions
given at the end of chapter / unit in textbook.
Follow up
115
Teachers’ Guide Lesson Plans: Grade V
UNIT LESSON 4
TOPIC
6
Force and Machines
Inertia
çÛq
40 Minutes /
gzZ] ¸ 1 Periods
The property of an object due to which it ª( qÅ' wc*y j K Z{zÐ zzÅT ¤ S {zÅq Ë 0
resists against any change in its state of rest or
of motion is called inertia. Xì CB § Ôì C Ø Z
'×s ÜÆ~ p Ì Ë ~
The mass of an object is a measure of its
Xì ö e Å § Æk ZS Åq Ë 0
inertia.
The larger the mass of an object the greater is »k ZXÇ § »k Z{ c*i ÚZÏ S { c*i Î Åq Ë 0
its inertia, that is, the more difficult it is to
g ' w¤
/ Zc**Ñ~ ' wÐ ª( qÅy j Ð Zì È
move it when at rest and to stop it when in
motion. XÇ Â { c*i ÚZ) zgÐ ZÂì
Material / Resources
Introduction
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classroom, and then ask, can it be moved ?ì y Wb ' wÃq k ZH â 7Q X} ' wÃÚ
easily? (Students' response: No, it is very
difficult to move a cupboard). (Xì Â ¹ b ' wÃ~gÓZq
- Z!7 :Ç [ Z »¥ )
Ask the same student, to move the book lying HX} ' wÃ[ Â ð ~7
,6 LÅ
, ö {z } Ð DïE¤Ï Q 0
on the table. Is it easy to move it? (Students' Ðã W
Ð Z!V; :Ç [ Z »¥ ) ?ì y W
b ' wÐ Z
response: Yes it can be moved very easily)
(ì $
Ë Y~ ' w
Ask the students, why is it difficult to move a
cupboard as compared to move a book? VY b ' wÃ~gÓZq
- ZÚ Å[ Âq
- Z â 7Ð ¥ 0
(Students' response: Cupboard has more Ð Zn k Z
ì { c*i S Å~gÓZ:Ç [ Z »¥ ) ?Xì Â
mass, so it needs more force to move it.)
X(ì g»g] ¸{ c*i n ƶ ' w
Explain to the students that the cupboard is
more 'reluctant' to be moved than the book. Æä Yñ ' wÚ Å[ ÂÔ
~gÓZ , s# zÃ¥ 0
We call this reluctance as 'inertia'. X ë ó§ L
ÃØ Z
'×k Zë Xì 3Z
'×{ c*i s Ü
Ask the students: Is it easy to stop a heavy Ð B ;Ãg» Ú ~g¸ ðÃð C ' wH â 7Ð ¥ 0
moving object like a car by hand? (Students'
response: No, it is very difficult). (Xì  ¹ t !7 :Ç [ Z »¥ ) ?ì y W
) zg
Ask them why is it difficult? (Because more Æ1 zgÃq ÅS { c*iè Y ?ì Â VYt â 7Ð y Z 0
mass needs more force to stop it, that is more
Æ1 zg' wÔ
S { c*i ª Xì ] gz¢ Å] ¸ { c
*i n
mass offers more resistance against its
motion. (Xì C 7 Ø Z
'×{ c*i s Ü
Then inform them that the property of an ]N
c*y ð½K Z{z6
, Y¯ÅT ¤ S {zÅq Ë N CÃy ZA
$ 0
object due to which it resists against any
§Ô
ì C Ø Z
'× s ÜÆ ~ p Ë ~ ª( q Å' w
change in its state of rest or of motion is called
inertia. Xì CB
The mass of an object is a measure of its Xì ö e Å ó§ Æ
L k ZS Åq Ì Ë 0
inertia.
Development
Activity 1 1
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Does the card fly off? (Students' X(V;Y :Ç [ Z ) ?ì @
* Y` } 6
, ò eg»H 0
response: Yes).
Does the coin also fly off with the card? :Ç [ Z »¥ ) ?ì @
* Y` } 6
, Ì ö B Æeg»H 0
(Students' response: Card flies off but
the coin does not). X( 7 ö p ì @
* Y` } 6
, eg»
What happens to the coin? (Students' Z 3gV ö :Ç [ Z »¥ ) ?ì *@HÃn :â 7 0
response: It falls down into the jar
vertically below the point where it was X( ì @ / ~ gYn ùM
* Y¤ ÀÐ ( k Zå
placed).
What does it show? (Students' * C
@ Ùª Ð k Z:[ Z »¥ ) ?Xì @
* C
Ùª HÐ k Z 0
response: It shows that coin resists to } 6
, B Æeg»ö 6
, ] ¸ Ð zzÅ § ì
move away along with the card under
the action of a force). X( ì @
* Ø Z
'×s ÜÆä Y
Activity 2 2
Show students several sheets of paper XN 3 [ Â~g¸ q
- ZgzZt Z
gzZƽ»Ð ¹ Ã¥ 0
and a heavy book. Place one of the
sheets on the edge of the table, and put X, Äg[ Â6
,kZ
gzZO g6
, } g) Æö t gzq
- Z»½»
the book on it.
Ask a student to pull the paper quickly
QÐ6
, ö Ð ~! ñ ý»{z } Ð D¨( ¤q
- Z0
from the table and ask what happens to :Ç [ Z »¥ ) ?VYgzZ?Z HÃ[  â 7Q
the book and why? (Students' response:
The book does not move from its (Xì C 7 ' wÐ ( K Z
Ð zzÅ § [ Â
position due to inertia)
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Sum up / Conclusion
Ask the students, what have you learnt from eg1 Ü/³ gzZì 5 Hä \ W
~ $ Æ` Wâ 7Ð ¥
today's lesson and write the conclusions on the
board: XK 6
,
The larger the mass of an object the greater is Ð Zª XÇ § »k Z{ c*i ÚZÏ S { c*i Î Åq Ë 0
its inertia. That is, the more difficult it is to ÚZ) zgÐ ZÂì g ' w¤
/ Zc**Ñ~ ' wÐ ª( qÅy j
move it when at rest and to stop it when in
motion. XÇ Â { c
*i
The property of an object due to which it ª( qÅ' wc*y j K Z{zÐ zzÅT ¤ S {zÅq Ë 0
resists against any change in its state of rest or
of motion is called inertia. Xì CB § Ô
ì CØ Z
'×s ÜÆ~ p Ì Ë ~
Assessment
Follow up
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UNIT LESSON 5
TOPIC
6
Force and Machines
Simple Machines
6nßn Úå ^
160 Minutes /
gzZ] ¸ 4 Periods
Inclined plane
Wedge
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Two inclined planes joined together form a
wedge. It can be used to cut an object into
two portions and lift an object e.g. knife, axe,
nail, pin, sledge hammer and knitting needles
etc.
Levers are simple machines used to lift heavy
objects with less effort around a pivot
(fulcrum).
The lever turns about a fixed point called
fulcrum (F) when a force called Effort (E) is
applied to overcome a resisting force known
as Load (L).
The lever can be classified into the first kind of
lever, the second kind of lever and the third
kind of lever based on the relative positions of
the fulcrum, the effort and the load.
In the first kind of levers, the fulcrum is
between the effort and the load e.g. a pair of
scissors, pliers, a lid opener and claw hammer
etc.
In the second kind of Levers, the load is
between the fulcrum and effort e.g. Nut
cracker, bottle opener, wheelbarrow and
paper cutter etc.
In the third kind of Levers, the effort is
between the fulcrum and load e.g. a pair of
tongs, a stapler, broom and human arm etc.
Material / Resources
E 9
Books, wooden plate, spring balance, thread, ÔïH¢N ~ç¡N
»ì ßÔ FÔ
§JÔ
zi ZF
, gZ8
- 4Ô
VGé5H
F58
4 FÅ~ÇÔ
ÁÂ
knife, steel ruler, apple, meter rod, weights,
wedge, textbook ,- À Ô*ÃÔ
^ !*Ô
eZ
g¢
aÔL
Â
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Introduction
Development
Activity 1 1
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Why the reading is less in the second Ry Zz e:Ç [ Z ) ?Z VY Áy i z~ ] gß ~u z 0
case? (Students' response: Less force is
required to pull the same load along an (Xì C g»g] ¸Án Ær Ãú 1Ï Z
,
6
inclined plane.)
wE ZRy Zz e?ì y W
i § y à â 7Ð ¥ 0
Ask, which will be easier; moving the
books using the inclined plane or , zZùM
?VYgzZ?*VZs § Å6 Àc**VZ6
, zQ
ÃV1ÂÆ
moving them by lifting straight up and
why? (Students' response: Moving the , zZÃV1ÂÆ wE ZRy Zz e :Ç [ Z »¥ )
6
books along inclined plane is easier.
Inclined plane is a simple machine
ÆT ì á { q
- ZRy Zz eXì y W
× *VZ
which makes it easier to lift the things to (Xì @
*Y y W
*Yá 6
,~ VZ
ÃVzq ) gf
a height.)
Ask students to give different examples »¥ ) X, B VZ Å Ry Zz e{z } Ð ¥ 0
of inclined plane? (Students' response: n Æ g»Ô
S¨ Ô
R y Zz eÅ ¼ Z:Ç [ Z
Gate entrance ramp, car ramps and
parking ramp etc.) (X{) zRy Zz en Æå g0
*gzZRy Zz e
Activity 2 2
Ask a student to cut an apple with the L q
 - ZÐ æÅ ä e {z } Ð D¨( ¤ Ë 0
help of a ruler.
XL »
Ask, does ruler cut the apple easily?
(Students' response: No) [ Z »¥ ) ?ì ê ^ »Ð ã W
ÃÂ
L : eH â 7 0
Now ask the student to cut the apple (7 :Ç
with the help of a knife.
XL »Â
L Ð æÅ~q {z } Ð D¨( ¤[ Z 0
Ask the students, is it cut easily with
knife? (Students' response: Yes, * Y' Ð ã W
@ t B Æ~q H â 7Ð ¥ 0
because things can be cut easily with ã W
, q B Æ*Ãè Y !V;:Ç [ Z »¥ ) ?ì
the help of a wedge.
(X CY' Ð
Inform them that knife is also a simple
machine called wedge. Y Y¹ *Ã& ì á { q
- ZÌ ~q N CÃy Z 0
Xì
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Ask them, what is the difference in the H~ ~q gzZä e Ð pÒÆ|# â 7Ð y Z 0
construction of a ruler and a knife?
(Students' response: One edge of knife gzZ! ¹ Z
g) q
- Z»~q :Ç [ Z »¥ ) ?ì t Û
is very sharp and thin which gradually Xì @
* Y` @
* N
*ñ óg J
- } g) } u z ì @
*
goes on becoming thicker. Since it is
formed by joining two inclined planes, Xì *Ãt Z
®ì ¯Ð Y ÆV¥ y Zz ezt è a
so it is called a wedge. Ruler has both
edges equally thick) X( D L ñ} g) VâzÆä e
Ask students to give some other
examples of wedges? (Students'
[ Z »¥ ) ?, B VgzZ¼ Å *Ã{z } Ð ¥ 0
Ñ5_
G
response: Axe, nail, pin, sledge hammer X({) zV×s Åð¯gzZZh ÷EÔ 6ÔVÔ ~hâ :Ç
and knitting needles etc)
Activity 3 3
Prepare a lever by balancing a meter rod Äg*û~Çn ÆC / %Æk ZÃeZ
g¢
aq- Z0
at its centre of gravity C on a wooden
wedge. Hang a weight of 100g at one Æ / %XÇñ Y0 gCq
- Zb§ k ZX, y i Zá
side of the ruler.
XN \d ^ !*»xZ
/ 100s § q
¤ - Z
Load
Fulcrum Effort
Load arm Effort arm
A 20cm C 40cm B
50g
100g
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Explain to the students that 100g is load
(L), 50g is the effort (E) and point C is the
fulcrum (F). Distance between load and
C is load arm and the distance between
effort and C is effort arm.
Now ask, what does it show? (Students'
response: If the effort arm is greater
than the load arm, a lesser force can lift
a heavier load. In this way a lever makes
the work easier.)
Ask students to find the examples of this
kind of lever from their daily life.
(Students' response: Seesaw, pair of
scissors, hand pump etc.)
Draw the diagrams of seesaw, scissor
and hand pump on the board and ask:
What is the position of fulcrum in these
levers? (Students' response: The
fulcrum is between load and effort)
L F
F F
L
L
E Pair of E
Pliers Seesaw E Scissors
Activity 4 4
Repeat the above activity by changing Ç Åú 1gzZ] ¸Ô
g" ì H c
*3 ~ wDZ
n 6 0
the position of the fulcrum, effort and
load as shown in figure. XN Z
Ù ò¤
C / u àZz6
, zZw$
+
F E L
E
L Car
door Wheel-
Nut-cracker L barrow
E F F
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(Students' response: Door, wheel-
barrow, nut cracker and bottle opener
etc.)
Draw the diagrams of door, wheel
barrow and nutcracker on the board and
ask: What is the position of load in these
levers? (Students' response: the load is
between fulcrum and effort.)
Activity 5 4
Repeat the above activity by changing w$
+Ç Åú 1gzZ] ¸ Ô
g" . _ Æ^ ~n 0
the position of the fulcrum, effort and
XN Z
Ù Qò¤
C / u àZz6
, zZ
load as shown in figure.
E
L L F F
E E
Tweezer F Shovel Kitchen tongs
L
Sum up / Conclusion
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planes.
Knife is also a simple machine called wedge.
Some examples of wedges are knife, axe, nail,
pin, wedge, sledge hammer and knitting
needles etc.
Levers are used to lift heavy weights with less
effort around a pivot (fulcrum).
The lever can be classified into the First kind
of Lever, the Second kind of Lever and the
Third kind of Lever based on the relative
positions of the fulcrum, the effort and the
load.
In the first kind of Lever, the fulcrum is
between the effort and the load. e.g. a pair of
scissors, pliers, a lid opener and claw hammer
etc.
In the second kind of Lever, the load is
between the fulcrum and effort. e.g. Nut
cracker, bottle opener, wheelbarrow and
paper cutter etc.
In the third kind of Lever, the effort is between
the fulcrum and load. e.g. a pair of tongs, a
stapler, broom and arm etc.
Assessment
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What is the first kind of lever?
What is the second kind of lever?
What is the third kind of lever?
How does a lever make our work easier?
Follow up
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UNIT LESSON 1
TOPIC
7
Properties and Behaviour
of Light
Luminous and
Non-Luminous Objects
80 Minutes /
2 Periods
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into our eyes.
A book, a chair and human body are examples
of non-luminous objects.
Some objects like Moon look luminous but
actually they are not. They look bright
because they reflect light falling on them.
The things through which you can see across
are called transparent, i.e, window glass, thin
plastic sheet etc. Light can pass completely
through transparent objects.
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Material / Resources
Introduction
Development
Activity 1 1
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Now light up the candle and ask the
students:
Is the light of candle of its own?
(Expected response: Yes.)
Tell the students that some objects have
their own light e.g. candle torch, stars
and the Sun. Some objects have no light
and they simply reflect the light of other
objects e.g mirror, ball, Moon and the
Earth. The objects which have their own
light are called luminous objects and the
objects which have no light of their own
are called non-luminous objects.
Activity 2 2
Ask a student to light up a torch and hold
it. Instruct the others to see into the
torch. Ask them: What is observed?
(Expected response: A glowing bulb)
Inform them that as the bulb is emitting
light, so the bulb is a luminous object.
Guide them that as the light is passing
through glass cover of torch, so glass is
transparent.
Direct them to cover the glass with a
tissue paper and ask: Is there any
change in the torch light? (Expected
response: It becomes less bright.)
Tell them that as light passes partially
through the tissue paper, so tissue
paper is translucent.
Now ask them to cover the torch glass
with a cardboard and ask: Is any light
seen through the cardboard? (Expected
response: No light is seen.)
Tell them that light is totally blocked, so
the cardboard is an opaque object.
Ask the students to identify few more
examples of opaque objects.
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Sum up / Conclusion
Assessment
Aluminum Foil
Clear Plastic
Frosted Plastic
Tracing Paper
Card Board
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Follow up
Non-luminous Object
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UNIT LESSON 2
TOPIC
7
Properties and Behaviour
of Light
Shadows and Eclipses
120 Minutes /
3 Periods
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As no light passes through the opaque object,
so it casts shadow of that object.
Moon
Shadow of Moon
How solar eclipse is formed? on Earth Full Solar eclipse
Moon
Sun Sunlight Earth
Shadow of Earth
Full Lunar eclipse
How lunar eclipse is formed? on Moon
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Size of shadows is changed as the distance
between light and the object changes.
Screen
Object Hole
Box
Pinhole camera
Pinhole camera works on the principle that
light travels in a straight line.
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Material / Resources
Introduction
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Development
Activity 1 1
Bring three cards A, B and C, three
wooden blocks, a nail, scotch tape and a
torch in the class.
Make a small hole with the nail at the
center of each card.
Attach the cards on one side of each
wooden block with scotch tape to keep
the cards in vertical position.
Ask a student to light a candle and place
it in front of the hole of card A.
Ask another student to adjust card C so
that the flame can be seen through its
hole.
Instruct him/her to place card B in
between cards A and C.
Guide the students to adjust the cards
so that flame can be seen through all the
holes.
Ask the students: If card B is slightly
disturbed, what happens? (Expected
response: No light is seen)
Ask the students: Why flame is not seen
from card C: (Expected response:
because light travels in a straight line,
the three holes A, B, C are not in a
straight line.
Now tell the students that when holes
are not in a straight line light cannot
pass through the holes. Thus we
conclude that light travels in a straight
line.
A B C
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Activity 2 2
Bring a big ball (like a football), a small
ball, a table lamp / torch and a marker.
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Ask the students: How can a lunar
eclipse be produced from this
arrangement? (After their response tell
them that in lunar eclipse, shadow of
Earth falls upon Moon.)
Conclude the activity by explaining the
positions of the Sun, the Earth and the
Moon during solar and lunar eclipses.
Solar eclipse Lunar eclipse
Activity 3 3
Fix a stick vertically on a table with the
help of plasticine. Shine a torch at the
stick from position A as shown in the
figure below.
Ask the students to observe the position
and length of the shadow of stick.
Ask them to shine the torch at the stick
from positions B, C, D and E. Ask them to
observe the size of the shadows formed
at different positions.
B D
A E
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Ask the students to draw the stick and
its shadow formed at different positions
of the torch.
Position of torch Diagram of the Position and Length of the Shadow of Stick
A s k t h e m to i nfe r f ro m t h e i r
observations, the reason for different
positions and lengths of the shadows.
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Activity 4 4
Show a pinhole camera to the students.
Tell them that it is a box, which has a
small hole (slit) on one side. Inside the
box, in front of the slit there is a
translucent screen. On the other side of
the box there is the peeping hole.
Direct the pin-hole toward an object
and call the students one by one to look
at the translucent screen from the
peeping hole. Ask questions:
Sum up / Conclusion
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Assessment
Follow up
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UNIT LESSON 1
TOPIC
8
Electricity and Magnetism
Static Electricity
120 Minutes /
3 Periods
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There is repulsion between two similarly
charged objects.
When oppositely charged clouds come close
to each other, they collide with each other
due to great attraction and thus a big spark is
produced. It is called as lightning.
Material / Resources
Introduction
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Development
Activity 1 1
Activity 2 2
Make groups and give two balloons, two
stands, woolen cloth, a plastic comb and
thread to each group.
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Ask the students to suspend two
inflated balloons with the stands with
the help of thread and place them at
some distance from each other.
Ask them to bring the balloons closer by
moving the stands.
Ask them: Do the balloons attract or
repel each other or nothing happens?
(Expected response: Nothing happen)
Ask them to rub each balloon with
woolen cloth and bring them closer
again and observe their movements.
Ask them: Do they attract or repel each
other? (Expected response: They repel
each other because the two balloons
have the same charges).
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Nothing happens Repulsion Attraction
Activity 3 3
(This activity should be performed in a dark
room.)
Give each group a plastic comb, a
woolen cloth, an iron nail or key.
Ask the students to charge the comb by
rubbing it with the woolen cloth.
Ask them to touch the charged comb
gently with a metallic key and observe.
Lightning
Charged comb
Key
Spark
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Sum up / Conclusion
Assessment
Follow up
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UNIT LESSON 2
TOPIC
8
Electricity and Magnetism
Electric Circuit
80 Minutes /
2 Periods
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During teaching, also consult the textbook
as and where required.
Material / Resources
Introduction
Development
Activity 1 1
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Draw a circuit diagram on the board.
Wire
Device Battery
cell
Switch
Circuit diagram
Battery Battery
cell cell
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Activity 2 2
Divide the students into groups.
Give them a battery consisting of 2 – 3
cells, a piece of thin wire with low
melting point, bulb holder, switch, and
connecting wires.
Ask them to complete the circuit as in
activity 1.
Now ask them to connect the thin wire
with low melting points in the circuit.
Ask the students: Did the thin wire
burn? What is the reason? (Expected
response: Because the current that
passes through wire is more than its
limit.)
Ask: How the electric appliances are
saved by using fuse? (Expected
response: Fuse does not allow excess
amount of current to flow through the
appliance.)
After getting the students' response, tell
them that if the current more than the
rated value of fuse passes through the
fuse, it blows out and electric circuit
breaks. In this way the electric appliance
is saved from burning.
Electric appliance Electric appliance
Electric current
Wire with low
stops flowing Wire
melting point
melts
Electric current
is flowing
Battery Battery
Fuse Fuse
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Sum up / Conclusion
Assessment
Follow up
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UNIT LESSON 3
TOPIC
8
Electricity and Magnetism
Magnetic Field of a Bar Magnet
160 Minutes /
4 Periods
Material / Resources
Introduction
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- Why the magnet attracts the things made
of iron?
- Can a magnet attract iron things placed
anywhere around it?
Development
Activity 1 1
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Now ask the students to place the nail at
a different location keeping the distance
from the magnet same. Ask them to
continuously change the location of the
nail around the magnet keeping the
distance from the magnet same.
Now ask what do they observe.
(Expected response: When the nail is
placed near poles, it is attracted by the
magnet and stuck to it but when it is
placed at the centre of the magnet,
without changing distance from the
magnet, it does not stick to the magnet.
Activity 2 2
Divide the students into groups.
Give each group a bar magnet, a glass
plate and iron filings.
Ask them to put the bar magnet
preferably in north-south direction
under the glass plate.
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Ask them to pour small amounts of iron
filings step by step on the glass plate.
Ask them: What happens to the iron
filings? (Expected response: The iron
fillings spread in a particular pattern.)
Ask them to tap the plate gently. Then
ask them: What happens to the iron
fillings? (Expected response: The
pattern of iron filings has improved and
looks as if the filings have arranged in
particular lines).
Activity 3 3
Divide the students into groups.
Give each group a bar magnet, white
paper, drawing board and a compass.
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Instruct them to mark two points on the
paper at both ends of the compass
needle.
Now ask them to move the compass
away to place the south end of its
needle near the second point.
Ask them to mark a third point against
the north end of the compass needle.
Ask them to go on marking points one
by one with the pencil in the same way,
until the compass reaches the south
pole of the magnet.
Instruct them to join all the points by
line.
Ask them to draw many such lines
around the magnet by repeating this
action.
Now ask them: Are the line patterns
similar in both of the above activities?
6
5 7
4 8
N S
Compass needle
3 Compass 9
Point 2
N S 10
Point 1
Bar magnet
Marking the points of magnetic force Magnetic lines of force
with the help of compass needle around a bar magnet
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Sum up / Conclusion
Assessment
Follow up
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UNIT LESSON 4
TOPIC
8
Electricity and Magnetism
Electromagnetism
120 Minutes /
3 Periods
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current starts flowing. Thus the relationship
in current and magnetism is very important
and plays an important role in many electrical
devices.
Material / Resources
Introduction
Development
Activity 1 1
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to the two ends of the coil and connect
them to battery cell through a switch.
Ask the students to keep the switch OFF
and bring some steel pins near one end
of the nail. Ask: Does the nail attract
them? (Expected response: No)
Ask them to turn the switch ON and see
if the nail attracts the pins now.
Iron nail
Coil
Connecting Steel
wire pins
Battery Battery
cell cell
Switch is OFF Switch is ON
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Activity 2 2
Before the activity tell the students that:
- Electromagnets are used in different
devices like telephone, microphone,
loud speaker, computer, fax machine,
dynamo etc.
- Dynamo is a mini generator in which a
magnet is used to produce electricity.
An electrical motor converts electric
energy into mechanical energy with
the use of a magnet.
- When current passes through a coil
placed in a magnetic field, the coil
starts rotating. It is an electric motor.
Give each group a battery cell, a disc
shaped magnet, two safety pins and
pieces of wire.
Ask them to wind the insulated wire to
form a coil.
Ask them to take two safety pins and
bend them with the help of pliers.
Ask them to mount the bent safety pins
on a wood block and place the coil
between safety pins as shown in figure.
Ask them to attach the wires from
battery holder to the bent safety pins
and place battery cell into the holder.
Ask them to place a magnet on top of
the wood block just underneath the coil.
Ask them to give a spin to the coil gently
to get the motor started. By this, it will
start rotating.
Tell the students that when a current
carrying coil is place in magnetic field, a
force acts on it which moves it in and out
and the coil rotates. Electric generators
and motors work on this relationship
between current and magnetic force.
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Coil
Battery cell
Activity 3 3
Ask the students to identify the devices
which use electromagnets.
Sum up / Conclusion
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Assessment
Follow up
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UNIT LESSON 5
TOPIC
8
Electricity and Magnetism
Magnetic Compass
120 Minutes /
3 Periods
Material / Resources
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Introduction
Development
Activity 1 1
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N
S N
S
S N
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the Earth along N-S direction. This Earth
magnet forces the suspended magnet
to stop along its direction. So we can say
that the Earth behaves like a magnet
and it has two poles.
N-Pole
Strong
magnetic
field at poles
S-Pole
Activity 2 2
Divide the students into groups and give
each group a sewing needle and a bar
magnet.
Ask them to place the sewing needle on
the table and rub it with north or south
pole of the bar magnet for 15 - 20 times.
Direct them to bring the needle near the
steel pins and check whether it has been
magnetized. (Expected response: Yes, it
has become a magnet.)
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Ask them to fill water in a small bowl and
place the cork with needle in it.
Sum up / Conclusion
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Assessment
Follow up
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UNIT LESSON 1
TOPIC
9 Soils
Types of Soil
Ý^ Î ] oÒo9Úov _
40 Minutes /
èÒ 1 Period
Material / Resources
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Introduction
Soil like air and water, is one of the most , { c*i ~gøXì a zCg ë ZW
F $ . Ì è b§ Å ã0
*gzZZ 0
important natural resource. Most of our food
grows in soil. It is the home for billions of # »] Z Æn V17 è Xì 6
, è Ò Ï Zg® Z»u Z
gp
organisms. We build homes and buildings on X D y Ì ' gqgzZy a L Zë6
, } i Ï ZXì Ì
it.
ÃR¢
a v 5 Åk ZXì CW
~ z× W
× W
è Ò Å} i 0
Soils are formed very slowly, may be as little
as 1 cm of thickness in 500 years, so we ë a k ZXì g»g ² »w 500â½a Æä W
~ z
cannot just replace them in our own life time. %ZXM
h 7 s p õ k ZÅè y Z
gzÆ] § ² L Z
However, in some areas, the floods can
replace the top soil almost every year. Xì CY s p ¢ µ t Åè Ð zzÅä W
[ c ~ V¸ ´
Many of our soil types are being damaged and ì ;gV y v g@
* Î Ãè Åxl ZÏ ¹ àZzä Yð0
*~ * k Z 0
are at risk of change. It is important that we ¹ a } gø] !*t Xì wÈZ»ä s p c*»Æk ZgzZ
understand importance of soil and make sure
that it remains intact for use of future Æ VY {Ò W
gzZ ÃÌ ZÅè Ò k Zë ì ~gz¢
generations. XN ¯D « Åk Z
a ÆwE Z
After this introduction announce the topic of s f ` ggzZN C~ } g!*Æy ZÄÆ` W Æs g¬ k Z 0
today and start by asking the following
questions. Xâ 7] ÑZÎ
What is soil? ? ë þè Ò X
Do you know how soil is formed? ?ì CW
~ zb§ ¾è Ò X
What is the texture of soil? ? YH\ W
~ } g!*ÆÎ âÅè Ò X
After these questions introduce them that k CÐ ä ¢ B ; Z
%Ð Î âÒ N C Æ] ÑZÎ y Z 0
the way a soil feels in called the soil texture, it
Ë )X gzZì 5Ô
$ ~g7 Î âÒ Å} i Xì ª àZzä
may be gritty, floury or sticky
Xì
Inform students that soils differ in their
particle size, colour, texture and humus ÒÔ
- gÔ^, Æ] Z
8 gf ~ è ÅV¸ ´ Z N CÃ¥ 0
content. Xì Y 7
, t Û»gZ
l Åk å gzZÎ â
Development
Activity 1 1
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Divide students in small groups (4-5 (V : ¥ { c
*i Ð 5~ \ z¤
/ )N ¯: z¤
/ ƥ 0
members in each group)
Ask students to pick some quantity of á ~ B ; L Zè Ð ~ } R
,q
- Z
٠} Х
C 0
soil from all the trays one by one and
note down their following ~ × Ø n ] : S s f ` g gzZ
characteristics in the table given below. X(, wE Z ° [ ö 6
,ä 7
, ] gz¢ )XK
(You may use magnifying glass if
needed)
»] Z
gf Ô
Î âÒ Ô
- g~ ] : S àZzä ^ â 0
8
Characteristics that should be observed
are colour, texture, size and weight of Xì ï á * F
,c
*È »] Z
gfÔ
yiz
the particles, dampness.
Size of Particles
(small, larger, largest)
,^ »] Z gf
(Z(, Ð & ÔZ(, Ô
*g )
N
Weight of particles
(heavy/light, heaviest
y i z»] Z
gf
(~g¸ Ð & Ô Ô ~g¸ )
Dampness or dryness . &&
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Sum up / Conclusion
G"
In sandy soil, particles are light in weight. It y ZYZb
%ZðZ½} u zgzZã0 gfÆè öÐ
*X D ¯ ] Z 5G
g 0
cannot hold water and nutrients. They can
easily be drained. X D Yò Ð ã W gzZM
h 7 ò Ð] Zgf
H
In silty soil, particles hold water; can be hard t gzZÀ
_7Ðã WXì @
* YsB ã0 gfÆè ö-Í] 0
*Ð ] Z
to drain, and hold limited nutrients. X n
p g¢
A & Åp gB L ZÌ Zb
%ZðZ½] Z
gf
Clay particles hold water well, can become
gzZ fe B L ZÐ ï ¢ Ãã0
*] Z
gf Æè )X 0
heavy and water logged and can hold onto
nutrients. X T gí B Æy ZÌ YZb
%ZðZ½X D Y ~g¸
Assessment
Follow up
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UNIT LESSON 2
TOPIC
9 Soils
Components of Soils
ð] q ] 1 Òo9Úov _
40 Minutes /
èÒ 1 Period
Material / Resources
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Introduction
Development
Activity 1 1
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What is the name of the top layer? :Ð , [ Z¥ ) ?ì Hx*»µ àZz6
, zZÐ & X
(Student's response: top soil)
(è Ò àZz6
, zZ
Ð&
What is present in the bottom layer?
(Student's response: small stones or :Ð , [ Z¥ ) ?ì ñ H~ µ ÅgY X
gravel) (ß L g L g
What is the name of the layer ?ì µ Ï y Ãn Ƶ Åè àZz6
, zZ
Ð& X
present next to the top soil?
(Student's response: sub-soil) (µ , k
,i :[ Z µ á )
Inform the students that the top soil Ô
é ¹ ~ µ Åè àZz6
, zZÐ & N CÃ¥ 0
contains a lot of humus, minerals, water
and air. This is the best part of the soil for ~ µ Ï Z} 7X D ñ Z gzZã0
*Ô] *n
the growth of plants. The roots of plants Åy ZXì @
* Vzi ñu " a Æ y Zt gzZ M Z
mostly grow here.
X C ~ µ Ï ZÌ , a
%
Activity 2 2
Take a group of students under your á ~ &
+î Z
/C
¤ Ù!* ~ ãZ
ô KZ
Ã\ z¤
/ q
- ZÆ ¥ 0
supervision to the school ground and
ask them to dig the ground. Very soon X} Å&
+î Z
/ Ð ?7 } Ð D¨( ¤q
¤ - ZXN W
the students will find an astonishing {@
x »Ú gZ
+Y0 Z] ª q
0 - Z ñ~ è ¥ ¢
creature in the soil, the earthworm. It is
called farmer's friend because it helps Z ~ è t è aX ë Z
¡ ÃÚ gZ
+Yk ZXÐ ,
0
to aerate the soil. a kZ
ì @
* &gfÃk Z
gzZ
ì á
CZ# ñ »ä Yä W
Æ
X ë Ì & zy j Z
I n fo r m t h e s t u d e n t s t h a t t h e
microscopic living things in the soil like L g L gÐ ¹ ñ ~ è Ò N CÃ¥ 0
bacteria help to break down the waste
ï hÂÃVz âå Ã ñ~ è c
*Ù } ] Z
matter and thus help to increase the
fertility of the soil. X WZ
# ñ »ä J (, ~&gi Å} i b§ k Z
gzZ
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“Living organisms in the soil”
Activity 3 3
Ask a few students to go out of school ä %Æè Ð V» Z C
Ù!*Æwj {z } Ð ¥ P 0
and collect some soil samples from
different locations. XN Wá
Place these soils in different plastic XO g~ ZgzZY,X m
, ¢ & ÃVâ%y Z
Æè 0
trays, labeled, X,Y and Z
Æè y ZÆ q
- Zq
- Z } Рy ZgzZN å P 0
Call some student’s and ask them to
touch each soil XN g ÃVâ%
Do you feel moisture (water) in the C k C &ðÃ~ Vâ%y ZÃ\ W
H â 7Ð ¥ 0
soils? (Student’s response: Yes)
Inform the students that all types of soil (V;:Ç [ Z Ã¥ )Xì
contain moisture. Xì C ñ&~ è ÅnC
٠, i å 0
With the help of this moisture various
chemical, biological and physical
8 gzZC»§ Ô
ð6 àZzä g0
+ZÆk S& ñ~ è 0
activities keep on going in the soil. Xì C ZZ
gZ ë Z~ Vñ ¤
/u
Activity 4 4
Call a groups of students (not more than
{c
*i Ð õ 0
*Z® Å¥ )N {g!*zÃ\ z¤
/q
- Z
Æ¥ 0
five) and ask them to take handful of soil
from each tray A, B, C, D and E and try to } R
,& Æ q
- Zq
- Z} Ð q
- ZC
ÙgzZ( :
make balls with the help of water.
5 ã0
* ~ k ZgzZN VZè Ð ~ EgzZA,B,C,D
Ask students the following questions
while they are making soil balls.. X, Ò ÃÅä ¯¢ e
Is it possible to make balls with wet ? M
h Yñ ¯¢ eÐ k Z
Æ 5 Ãè H 0
soil provide in given tray?
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Are these balls fluffy and break up h Yñ ¯¢ eÐ k ZÆ 5 Ãè ñ~ } R
M , ~H 0
easily?
X
Ask students to identify given soil
s a m p l e s i n l i g h t o f fo l l o w i n g + T ~ ÝzgÅ] ⥠s f ` gÃVâ%Æè Ã¥ 0
information.
X} »
The particles of sandy soil do not cling G"g 0
together in the presence of moisture. h a
M %7 ~ : W
~Ï gfÆè öÐ
ñ Å&] Z 5G
Therefore it is not possible to make
X7 e *¯¢ eÐ y Z a kZ
balls.
HÍ
It is not easy to make balls with wet silty ~¢ gzZD ¯7 ¢ eÐ ã W gfÆè ö-] /3 0
] Z
H
soil and they break down easily. Silty soil Xì C {&gi ¹ c ~h!*k è ö-Í]X D Y^ I
is suitable for growing crops.
Sum up / Conclusion
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Assessment
Follow up
H G
Collect the sandy soil, silty soil and clay soil in gzZè ö-Í]~ } u z è öÐ"g~ -q ZXB gYZ & Æj
5G 0
there different glass jars. Add sufficient water
and sow a few green peas in the soil. Keep the B Zeã0
* wZeä ZÆæ~ gYC
ÙXB Zeè )X ~ }
jars in sunlight. Observe the growth of plants
after a few days. X, {@
x »Vz7 Æä g¦/ y P O g~ \ ð Ãy Z
gzZ
Answer the following questions.
XK ] !*ZÆ] ÑZÎ s f ` g 0
Which jar has the maximum number of
plants?
? ÐQ
} 7{ c*i Ð & ~ gY¾ X
Which jar has the minimum number of
plants? ? ÐQ
} 7ÁÐ & ~ gY¾ X
Which jar has the maximum number of
healthy plants? ? ÐQ
} 7q ¡ { c*i Ð & ~ gY¾ X
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UNIT LESSON 3
TOPIC
9 Soils
Effects of Moving Water on
Different Types of Soils
40 Minutes /
èÒ 1 Period
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Material / Resources
HÍ] G"
Plastic tray, water, sandy soil, silty soil, and clay ' 8 ö Ôè )X Ôè ö- Ôè ÔöÐ
ð ÃÔ 5G
gÔã0
*Ô} R
,8 ö
soil, plastic cup, transparent common pins,
rubber, tissue paper, cotton cloth, silk cloth, ,- À ÔZÀ§ gÔ
ZÀ »° Ô
Ä AÔ
(, gÔ
6
textbook
Introduction
Development
Activity 1 1
Divide students in small groups. Give
X, ½â Z
g»g7 Q
gzZ, ~ : z¤
/ å 0
them the required material:
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Development
Activity 1 1
Large cup A B C
Amount of water
Collected Large Small Very Small
gZ
l Å ã0
* G¦ { c*i Á Á¹
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Tell the students that water runs quickly
through sandy soil. Silt soil holds water,
so water does not run down as quickly
as in sand. Clay readily becomes water
logged, so it allows least amount of
water to drain.
Activity 2 2
Divide students in small groups and ask & } Ð y ZgzZ, ~ : z¤
/ å 0
them to put a handful of sandy soil, silty HÍ] Ð G"
soil and clay soil on three plastic trays. XB Zeè )X gzZè ö- Ôè ö5G
g½¯ ~ m
,R
,8 ö
Ask them to hold the trays just like an X, ñ q s § q
- Z
Ãm
,R
, VÐ } Ð ¥ 0
inclined plane.
Ask them to let water flow over all the ã0
*× M
× M
,è
6 ñ~ } R
,C
٠} Х 0
soils slowly in each tray.
XN ·
Inform the students that under the G" %
influence of flowing water, sandy soil Ð & è öÐ
5G
g,WZæ
G
Li Æî · Æã0
* , i å 0
will travel the most distance while clay
soil will travel the least distance. The C ð , ÃÁÐ & è )X ² ì - A Ã{ c
J *i
H
distance travelled by silty soil is in , Ã{ ð »è ö-Í]L
Xì ~ y x gÆVâz y Z Xì
between the above two distances.
Water Water Water
Silty soil è öH
-Í]
Clay soil è )X
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Activity 3 3
Ask students following questions: :â 7] ÑZÎ s f ` gÐ ¥
Have you ever seen any insect coming Ë ~ r !*Æy L Z Æl g!*L ä \ W
H 0
out of your garden in the rainy season?
(Students' response: Yes, we have seen V;:Ç [ Z »¥ )?ì ¬ ñ Â
u gC
Ù!*Ð } i Ã
insects moving slowly in water on the
floor).
(ì ¬ ñ Â
u g~ ã0
* ñ6
, l ÛÃVzQä ë
How many students have seen earth X, } 9 B ;?ì ¬ Z
=ä ¥ Ä Ð ~ \ W0
worm? raise hands.
? D ZZ
gZ H~ è } hc} Q} u zgzZZ
= 0
Do you know the role of earth worm and
many other insects in the soil? (x¥ 7 :Ç [ Z µ á »¥ )
(Students' response: No, we dont know)
Take a plastic bottle and add soil into it.
~ kZQXB Zeè Ò ~ k Z
gzZB L
Þ1Å8 öq - Z0
Place three to four earth worms in it and *X, Î èE½e6
ì gc ,L
Þ1gzZB Ze} = geÐ &
cap the bottle after making few holes in
the cap. gÎ ¼~ èE½eÆL
XÂ eä c Z Þ1
Ask them to observe the soil before
QgzZ ¬ Ð % Ze} = } Ð ¥ 0
adding earth worms and then observe it
again after two days. X, {@
x »è Ò y z
After two days record the observations
in your note book.
K 6
, ^ âK Z] Z
@x L Z Æy z 0
Conclude that due presences soil will ~½½s Ü: è Ò Ð gÆVî= , ~
. Z
³ t 0
not only become more airy but will be
able to hold more water. Xì CY| (, Ì ¢
A &n [ _
. ã0
*~ k Z
É ì CY
Sum up / Conclusion
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Assessment
Follow up
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UNIT LESSON 1
TOPIC
10
Solar System
Stars and Planets
80 Minutes /
2 Periods
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A Star
A Planet
Stars on sky
Material / Resources
Introduction
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Ask the students: What do you think; the
Earth, the Moon and stars are the only objects
in space? (Expected response: No)
Inform them that the Sun and stars emit light
of their own while the Moon and the Earth do
not.
Ask them: Is our Earth a star? (Expected
response: No) Then why?
Development
Activity 1 1
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- How the farthest light look?
(Expected response: It appears very
dim.)
After the discussion explain that stars
close to Earth look more bright as
compared to others.
Activity 2 2
Light up two similar torches in a dark
room.
Ask the students: Are they both equally
bright?
Now place one near the students and
one far away and ask: Do these still
appear equally bright? (Expected
response: The nearest looks bright and
the farthest one looks dim.)
Now ask: What about the stars? Do you
think they might be brighter than they
appear? How bright do you think they
are?
Ask them: Which one emits its own
light, Moon or Sun? (Expected
response: the Sun)
Make them understand that Sun emits
its own light. Hence, it is called a star and
the moon reflects the light of the Sun.
Sum up / Conclusion
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Nearer stars look more bright while the stars,
very far away, look like dots.
Stars have fixed positions in their patterns.
The planets change their positions.
Assessment
Follow up
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UNIT LESSON 2
TOPIC
10
Solar System
Solar System
120 Minutes /
3 Periods
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Material / Resources
Introduction
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Development
Activity 1 1
Activity 2 2
Provide to the students 8 round shaped
objects of different sizes. For example, a
pea for Mercury, a small walnut for
Venus, a large walnut for Earth, a playing
marble for Mars, a basketball for Jupiter,
a football for Saturn, a grapefruit for
Uranus and a tennis ball for Neptune.
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Ask the groups to arrange their objects
on the table according to the size and
order of the planets of solar system.
Activity 3 3
Write the names of the planets on the
board in order of their position.
Ask every student to recall again and
again and learn the names of the
planets properly.
Activity 4 4
Divide the class into groups of eight
students each.
Ask two students to stretch a string
across the class room in front of the
board.
Select one group of eight students and
ask them to clip the cards to the string
showing relative distances of the
planets from the Sun. (each student of
one group will pick the card and clip it)
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Sum up / Conclusion
Assessment
Follow up
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UNIT LESSON 3
TOPIC
10
Solar System
Natural Satellites in Solar System
80 Minutes /
2 Periods
Earth:
Earth is our planet. It is the part of solar
system and is natural satellite of the Sun.
Earth has one moon which is the only
heavenly body close to Earth.
Earth completes one revolution around the
Sun in one year.
Its spin rotation (about its own axis) is
completed in 24 hours which results in the
appearance of day and night.
Diameter of the Earth is the about 12800 km.
Sun:
Sun is the only star of our solar system. It lies
at the center of the solar system.
Sun has eight natural satellites called planets.
Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus and Neptune are planets of the Sun.
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The Sun is 108 times bigger than the Earth.
Moon:
Planets are the objects which revolve around
the sun. The objects which revolve around a
planet are called its moons. The Earth has one
moon only.
The Moon is the nearest neighbour of Earth.
Its diameter is 3500 km and is about four
times smaller than the Earth
It completes its one revolution round the
Earth in 29½ days. The pattern of the Moon’s 29½
changes are called the phases of the Moon.
Mercury and Venus have no moon whereas
other planets have their moons.
During teaching, also consult the textbook
as and where required.
Material / Resources
Introduction
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A picture of the Sun, the Earth A model of the Sun, the earth
and the Moon and the Moon
Development
Activity 1 1
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Now ask group B and C to cut the round
pieces of card in relative sizes to
represent the Sun and the Moon.
Activity 2 2
Make the following table on the board
or write all the information on the chart
paper and display it in the classroom.
Mercury None -
Venus None -
Earth 1 Luna
Mars 2 Phobos
Jupiter 63 Ganymede
Saturn 62 Titan
Uranus 27 Titania
Neptune 13 Triton
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largest number of moons.)
- Which planet has only one moon?
(Expected response: The planet
Earth has only one moon.)
- What is the name of the moon of the
Earth? (If you get no answer then
inform them that it is called Luna.)
- Name the planets which have no
m o o n ? ( E x p e c te d re s p o n s e :
Mercury and Venus)
Inform them that the outer planets are
bigger and have larger gravity. The Sun's
gravity has less influence in their
vicinity. It is the reason that outer
planets have larger number of moons.
Activity 3 3
Give an introduction of the phases of
moon by questioning to the students.
Make the following chart of the phases
of moon on board and explain the
shapes of moon that appear during the
revolution of moon around the Earth.
Sunlight shines one side
of the Moon
Dark side is towards Earth
6 4
The right edge appears Most of the right side is
dark 5 bright
Full Moon
Sunlight shines the side of
the moon facing the Earth
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Phase 7
Phase 6 Phase 8
Phase 5 Phase 1
Earth
Sun
Phase 4 Phase 2
Phase 3
Sum up / Conclusion
Assessment
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- Which is near; the Sun or the stars?
- Which do you think is bigger; the Sun or
the stars?
Write the various student responses on the
board.
Now inform students that our Sun is also a
star. Stars are heavenly bodies that give out
their own light. They are made of burning
gases and give off heat and light.
Then ask: If the Sun is a star then why do all
stars look so small and the Sun so big? Is it the
biggest star?
Elicit from the students that the stars appear
small because they are far away from the
Earth and the Sun looks so big because it is the
nearest star to the Earth.
Ask the students: What is the cause of the
different phases of moon?
Involve the students in solving the questions
given at the end of chapter / unit in textbook.
Follow up
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Self Reflection
Introduction
The self reflection of teaching methods is a process in
which teachers observe their behavior, decisions and
performance. It brings positive change not only in
teaching techniques but also in the approach and
attitude of teachers.
This is a self evaluation about attitude and
performance of the teacher.
This is a method of conversation with one's own
self in which teacher asks him/her self about what
s/he achieved and what s/he couldn't. Teacher
can also figure out the best and worst moments in
the class.
This method guides the teacher how s/he can
improve her / his performance.
Self reflection leads towards instant steps for
input.
Components of the self reflection
1. Basic things of lesson plans
2. Teacher’s diary
3. Video of one's own teaching
Basic statements about lesson plan
1. Today the satisfactory thing is ……………………………
2. The thing to worry about is ……………………………….
3. It was the moment to think that ………………………..
4. I would bring this change next time ……………………
Teacher’s diary
1. In this, teacher expresses the wishes about
students, tomorrow's plan and future intentions.
2. Teachers can freely express in the diary: what type
of hindrance or hurdles faced regarding the
implementation of the lesson plans in terms of
resources or any other things.
3. Teacher also writes the evaluation of his/her own
professional behavior.
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Further Readings / Learning and References
Internet Resources
www.uan.utah.com
www.sciencemaster.com
www.scian.com
www.crocodile.clips.com
www.sitesforteachers.com
www.buzzle.com/articles/5-kingdoms.of.living.things.html.
www.glenbrook.k12.il.us/gbssci/phys/mmedia/optics/ifpm.html
www-cg-hci.informatik.uni-oldenburg.de/~da/sirohi/guidance.html
http://school.discoveryeduction.com/lessonplans/programs/animaladaptations/
http://sciencepppst.come/sorting.html
http://library.thinkguest.org/2647/geometry/intro/intor.html
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List of Contributors
REVISED EDITION: 2012
Developers and Reviewers
1. Prof. (R) Dr. Abid Zia: Higher Education 5. Rashida Riaz: NEEC, Lahore
Department, GoP, Lahore 6. Abbas Ali Tahir: The Educators, Lahore
2. Muhammad Jameel Chaudhary: University of 7. Dr. Farkhanda Manzoor: Lahore College for
Education, Lahore Women University, Lahore
3. Qaiser Saleem: Punjab Textbook Board, Lahore 8. Prof. (R) Muhammad Nisar: Higher Education
4. Robeela Shabeer: Punjab Textbook Board, Lahore Department, GoP, Lahore
Quality Reviewers and Editors
1. Prof. (R) M. A. Shahid (Aizaz-e-Fazeelat): GIZ, Lahore 4. Iram Habib Malik: Beacon House School
2. Prof. (R) Naseem Ginai: Higher Education System, Lahore
Department, GoP, Lahore 5. Nadeem Asghar: SS MD Wing; DSD, Lahore
3. Dr. Zulfiqar Ali Saqib: Course Coordinator-I: DSD Lahore
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Household Water Use
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