MITCON INTERNATIONAL SCHOOL

Lesson Plan

Teacher’s Name: Ms. Juhi Arora Class: 9

Subject: Science No. of periods-

Topic: THE FUNDAMENTAL UNIT OF LIFE

Subtopic:

● Discovery of cell

● Unicellular and multicellular and structures of organisms

● Discovery of cell, microscope

● Division of labour

● Cell organelles

● Plasma membrane

● Diffusion and osmosis

● Cell wall

● Structures and functions of-

-Nucleus

-Cytoplasm

-Endoplasmic reticulum

-Golgi bodies

-Lysosome

-Mitochondria

-Plastids

-Vacuoles

Specific objective: Students will be able:

● understand the discovery of cells

● understand the importance of types of cells

● understand the meaning of division of labour in a body

● explain the functioning of cell organelles

● differentiate between osmosis and diffusion

● draw various parts of a cell

● compare between plant cell and animal cell

Methodology:

Demonstration Method, Explanation Method (learning method), Activity based learning.

Activities:

● To prepare stained temporary mounts of:

(a) onion peel and (b) human cheek cells and to record observations and draw their labeled diagrams.

● Compare Prokaryotic and Eukaryotic cells to explain why complex cell structure is

not found in bacterial cells but found in plant or animal cells.

Resources:

Textbook, reference book, PPT, Slides of onion peel and human cheek cells, diagrams of plant and animal cells, mind maps.

Board work:

Learning outcomes: Learners will be able to:

● analyse the history behind discovery of cells

● interpret the importance of types of cells

● differentiate between prokaryotic and eukaryotic cell

● explain the structure and functions of plasma membrane

● explain the structure and functions of different organelles

● differentiate between diffusion and osmosis with daily based examples

Application: Learners will be able to-

● Analyze and explain why complex cell structure is not found in bacterial cells but found

in plant or animal cells.

● Apply their knowledge of osmosis and diffusion in real life scenarios like swelling of

raisins in kheer, shrinkage of grapes in water, etc.

Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise

all the concepts of the lesson.

● Assess the responses of the learners during classroom discussions and activities for

performance and on answers or oral questions.

● Various exercises, very short, short and long answers, and questions based on thinking

skills should be used as assessment tools

● Use exercises given at the end of the chapter as assessment tools.

Homework/ worksheets:

● Ask students to attempt some of the exercises on their own.

Reference:

ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.

MITCON INTERNATIONAL SCHOOL

Lesson Plan

Teacher’s Name: Ms. Juhi Arora Class: 9

Subject: Science No. of periods-

Topic: TISSUES

Subtopic:

● Tissues

● Types of Tissues

● Plant tissues

● Types of Plant Tissues

● Meristematic Tissues

● Permanent tissue

● Types of permanent tissues

● Simple permanent tissue

● Complex permanent tissue

● Animal tissues and its types

● Epithelial Tissues

● Connective tissue

● Muscular tissue

● Nervous tissue

Specific objective: Students will be able to:

● understand the meaning and concept of tissues

● know meaning of tissue and its types

● understand the structure and functions of meristematic and permanent tissues

● classify permanent tissues as simple and complex tissues

● explain the functioning of various animal tissues

● draw the shapes of various tissues

● differentiate between cells and tissue

● differentiate between various epithelial tissues and connective tissues

● explain importance of nervous and muscular tissues

Methodology:

Demonstration Method, Explanation Method (learning method), Activity based teaching.

Activities:

● Identification of Parenchyma, Collenchyma and Sclerenchyma tissues in plants, striped, smooth and cardiac muscle fibers and nerve cells in animals from prepared slides. Drawing of their labeled diagrams.

● To observe the growth in meristematic tissues of onion.

● Make model of different types of cells using beads.

Resources:

Textbook, reference book, PPT, Mind maps, prepared slides of plant and animal tissues, diagrams of plant and animal tissues.

Board work:

Learning outcomes: Learners will be able to:

● interpret various types of tissues

● differentiate between meristematic and permanent tissues

● locate different tissues in the plant body

● locate various animal tissues in the living organisms

● correlate various animal tissues and their functions

Application: Learners will be able to-

● Analyse that the growth of the plant occurs in certain regions like roots and branches.

● Understand the functions of different tissues in plants and animals' bodies.

Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise

all the concepts of the lesson.

● Assess the responses of the learners during classroom discussions and activities for performance and on answers or oral questions.

● Various exercises, very short, short and long answers, and questions based on thinking

skills should be used as assessment tools

● Use exercises given at the end of the chapter as assessment tools.

Homework/ worksheets:

● Ask students to attempt some of the exercises on their own.

Reference:

ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.

MITCON INTERNATIONAL SCHOOL

Lesson Plan

Teacher’s Name: Ms. Juhi Arora Class: 9

Subject: Science No. of periods-

Topic: DIVERSITY IN LIVING ORGANISMS

Subtopic:

● Basic features of organisms

● Importance of diversity

● Basis of classification

● Classification and evolution

● Hierarchy of Classification

● Five Kingdoms of classification

● Archaea-bacteria and Eubacteria

● Kingdom Monera -types and various features

● Kingdom Protista -types and various features

● Kingdom Fungi – Various features and types

● Kingdom Plantae – Various features and types

● Kingdom Animalia – Various features and types

● Plant classification - Division Plantae - Thallophyta, Bryophyta, Pteridophyta, Gymnospermae, Angiospermae

● Animal Kingdom Phyla- Porifera, Coelenterata, Platyhelminthes, Nematoda, Annelida, Arthropoda, Mollusca, Echinodermata, Vertebrata

● Phylum Vertebrata: Classes – Cyclostomata, Pisces, Amphibia, Reptilia, Aves, Mammalia

● Binomial nomenclature

Specific objective: Students will be able:

● understand the concept and importance of diversity

● explain the method of classification

● classify organisms into various groups on the basis of five kingdom classification

● correlate different plant groups

● place various animals in groups

● correlate and compare between features of different types of organisms

● understand the concept of binomial nomenclature

Methodology:

Demonstration Method, Explanation Method (learning method), Activity based teaching.

Activities:

● Study of the characteristics of Spirogyra / Agaricus, Moss / Fern, Pinus (either with male or female cones) and an Angiospermic plant. Draw and provide two identifying features of the groups they belong to.

● Study of the external features of root, stem, leaf and flower of monocot and dicot

plants.

● Classify plants depending on their ability to bear seeds and if seeds are enclosed within fruits to gain the skills of classification of species.

● Observing the given pictures / charts / models of earthworm, cockroach, bony fish and bird.

For each organism, drawing of their picture and recording:

a) one specific feature of its phylum.

b) one adaptive feature with reference to its habitat.

Resources:

Textbook, reference book, PPT, Mind maps, charts, models.

Board work:

Learning outcomes: Learners will be able to:

● understand the concept and importance of diversity

● explain the method of classification

● classify organisms into various groups on the basis of five kingdom classification

● correlate different plant groups

● identify different types of animals based on characters

● differentiate chordates from non-chordates

● classify chordates based on features

● learn the method of nomenclature of organisms

● understand naming of organisms

Application: Students will be able to-

● Understand and analyse that most monocots are small herbaceous plants, whereas

dicots come in all shapes and sizes. One of the reasons for this is that

large plants need a good support system, which is provided in dicots by the

woody stem and root.

● Also, monocots do not often grow into trees, because they do not have any woody tissue.

Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise

all the concepts of the lesson.

● Assess the responses of the learners during classroom discussions and activities for

performance and on answers or oral questions.

● Various exercises, very short, short and long answers, and questions based on thinking

skills should be used as assessment tools

● Use exercises given at the end of the chapter as assessment tools.

Homework/ worksheets:

● Ask students to attempt some of the exercises on their own.

Reference:

ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.

MITCON INTERNATIONAL SCHOOL

Lesson Plan

Teacher’s Name: Ms. Juhi Arora Class: 9

Subject: Science No. of periods-

Topic: WHY DO WE FALL ILL?

Subtopic:

● Health

● Difference between healthy and diseased person

● Symptoms and signs of a disease

● Acute and chronic disease

● Causes of a disease

● Infectious and non- infectious disease

● Infectious agents

● Spreading of a disease

● Organ and tissue specific manifestations

● Principle of treatment

● Vaccination principle

Specific objective: Students will be able:

● understand meaning of health

● correlate diseases with their symptoms and signs

● differentiate between acute and chronic disease

● classify various diseases into infectious and non-infectious diseases

● correlate symptoms and organs

● explain the principle of immunization

● correlate vaccination and immunization

Methodology:

Demonstration Method, Explanation Method (learning method), Activity based teaching.

Activities:

● Infer 'symptoms' and 'signs' of falling ill, in order to identify a disease

● Collect news articles related to swine flu, dengue and discussion in class.

● Interpret the given case study based and answer the questions asked.

● Write a report on the working of any one vaccine.

Resources:

Textbook, reference book, PPT, chart, news articles.

Board work:

Learning outcomes: Learners will be able to:

● discuss necessary conditions for good health

● identify various symptoms of a disease

● identify various chronic and infectious disease

● classify infectious diseases and their agents from daily life

● correlate immunization and vaccine for a disease

● explain the basis of immunization

● relate nutrition and healthy habits

Application: Students will be able to-

● Understand the difference between healthy and disease-free.

● Analyze few common diseases in India such as diabetes, dengue, respiratory disease.

Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise

all the concepts of the lesson.

● Assess the responses of the learners during classroom discussions and activities for

performance and on answers or oral questions.

● Various exercises, very short, short and long answers, and questions based on thinking

skills should be used as assessment tools

● Use exercises given at the end of the chapter as assessment tools.

Homework/ worksheets:

● Ask students to attempt some of the exercises on their own.

Reference:

ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.

MITCON INTERNATIONAL SCHOOL

Lesson Plan

Teacher’s Name: Ms. Juhi Arora Class: 9

Subject: Science No. of periods-

Topic: NATURAL RESOURCES

Subtopic:

● Natural Resources

● Wind formation

● Role of air in temperature control

● Air pollution

● Acid rain

● Smog

● Water as a resource

● Importance of water for a living organism

● Water pollution

● Effects of water pollution

● Weathering of rocks

● Agents of soil formation- Introduction

● Agents of soil formation- wind, water, sun, organisms

● Soil pollution

● Biogeochemical cycles- water, nitrogen, carbon, oxygen

● Ozone layer depletion

Specific objective: Students will be able:

● understand the concept of air as blanket

● explain the causes of air pollution

● differentiate between smoke and smog

● understand the concept of water pollution

● explain weathering of rocks

● know various agents of weathering

● understand the concept of carbon and oxygen recycling

● explain the role of various organisms in recycling

● correlate pollution and ozone depletion

● classify the causes of ozone depletion

● recognize the pictures related to various sources

Methodology:

Demonstration Method, Explanation Method (learning method), Activity based teaching.

Activities:

● Elaborate the importance of ozone layer and draw conclusions on causes for its

depletion, and measures to prevent its depletion using plastic bottles, water and

gum.

Resources:

Textbook, reference book, PPT, charts

Board work:

Learning outcomes: Learners will be able to:

● signify the importance of various natural resources

● explain the various modes of polluting the resources

● classify the different pollutants of water and soil

● differentiate between various agents of weathering

● explain the biogeochemical cycles and their roles

● correlate oxygen and ozone

● explain stability of oxygen in comparison to ozone

● differentiate between ozone depletion and ozone formation

Application: Students will be able to-

● Analyze that CFCs and other man-made compounds caused holes in the ozone layer.

● Apply the knowledge to create awareness among people around them.

Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise

all the concepts of the lesson.

● Assess the responses of the learners during classroom discussions and activities for

performance and on answers or oral questions.

● Various exercises, very short, short and long answers, and questions based on thinking

skills should be used as assessment tools

● Use exercises given at the end of the chapter as assessment tools.

Homework/ worksheets:

● Ask students to attempt some of the exercises on their own.

Reference:

ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.

MITCON INTERNATIONAL SCHOOL

Lesson Plan

Teacher’s Name: Ms. Juhi Arora Class: 9

Subject: Science No. of periods-

Topic: IMPROVEMENT IN FOOD RESOURCES

Subtopic:

● Green revolution

● White revolution

● Kharif and Rabi crops

● Photoperiodism

● Green revolution

● White revolution

● Kharif and Rabi crops

● Photoperiodism

● Manure and fertilizers

● Irrigation

● Cropping patterns

● Crop protection- pests and

● weeds

● Storage of grains

● Animal husbandry

● Cattle farming

● Cattle feed

● Indigenous variety and exotic variety

● Poultry farming

● Cross breeding Egg and broiler production

● Poultry feed and management

● Fish production

● Inland fisheries

● Bee keeping

Specific objective: Students will be able:

● understand the Green revolution

● understand the concept of photoperiodism

● describe crop improvement techniques

● explain meaning of term hybridisation

● differentiate between manure and fertilizers

● explain ways for crop variety improvement

● explain the cropping patterns

● explain the importance of grain storage

● know the meaning of animal husbandry

● differentiate between indigenous and exotic variety of animals

● differentiate between roughage and concentrate

● understand the concept of poultry farming

● explain the food requirement of poultry animals

● understand the concept of composite fish culture and capture fishing

● explain the types of bees

● correlate pasturage and quality of honey

Methodology:

Demonstration Method, Explanation Method (learning method), Activity based teaching.

Activities:

● Make a model showing drip irrigation and sprinkler irrigation systems.

● Prepare compost using kitchen waste.

Resources:

Textbook. reference book, PPT, notes, Models

Board work:

Learning outcomes: Learners will be able to:

● recall genetically modified crops

● interpret importance of of hybridisation

● apply the knowledge of manure and fertilizers in everyday life

● differentiate between irrigation and watering

● interpret the cropping patterns in a field

● understand importance of crop maintenance

● explain organic system plans, plant pests and their control

● understand the importance of pesticides and fertilizers

● explain the importance of animal farming

● understand the importance of poultry

● explain hybridization and its advantages

● differentiate between capture fishing and fish culturing

● analyse types of fishing environment and their existence

● interpret utility of honey

Application: Learners will be able to-

● Identify states where large areas have been brought under drip irrigation.

● Understand the preference of manures over fertilizers.

● Understand the importance of crop maintenance.

Extra questions/ Class assessment/ Recapitulation: At the end of the chapter, revise

all the concepts of the lesson.

● Assess the responses of the learners during classroom discussions and activities for

performance and on answers or oral questions.

● Various exercises, very short, short and long answers, and questions based on thinking

skills should be used as assessment tools

● Use exercises given at the end of the chapter as assessment tools.

Homework/ worksheets:

● Ask students to attempt some of the exercises on their own.

Reference:

ncert.nic.in, cbse.nic.in, diksha.gov.in, google.com.