APPENDIX –IV-A
LESSON PLAN-I-a
Activity based method of Teaching – Demonstration Method.
School :- Shams Eng Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Reproduction in Higher plants (A Flower)
Std and Div :- VIIIth
Lesson Plan :- 01
Previous Knowledge:- The students have the knowledge of plants.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain facts, scientific facts, Concepts, principles, terms, related to Typical Flower.
2) The Students understand certain scientific facts, concepts, principles, terms, related to a Typical Flower.
3) The Pupils learn the skills related to the lesson to be taught to the pupils.
4) The Pupils apply the learnt knowledge in day to day life.
B.
Specific Objectives:1) The Pupils recall the meaning of the term Flower.
2) The Pupils recognize the different parts of a Flower.
3) The Pupils understand the importance of Typical Flower.
4) The Pupils relate the structure and function of the parts of Flower.
5) The Pupils draw the diagram of a Typical Flower.
6) The Pupils label the parts of a Typical Flower
7) The Pupils apply the learnt knowledge of a Flower in day to day life.
Content Analysis:- Structure of a Typical Flower.
1) Introduction – T1
2) Calyx - T2
3) Corolla - T3
4) Androecium– T4
5) Gynoecium – T5
Teaching Aids:- Charts showing the picture of a structure of a Typical Flower.
Motivation :- Students already have the knowledge of plants.
Teacher explain to the students that, A person becomes healthy only after consuming good food by which food is available from plants.
We can find plants every where surrounded us which are green in colour and they also have life they cannot move from place to place. The parts
of a plant are stem, leaf, Roots flowers etc. Flower is the most attractive part of a plant and it is also the reproductive structure of a plant.
Flowers varies in shape colour and odour but not in structure.
Aim of the Statement of the Lesson :- Today, we shall study about the Structure of a Typical Flower.
Development Stage :Teaching Points
T1- Introduction
Flower is the reproductive structure of a plant, part
of a shoot system modified for reproduction. Generally
the flower arises from the axil of a leaf called bract.
TYPICAL FLOWER
Flower is arranged in four Concentric whorls or
circles.
1) Calyx
2) Corolla
3) Androecium
4) Gynoecium
Teacher’s Activity
Pupils Activity
Evaluation
E1:
The Teacher Explains.
The Pupils listen.
The Teacher Writes.
The Pupils also write
The Teacher Draws.
The Pupils also draw.
The Teacher labels.
The Pupils label.
The Teacher demonstrates.
The Pupils observe.
The Teacher asks Question.
The Pupils recall, recognize and
answer.
E1:- Name the Parts of a
Flower.
Teaching Points
T2- Calyx
The outermost whorl composed of green coloured
units called sepals. They protect the inner parts of a
flower in the bud condition.
Teacher’s Activity
Pupils Activity
Evaluation
E2 :
The Teacher Explains.
The Pupils listen.
The Teacher writes.
The Pupils write.
The Teacher asks Question.
The Pupils recall.
E2: What is calyx?
The Pupils recognize.
The Pupils answer.
T3- Corolla
2nd whorl from outside composed of usually brightly
coloured units called petals
T4 -Androecium
3rd whorl from outside composed of male reproductive
structures called stamens.
T5 - Gynoecium
Innermost whorl is Gynoecium composed of female
reproductive structures called carpels.
E3:
The Teacher Explains.
The Pupils listen.
The Teacher Shows.
The Pupils observe.
The Teacher asks Question.
The Pupils recall, recognize and
answer
The Teacher Explains.
The Pupils listen.
The Teacher Shows.
The Pupils observe.
The Teacher asks Question.
The Teacher Explains.
The Pupils recall, recognize and
answer.
The Pupils listen.
The Teacher Writes.
The Pupils also write.
E3: What are petals?
E4:
The Teacher asks Question.
The Pupils recall, recognize and
answer.
Concluding Statement :- So dear students, today we have studied about the structure of a Typical Flower.
E4: Name the third whorl
E5:
E5: Name the Female
reproductive Structure.
Recapitulation/B.B. Summary: Flower is a reproductive structure of a plant the parts of a flower are calyx, corolla, androecium and
gynoecium corolla is the second whorl from outside.
Evaluation:
Teachers Activity
Choose the correct answers :
1. Flower is a part of _______________ System.
a) Root b) Shoot c) Plant d) leaf
2. Androecium is the _____________ reproductive
structure.
a) Male b) Female c) Flower d) Third.
3. The Green coloured units are called _________.
a) Calyx b) Corolla c) Sepals d) Petals.
Home work: - 1. Draw the diagram of a typical flower and label the parts.
Pupils Activity
APPENDIX –IV-A
LESSON PLAN-I-b
Activity based method of Teaching – Demonstration Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Food Production : Soil and Water Management. [Water Management]
Std and Div :- VIIIth
Lesson Plan :- 02
Previous Knowledge:- These students have the knowledge of water.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The students‟ acquire the knowledge of certain scientific facts, concepts, principles, terms related to water Management.
2) The students understand certain scientific facts, concepts, principles, terms, related to water Management.
3) The pupils apply the learnt knowledge in day to day life.
B.
Specific Objectives:1) The Pupils recall the concept of water.
2) The Pupils recognize the importance of water Management.
3) The Pupils Identity the factors influencing agricultural water Management.
4) The Pupils list out the Advantages of water Management.
5) The Pupils draw the plants with different root zones.
6) The Pupils label the plants with different roof zones.
7) The Pupils apply the learnt knowledge of water Management in day to day life.
Content Analysis:- Water Management. .
1) Introduction – T1
2) Usage of water - T2
3) Efficient Management of water in agriculture - T3
Teaching Aids:- Charts showing the diagram of usage of water, plants with different root zones, and Factors influencing agricultural water
management.
Motivation :- Students already have the knowledge of plants.
Teacher explains to the students that, water is a precious commodity for all forms of life. Water is a unique natural resource, since it is
very much essential for the existence of life. It is most critical limiting factors for many aspects of life. Humans are using water for various
purposes. Will there be enough water to grow enough food for all our population.
Aim of the Statement of the Lesson :- Students, Today we will study about the water Management.
Development Stage :Teaching Points
Water Management.
T1- Introduction
Water is a critical input for agriculture,
Agricultural water Management is increasingly
important. Because of low water Supplies. Thinking
differently about using water is essential for
achieving our triple goal of ensuring food security,
reducing poverty and conserving ecosystems.
Teacher’s Activity
Pupils Activity
Evaluation
E1:
The Teacher Explains.
The Pupils listen.
The Teacher Writes.
The Pupils also write.
The Teacher asks Question.
The Pupils recall.
The Pupils recognize.
The Pupils answer.
E1: In what ways water is
required for.
Teaching Points
T2- Usage of water:
Teacher’s Activity
Evaluation
E2 :
The Teacher Explains.
The Pupils listen.
The Teacher draws.
The Pupils also draw.
The Teacher labels.
The Pupils label.
The Teacher shows.
The Pupils identify.
Production of food and other agricultural
The Teacher asks Question.
products take 70% of the fresh water from rivers and
ground water. Whereas 6% of the fresh water is
needed for industries and 25% for Municipality. The
Completion for water is not just between human
beings of various shades, it is also used for other
areas plants and animals.
T3- Efficient Management of water in
The Teacher Explains.
Agriculture.
Efficient irrigation combines two factors
managing your water to apply the right amount at the The Teacher gives Example.
right time and installing and maintaining an energy
efficient irrigation system.
The Teacher draw.
PLANTS WITH DIFFERENT ROOT ZONE
To improve water management one should first learn
about crop and its root system.
Pupils Activity
The Pupils recall, recognize
and answer.
E2: What practices are
harming the environment and
the ecosystem?
E3:
The Pupils listen.
The Pupils identify and write.
The Pupils also draw.
The Teacher labels.
The Pupils label.
The Teacher asks Question.
The Pupils recall, recognize
and answer.
E3: What are the measures to
improve water management?
Concluding Statement :- So dear students, today we have studied about water management.
Recapitulation/B.B. Summary:
Lack of water is a constraint to production of food grains. First world water day is celebrated on 22nd March. Good water management
means matching the supply of irrigation water with crop‟s demand.
Evaluation:
Teachers Activity
Fill in the blanks with appropriate answers.
1. Water is a …………. Commodity for all forms of life.
2. Efficient irrigation will just saturate the ……….. Zone.
3. Our environment is under threat from our ………
practices.
Home work:1. What is the efficient management of water in Agriculture?
Pupils Activity
APPENDIX –IV-A
LESSON PLAN-I-c
Activity based method of Teaching – Demonstration Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Study of our environment.
Previous Knowledge:-
Std and Div :- VIIIth
Lesson Plan :- 03
These students have the knowledge about living world.
References Used :- A text book of Biology by M. Sudhakar Rao.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Abiotic and Biotic Components.
2) The Students understand certain scientific facts, concepts, principles, terms, related to Abiotic and Biotic components.
3) The Pupils learn the skills related to the lesson to be taught to the pupils.
4) The Pupils apply the learnt knowledge in day to day life.
B.
Specific Objectives:1) The Pupils recall the differences between Abiotic and Biotic Components.
2) The Pupils recognize the components of Environment.
3) The Pupils differentiate between Abiotic and Biotic Components.
4) The Pupils identify the features of Abiotic and Biotic Components.
5) The Pupils give reason for the vital activities of Biotic Components.
6) The Pupils observe the diagram of interaction between the components.
7) The Pupils list out the interactions occurring among the components.
Content Analysis:1) Environmental science – meaning - T1
2) Components of the Environment – T2
a) Abiotic Components
b) Biotic Components
3) Interaction between the components – T3
a) Interaction among Abiotic Components
b) Interaction among Biotic Components.
c) Interaction between Abiotic and Biotic Components.
Teaching Aids:- Charts showing the pictures of Abiotic and Biotic components and also the chart showing about the interaction between the
components.
Motivation :- Students already have the knowledge of plants.
Teacher explains to the students that, Food, air, shelter, light and water are the basic needs of the living organisms. We get these basic
needs from our environment. The living organisms and their Physical surroundings together constitute the environment. This environment is
made up of Biotic and Abiotic Components.
Aim of the Statement of the Lesson :- Students, Today we will study about the components of Environment and its interaction.
Development Stage :Teaching Points
T1- Environmental Science. Environment:The living organisms and their physical
surroundings together constitute the environment.
Environmental Science:
Branch of Biology dealing with the interactions
between the living organisms and their environment.
T2- Components of the Environment:
Two Chief components of Environment.
a) Abiotic components: These are non living physical
components Eg: Soil, water, air, Sunlight, temperature,
minerals etc.
ABIOTIC AND BIOTIC COMPONENTS
Teacher’s Activity
Pupils Activity
Evaluation
E1:
The Teacher Explains.
The Pupils listen.
The Teacher asks Questions to
the students.
The Pupils recall, recognize and
answer.
E1: What is
Environmental
Science?
E2 :
The Teacher Explains.
The Pupils listen.
The Teacher writes the
difference between the Abiotic
and Biotic Components of
Environment.
The Pupils record in their note
book.
The Teacher gives example for
each Abiotic and Biotic
components.
.
The Teacher shows the Abiotic
and Biotic components with the
help of chart.
The Pupils also write in their
note book.
The Pupils identify.
Teaching Points
Biotic Components : These are living components
Eg : Plants, Animals, Microorganisms.
Teacher’s Activity
The Teacher asks Question.
T3- Interaction, between the components.
There are 3 kinds of interaction.
The Teacher Explains about the
1) Interaction among Abiotic components.
interaction between the
2) Interaction among Biotic components.
components.
3) Interaction between Abiotic and Biotic components.
The Teacher draws the diagram
and shows how the interaction
between the components takes
place.
Pupils Activity
The Pupils answer.
Evaluation
E2: Name the two
chief components of
environment?
E3:
The Pupils listen.
The Pupils also draw in their
note book.
The Teacher illustrates with the
help of an example to show
interaction between the
components.
The Pupils take down.
The Teacher asks Question.
The Pupils recall, recognize and
answer.
INTERACTION BETWEEN ABIOTIC AND
BIOTIC COMPONENTS
E3: Explain how the
interaction between
Abiotic and Biotic
components takes
place?
Concluding Statement: - So dear students, today we have studied about Abiotic and Biotic Components.
Recapitulation/B.B. Summary:
Branch of Biology dealing with the interaction between the living organisms and their environment is Environmental science. The two
components are Abiotic and Biotic Components. Biotic components are living components. The three types of interaction are 1) Interaction
among Abiotic components. 2) Interaction among Biotic components and 3) Interaction between Abiotic and Biotic components.
Evaluation:
Teachers Activity
Match the following words.
A
1. Abiotic Component
B
a. Birds.
2.
3.
4.
5.
b. Water
c. Micro-Organisms.
d. Sunlight
e. Animals.
Biotic Component
Basic needs
Migration
Pollination
Home work:1. What is the efficient management of water in Agriculture?
Pupils Activity
APPENDIX –IV-B
LESSON PLAN-II-a
Activity based method of Teaching – Microscopic Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Living world [major kingdoms of living organisms]
Std and Div :- VIIIth
Lesson Plan :- 01
Previous Knowledge:- These students have the knowledge about the levels of classification.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to major kingdoms of living
organisms.
2) The Students understand certain scientific facts, concepts, principles, terms, related to major kingdoms of living organisms.
3) The Pupils learn the skills related to the lesson to be taught to the pupils.
B.
Specific Objectives:1) The Pupils recall the different organisms coming under prokaryotes.
2) The Pupils recognize the different animals coming under prokaryotes.
3) The Pupils understands different salient features of prokaryotes.
4) The Pupils observe various prokaryotic organisms under microscope.
5) The Pupils draw the diagram of various micro organisms.
6) The Pupils label the different parts of prokaryotes organisms.
7) The Pupils apply the learnt knowledge of Prokaryotes organisms in day to day life.
Content Analysis:- Major kingdoms of living organisms.
1) Kingdom Monera – T1
2) Kingdom Protista – T2
3) Kingdom Fungi – T3
4) Kingdom Plantae – T4
5) Kingdom Animalia – T5
Teaching Aids:- Showing slides of micro-organisms like nostoc, Mushroom, Amoeba, Blue-green algae, Bacteria, Bread mould by using
microscope.
Motivation :- Students already have the knowledge about different groups of living organisms and the levels of classification.
There are over a million different groups of living organisms on earth. They differ from each other in size, structure and life processes
living and Non living things differ from each other the systematic grouping of organisms is called classification the basic unit of classification is
species, the levels of classification is in the order kingdom, phylum, class, order, family, genus and species modern biologists have classified the
living organisms under five kingdoms; monera, protista, Fungi, plantae and Animalia..
Aim of the Statement of the Lesson :- Today, we will study about the major kingdoms of living organisms.
Development Stage :Teaching Points
T1- Kingdom monera
It includes the most primitive type of living
organisms.
Egs: Bacteria and Blue green algae
BACTERIA
T2- Kingdom of Protista
Organisms are structurally more advanced
than monera.
Eg: Protozoans and algae
1) Protozoans - Amoeba
2) Algae - Blue-green algae
Teacher’s Activity
Pupils Activity
Evaluation
E1:-
The Teacher Explains.
The Pupils listen.
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils also label.
The Teacher asks Question.
The Pupils answer.
The Teacher Explains.
The Pupils listen.
The Teacher illustrates with
example.
The Pupils understand.
E1:- Why are Blue-Green
Algae called primitive
organisms?
E2 :
Teaching Points
Teacher’s Activity
Pupils Activity
Evaluation
AMOEBA
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils also label.
The Teacher asks Question.
The Pupils answer.
E2: Why are animals
included under Eukaryotes?
Teaching Points
T3- Kingdom Fungi
Eukaryotic organisms are without chlorophyll.
They are also known as saprophytes.
MUSHROOM
T4- Kingdom Plantae
It includes eukaryotic, multi cellular,
photosynthetic plants.
Eg : Fern, Maize, Mango
MANGO TREE
Teacher’s Activity
Pupils Activity
Evaluation
E3:
The Teacher Explains.
The Pupils listen.
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils label.
The Teacher asks Question.
The Pupils answer.
E3: Name the Biologist who
introduced Kingdom Fungi?
E4:
The Teacher Explains.
The Pupils listen.
The Teacher Illustrates with the
help of Examples.
The Pupils write.
The Teacher asks Question.
The Pupils answer.
E4 : Give an account of
Phylum Plantae?
Teaching Points
T5- Kingdom Animalia
It includes eukaryotic multi cellular animals
Eg: Insect, Fish, Humans, Animals.
Teacher’s Activity
Pupils Activity
Evaluation
E5:
The Teacher Explains.
The Pupils listen.
The Teacher Illustrates to the
help of examples.
The Pupils write.
The Teacher asks Question.
The Pupils answer.
E5 : Give examples for
kingdom Animalia?
KINGDOM ANIMALIA
Concluding Statement :- So dear students, today we have studied about the Major kingdoms of living organisms..
Recapitulation/B.B. Summary:
The major kingdoms of living organisms are kingdom Monera, Protista, Fungi, Plantae, and Animalia. Protozoans are microscopic,
unicellular, free living and parasitic organisms‟ kingdom fungi obtain food from dead and decaying organisms, Insect is an example for kingdom
Animalia.
Evaluation:
Teachers Activity
Match the Following
A
B
1) Kingdome Monera
a. Mushrooms
2) Kindgom Protista
b. Human being
3) Kingdom Fungi
c. Bacteria
4) Kingdom Plantae
d. Amoeba
5) Kingdom Animalia
e. Mango
Home work :- Draw a neat diagram of Euglena and label the parts?
Pupils Activity
APPENDIX –IV-B
LESSON PLAN-II-b
Activity based method of Teaching – Microscopic Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Study of cells [ structure of cells]
Std and Div :- VIIIth
Lesson Plan :- 02
Previous Knowledge:- These students have the knowledge of cells.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to structure of cell.
2) The Students understand certain scientific facts, concepts, principles, related to structure of cell.
3) The Pupils learn the skills related to the lesson to be taught to the pupils.
B.
Specific Objectives:1) The Pupils recall the meaning of cell.
2) The Pupils name the parts of a plant cell and Animal cell.
3) The Pupils define the terms Diffusion and osmosis.
4) The Pupils list out the differences between plant cell and animal cell.
5) The Pupils draw the diagram of plant cell and an animal cell.
6) The Pupils label the different parts of the plant cell and an animal cell.
7) The Pupils apply the learnt knowledge of Plant cell and an animal cell in day to day life.
Content Analysis:- Structure of a cell.
1) Plant cell and Animal cell – T1
1) Shape and size – T2
2) Cell membrane – T3
i) Diffusion
ii) Osmosis.
3) Cell wall – T4
4) Cytoplasm – T5
Teaching Aids:- Slides showing plant cell and an animal cell with the help of microscope.
Motivation :- Students already have the knowledge of a cell.
Teacher explains the students that the living things are made up of small units called cells. The living things are either unicellular or
multi cellular. A cell is the basic structural and functional unit of living organism. Robert Hook gave the name cell to this basic unit. The branch
of biology which deals with the study of cell is called “Cytology” Every cell consists of three main parts namely, the cell membrane, cytoplasm
and nucleus.
Aim of the Statement of the Lesson :- Today, we will study about the structure of cell.
Development Stage :Teaching Points
T1- Structure of a cell
T1 Plant cell and Animal cell
Cell:- Basic, Structural and Functional
unit of living organisms.
Teacher’s Activity
Evaluation
E1:
The Teacher Explains.
The Pupils listen.
The Teacher draws the diagram.
The Pupils also draw.
Every cell consists of three main parts
The Teacher labels the parts.
namely, the cell membrane, cytoplasm and
nucleus.
The Teacher asks Question.
PLANT CELL
Pupils Activity
The Pupils also label.
The Pupils answer.
E1:What are the differences
between plant and animal cell?
Teaching Points
ANIMAL CELL
T2- Shape and Size
Cells vary in shape and size of a cell
varies from a few microns to several
millimeters.
Shapes in Bacteria – Spherical
Red blood cell – Oval
Nerve cells – Elongated
Euglena – Spindle
Amoeba - Irregular
T3- Cell Membrane
The cell is surrounded by a thin
membrane called cell/plasma membrane.
It is known as semi permeable
membrane. It maintains the shape of cell.
Teacher’s Activity
Pupils Activity
Evaluation
E2 :
The Teacher Explains.
The Pupils listen.
The Teacher illustrates with
example.
The Pupils write.
The Teacher asks Question.
The Pupils answer.
E2: What is the shape of a
yeast cell?
E3:
The Teacher Explains
The Pupils listen.
The Teacher writes on board.
The Pupils also write.
The Teacher gives examples.
The Pupils write.
The Teacher asks Question.
The Pupils answer.
E : Define Diffusion and
Osmosis.?
Teaching Points
Teacher’s Activity
Pupils Activity
Evaluation
i) Diffusion :- Physical process where the
movement of molecules occur from a
region of higher concentration to a region
of lower concentration.
ii) Osmosis:- Movement of molecules
from higher concentration to lower
concentration through a semi permeable
membrane.
T4- Cell wall
Rigid cover outside the cell membrane
is cell wall composed of cellulose, hemicellulose and pectic substances.
T5- Cytoplasm
Gel like material inside the cell
membrane contains large amount of water
and many chemical substances.
Two types :
1) Membranous organelles.
2) Non Membranous organelles.
E4:
The Teacher Explains.
The Pupils listen.
The Teacher asks Question.
The Pupils answer.
E4 : What is cell wall?
E5:
The Teacher Explains.
The Pupils listen.
The Teacher writes.
The Pupils also write.
The Teacher asks Question
The Pupils answer.
E5: Name the two types of cell
organelles?
Concluding Statement:- So dear students, today we have studied about the structure of a cell.
Recapitulation/B.B. Summary:
A cell is the structural and functional unit of living organisms. The shape of Bacteria is spherical. Diffusion is a physical process where a
random movement of molecules occurs from a region of higher concentration to a region of lower concentration. The two types of cell
organelles are membranous organelles and Non membranous Organelles.
Evaluation:
Teachers Activity
Fill in the blanks.
1) Cell membrane is also called as __________ membrane.
2) Cell wall gives ___________ shape to the cell.
3) Cytoplasm is ____________ like material.
Home work:1) What are the differences between plant cell and an animal cell?
Pupils Activity
APPENDIX –IV-B
LESSON PLAN-II-c
Activity based method of Teaching – Microscopic Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Study of cells [Membranous and Non membranous Organelles]
Std and Div :- VIIIth
Lesson Plan :- 03
Previous Knowledge:- These students have the knowledge of the Cytoplasm.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Membranous and Non
membranous organelles.
2) The Students understand certain scientific facts, concepts, principles, related to Membranous and Non membranous organelles.
3) The Pupils learn the skills related to the lesson to be taught to the pupils.
B.
Specific Objectives:1) The Pupils recognize the term Organelles.
2) The Pupils recall the different Organelles coming under a cell.
3) The Pupils list out the functions of the cell organelles.
5) The Pupils explain the functions of the cell organelles.
6) The Pupils draw the diagrams of cell organelles.
7) The Pupils label the different parts of the cell organelles.
7) The Pupils apply the learnt knowledge of Plant cell and an animal cell in day to day life.
Content Analysis:- Cell Organelles.
1)
Membranous Organelles.
a) Endoplasmic reticulum – T1
b) Golgi comlex-T2
c) Vacuoles – T3
d) Mitochondria – T4
e) Chloroplasts – T5
f) Lysosomes - T6
2) Non – membranous organelles.
a) Ribosomes - T7
b) Centrioles – T8
c) Nucleus – T9
d) Nucleolus - T10
e) Cell inclusions – T11
Teaching Aids:- Showing slides of Golgi complex, Mitochondria, Chloroplasts and Nucleus with the help of Microscope.
Motivation :- Students already have the knowledge of Cytoplasm.
Teacher explains to the students that cytoplasm is the gel like material inside the cell membrane. It contains a large amount of water and
many chemical substances. It also has a number of structures that carry out the life process namely organelles. There are two types of organelles
namely, Membranous Organelles and Non membranous Organelles.
Aim of the Statement of the Lesson :- Today, we will study about the Membranous organelles and Non membranous organelles.
Development Stage :Teaching Points
Membranous organelles.
T1- Endoplasmic Reticulum
There is a network of membrane scattered
throughout the cytoplasm inside the cell this is
called Endoplasmic Reticulum.
Teacher’s Activity
Pupils Activity
The Teacher Explains.
The Pupils listen.
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils also label.
The Teacher asks Question.
The Pupils answer.
Evaluation
E1:
E1: What is the function of
Endoplasmic Reticulum?
Teaching Points
T2- Golgi Complex
It is a bag like organelle having a number of
flattened membranous structures stacked one
above the other.
T3- Vacuoles
There are many storage areas in cytoplasm
known as vacuoles.
T4- Mitochondria:
The mitochondria are sausage shaped or rod
shaped bodies. They are the respiratory centers
of the cells. They are also called as “Power
houses of cells”.
Teacher’s Activity
Pupils Activity
Evaluation
E2 :
The Teacher Explains.
The Pupils listen.
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils also label.
The Teacher asks Question.
The Pupils answer.
E2: Write a note on Golgi
Complex.?
The Teacher Explains.
The Pupils listen.
E3 :
The Teacher writes.
The Pupils also write.
The Teacher asks Question.
The Pupils answer.
E3: Define Tonoplast?
The Teacher Explains.
The Pupils listen.
E4:
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils also label.
The Teacher asks Question.
The Pupils answer.
E4 : Explain the function of
Mitochondria.?
Teaching Points
MITOCHONDRIA
T5- Chloroplasts:
Chloroplasts are also organelles containing
double membranes. They are involved in
converting solar energy by photosynthesis.
CHLOROPLAST
Teacher’s Activity
Pupils Activity
Evaluation
E5:
The Teacher Explains.
The Pupils listen.
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils also label.
The Teacher asks Question.
The Pupils answer.
E5 : Describe the structure of
a Chloroplast ?
Teaching Points
T6- Lysosomes
Spherical Cytoplasmic Organelles. It helps in
digestion. They are referred to as “suicide bags”
T7- Ribosomes
Contain RNA and they are generally
described as “Protein factories” of a cell.
Teacher’s Activity
Pupils Activity
Evaluation
E6:
The Teacher Explains.
The Pupils listen.
The Teacher asks Question.
The Pupils answer.
E6 : What are lysosomes ?
E7:
The Teacher Explains.
The Pupils listen.
The Teacher writes on board.
The Pupils also write.
The Teacher asks Question.
The Pupils answer.
E7: Write a note on
Ribosomes ?
RIBOSOME
Teaching Points
T8- Centrioles
Single small granule located just outside the
nucleus is centriole.
T9- Nucleus
Most prominent part of the cell, bounded by a
double layered membrane called Nuclear
membrane.
Teacher’s Activity
Pupils Activity
Evaluation
E8:
The Teacher Explains.
The Pupils listen.
The Teacher asks Question.
The Pupils answer.
The Teacher Explains.
The Pupils listen.
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils also label.
The Teacher asks Question.
The Pupils answer.
The Teacher Explains.
The Pupils listen.
The Teacher asks Question.
The Pupils answer.
The Teacher Explains.
The Pupils listen.
The Teacher writes on board.
The Pupils also write.
The Teacher asks Question.
The Pupils answer.
E8: List out the function of
centriole.
E9:
E9 : Describe the structure of
the Nucleus ?
NUCLEUS
T10- Nucleolus:
Plays important role in the control of protein
synthesis.
T11- Cell inclusions
Non living substances found in cytoplasm
more commonly found in plant cell.
E10:
E10 : What is the important
role of Nucleolus?
E11:
E11: What are cell
inclusions?
Concluding Statement :- So dear students, today we have studied about the Cell Organelles.
Recapitulation/B.B. Summary:
There are two types of organelles namely membranous organelles and Non membranous organelles. Membranous organelles are
organelles bound by or composed of membrane. Example: Endoplasmic, reticulum, Golgi complex, Vacuoles, Mitochondria, Chloroplast and
lysosomes organelles not bound with membrane are Non- Membranous organelles. Examples : Ribosomes, Centrioles, Nucleus, Nucleolus and
Cell inclusions.
Evaluation:
Teachers Activity
Choose the correct answer from the following.
1) The organs concerned with secretary function of cell is
______
a) E.R. b) Golgi Complex. c) Mitochondria d)
Ribosomes.
2) Lysosomes are also called ________
a) Suicide bags b) pockets of enzymes.
c) power houses d) Protein factories.
3) The structure that allows only certain substances to pass in
and out of the cell is called _________
a) Cytoplasm
b) Cell Membrane.
c) Cell wall
d) Nuclear Envelope.
Home work :Describe the structure of a nucleus with the help of a neat labeled diagram.
Pupils Activity
APPENDIX – IV-C
LESSON PLAN-III-a
Activity based method of Teaching – Specimen Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Digestion and Respiration [ Heterotrophic Nutrition]
Std and Div :- VIIIth
Lesson Plan :- 01
Previous Knowledge:- These students have the knowledge of the Autotrophic Nutrition.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Heterotrophic Nutrition.
2) The Students understand certain scientific facts, concepts, principles, related to Heterotrophic Nutrition.
3) The Pupils learn the skills related to the lesson to be taught to the pupils.
B.
Specific Objectives:1) The Pupils recall the different organisms coming under Heterotrophic Nutrition.
2) The Pupils recognize different types of Heterotrophic Organisms.
3) The Pupils observe different types of Heterotrophic Organisms.
4) The Pupils identify the features of Heterotrophic Organism.
5) The Pupils draw the diagram of various types of Heterotrophic organisms.
6) The Pupils label the different parts of Heterotrophic Organisms.
Content Analysis:- Heterotrophic Nutrition.
1) Saprophytes - T1
2) Parasites - T2
3) Insectivores – T3
4) Epiphytes - T4
5) Symbiosis – T5
Teaching Aids:- Showing the specimen of Drosera, Bread Mould, Leaf of a pitcher plant, orchids and sea anemone.
Motivation :- Students already have the knowledge of Autotrophic Nutrition.
Teacher explains the students, the process by which organisms obtain their food, digest and assimilate it, is called nutrition. There are
two much modes of nutrition Autotrophic nutrition and Heterotrophic nutrition. The process by which food is prepared by using simple raw
materials is called Autotrophism. The organisms which are not capable of preparing their own food, but obtain from others these are called
heterotrophs. The mode of Nutrition is called Heterotrophic Nutrition.
Aim of the Statement of the Lesson :- Today, we will study about the Heterotrophic Nutrition.
Development Stage :Teaching Points
T1-Heterotrophic Nutrition
The organisms which are not capable of preparing
their own food but obtain from other sources.
Types of Heterotrophs:
T1 - Saprophytes :
BREAD MOULD
Organisms obtaining food from dead and
decaying organic matte.r
Teacher’s Activity
Pupils Activity
Evaluation
E1:
The Teacher Explains.
The Pupils listen.
The Teacher writes on B. B.
The Pupils write.
The Teacher asks Question.
The Pupils answer.
The Teacher Explains.
The Pupils listen.
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils also label.
The Teacher asks Question.
The Pupils answer.
E1:- What is Hetertrophism?
E1: What are Saprophytes?
Eg: Bread mould.
Teaching Points
T2- Parasites
Obtain food from other organisms,
Two types: Semi parasites and Total parasites.
Eg : Ascaries
Teacher’s Activity
Pupils Activity
Evaluation
E2 :
The Teacher Explains.
The Pupils listen.
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils also label.
The Teacher asks Question.
The Pupils answer.
E2: What are Parasites?
Give example.
ASCARIES
T3- Insectivores
Certain green plants capable of preparing their
own food, catch insects to obtain nitrogenous
substance:
Eg: Pitcher plant, Drosera
E3 :
The Teacher Explains.
The Pupils listen.
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils also label.
The Teacher asks Question.
The Pupils answer.
E3: Give one example for
insectivore‟s plants?
PITCHER PLANT
Teaching Points
Teacher’s Activity
Pupils Activity
Evaluation
DROSERA
T4- Epiphytes
Certain plants grow on trees for support are
called epiphytes.
Eg : Orchids.
E4:
The Teacher Explains.
The Pupils listen.
The Teacher illustrates
example.
The Pupils write.
The Teacher asks Question.
The Pupils answer.
E4: What are Epiphytes?
ORCHIDS
Teaching Points
T5- Symbiosis:
Another mode of nutrition where two types of
organisms live together and are mutually benefited.
Eg: Lichen, Sea animone living on shell of Hermit
crab.
Teacher’s Activity
Pupils Activity
Evaluation
E5:
The Teacher Explains.
The Pupils listen.
The Teacher gives examples.
The Pupils write.
The Teacher draws the
diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils also label.
The Teacher asks Question.
The Pupils answer.
E5: What is symbiosis? Give
two examples.
SEA ANIMONE LIVING ON SHELL OF
HERMIT CRAB
Concluding Statement :- So dear students, today we have studied about Heterotrophic Nutrition.
Recapitulation/B.B. Summary:
The process by which the food is obtained from other source is called as Heterotrophism. Types of Heterotrophs are saprophytes,
parasites, Insectivores, Epiphytes and symbiosis. Symbiosis is a mode of nutrition where two types of organisms live together and are mutually
benefited Eg: lichens, and sea anemone living on the shell of Hermit crab.
Evaluation:
Teachers Activity
Fill in the Blanks:
1) Fungi are ________ .
2) __________ is a parasitic animal.
3) _________ Bacteria is present in our intestine.
Home work :-
1. Give reason, E-coli can be taken as an example for symbiosis.
Pupils Activity
APPENDIX – IV-C
LESSON PLAN-III-b
Activity based method of Teaching – Specimen Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Food and its constituents [Fats/Lipids]
Std and Div :- VIIIth
Lesson Plan :- 02
Previous Knowledge:- These students have the knowledge of the Nutrients
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Fats.
2) The Students understand certain scientific facts, concepts, principles, related to Fats.
3) The Pupils learn the skills related to the lesson to be taught to the pupils.
B.
Specific Objectives:1) The Pupils recall the concept of fats.
2) The Pupils recognize the types of fats.
3) The Pupils Identify different sources of fate.
4) The Pupils differentiate between saturated fatty acids and unsaturated fatty acids.
5) The Pupils illustrate with examples the different types of fate.
6) The Pupils give reason for different types of fats.
Content Analysis:- Fats.
1) Concept - T1
2) Types of Fat - T2
3) Sources of Fats – T3
Teaching Aids:- Showing the specimen of Animal Fats, Butter, Ghee, Vanaspathi, Vegetable oils, groundnut oil, Castor oil, Coconut Oil etc.
Motivation :- Students already have the knowledge about Nutrients.
Teacher explains the students, Elements are vital for all life processes. Deficiency of any one of these or some of these results in certain
disorders in our body such elements are known as nutrients. There are two kinds of nutrients namely Macronutrients and micronutrients. All
nutrients are in combined state. The important compounds that provides these nutrients are carbohydrates, lipids, proteins and water. These are
major constituents of our Food.
Aim of the Statement of the Lesson :- Today, we will study about Fats/ Lipids.
Development Stage :Teaching Points
T1- Concept (Fats)
Fats are organic compounds made up
of carbon, hydrogen and oxygen.
Insoluble in water. Soluble in organic
solvents.
A normal diet should contain about 75
grams of fat per day.
T2- Types of Fat.
1) Saturated Fatty acid
Eg : Animal Fats, Butter, Ghee,
Vanaspathi, Solids at room temp.
Teacher’s Activity
Pupils Activity
E1:
The Teacher Explains.
The Pupils listen.
The Teacher writes.
The Pupils also writes.
The Teacher asks Question.
The Pupils answer.
E1: What are Fats?
E2 :
The Teacher Explains.
The Pupils listen.
The Teacher writes.
The Pupils also writes.
The Teacher differentiates.
The Pupils observe.
The Teacher illustrates with
example.
The Pupils Identify.
The Pupils answer.
The Teacher asks Question.
ANIMAL FAT
Evaluation
E2: What are Saturated fatty
acids?
Teaching Points
Teacher’s Activity
Pupils Activity
Evaluation
2) Unsaturated Fatty acid.
Eg : Vegetable oils, groundnut oil, castor
oil, coconut oil.
VEGETABLE OIL
T3- Sources of Fats:
1) Plant Source :- Nuts, palm oil,
coconut oil, Groundnut oil, Castor oil,
Olive oil, mustard oil, Soya bean.
GROUNDNUT OIL
2) Animal Source: Milk yolk in Eggs,
meat, Cheese, Butter, Ghee etc.
GHEE
E3 :
The Teacher Explains.
The Pupils listen.
The Teacher gives Examples.
The Pupils recognize,
The Teacher writes.
The Pupils also write.
The Teacher asks Question.
The Pupils answer.
E3: Mention the sources of
Fats?
Concluding Statement :- So dear students, today we have studied about Fats.
Recapitulation/B.B. Summary:
Fats are organic compounds made up of carbon, hydrogen, and oxygen. Fats are classified into two groups. Saturated fatty acid and
unsaturated Fatty acid. Sources of Fats are divided into plant sources and Animal sources.
Evaluation:
Teachers Activity
Match the Following.
A
1) Saturated Fats
2) Unsaturated Fats.
3) Animal Source
4) Plant Source.
B
a. Cheese
b. Nuts
c. Vegetable Oils
d. Ghee
Home work:1) What food items used in your region gives lipids to the peoples who consume them?
Pupils Activity
APPENDIX –IV-C
LESSON PLAN-III-c
Activity based method of Teaching – Specimen Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Classification of Living Organisms. [Kingdom Fungi] Mushroom.
Std and Div :- VIIIth
Lesson Plan :- 03
Previous Knowledge:- These students have the knowledge about the kingdoms of living organisms.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Kingdom Fungi.
2) The Students understand certain scientific facts, concepts, principles, related to Kingdom Fungi.
3) The Pupils learn the skills related to the lesson to be taught to the pupils.
B.
Specific Objectives:1) The Pupils recall the concept of Kingdom Fungi
2) The Pupils recognize Mushroom as Fungi.
3) The Pupils identify the parts of Mushroom.
4) The Pupils differentiate between useful fungi and Harmful Fungi.
5) The Pupils draw the diagram of Mushroom.
6) The Pupils label the parts of Mushroom.
Content Analysis:- Kingdom Fungi Mushroom
1) Concept - T1
2) Importance of Fungi - T2
3) Beneficial Fungi – T3
4) Harmful Fungi – T4
Teaching Aids:- Showing the specimen of Mushroom belonging to Kingdom Fungi.
Motivation :- Students already have the knowledge about the major kingdoms of living organisms.
Teacher explains the students that, modern biologists have classified the living organisms under five major kingdoms. They are kingdom
Monera, Protista, Fungi, Plantae, Animalia. Based on the cellular Organization, Two different kinds of organisms are identified they are
prokaryotes and Eukaryotes. Kingdom monera are prokaryotic where as kingdom Protista, Fungi, Plantae, Animalia are Eukaryotic organisms.
Fungi are Eukaryotic organisms without chlorophyll.
Aim of the Statement of the Lesson :- Today, we will study about Kingdom Fungi [Mushroom].
Development Stage :Teaching Points
T1- Concept (Fungi)
Fungi are Eukaryotic organisms without
chlorophyll. These include unicellular forms like
yeasts and multi cellular organisms like
mushroom. These generally obtain food from the
dead and decaying substances known as
saprophytes.
MUSHROOM
Teacher’s Activity
Pupils Activity
Evaluation
E1:
The Teacher Explains.
The Pupils listen.
The Teacher Illustrates with
examples.
The Pupils Identify.
The Teacher writes.
The Pupils also writes.
The Teacher draws the diagram.
The Pupils also draw.
The Teacher labels the parts.
The Pupils label.
The Teacher explains.
The Pupils listen.
The Teacher asks Question.
The Pupils recall,
recognize and answer.
E1: Write a short note on
kingdom Fungi?
Teaching Points
T2- Importance of Fungi.
One of the important aspects is Mushroom
culture. They are the advanced members of fungi
group belonging to the class Basidiomycetes. They
grow on dead and decaying matters like dung, old
rotten logs which are rich in organic matter. Some
are edible and some poisonous. Because they are
edible they are cultivated.
T3- Beneficial Fungi
They are Beneficial because they are used for.
1) Fungi in soil Fertility.
2) Fungi in Industries.
3) Brewing industry.
4) Baking industry.
5) Source of vitamins.
6) Yeast in enzyme industry
7) Pharmaceutical industry.
8) Acid industry.
9) Food industry.
10) Vitamins.
11) Ergot Alkaloid, Contraction of Uterus after
child birth.
T4- Harmful Fungi
1) Spoilage of food stuffs
2) Decay of timber, destruction of textiles,
and damage of paper.
3) Human diseases
4) Harmful yeasts
5) Plant diseases.
Teacher’s Activity
Pupils Activity
Evaluation
E2 :
The Teacher Explains.
The Pupils listen.
The Teacher writes.
The Pupils also writes.
The Teacher asks Question.
The Pupils recall,
recognize and answer.
The Teacher Explains
The Pupils listen.
The Teacher list out.
The Pupils list.
The Teacher writes.
The Pupils write.
The Teacher asks Question.
The Pupils recall,
recognize and answer.
E2: Mention the
importance of Kingdom
Fungi.?
E3 :
E3: List the uses of Fungi?
E4 :
The Teacher Explains.
The Pupils listen.
The Teacher list out.
The Pupils list.
The Teacher writes.
The Pupils write.
The Teacher asks Question.
The Pupils recall,
recognize and answer.
E4: List out the effects of
Harmful Fungi?
Concluding Statement: - So dear students, today we have studied about Kingdom Fungi [Mushroom].
Recapitulation/B.B. Summary:
Fungi are Eukaryotic organisms without chlorophyll. Mushroom is a multi cellular organism. They grow on dead and decaying matter
like dung, old rotten log etc. Mushrooms are used in food preparation many of the human diseases are caused by Fungi.
Evaluation:
Teachers Activity
Say whether the following statements are True/False:
1) Fungi are Eukaryotic organisms with chlorophyll.
2) Mushrooms are Multi cellular Organisms.
3) Human diseases are caused by useful Fungi.
4) Fungi are also known as Saprophytes.
Home work :1) Draw a neat labeled diagram of Mushroom and explain its uses. ?
Pupils Activity
APPENDIX –IV-D
LESSON PLAN-IV-a
Activity based method of Teaching – Experimental Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Digestion and Respiration [Photosynthesis]
Std and Div :- VIIIth
Lesson Plan :- 01
Previous Knowledge:- These students have the knowledge of Nutrition in Plants.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Photosynthesis.
2) The Students understand certain scientific facts, concepts, principles, related to Photosynthesis.
3) The Pupils acquire the skill of performing experiments related to photosynthesis.
4) The Pupils apply the learnt knowledge in day to day life.
B.
Specific Objectives:1) The Pupils recall the meaning of the term Photosynthesis.
2) The Pupils recognize the materials required for conducting experiment.
3) The Pupils identify the materials used for conducting Experiments.
4) The Pupils observe the experiments conducted on photosynthesis.
5) The Pupils conduct experiment on Photosynthesis.
6) The Pupils demonstrate the experiments on Photosynthesis.
7) The Pupils apply the learnt knowledge of Photosynthesis in day to day life.
Content Analysis:- Experiments on Photosynthesis.
1) Experiment to demonstrate that CO2 is essential for Photosynthesis. – T1
2) Experiment to demonstrate that oxygen is released during Photosynthesis. – T2
Teaching Aids:- Two potted plants of same kind, a dish of potassium hydroxide, polythene bags, Trough filled with water, sodium
bicarbonate, Hydrilla plants, funnel, test tube, steel wool for conducting Experiments on photosynthesis.
Motivation :- Students already have the knowledge of Nutrition in plants.
Teacher explains to the students that, the mode of nutrition in a green plant is described as holophytic. It involves manufacture of organic
substance from inorganic raw materials, in the presence of sunlight. This is known as Photosynthesis.
Aim of the Statement of the Lesson :- Today, we shall study about Photosynthesis and conduct experiments to demonstrate that CO2 is
essential and oxygen is released during Photosynthesis.
Development Stage:Teaching Points
Experiments on Photosynthesis
It is a process in which green plants
manufacture Organic compounds by synthesizing
CO2 and H 2O in the presence of Sunlight and
chlorophyll.
T1 – Experiment to Demonstrate that CO2 is
essential for Photosynthesis.
Materials required: Two potted plants of same
kind, a dish of potassium hydroxide, polythene
bags.
EXPERIMENT TO DEMONSTRATE THAT
CO2 IS ESSENTIAL FOR PHOTOSYNTHESIS.
Teacher’s Activity
Pupils Activity
Evaluation
E1:
The Teacher Explains
The Pupils listen.
The Teacher conducts experiment.
The Pupils participate.
The Teacher writes on Black board.
The Pupils write
The Teacher demonstrates.
The Pupils observe.
The Teacher asks Question.
The Pupils recall,
recognize and answer.
E1: What conclusion do you
draw from this Experiment?
Teaching Points
Observation: The leaf of the potted plant with
potassium hydroxide formed very little starch
compared to other leaf.
T2- Experiment to show that oxygen is released
during Photosynthesis.
Material Required: Trough filled with water,
sodium bicarbonate, Hydrilla plants, funnel, test
tube, steel wool.
EXPERIMENT TO SHOW THAT O2 IS
RELEASED DURING PHOTOSYNTHESIS
Observation : The bubbles in the test tube indicate
the Presence of oxygen. We can say that in the
presence of sunlight oxygen is released during
photosynthesis.
Teacher’s Activity
Pupils Activity
Evaluation
E2 :
The Teacher Explains.
The Pupils listen.
The Teacher writes on Black
Board.
The Pupils also writes.
The Teacher Demonstrates.
The Pupils observe
The Teacher asks Question.
The Pupils recall,
recognize and answer.
E2: What conclusion do you
draw from this Experiment?
Concluding Statement :- So dear students, today we have conducted experiments to demonstrate that CO2 is essential and oxygen is released
during Photosynthesis.
. Recapitulation/B.B. Summary:
Photosynthesis is a process in which green plants manufacture organic compounds by synthesizing CO2 and H2O in the presence of
sunlight and chlorophyll. The leaf of the potted plant with KOH formed very little starch compared to other leaf. From 2nd Experiment we come
to know that oxygen is released during Photosynthesis.
Evaluation:
Teachers Activity
Choose the correct answer from the following.
1) The gas that is liberated during Photosynthesis is
___________.
a) oxygen b) Hydrogen
c) CO2
d) Nitrogen.
2) Green plants manufacture ________ compounds.
a) Inorganic b) Physical
c) Chemical d) Organic.
Home work:1) What is photosynthesis? How can you say that oxygen and CO2 is essential for photosynthesis?
Pupils Activity
APPENDIX – IV-D
LESSON PLAN-IV-b
Activity based method of Teaching – Experimental Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Study of Cells [Expt. to demonstrate diffusion and Osmosis]
Std and Div :- VIIIth
Lesson Plan :- 02
Previous Knowledge:- These students have the knowledge of Cell Membrane
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Movement of Molecules.
2) The Students understand certain scientific facts, concepts, principles, related to Movement of Molecules.
3) The Pupils acquire the skill of performing experiments related to Diffusion and Osmosis.
4) The Pupils apply the learnt knowledge in day to day life.
B.
Specific Objectives:1) The Pupils recall the process of Osmosis and diffusion.
2) The Pupils recognize the process of Osmosis and diffusion.
3) The Pupils identify the materials used for conducting the experiment.
4) The Pupils observe the experiments conducted on Osmosis and Diffusion.
5) The Pupils conduct experiment on Osmosis and Diffusion.
6) The Pupils demonstrate the experiments on Osmosis and Diffusion.
7) The Pupils apply the learnt knowledge of Photosynthesis in day to day life.
Content Analysis:- Experiments on Movement of Molecules.
1) Experiment to demonstrate Diffusion – T1
2) Experiment to demonstrate Osmosis – T2
Teaching Aids:- Two Beakers, Potassium Permanganate, Water, Potato, Pin, Cone Sugar Solution. Etc.
Motivation :- Students already have the knowledge of Cell Membrane.
Teacher explains to the students that, cell membrane is also called as plasma membrane it separates the interior of the cell from outside
environment it forms the boundary of the cell it controls the movement of selected substances into or out of it. Hence, cell membrane is
described as a semi permeable membrane. The movement of molecules across the cell membrane occurs by two processes namely diffusion and
osmosis.
Aim of the Statement of the Lesson: - Today, we will conduct experiments to demonstrate Osmosis and Diffusion.
Development Stage:Teaching Points
Experiments to Demonstrate Diffusion.
Materials Required;
Two Beakers, water, a crystal of
potassium permanganate.
Observation : Potassium permanganate
diffuses in water and the colour of the water
changes to colourful.
Teacher’s Activity
Pupils Activity
Evaluation
E1:-
The Teacher Explains.
The Pupils listen.
The Teacher conducts experiment.
The Pupils participate.
The Teacher writes on Black
board.
The Pupils write.
The Teacher demonstrates.
The Pupils observe.
The Teacher asks Question.
The Pupils recall, recognize and
answer.
E1:- What conclusion do you
draw from this Experiment?
Teacher’s Activity
Teaching Points
T2- Experiment to Demonstrate Osmosis.
Materials Required:
Two Beakers, potato, Pin, water,
concentrated Sugar solution.
Pupils Activity
Evaluation
E2 :
The Teacher Explains.
The Pupils listen.
The Teacher conducts experiment.
The Pupils participate.
The Teacher writes on Black
board.
The Pupils also writes.
The Teacher demonstrates.
The Pupils observe.
The Teacher asks Question.
The Pupils answer.
E2: What is Osmosis?
Observation:
There is a rise in the level of the sugar
solution due to the movement of water
molecules from a region of higher
concentration to a region of lower
concentration.
Concluding Statement: - So dear students, today we have conducted experiments on Osmosis and Diffusion.
Recapitulation/B.B. Summary:
Diffusion is a process in which, molecules, move from a region of higher concentration to a region of lower concentration. Potassium
permanganate has diffused in water. Osmosis is a movement of water molecules from a region of its higher concentration to a region of a lower
concentration through a semi permeable membrane.
Evaluation:
Teachers Activity
Fill in the Blanks:
1) Osmosis is a special kind of __________.
2) Crystal of _______________ is dropped in water.
3) The process which requires energy is called ________
Transport.
Home work:1) Define Osmosis? Explain Osmosis with the help of an experiment.
Pupils Activity
APPENDIX –IV-D
LESSON PLAN-IV-c
Activity based method of Teaching – Experimental Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Study of Cells [Expt. to demonstrate diffusion and Osmosis]
Std and Div :- VIIIth
Lesson Plan :- 03
Previous Knowledge:- The students have the knowledge of Nutrients.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Organic Compounds.
2) The Sudents understand certain scientific facts, concepts, principles, related to Organic Compounds.
3) The Pupils acquire the skill of performing experiments related to Organic Compounds.
4) The Pupils apply the learnt knowledge in day to day life.
B.
Specific Objectives:1) The Pupils recall the difference between types of organic compounds.
2) The Pupils recognize the different types of organic compounds.
3) The Pupils identify the materials used for conducting the experiment.
4) The Pupils observe the experiments conducted on Organic Compounds.
5) The Pupils conduct experiment on Organic Compounds.
6) The Pupils demonstrate the experiments on Organic Compounds.
7) The Pupils apply the learnt knowledge of Photosynthesis in day to day life.
Content Analysis:- Simple tests for carbohydrates, Fats and Proteins.
1) Test for Carbohydrates – T1
a) Test for Starch
b) Test for Sugar/Glucose.
2) Test for Fats T2
3) Test for Proteins – T3
Teaching Aids:- Conducting Experiments for testing of carbohydrates, Fats and Proteins.
Motivation: - Students already have the knowledge of Nutrients and their types.
Teacher explains the students that, cells in living organisms contain number of organic compounds which in turn are made up of certain
elements known as nutrients. The two kinds of nutrients are micro nutrients and macro nutrients all nutrients are present in combined state. The
important compounds are carbohydrates, lipids, proteins and water.
Aim of the Statement of the Lesson: - Today, we shall study about the simple tests on carbohydrates, lipids and proteins.
Development Stage:Teaching Points
T1- Test for Carbohydrates.
These are the Organic Compounds made up of carbon,
Hydrogen and Oxygen. H and O2 are present in the ratio
2:1
a) Test for starch: Take small Quantity of starch in T.T
containing water. Add few drops of dilute iodine colour.
Solution turns Blue-Black indicating the presence of
starch.
Teacher’s Activity
Pupils Activity
Evaluation
E1:-
The Teacher Explains.
The Pupils listen.
The Teacher conducts
experiment.
The Pupils participate
actively.
The Teacher writes on Black
board.
The Pupils also write.
The Teacher asks Question.
The Pupils recall, recognize
and answer.
E1:- What are
Carbohydrates? Mention
one test each for 1) sugar
2) starch?
Teaching Points
Teacher’s Activity
Pupils Activity
Evaluation
b) Test for Sugar
Benedicts solution forms coloured precipitates with
Sugar with Banana it gives green PPT, with potato a pale
yellow or orange ppt.
T2- Test for Fats.
Fats are organic compounds made up of carbon,
hydrogen and O2.
E2 :
The Teacher Explains.
The Pupils listen.
The Teacher conducts
experiment.
The Pupils participate.
The Teacher writes on Black
board.
The Pupils also writes.
The Teacher asks Question.
The Pupils answer.
E2: How will you test
groundnut for the
presence of fat. ?
Teaching Points
Food substance like groundnut supposed to contain fat
is crushed and wrapped in a piece of clean white paper.
Unfold the paper after 30mis, hold it to sunlight we can
observe oily patches in the paper. This indicates the
presence of fats in the ground nut.
T3- Test for proteins.
These are also the organic compounds made up of
carbon, Hydrogen, Oxygen and Nitrogen.
Test of Proteins : Take boiled egg and add a few drops
of nitric acid. The colour changes from colourless to
yellow. Further on adding a few drops of NH3OH, the
colour further changes into orange colour. This confirms
the presence of protein.
Teacher’s Activity
Pupils Activity
Evaluation
E3:The Teacher Explains.
The Pupils listen.
The Teacher conducts
experiment.
The Pupils participate
actively.
The Teacher writes on Black
board.
The Pupils also write.
The Teacher asks Question.
The Pupils recall, recognize
and answer.
E3:- What are proteins?
Mention one test for
proteins?
Concluding Statement :- So dear students, today we have conducted experiments on Testing of carbohydrates, fats and Proteins.
Recapitulation/B.B. Summary:
Carbohydrates are the Organic compounds made up of carbon, Hydrogen and Oxygen. 1gm of carbohydrate produces 1-7 Kilojoules of
heat energy. Benedict‟s solution is a mixture of copper sulphate, sodium citrate and sodium hydroxide Groundnut is an example for testing fats.
Proteins are also organic compounds made up of carbon, hydrogen, Oxygen and Nitrogen.
Evaluation:
Teachers Activity
Match the following.
A
1) Carbohydrates
B
a. Nitric Acid
2) Fats
3) Proteins
b. Iodine Test.
c. Groundnut.
Home work:1) Mention one test for each.
a) Sugar. b) Proteins.
.
Pupils Activity
APPENDIX –IV-E
LESSON PLAN-V-a
Activity based method of Teaching – Structure and Function Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Digestion and Respiration [Nutrition in Man]
Std and Div :- VIIIth
Lesson Plan :- 01
Previous Knowledge:- The students have the knowledge of Nutrition.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Nutrition in Man.
2) The Students understand certain scientific facts, concepts, principles, related to Nutrition in Man.
3) The Students learn the skills related to the lesson to be taught to the pupils.
4) The Students apply the learnt knowledge in their day to day life.
B.
Specific Objectives:1) The Pupils recall the meaning of the term Nutrition.
2) The Pupils recognize the different organs in man.
3) The Pupils list out various types of organs coming under digestive system.
4) The Pupils identify the features of digestive system in man.
5) The Pupils explain the functions of digestive system in man.
6) The Pupils draw the diagram of Human digestive system.
7) The Pupils label the parts of Human digestive system.
8) The Pupils apply the learnt knowledge of Human Digestive system in day to day life.
Content Analysis:- Nutrition in Man.
1) Introduction. – T1
2) Teeth –
T2
3) Tongue – T3
4) Salivary glands – T4
5) Oesophagus – T5
6) Stomach –
T6.
Teaching Aids:- Showing the structure and function of Human digestive system with the help of class edge.
Motivation: - Students already have the knowledge about Nutrition.
The Teacher explains that, Nutrition is the process by which organisms obtain their food, digested and assimilate it, is called nutrition.
There are two modes of Nutrition, Autotrophic and Heterotrophic; Autotrophic nutrition is of two types namely photosynthetic and
chemosynthetic where as Heterotrophic nutrition is of different types like saprophytes parasites, insectivores, epiphytes and symbiosis. Man
consumes both the plant and animal products hence he is omnivorous.
Aim of the Statement of the Lesson: - Today, we shall study about how the nutrition in man takes place.
Development Stage:Teaching Points
Teacher’s Activity
T1- Introduction.
Man is omnivorous as he consumes both plants The Teacher Explains
and animal products Digestion is of two types.
The Teacher Writes.
1) Mechanical:
Breaking up of large particles of food into a
The Teacher draws.
fine paste with the help of teeth tongue.
The Teacher labels.
2) Chemical:
Hydrolysis of food into simplest particles by the The Teacher mentions the
action of enzymes Human digestive system consists importance.
of alimentary canal and associated digestive glands
Alimentary canal runs from mouth to anus.
The Teacher asks Question.
Pupils Activity
The Pupils listen.
Evaluation
E1:-
The Pupils also write.
The Pupils also draw.
The Pupils label.
The Pupils listen and write.
The Pupils answer.
E1:- Explain the two types
of digestion?
Teaching Points
Mouth : leads to buccal cavity which has teeth,
tongue and 3 pairs of salivary glands.
T2- Teeth.
Types.
i. Incisors – help cutting.
ii. Canines – help in tearing.
iii. Premolars & molars-grinding food.
Teacher’s Activity
Pupils Activity
The Teacher Explains
The Pupils listen.
The Teacher Writes.
The Pupils also write.
The Teacher draws the
structure.
The Pupils also drawn.
The Teacher labels.
The Pupils also label
The Teacher demonstrates.
The Pupils observe
The Teacher asks Question.
The Pupils answer.
Evaluation
E2 :
E2: Draw the diagram of
tooth showing the structure
and label the parts?
Teaching Points
T3- Tongue.
Muscular organ helps in mastication and
swallowing.
Teacher’s Activity
SALIVARY GLANDS
T5- Oesophagus:
Connecting pharynx with stomach pushes
the bolus downwards into stomach.
Evaluation
E3:-
The Teacher Explains.
The Pupils listen.
The Teacher conducts
experiment.
The Pupils participate
actively.
The Teacher writes on Black
board.
The Pupils also write.
The Teacher asks Question.
TONGUE
T4- Salivary Glands: Found in buccal cavity,
secretes salivary juice contains enzyme amylase
which converts into maltose.
Pupils Activity
The Pupils recall, recognize
and answer.
E3:- What is function of
Taste buds?
E4:The Teacher Explains
The Pupils listen.
The Teacher draws.
The Pupils also draw.
The Teacher labels.
The Pupils label.
The Teacher asks Question.
The Pupils answer.
E4:- Which part of the food
is digested by salivary juice?
The Teacher Explains
The Pupils listen.
E5:-
The Teacher Writes.
The Pupils also writes.
The Teacher asks Question.
The Pupils answer.
E5:- What is Peristalsis?
Teacher’s Activity
Teaching Points
T6- Stomach:
Bag shaped muscular organ. Gastric Juice
contains pepsin and Rennin, Bile juice and
Pancreatic Juice flow into duodenum.
Pupils Activity
Evaluation
E6:-
The Teacher Explains
The Pupils listen.
The Teacher Writes.
The Pupils also writes.
The Teacher gives reasons.
The Pupils recognize.
The Teacher asks Question.
The Pupils answer.
E6:- Name the enzymes in
gastric Juice that act upon
food in stomach?
STOMACH
Concluding Statement: - So dear students, today we have studied about the Nutrition in Man.
Recapitulation/B.B. Summary:
Digestion is conversion of complex larger food molecules into simple molecules by enzymes. Types of teeth in man are incisors,
Canines, Premolars and molars. Salivary Juice is secreted by salivary gland. The function of villi is absorption of digested food from the small
intestine.
Evaluation:
Teachers Activity
True or False:
1) Hard material that covers the teeth is Dentine.
2) Pepsin converts proteins into insoluble curds.
Pupils Activity
( )
( )
3) Villi are present in the living of the small intestine ( )
4) Large intestine contains the enzyme Pepsin ( )
Home work:- 1) Draw the diagram of digestive system of a man and label its parts.
APPENDIX –IV-E
LESSON PLAN-V-b
Activity based method of Teaching – Structure and Function Method.
School :- Shams English Medium High School, Bkl
Std and Div :- VIIIth
Date :Lesson Plan :- 02
Subject :- Biological Science
Topic :- Digestion and Respiration [ Respiration in Man].
Previous Knowledge:- The students have the knowledge of Respiration.
References Used :- A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific facts, concepts, principles, terms related to Respiration in Man.
2) The Students understand certain scientific facts, concepts, principles, related to Respiration in Man.
3) The Students learn the skills related to the lesson to be taught to the pupils.
4) The Students apply the learnt knowledge in their day to day life.
B.
Specific Objectives:1) The Pupils recall the meaning of the term Respiration.
2) The Pupils name the types of Respiration.
3) The Pupils list out various types of organs coming under Respiratory System.
4) The Pupils describe the structure of lungs.
5) The Pupils explain the functions of Respiratory System in man.
6) The Pupils draw the diagram of Human Respiratory system.
7) The Pupils label the parts of Human Respiratory System.
8) The Pupils apply the learnt knowledge of Human Respiratory System in day to day life.
Content Analysis:- Respiration in Man.
1) Concept – T1
7) Bronchioles – T7
2) Nose – T2
8) Lungs – T8
3) Pharynx – T3
9) Mechanism of Respiration – T9.
4) The larynx – T4
5) Trachea – T5
6) Bronchi – T6.
Teaching Aids:- Showing the structure and function of Human respiratory system with the help of class edge.
Motivation :- Students already have the knowledge about Respiration.
Teacher Explains to the students that, Respiration is an energy liberating process in which food is oxidized with the release of CO2 and
water. Two stages of respiration found in man are external and internal respiration. Respiration in man is done by Respiratory System.
Aim of the Statement of the Lesson :- Today, we shall study about how the respiration in man takes place.
Development Stage:Teaching Points
T1- Respiration in man.
Respiration is an energy liberating process in
which food is oxidized with the release of CO2 and
H2O.
Two types of Respiration:
1) Aerobic Respiration Eg: Higher organisms.
Teacher’s Activity
Pupils Activity
Evaluation
E1:-
The Teacher Explains.
The Pupils listen.
The Teacher Writes.
The Pupils also write.
The Teacher draws.
The Pupils also draw.
The Teacher labels.
The Pupils label.
The Teacher mentions the
importance.
The Pupils listen and
write.
The Teacher asks Question.
The Pupils answer.
2) Anaerobic Respiration. Eg: Bacteria, Yeast etc.
Two stages of Respiration.
1) External Respiration.
2) Internal Respiration.
E1:- What is Respiration?
Name the two types of
Respiration?
Teaching Points
Teacher’s Activity
Pupils Activity
Evaluation
Respiratory System in man consists of Nose,
Pharynx, the larynx trachea, bronchi, bronchioles
and lungs.
T2- Nose.
First part of respiratory system which has a
pair of openings called nostrils leading into nasal
cavity.
T3- Pharynx.
Common Passage for both food and air leading
into larynx.
E2 :
The Teacher Explains
The Pupils listen.
The Teacher Writes.
The Pupils also write.
The Teacher asks Question.
The Pupils answer.
The Teacher Explains.
The Pupils listen.
The Teacher Writes.
The Pupils also write.
The Teacher asks Question.
The Pupils answer.
E2: What are nostrils?
E3 :
E3: Mention the function
of pharynx?
Teaching Points
T4- Larynx.
Have vocal cords by vibration of which the
sound is produced.
Teacher’s Activity
Pupils Activity
Evaluation
E4:-
The Teacher Explains
The Pupils listen.
The Teacher illustrates.
The Pupils recognize.
The Teacher asks Question.
The Pupils answer.
E4:- How is sound
produced?
LARYNX
T5- Trachea:
Tubular structure which keeps the trachea
open for continuous flow of air in and out.
E5:The Teacher Explains.
The Pupils listen.
The Teacher indicates.
The Pupils identify.
The Teacher writes.
The Pupils write.
The Teacher asks Question.
The Pupils answer.
E5:- Give the importance
of „c‟ shaped cartilaginous
rings found in trachea?
Teaching Points
T6- Bronchi:
Trachea divides into two branches namely
bronchi which enter the right and left lungs
respectively.
BRONHCI
T7- Bronchioles:
Each bronchus in turn divides into smaller
and fine branches called Bronchioles.
BRONCHIOLES
Teacher’s Activity
Pupils Activity
Evaluation
E6:-
The Teacher Explains
The Pupils listen.
The Teacher shows.
The Pupils recognize.
The Teacher mentions importance.
The Pupils writes.
The Teacher asks Question.
The Pupils answer.
E6:- What is the role of
Bronchi?
E7:The Teacher Explains
The Pupils listen.
The Teacher Draw.
The Pupils also draw.
The Teacher label.
The Pupils label.
The Teacher asks Question.
The Pupils answer.
E7:- What are
Bronchioles?
Teacher’s Activity
Teaching Points
T8-Lungs:
Situated in chest cavity, made up of spongy
tissue which is elastic Blood and air are separated
facilitation of the exchange of gases.
T9-Mechanism of Respiration:
involves two breathing movements.
1) Inspiration.
2) Expiration.
Pupils Activity
Evaluation
E8:-
The Teacher Explains
The Pupils listen.
The Teacher draws.
The Pupils draw.
The Teacher labels.
The Pupils label
The Teacher asks Question.
The Teacher Explains.
The Pupils answer.
The Pupils listen.
The Teacher Compares.
The Pupils identify.
The Teacher writes.
The Pupils write.
The Teacher asks Question.
The Pupils answer.
Concluding Statement: - So dear students, today we have studied about the Respiration in Man.
E8:- Describe the structure
of lungs?
E9:
E9: Mention any two
differences between
inspiration and Expiration?
Recapitulation/B.B. Summary:
Respiration is an energy liberating process in which food is oxidized with the release of CO2, H2O and energy. Respiration may be
aerobic or anaerobic Respiratory system in man consists of nose, pharynx, larynx, trachea, bronchi, bronchioles and lungs.
Evaluation:
Teachers Activity
Say whether the following statements are true or false.
1) Pharynx is the first part of respiratory system. ( )
2) Anaerobic respiration is found in lower organisms. ( )
3) Lungs are situated in the thoracic cavity. ( )
4) A person in a dirty place often sneezes. ( )
Home work:1) Describe the structure of lungs with the help of a neat labeled diagram.
Pupils Activity
APPENDIX –IV-E
LESSON PLAN-V-c
Activity based method of Teaching – Structure and Function Method.
School :- Shams English Medium High School, Bkl
Date :Subject :- Biological Science
Topic :- Classification of living organisms. [Kingdom Protista- Protozoa]
Std and Div :- VIIIth
Lesson Plan :- 03
Previous Knowledge:- The students have the knowledge of Prokaryotes.
References Used: - A text book of Biology by M. Sudhakar Rao and a Biology Manual by A.C. Dutta.
Instructional Objectives:A.
General Objectives:1) The Students acquire the knowledge of certain scientific fats, concepts, principles, terms related to kingdom Protista.
2) The Students understand certain scientific facts, concepts, principles terms related to kingdom Protista.
3) The Students learn the skills related to the lesson to be taught to the pupils.
4) The Students apply the learnt knowledge in their day to day life.
B.
Specific Objectives:1) The Pupils recall the concept of kingdom Protista. .
2) The Pupils recognize different organisms coming under kingdom Protista.
3) The Pupils list out the types of Protozoa
4) The Pupils identify the different types of Protozoa.
5) The Pupils explain the functions of various Protozoans.
6) The Pupils draw the diagrams of Amoeba and Paramecium.
7) The Pupils label the parts of Amoeba and paramecium
8) The Pupils apply the learnt knowledge of Protozoans in day to day life.
Content Analysis:- Kingdom Protista [Protozoa].
1) Concept – T1
6) Vacuole –
T6
2) Characteristics – T2
7) Pseudopodia – T7
3) Cell Membranes – T3
8) Cytoplasm – T8
4) Nucleus –
T4
9) Cilia – T9
5) Protoplasm – T5
Teaching Aids:- showing the structure and function of Amoeba and Paramecium with the help of class edge..
Motivation: - Students already have the knowledge about prokaryotes.
The teacher explains to the students that, Based on the presence or absence of a definite nucleus in their cells, the organisms are classified
into two main groups. They are prokaryotes and Eukaryotes. In prokaryotes, nucleus is not bounded by a definite nuclear membrane Eg:
Bacteria, Blue green algae in Eukaryotes, Nucleus have a definite Nuclear membrane. Eg: Amoeba, Mushroom, Plant and Animal. Amoeba and
Paramecium belongs to Eukaryotes that is from kingdom protista.
Aim of the Statement of the Lesson :-
Today, we shall study about the structure and functions of Amoeba and Paramecium from Kingdom
Protista.
Development Stage :Teaching Points
T1- Concept.
Organisms are structurally more advanced,
posses a well organized nucleus with a nuclear
membrane and nucleolus. Some have flagella or
Cilia.
Ex: 1) Protozoans – i) Amoeba.
ii) Paramecium
4) Algae.
AMOEBA
Teacher’s Activity
Pupils Activity
Evaluation
E1:-
The Teacher Explains.
The Pupils listen.
The Teacher gives Examples.
The Teacher writes.
The Pupils recognize and
write.
The Pupils also write.
The Teacher draws.
The Pupils also draw.
The Teacher labels.
The Pupils label.
The Teacher mentions the
importance and function.
The Pupils listen and write.
The Teacher asks Question.
The Pupils recall, recognize
and answer.
E1:- Draw a neat labeled
diagram of Amoeba?
Protozoa :
Unicellular and eukaryotic, made up of mass
of protoplasm not divided into cells and which
carries out all vital activities like locomotion,
feeding, digestion etc.
T2- Characteristics of Protozoans.
1) Protozoans are acellular, microscopic.
2) Solitary, colonial, free living, parasitic or
Symbiotic.
3) Found on land, fresh water, salt water, and in
blood and tissues of animals and humans.
The Teacher Explains.
The Students listen.
The Teacher list out.
The Pupils also list out.
The Teacher writes.
The Pupils write.
The Teacher asks Question.
The Pupils recall, recognize
and answer.
E2 :
E2: List out the general
characteristics of phylum
protozoa?
Teaching Points
T3- Cell membrane.
Cells are bounded by a thin and delicate
structure called cell membrane.
T4- Nucleus.
The nucleus controls various metabolic
activities of the cell.
T5- Protoplasm:
Differentiated into outer ectoplasm and an
inner endoplasm.
T6- Vacuole :
Help in Digestion, transport and storage for
excess water and waste products.
T7- Pseudopodia :
Locomotory organs of Amoeba.
T8-Cytoplasm:
Gel like material inside cell membrane
carryout life process namely the organelles and
inclusions.
Teacher’s Activity
Pupils Activity
The Teacher Explains
The Pupils listen.
The Teacher Writes.
The Pupils also write.
The Teacher asks Question
The Teacher Explains.
The Pupils recall, recognize
and answer.
The Pupils listen.
The Teacher writes.
The Pupils also write.
The Teacher asks Question.
The Teacher Explains
The Pupils recall, recognize
and answer.
The Pupils listen.
The Teacher writes.
The Pupils also write.
The Teacher asks Question.
The Teacher Explains
The Pupils recall, recognize
and answer.
The Pupils listen.
The Teacher writes.
The Pupils also write.
Evaluation
E3 :
E3: What is Cell Membrane?
E4:-
E4:- What is the function of
Nucleus?
E5:-
E5:- How is protoplasm
differentiated?
E6:-
The Teacher asks Question.
The Teacher Explains
The Pupils answer.
The Pupils listen.
E6:- List out the function of
Vacuole?
E7:-
The Teacher asks Question.
The Teacher Explains
The Pupils recall, answer
identify.
The Pupils listen.
E7:- Name the locomotory
organs in Amoeba?
E8:-
The Teacher writes.
The Pupils also write.
The Teacher asks Question.
The Pupils recall, recognize
and answer.
E8:- Name the two types of
Cell Organelles?
Teacher’s Activity
Teaching Points
T9- Cilia
Locomotory organs of
Paramecium.
Pupils Activity
Evaluation
E9 :
The Teacher Explains
The Pupils listen.
The Teacher asks Question.
The Pupils answer
E9: What are the locomotory
organs of Paramecium?
Concluding Statement :- So dear students, today we have studied about the structure and function of Amoeba and Paramecium.
Recapitulation/B.B. Summary:
Protozoans are microscopic, unicellular, free living or parasitic organisms. Amoeba and Paramecium are examples for protozoa.
Locomotion in protozoans takes place by hair like cilia, whip like flagella and pseudopodia.
Evaluation:
Teachers Activity
Choose the correct answer from the following Question.
1) Locomotory organs of Paramecium are _____________
a) Flagella b) Cilia
c) Pseudopodia d) Tentacles.
2) The Structure that allows only certain substances to pass in and
out of the cell is the ___________
a) Cytoplasm b) Cell wall c) Cell membrane d) Nuclear
Envelope.
3) Amoeba and paramecium are ________________ organisms.
a) Free living b) Parasitic c) Symbiotic d) Colonial
Home work:1) Describe the structure of Amoeba with the help of a neat labeled diagram.
Pupils Activity