New Oxford Secondary Science TG 7

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NEW Oxford
Secondary
SCIENCE
TEACHING GUIDE
7
GRADE
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ISBN 9780190703288
Acknowledgements
Illustrations: pp. 13, 30–1, 45, 76, 120, 157 (beach, iron, ice),158 (hot cup, hot kettle),
and 181: © Oxford University Press; p. 64: © GreenGate Publishing Services /
Oxford University Press; p. 104 (solute, solvent, solution): © Q2A Media / Oxford
University Press; p. 157 (hair dryer): © Oxford Fajar
Photographs: p. 76 (burning garbage): witthaya © 123RF.com, (bush fire): © Peter
J. Wilson / Shutterstock, (chicken on grill): © Alexandr Shevchenko / Shutterstock,
(rusted keys): © FocalPoint / Shutterstock, (rusted nut): © Rattasak Pinkaew /
Shutterstock, and (rusted car wreck): © mkant / Shutterstock; p. 120 (man pushing a
car): © ArtmannWitte / Shutterstock and (glass of water): © Adisa / Shutterstock;
p. 121 (kneading dough): © Brent Parker Jones / Oxford University Press, (spring):
© yuriy kulik / Shutterstock, (rubber band): David Brooks © 123RF.com, and
(sponge): Lily Oh © 123RF.com; p. 122: © Nagy-Bagoly Arpad / Shutterstock; p. 134:
© Kovalchuk Oleksandr / Shutterstock; p. 158: © Jim Vallee / Shutterstock; p. 181:
© Mercedess / Shutterstock; p. 182 (meat): © Jfanchin / Shutterstock and (ketchup):
© bonchan / Shutterstock
Contents
Introduction
Biology
Unit 1 Plant System 2
Unit 2 Human Respiratory and Circulatory System 19
Unit 3 Immunity and Diseases 40
Unit 4 Structure of an Atom 54
Chemistry
Unit 5 Physical and Chemical Changes 67
Unit 6 Chemical Bonds 83
Unit 7 Solutions 94
Physics
Unit 8 Force and Motion 111
Unit 9 Waves and Energy 131
Unit 10 Heat and Temperature 146
Unit 11 Earth and Space 163
Unit 12 Technology in Everyday Life 175
iii
Introduction
I. Overview:
In today’s rapidly changing world, students must have a solid foundation of general knowledge in
order to become well-rounded individuals. History, geography, science, literature, current events,
and other subjects are all included in general knowledge. This teacher’s guide series is designed
for 6th, 7th, and 8th-grade teachers to assist them in facilitating effective learning experiences by
providing a comprehensive framework based on the 5 E’s lesson plan.
II. The 5 E’s Lesson Plan:

The 5 E’s Lesson Plan is an inquiry-based instructional model widely used in teaching to
promote active learning and engage students in the learning process. Engage, Explore, Explain,
Elaborate, and Evaluate are the five E’s. This method encourages students to investigate
concepts, construct meaning, and apply their learning in real-world situations. Each phase of the
5 E’s offers a unique opportunity to deepen students’ comprehension and foster critical thinking
skills.
5E’s Lesson Plan
Engage Explain Explore Elaborate Evaluate
1. Engage: The Engage phase serves as a hook to draw students in and activate their prior
knowledge. It arouses curiosity and provides a framework for learning. Teachers can use
thought-provoking questions, multimedia resources, real-life examples, or interactive
activities to pique students’ interest in the topic of study during this phase. Engaging
students from the start prepares them for an exciting and focused learning experience.
2. Explain: Students are given opportunities to articulate their understanding and make sense
of the concepts they have learned during the Engage phase. Teachers play an important
role in facilitating discussions, explaining concepts, and clarifying misconceptions. This
phase encourages effective communication skills and assists students in developing a solid
foundation of knowledge by organizing their thoughts and clearly expressing their ideas.
3. Explore: The Explore phase encourages students to further investigate and investigate the
topic. Hands-on activities, experiments, group projects, and research are used to deepen
students’ understanding through firsthand experiences. This stage encourages teamwork,
critical thinking, and problem-solving abilities. Teachers can help students conduct
experiments, analyze data, and explore primary and secondary resources in order to gather
information and make meaningful connections.
4. Elaborate: The Elaborate phase encourages students to broaden their understanding and
apply what they’ve learned in real-world situations. It consists of activities that require
students to think critically, solve problems, and make connections outside of the classroom.
Project-based learning, case studies, debates, and simulations require students to analyze,
synthesize, and create. This stage promotes creativity, independent thinking, and the ability
to apply knowledge in a variety of situations.
iv
5. Evaluate: During the Evaluate phase, teachers can assess students’ learning progress and
measure how well they met the lesson objectives. Formative and summative assessments
are used to provide feedback and guide future instruction. Quizzes, presentations,
projects, and written assignments are all examples of assessments. Teachers can provide
personalized and targeted instruction by assessing students’ performance and identifying
areas of strength and areas that require additional reinforcement.
III. Sixth, Seventh, and Eighth Grade General Knowledge:

General Knowledge is critical to the overall development of students in the sixth, seventh,
and eighth grades. It broadens their worldview, fosters their curiosity, and provides them
with the knowledge they need to become active and informed citizens. General Knowledge
subjects provide a holistic approach to education by fostering interdisciplinary connections and
promoting critical thinking skills.
This teacher’s guide series will provide a variety of General Knowledge topics appropriate for
students in grades 6th, 7th, and 8th, with each topic aligned to the 5 E’s lesson plan. It will
suggest engaging activities, exploration strategies, explanation techniques, opportunities for
elaboration, and evaluation methods. The guide’s goal is to inspire educators to create dynamic,
interactive learning environments that inspire students to develop a lifelong love of learning and
exploration.
IV. Alignment with the Oxford Textbook Series:

This Oxford Teacher Guide series has been thoughtfully designed to work in tandem with the
Oxford textbook series, giving educators a comprehensive and cohesive approach to teaching.
Teachers can enrich students’ learning experiences and deepen their understanding of the
subject matter by incorporating the General Knowledge topics from this guide into the existing
curriculum based on the Oxford textbooks. This alignment ensures a logical progression of
topics, allowing students to gain a broader perspective, make interdisciplinary connections,
and build a well-rounded knowledge base that supplements the content covered in the Oxford
textbooks. Together, the Oxford Teacher Guide series and the Oxford textbook series form a
potent combination that improves students’ educational experiences and fosters intellectual
growth.
V. How to use this guide:

1. Familiarize Yourself with the Guide: Read through the entire guide thoroughly to
understand its structure and content. Make yourself familiar with the 5 E’s lesson plan and
its various phases: Participate, investigate, explain, elaborate, and evaluate.
2. Plan Your Lessons: Create a lesson plan for each topic using the 5 E’s. Begin with the
Engage phase, which aims to pique students’ interest and activate prior knowledge. Choose
appropriate strategies to engage your students from the start, such as thought-provoking
questions, multimedia resources, or interactive activities.
3. Explore and Discover: Students proceed to the Explore phase, where they further
investigate and explore the topic. To encourage active learning and critical thinking, create
hands-on activities, experiments, group projects, or research projects. Give students
opportunities to gather information, analyze data, and make connections.
4. Explain and Clarify: Move on to the Explain phase, where students express their
understanding and make sense of what they’ve learned. Facilitate discussions, explain
things, and clear up any misconceptions that may arise. Encourage students to ask
questions, express their opinions, and participate in meaningful discussions.
v
5. Elaborate and Apply: In the Elaborate phase, students extend their understanding and
apply what they’ve learned in real-world situations. Make it possible for students to think
critically, solve problems, and make connections outside of the classroom. Encourage them
to participate in project-based learning, case studies, debates, or simulations that require
them to analyze, synthesize, and create.
6. Evaluate and Assess: At the end of each lesson, evaluate students’ learning progress
and measure their achievement of the lesson objectives. To provide feedback and guide
future instruction, use a variety of formative and summative assessments, such as quizzes,
presentations, projects, or written assignments. Identify and address areas for improvement
in subsequent lessons.
7. Adapt and Personalize: Feel free to adapt and personalize the lessons to meet your
student’s specific needs and learning styles. To cater to diverse learners and create an
inclusive classroom environment, modify activities, assessments, and resources.
8. Reflect and Iterate: Reflect on your teaching practice and the effectiveness of your lessons
on a regular basis. Seek feedback from students and colleagues to improve and refine your
instruction over time. Iterate on the lessons in response to feedback to improve student
engagement and learning outcomes.
Progression Grid:
A comprehensive progression grid outlines the sequential development of concepts across the
grades in the Teacher Guide. This progression grid is a useful tool for educators, highlighting the
logical flow of topics and the increasing complexity of ideas as students’ progress from sixth to
eighth grade. The grid enables teachers to visualize the interconnectedness of concepts and identify
the foundational knowledge that students will need to build on in subsequent grades. Educators
can ensure a scaffolder learning experience in which students gradually deepen their understanding
and skills over time by following the progression grid. The grid also helps educators anticipate
and address potential gaps or overlaps in the content covered, which aids in curriculum planning.
Overall, the progression grid provided in this guide enables teachers to create cohesive and coherent
lessons that maximize student learning and promote a smooth educational journey.
Breakdown of the Academic Year:

The breakdown of the academic year provided in the guide allows for a systematic progression of
topics throughout the academic year. Each term focuses on a specific set of chapters that cover a
wide range of general knowledge topics. It allows for in-depth exploration, discussion, activities, and
assessments within each chapter. Teachers can modify the pace and chapter allocation based on
the needs of their specific curriculum and students.
PROGRESSION GRID
Biology
Grade VI Grade VII Grade VIII
Unit 1: Cellular Organization. Unit 1: Plant Systems Unit 3: Variations, Heredity, and
Cell Divisions.
Unit 2: Reproduction in Plants Unit 2: Human Respiratory and Unit 1: Ecology
Circulatory System.
Unit 3: Balanced Diet Unit 3: Immunity and Diseases Unit 4: Biotechnology
Unit 4: Human Digestive System Unit 2: Human Nervous System
vi
Chemistry
Unit 5: Matters as Particles Unit 4: Structure of an atom. Unit 5: Periodic Table
Unit 6: Elements and Unit 5: Physical and Chemical Unit 6: Chemical Reactions
Compounds Changes.
Unit 6: Chemical Bonds
Unit 7:Mixtures Unit 7: Solutions Unit 7: Acids, Bases and Salts.
Physics
Grade VI Grade VII Grade VII
Unit 8: Energy Unit 8: Force and Motion. Unit 8: Force and Pressure.
Unit 9: Waves and Energy
Unit 9: Electricity Unit 10: Heat and Temperature. Unit 9: Reflection and
Refraction of Light.
Unit 10: Magnetism Unit 9: Waves and Energy Unit 10: Electricity and
Magnetism
Space Sciences
Unit 11: Solar System Unit 11: Earth and Space Unit11: Our Universe
ACADEMIC YEAR BREAKDOWN

Term 1:
Chapter 1: Plant System
Chapter 2: Human Respiratory and Circulatory System
Chapter 3: Immunity and Diseases
Chapter 4: Structure of an Atom
Term 2:
Chapter 5: Physical and Chemical Changes
Chapter 6: Chemical Bonds
Chapter 7: Solutions
Chapter 8: Force and Motion
Term 3:
Chapter 9: Waves and Energy
Chapter 10: Heat and Temperature
Chapter 11: Earth and Space
Chapter 12: Technology in Everyday Life
vii
Plant Systems
BIOLOGY
CHAPTER
01 Plant Systems
Student Book Pages 10–21
Learning outcomes Overview of the Unit

• Explain the root and shoot system in plants and label • The root system and shoot system differ in that the
different parts of leaf, stem and root (external and root system contains tubers, roots, and adventitious
internal structure). rhizoids of the plant, whereas the shoot system
• Predict the role of xylem and phloem in transport of contains areal parts of the plant such as flower buds,
water and food in plants by observing the cross section flowers, leaves, and fruits.
of the stem. • Water, nutrients, and minerals are transported by
• Define the process of photosynthesis and derive word tissues in plants.
equations for it. • Water and mineral salts are transported from the roots
• Know that plants require minerals to maintain healthy to other parts of the plant by xylem, while sucrose and
growth and life processes (limited to magnesium to amino acids are transported between the leaves and
make chlorophyll and nitrates to make protein). other parts of the plant by phloem.
• Explain that the structure of leaves is adapted to the • Photosynthesis is the process of converting light
process of photosynthesis. energy into chemical energy. Light energy is used by
• Describe the process of respiration and write word green plants and other organisms to convert carbon
equations for it. Compare and contrast the processes dioxide and water into glucose. As a byproduct of
of photosynthesis and respiration. this process, oxygen is produced. Green plants and
• Investigate the phenomena of transpiration and its photosynthetic bacteria exhibit this process. They use
importance in a plant (Explain how wind, temperature, electromagnetic radiation to create chemical energy.
light, humidity affecting/affect the rate of transpiration They absorb carbon dioxide from the atmosphere and
in plants). convert it to oxygen and carbohydrates using water
• Explore and apply natural raise of water based on the and sunlight.
principal of transpiration.. • Plants, like humans, require specific mineral ions to
thrive. Mineral ions are found in soil and are absorbed
by plants via their roots. The plant will appear
Keywords discoloured, wilted, and generally under the weather if
any one of these ions is deficient, leading to a mineral
organs, cells, tissues, vascular tissue, iron deficiency.
ground tissue, epidermis, xylem, • Leaves are designed for photosynthesis and gas
phloem, vascular bundle stem, roots, exchange. They have a large surface area for
leaves, root hair, stomata, chlorophyll, photosynthesis and openings called stomata that allow
oxygen, carbon dioxide, sugar carbon dioxide into the leaf and oxygen out.
molecule, photosynthesis, respiration, • Respiration is a chemical oxidation process that
chemical energy, heat energy, light occurs between cells and results in oxidation of food to
energy liberate energy and carbon dioxide.
• The evaporation of water from plants is known as
transpiration. The majority of the water absorbed by a
plant's roots, up to 99.5 percent is not used for growth
or metabolism; it is excess water that leaves the plant
via transpiration.
Lesson Plan 1 Student Book pages Time Workbook pages

Root System and Shoot 8 45 mins -
System
Objective:
Explain the root and shoot system in plants and label different parts of leaf, stem, and root (external
and internal structure).
2
New Oxford Secondary Science Teaching Guide 7
Engage: (5 mins)
Begin the lesson by asking, "What are Useful Link
some of the different parts of a plant
https://www.youtube.com/watch?v=P1s7XHH_2-k
that you can think of?" Allow students
to discuss their responses. Then, show
students actual examples of different plants and ask them to identify and name the parts they see
roots, stems, leaves, flowers, and so on. This activity will spark their interest and prepare them to
learn about plant structure and systems.
Explain: (10 min)
Keywords
Explain the Root System:
• Explain that the root system is the underground part of the plant Root system
that oversees anchoring it to the soil as well as absorbing water Shoot system
and nutrients. Dicot
• Distinguish between the two types of roots: taproots (a single Vascular bundle
primary root with lateral branches) and fibrous roots (a network Cells
of thin roots). Microscope
• Describe the functions of roots in some plants, such as water Observe
and nutrient absorption and food storage.
Explain Shoot System:
• Explain that the shoot system is the plant's above-ground structure, which includes the stem,
leaves, and flowers (if applicable).
• Discuss the stem's role in supporting the plant, transporting water and nutrients, and acting as a
site for leaf and flower attachment.
• Explain how leaves help with photosynthesis, gas exchange, and transpiration.
Explore: (15 min)
External Structure:
• Provide students with plant specimens or photographs of various plants and ask them to identify
the roots, stems, and leaves in each.
• Instruct students to describe the differences they noticed in the root and shoot systems of
various plants.
• Make small groups of students draw and label the external parts of a plant, such as the root,
stem, and leaf.
Internal Structure:
• Show cross-sections of a root, stem, and leaf.
• Describe the internal structures of each component.
• Epidermis, cortex, endodermis, vascular tissue (xylem and phloem), and root hairs comprise the
root.
• Epidermis, cortex, vascular bundles, pith, and nodes comprise the stem.
• Epidermis, mesophyll (palisade and spongy layers), veins (xylem and phloem), stomata, and
guard cells comprise the leaf.
Elaborate: (10 min)
Role-Play - Transport of Water and Nutrients:
3
Plant Systems
• Form groups of students and assign roles (roots, stem, leaves, xylem, and phloem).
• Create an environment in which water and nutrients must be transported from the roots to the
leaves.
• Students should act out the process of water and nutrient transport through the various plant
parts.
Evaluate: (5 min)
Ask students to complete Q14 on page 8 of Workbook.

Transport System in Plants 13-15 45 mins 2-3
Objective: Keywords
Predict the role of the xylem and phloem in the transport of water and food
Transport
in plants by observing the cross-section of the stem.
Xylem
Engage: Phloem
The teacher will relate the human transport system with the plant transport Transpiration
system. Discuss with the students that human bodies have a system that
allows nutrients, oxygen, carbon dioxide, hormones, antibodies, urea, and
heat to move throughout the body via blood plasma. Similarly, plants have a system for transporting
food, water, and other nutrients.
Explain:
• Explain that plants rely heavily on transportation. Trees transport all the nutrients and water they
require to survive from their roots to the tips of their leaves.
• Water is the most significant constraint in plant transportation because it is a limiting factor in
growth. To address this issue, trees and other plants have developed an ideal system for water
absorption and translocation.
• Plant transport systems are made up of bundles of tubes in the stem, branches, and roots.
These tubes are referred to as xylem and phloem.
• Xylem's primary function is to transport water and dissolved minerals from the roots to the rest
of the plant body.
• The phloem, on the other hand, transports the food produced in the leaves to all parts of the
plant.
Explore:
This hands-on experiment will teach students about the functions of phloem and xylem.
Material:
• white flowers Useful Link
• glasses of water https://www.youtube.com/watch?v=DhyYtT1K844
• food colorings
Procedure:
• Teacher will give students white flowers, glasses of water, and their choice of food colorings to
colour the water, and a flower.
• The teacher can limit the colours to those that will show up best in the interior of the stem,
4
usually red and blue, or create purple by combining the two.

• Each student would have their own cup and could choose their own colour (or they could share
cups either as pairs or as table groups).
Discussion: (Predict, observe and explain)
The teacher will ask the following questions from the students to start the class discussion.
1. Why are the petals changing?
2. Will the entire flower or just parts of it change colour?
3. Will the colour of the stem change? What is your reasoning?
4. What about the stem's interior?
5. How does it work if the flower does change colour? Aren’t things supposed to move down, not
up?
Findings of the experiment.
• Within a day or two, the white flowers will have turned the colour of the water in which they are
sitting. The colour changed along the stem, but only in certain areas.
• Students should be encouraged to share their discoveries, questions, and hypotheses about
what happened to their flowers.
Elaborate:
Following the colour change experiment, the plant will be dissected and observed using a
microscope to examine the interior of the stem.
Evaluate:
On-board Assessment
• Ask students to do Concept Check on page 14.
• Ask students to complete Q2 and 3 on page 2-3 of workbook.
Home Assignment:
• Paste the dissected part of the stem on your notebook and label it.
• Do Q3 on page 23 of student book
Photosynthesis 15-17 45 mins 3
Learning Objective:
Define the process of photosynthesis and derive word equations for it.
Keywords
Engage:
Carbon dioxide
Brainstorming:
Chlorophyll
Review with your students what all living things require to survive: food,
Glucose
water, light, and air.
Divide the class into small groups and ask them to discuss their sources of
food, water, light, and air.
• Inquire about what dogs eat and drink.
• What do birds consume?
• What do plants consume?
5
Plant Systems
Students will most likely struggle to identify plant food sources, prompting the lesson's guiding
question, "What do plants eat?"
Explain:
Show a video to explain the topic.
Explore:
• When students comprehend the basic concepts of photosynthesis, you can guide them through
a simple experiment in which they can witness photosynthesis.
• Students use small plants to place plant samples in water-
filled test tubes that they cork. Useful Link
• Students will observe that over the course of time, tiny air https://youtu.be/CL9A8YhwUps
bubbles will form on the test tube's walls.
• Explain to the students that the bubbles formed at the end
of the experiment are evidence of the chemical reaction that takes place when plants convert
CO2 and water (hydrogen) into carbohydrates (food).
Elaborate:
Teacher will ask students to draw a flower on a piece of paper. Ask them to add the sun, water, soil,
and rain to their drawing. Then, have them write carbon dioxide and draw an arrow to the flower.
Write the word oxygen on the opposite side and draw another arrow, this time away from the flower.
Draw a sugar cube at the bottom of the plant. Make sure to reinforce the process of photosynthesis
to them as they draw.
Evaluate:
Ask students to complete Concept Check page 17 of student book.
Home Assignment:
Complete Q4 on page 3 of workbook.
Plants Leaves Are Adapted for 17 45 mins -
Photosynthesis
Objective:
Explain that the structure of leaves is adapted to the process of Keywords
photosynthesis.
Adapt
Engage: (5 mins) Palisade cells
• Start the lesson by displaying a picture of a lush green leaf and a Stomata
diagram of a leaf cross-section to the students.
• Instruct the students to talk about what they notice about the leaf and
the diagram. Prompt them to describe the various parts and any patterns they notice.
• Record their findings on chart paper or a whiteboard.
• Facilitate a class discussion by asking students why they believe leaves have such a specific
structure and what they believe the various parts are for.
• Direct the discussion towards the idea that leaves are designed to perform photosynthesis and
that their structure facilitates this vital process.
6
Explain: (10 mins)

• Introduce photosynthesis to the students as the process by which plants convert sunlight, water,
and carbon dioxide into glucose (sugar) and oxygen.
• Display the leaf cross-section diagrams and explain how leaves have specific structures that aid
in photosynthesis.
• Point out and explain the various leaf parts, such as the cuticle, epidermis, mesophyll, veins
(vascular tissue), and stomata.
• Discuss the functions of each component, emphasizing how they contribute to the
photosynthesis process.
Explore: (15 mins)
• Form small groups with the students.
• Give each group a small potted plant with leaves and a pair of magnifying glasses.
• Instruct the students to use magnifying glasses to carefully examine the leaves.
• Encourage them to look at the different parts of the leaves and discuss their findings in groups.
• Instruct the students to identify and describe any leaf structures they notice that may be related
to photosynthesis.
• As needed, circulate among the groups to answer questions and provide guidance.
Elaborate: (10 mins)
• Reassemble the students.
• Place one of the potted plants with leaves in a prominent place.
• Request that the students share their observations and descriptions of photosynthesis-related
leaf structures.
• Use the plant on display to highlight and reinforce the various leaf structures while discussing
their roles in photosynthesis.
• Facilitate a class discussion by asking questions like, "How does the cuticle aid in
photosynthesis?"
• What is the purpose of stomata?
• How do veins (vascular tissue) help with photosynthesis?
• How does the structure of mesophyll cells help the photosynthesis process?
• Encourage students to ask questions and investigate the leaf further.
Evaluate: (5 mins)
Students can be paired up and take turns explaining the different parts of a leaf and their functions
to one another.
Home Assignment
Respiration 18 45 mins -
Objective:
Describe the process of respiration and write word equations for it. Compare and contrast the
processes of photosynthesis and respiration.
7
Plant Systems
Engage: (5 mins)
Keywords
• Start the lesson by having the students recall what they already know
about photosynthesis. Record their responses on chart paper or a Respiration
whiteboard. Surplus
• Facilitate a class discussion about photosynthesis, emphasizing the Oxygen
importance of this process in converting sunlight, water, and carbon
dioxide into glucose and oxygen.
• Ask the students if they are aware of another process that occurs in cells that involve the
breakdown of glucose to release energy.
• Allow students to express their ideas and responses.
• Explain that this is the opposite of photosynthesis and is called respiration.
Explain: (10 mins)
• Provide handouts with diagrams illustrating the photosynthesis and respiration processes.
• Step through the respiration diagram, explaining each step in detail, including both aerobic and
anaerobic respiration.
• It is important to emphasize that respiration occurs in cells and involves the breakdown of
glucose and other organic molecules to release energy.
• Write down the word equation for aerobic respiration on the board:
Glucose + Oxygen → Carbon Dioxide + Water + Energy
Explore: (15 mins)
• Form pairs or small groups of students.
• Distribute index cards and coloured pencils or markers to each group.
• On index cards, instruct the groups to create illustrated word equations for photosynthesis and
respiration.
• Encourage them to represent the reactants and products, as well as any energy sources or
sinks, with symbols and arrows.
• Allow each group to present their illustrated word equations to the rest of the class.
• Conduct a class discussion comparing and contrasting photosynthesis and respiration.
• Make a comparison chart outlining the similarities and differences between the two processes.
• Encourage students to think about the reactants, products, locations, and overall goals of each
process.
• Discuss how photosynthesis and respiration are interconnected in maintaining the balance of
oxygen and carbon dioxide in the atmosphere.
Evaluate: (5 min)
Ask students to do Discuss and Answer page 18.
Home Assignment
Complete Q5(v) on page 24 of student book.
8

Transpiration 19-21 45 mins -
Objective:
• Investigate the phenomena of transpiration and its importance in a plant (Explain how wind,
temperature, light, humidity affect the rate of transpiration in plants).
• Explore and apply natural raise of water based on the principle of Keywords
transpiration
Diffuse
Useful Link Transpiration stream
Flaccid
https://www.youtube.com/watch?v=5jJLfwTkGe8
https://www.youtube.com/
watch?v=bvPM6sfidY4&pp=ygUNdHJhbnNwaXJhdGlvbg%3D%3D
Engage: (5 mins)
• Begin the lesson by asking students if they've ever seen water droplets on leaves or plants wilt.
• Facilitate a class discussion about these observations and invite students to share their theories
about why these phenomena occur.
• Record their answers on chart paper or a whiteboard.
• Introduce the term "transpiration" and explain that it is the process by which water is lost from a
plant's leaves via tiny openings known as stomata.
Explain: (10 mins)
• Give a brief explanation of transpiration, emphasising its importance in plants.
• Discuss how transpiration aids plant water absorption, nutrient transport, cooling, and turgidity.
• Explain how the rate of transpiration can be affected by environmental factors such as wind,
temperature, light, and humidity.
Explore: (15 mins)
• Give a potted plant to each group.
• Instruct the groups to create a closed system by covering the plants' leaves with plastic bags
and securing them with rubber bands.
• Encourage students to place a clear container (such as a graduated cylinder) on top of the
plastic bag to collect any water droplets.
• Request that the groups place their plants in various areas of the classroom to expose them to
varying environmental conditions (e.g., near a fan, under a light source, in a warmer or cooler
spot).
• Instruct students to keep track of the rate of transpiration and any water collection in the
containers for a set amount of time (e.g., 30 minutes).
• Reassemble the students.
• Request that each group share their observations and discuss how environmental factors
influenced the rate of transpiration.
• Explain how wind, temperature, light, and humidity affect transpiration using the observations.
9
Plant Systems
• Wind promotes the movement of water vapour away from the leaves, which increases
transpiration, while higher temperatures and light intensity also increase transpiration rates.
• Discuss how humidity affects transpiration, with higher humidity slowing it down due to a lower
vapour pressure gradient between the plant and the atmosphere oxygen and carbon dioxide in
the atmosphere.
Evaluate: (5 mins)
Ask students to do Concept Check page 19 and 21 of student book.
Home Assignment:
Do Q5 (iv, vi, and vii) on page 24 of student book.
Nutrients for Plants 21-22 45 mins 4
Objective: Keywords
Know that plants require minerals to maintain healthy growth and life
Nutrients
processes (limited to magnesium to make chlorophyll and nitrates to
make protein). Active transport
Engage: (5 min) Useful Link

• Begin the lesson by displaying a picture
https://www.youtube.com/watch?v=w_x-WDdQdxI
of a healthy green plant and a yellowing
plant to the students.
• Instruct the students to talk about what
they notice about the two plants. Prompt them to describe the colour differences and overall
appearance.
• In order to facilitate a class discussion, ask the students why they believe the two plants look
different.
• Introduce the concept of the importance of minerals in plant growth and the fact that plants
require specific minerals such as magnesium and nitrates to stay healthy.
Explain: (10 mins)
• Gather the students and explain that you will be carrying out a simple experiment to demonstrate
the importance of magnesium and nitrates in plant growth.
• Show the magnesium sulphate to the students and explain that it is a magnesium source.
• Show the students the nitrate-containing fertilizer and explain that it is a source of nitrates.
• Display the potted plants in a visible location without the roots.
• Divide the students into two groups, one for the magnesium sulphate and the other for the
nitrate fertilizer.
• Instruct each group to dissolve a small amount of their assigned mineral in a cup of water.
• Give each group a watering can or spray bottle containing their mineral solution.
• Every day for the next week, have the groups water their assigned plants with their mineral
solution.
• Explain that during the week, students should observe and record any changes in the plant's
appearance, growth, or overall health.
10
Explore: (15 mins)

• Make small groups of students.
• Each group should be given a small potted plant, soil, and a plastic bag.
• Instruct the students to gently remove the plant from the pot and shake off any excess soil.
• Ask the students to cut a small section of the root from each plant with the scissors.
• Place the root samples in plastic bags and label them with the students' group names.
• Gather the root samples from each group and set them aside for the next activity.
• Reassemble the students after a week and ask them to share their observations and recordings.
• Facilitate a discussion about the differences observed in plants treated with magnesium and
nitrates versus control plants.
• Encourage the discussion to focus on the fact that magnesium is required for chlorophyll
production and nitrates are required for protein synthesis, both of which are required for healthy
plant growth.
Evaluate: (5 mins)
Instruct the students to reflect on what they have learned about the importance of minerals in
maintaining healthy plant growth and life processes.
Home Assignment:
Complete Q8 on page 4 of Workbook.
11
Plant Systems
Worksheet 1:
1. Complete the following sentences:
i. Through photosynthesis, plants make

their own _______________.
ii. Plants use ____________ to absorb energy

in ____________.
iii. The roots absorb _______________

and ________________ from the soil.
iv. The water and minerals pass up the

stem to the ________________.
v. Plants absorb carbon dioxide from the __________________ through small holes in the
leaves.
vi. Plants produce _____________ gas during photosynthesis.
2. Complete the following word equation:
PHOTOSYNTHESIS
12
Worksheet 2:
Define Transpiration process:
Label the diagram showing the TRANSPIRATION PROCESS in Plants
13
Plant Systems
Answers for Worksheet 1:
i. Food
ii. sunlight, leaves
iii. water, minerals
iv. leaves
v. air
vi. oxygen
3. Complete the following word equation:
SUNLIGHT
GLUCOSE
PHOTOSYNTHESIS
WATER
OXYGEN
CARBON DIOXIDE
14
Define Transpiration process:
The process of transpiration involves the movement of water through a plant and its evaporation
from aerial parts like leaves, stems, and flowers.
Label the diagram showing the TRANSPIRATION PROCESS in Plants:
Water evaporates
from the leaves
Veins carry water

into the leaves
Water is drawn up
the stem to the
leaves
Roots take up
water from the
soil
15
Plant Systems
Exercise Answers
1. Choose the correct answer.
i. Sap rises in a plant because of:
b) transpiration pull
ii. Mineral salts are absorbed into cells by:
c) active transport
iii. Food is transported in the phloem as:
b) sucrose
iv. The movement of particles from a region of higher concentration to a region of lower
concentration is called:
b) diffusion
2. Fill in the blanks.
i. Roots absorb water through root hairs.
ii. Transpiration from a plant takes place through the stomata.
iii. On the surface of leaves, more stomata are present.
iv. The plant tissue which moves foods from the leaves to the growing points and storage
places is phloem.
4. Short answer questions.
i. The two sets of tubes which make up the transport system of a plant are xylem and phloem.
ii. The two sets of transport tubes in a leaf can be found in the vascular bundles.
iii. Phloem carries dissolved food to storage areas, growing points, and other places where it is
needed.
iv. Photosynthesis is the process by which plants convert carbon dioxide and water into
glucose and oxygen using sunlight.
v. The process by which water enters the root hairs is called osmosis.
vi. Factors that affect transpiration include temperature, humidity, wind, and light intensity.
vii. Humidity affects transpiration by reducing the rate of water loss, as high humidity creates a
lesser concentration gradient for water vapor to diffuse out of the leaf.
5. Long answer questions
i. Larger, multi-cellular plants need a transport system to move water, nutrients, and food to
all parts of the plant efficiently. This is essential for the survival and growth of the plant, as
diffusion alone would not be sufficient to supply all the cells in a large plant.
ii. Xylem carries water and dissolved mineral salts from the roots to the rest of the plant. It does
so through a process called transpiration pull, where water is drawn up due to evaporation
from the leaves creating a negative pressure, which pulls the water up.
iii. Phloem carries food (mainly sucrose) from the leaves, where it is produced during
photosynthesis, to other parts of the plant. This process is called translocation and is driven
by pressure gradients within the phloem.
iv. Transpiration stream refers to the continuous movement of water and minerals through the
xylem from the roots to the leaves, where it is eventually lost to the atmosphere through
transpiration.
16
v. Differences between respiration and photosynthesis:

- Photosynthesis occurs in plants, while respiration occurs in both plants and animals.
- Photosynthesis converts carbon dioxide and water into glucose and oxygen, while
respiration breaks down glucose to release energy and produce carbon dioxide and
water as byproducts.
- Photosynthesis requires light (usually sunlight), while respiration can occur in the
absence of light.
vi. Factors that produce a high rate of transpiration:
- High temperature
- Low humidity
- Windy conditions
- Intense light
vii. The rate of transpiration is greatly reduced at night because the stomata of the leaves
usually close during the dark hours. This closure minimizes water loss and conserves water
when photosynthesis is not taking place.
viii. Translocation is the process of transporting the produced food (mainly sucrose) from the
leaves to other parts of the plant where it is needed for growth or storage. It involves the
movement of dissolved food through the phloem, driven by pressure gradients.
ix. Factors increasing the rate of transpiration:
- High temperature
- Low humidity
- Windy conditions
- Intense light
- Large leaf surface area
6. Think about it
i. Leaf B with a bigger surface area will likely lose the most water because it has more
stomata. Stomata are the primary sites of transpiration, and more stomata mean a higher
potential for water loss.
ii. Leaf C with a smaller surface area will likely lose the least water because it has fewer
stomata. With fewer stomata, there will be less surface area for water to evaporate from,
leading to reduced transpiration.
Activities:
1. Table with features and functions of xylem and phloem:
Xylem Phloem
Feature: Water transport Feature: Water transport
Function: Transports water and minerals from roots Function: Transport food (mainly sucrose) from
to all parts of the plan. leaves o other parts of the plant.
17
Plant Systems
2. Painting diagrams of xylem and phloem with transport process details: This activity would
involve learners creating visual representations of xylem and phloem and labeling the transport
processes within these tissues.
3. Preparing "plant food" using old banana peels: Burying the banana peels near plants that
require high levels of potassium can provide essential nutrients to the plants. The discussion
would revolve around the importance of nutrients, including potassium, for the growth and
development of both plants and humans. It would also explore how plants transport food
through the phloem to various parts of the plant.
4. Model of the inside of a plant: Learners can create a model using a paper cup, a toilet paper
tube, thin white straws, and thick colored straws to represent the outer bark, xylem, and phloem,
respectively. The activity would help visualize the arrangement of these tissues and their roles in
plant transport.
Projects:
1. Experiment to compare the effects of different chemical fertilizers on a flowering plant:
- Equipment and materials: Two different chemical fertilizers, identical pots, soil, seeds/
plants of the same species, measuring tools, water, sunlight.
- Measurements: Growth rate, height, number of leaves, number of flowers, color, overall
health of the plants.
- Ensuring a fair comparison: Use the same species of plants, same soil type, same amount
of w
ater and sunlight, and ensure that each plant gets an equal amount of each fertilizer.
2. Experiment with celery leaves and colored water to understand the transport system in plants:
- Soak celery leaves in colored water to observe the movement of water through the xylem,
staining the veins.
- Repeat the experiment with other leaves to compare the transport systems in different
plants.
- Dry the leaves and paste them in a lab book to document the observations.
18
CHAPTER Human Respiratory and

02 Circulatory System
Student Book Pages 18-23
Learning outcomes Respiration is performed by all living species, from
• Differentiate between the processes of respiration and single-celled organisms to dominant multicellular
breathing. organisms.
• Differentiate between aerobic and anaerobic • The human respiratory system is made up of organs
respiration. and tissues that assist us in breathing. Aside from the
• Trace the path of air in and out of the body and how it lungs, there are muscles and a vast network of blood
converts during the process of respiration. vessels that help with respiration.
• Sketch and label the Human Circulatory System. • Breathing is the process of moving air into and out of
• Hypothesize how exercises of varying intensity (from the lungs to allow for gas exchange with the internal
rest to high-intensity interval training) would impact environment, primarily to remove carbon dioxide and
their pulse rate. Test their hypothesis, calculate their bring in oxygen.
pulse rate and record their findings. • There are two types of cellular respiration: aerobic and
• Describe the role and function of major organs in the anaerobic. Aerobic means "involving air." As a result,
Human Respiratory System including trachea, lungs aerobic respiration is the cellular respiration process
and alveoli (air sacs). that uses oxygen to produce energy from food.
• Explain that living organisms have a complex transport • The term anaerobic means "without air." Thus this type
system for transfer of various solids, liquids, and gases of cellular respiration does not generate energy through
across the body. the use of oxygen.
• Describe the structure and function of the human heart. • The presence or absence of oxygen during the
• Explain how blood circulates in the human body processes is the main difference between aerobic and
through a network of vessels (arteries, veins and anaerobic respiration.
capillaries), and transports gases, nutrients, wastes and • The transport system comprises two systems that are
heat. closely linked: the blood vascular system or circulatory
• Compare and contrast arteries, veins and capillaries. system and the lymphatic system.
• Describe the composition of blood and the functions of • The heart, lungs, blood vessels, capillaries, and blood
red cells, white cells, platelets and plasma are all organs associated with the circulatory system in
humans.
• The pumping organ that squirts out blood is the
Keywords heart. The heart exerts such force that it is capable of
squirting blood up to 9 metres in height. It never stops
respiration, breathing, lungs, carbon dioxide,
beating and keeps the blood flowing to all parts of the
oxygen, nasal cavity, pharynx, larynx, body.
trachea, bronchi, lungs, alveoli, heart, • Blood vessels are a network of pathways that transport
pulmonary circulation ,deoxygenated blood, blood throughout the body. Arteries and veins are
oxygenated blood, systemic circulation, the two main types of blood vessels in the body's
coronary circulation, the epicardium, circulatory system.
myocardium, the right atrium, the right • Blood is made up of:
ventricle, the left atrium, the left ventricle, Plasma is the fluid portion of the blood that is 90%
chambers water.
The solid component of blood is made up of red blood
cells, white blood cells, and platelets.
• The lymphatic system is a subsystem of the circulatory
Overview of the Unit system in humans. It also plays an important role in
• Respiration is a metabolic process that all organisms human transportation. Lymph is a type of fluid known
go through. It is a biochemical process that occurs as tissue fluid. It participates in the exchange of
within organisms' cells. The breakdown of glucose nutrients and gases that occurs through blood. Any
produces energy in this process, which is then used by remaining fluid in the cells and tissues is collected by
cells to perform various functions. the lymph and drained into the veins that carry blood.
19
Human Respiratory and Circulatory System

Root System and Shoot 25-26 40 Minutes 11
System
Objective: Keywords
Differentiate between the processes of respiration and breathing
Windpipe or trachea
Resources: Vocal cords
pulmonary specialist or a doctor Bronchi
a picture of a healthy lung versus an unhealthy lung. Bronchioles
Engage: (5 min)
The teacher will start the lesson by blowing up a balloon. Useful Link
The teacher will ask the class if they can think of any organs
that are similar to the balloon and how it was inflated. https://youtu.be/k9BWCnnXOG8
The students should be able to come up with an answer:
the lungs.
Explain: (10 min)
To explain the topic, use a large poster with a diagram of the human breathing system.
• During the process of respiration, oxygen is inhaled and transported to various parts, where it is
used in a series of chemical reactions to break down glucose molecules at the cellular level.
• The glucose molecules produced are used to release energy.
• The following parts of the human body are involved in the process of respiration.
o Nasal Cavity
o Pharynx
o Larynx
o Trachea
o Bronchi
o Lungs
o Alveoli
o Heart
o All of these components work together to form the respiratory tract, which extends from the
external nostrils and nasal chamber to the lungs.
o Warms and moisturizes the air, bringing it to the proper humidity level for your body.
o The cells in your body receive oxygen.
o Exhaling removes waste gases from your body, including carbon dioxide. Keeps harmful
substances and irritants out of your airways.
• The main differentiation between breathing and respiration is that breathing is a physiological
process that moves air into and out of the respiratory system, whereas respiration is a
biochemical process that uses oxygen and generates energy through the breakdown of glucose.
Explore: (15 min)
Invite a pulmonary specialist or a doctor to speak to your students about the lungs and the human
body. Some doctors or specialists may bring in human lung models so that your students can see all
20
of the different parts and details of the lungs. You might also ask the doctor or specialist to bring in
chest x-rays to show the students.
To get your students ready, have them brainstorm possible questions to ask the doctor.
Elaborate: (5 min)
After explaining respiration, the teacher should show the students a picture of a healthy lung versus
an unhealthy lung. The teacher should ask the students what they know about smoking and why it is
harmful for their health. The teacher should explain how smoking affects the lungs.
After the discussion students will be asked to write three reasons why smoking is bad for our health.
Evaluate: (5 min)
Students will be given worksheet 1 to assess their understanding of the topic.
Home Assignment:
How We Breathe 26-27 45 Minutes 11
Objective:
• Trace the path of air in and out of the body and how it converts Keywords
during the process of respiration.
Diaphragm
• Describe the role and function of major organs in the Human Intercostal muscles
Respiratory System including trachea, lungs and alveoli (air sacs).
Inhale
Resources: Exhale
• Labelled diagrams of the respiratory system
• Small balloons,
• Straws Useful Link
• Tape https://youtu.be/uyqt7ekkP2E
• White board and marker
• Pen and paper
Engage: (5 mins)
• Begin the lesson by asking students if they understand how and why we breathe.
• Allow students to share their thoughts and ideas during a class discussion about breathing.
• Record their responses on chart paper or a whiteboard.
• Begin the discussion by asking the students if they understand the distinction between breathing
and respiration.
• Allow students to express their ideas and responses.
Explain: (10 mins)
• Introduce the concepts of respiration and breathing.
• Explain that breathing is the process of bringing air into and out of the body, whereas respiration
is the process by which cells use oxygen to produce energy and remove carbon dioxide.
• Use respiratory system models or diagrams to explain the structures involved in breathing and
respiration, such as the nose, trachea, bronchi, lungs, and alveoli.
21
• Give students handouts with labelled diagrams of the respiratory system to refer to during the
explanation.
• Discuss how the respiratory system works to allow the body and the environment to exchange
oxygen and carbon dioxide.
Explore: (15 mins)
• Each group should be given a set of small balloons, straws, and tape.
• Instruct the groups to use the materials provided to construct a model of the respiratory system.
• Explain that the balloons will represent the lungs, the straws the trachea and bronchi, and the
tape will connect the various components.
• Encourage the groups to be imaginative and accurate in their depictions of the respiratory
system.
• When the models are finished, have each group present and explain their models to the class.
• As each group presents, have them blow into the straw and observe the expansion and
contraction of the balloons to demonstrate how air moves in and out of the "lungs" (balloons).
• Facilitate a class discussion in which the different models are compared and the accuracy of the
representations is discussed.
• Discuss the functions of each respiratory system component as demonstrated by the models.
• Emphasize the significance of the respiratory system's proper functioning for the process of
respiration.
Evaluate: (5 mins)
Ask students to complete Concept Check on page 27 of student book.
Home Assignment:
• Complete Q3 on page 39 of Student book.
• Complete Q2 on page 11 of workbook.
Aerobic and Anaerobic 28 45 Minutes 15
Respiration
Objective:
Keywords
Differentiate between aerobic and anaerobic respiration.
Aerobic respiration
Resources:
Anaerobic respiration
• Computer with internet
• Index cards Useful Link
Engage: (5 mins) https://youtu.be/WsqP1O7388g
• Start the lesson by asking students to define the
terms "aerobic" and "anaerobic."
• Organise a class discussion to elicit their prior knowledge and understanding of these terms.
• Fill in the blanks on the whiteboard with their responses.
22
• Change the topic to respiration by asking students if they know how our bodies produce energy.
• Allow students to express their ideas and thoughts.
Explain: (10 mins)
• Introduce aerobic and anaerobic respiration concepts.
• Explain how aerobic respiration works in the presence of oxygen and involves the breakdown of
glucose to produce energy, carbon dioxide, and water.
• Discuss the efficiency of aerobic respiration in terms of energy produced per glucose molecule.
• Explain that in the absence of oxygen, anaerobic respiration, also known as fermentation, occurs
and involves the partial breakdown of glucose to produce energy and byproducts such as lactic
acid or ethanol.
• It is important to emphasize that anaerobic respiration is less efficient than aerobic respiration.
• Real-world examples, such as human and other organisms' respiration, can help students
understand the practical applications and contexts of aerobic and anaerobic respiration.
Explore: (15 mins)
• Instruct each group to conduct research and find examples of aerobic and anaerobic respiration
in various organisms or real-life situations.
• Encourage them to gather information using computers or tablets with internet access.
o Ask guiding questions to help them investigate the various examples, such as:
o How do these organisms or situations use aerobic or anaerobic respiration?
o What by products or end products result from these respiration processes?
o What are the advantages and disadvantages of aerobic and anaerobic respiration in these
situations?
• Ask each group share their findings as well as examples of aerobic and anaerobic respiration.
• Facilitate a class discussion in which the examples are analyzed and compared, with a focus on
the similarities and differences between aerobic and anaerobic respiration.
• Guide the discussion to highlight the benefits and drawbacks of each type of respiration in
various scenarios.
• Use the students' examples to reinforce your understanding of aerobic and anaerobic respiration
and its practical applications.
Evaluate: (5 mins)
• Give each student an index card or a small slip of paper.
• Students should write "A" on one side of the card and "B" on the other.
• Explain that you will read a series of statements, with students holding up either the "A" or "B"
side of their card to indicate whether the statement describes aerobic or anaerobic respiration.
• Read out a series of statements, giving students a few seconds to decide and hold up their
cards. Here are a few examples of statements:
o "Occurs in the presence of oxygen"
o "Produces carbon dioxide and water as byproducts"
o "More energy-efficient in terms of production"
o "Produces lactic acid as a byproduct" "Can occur in muscle cells during intense exercise"
23
• After each statement, have a brief class discussion about the correct answer.
• Keep track of the number of correct answers for each statement to determine overall
comprehension.
Home Assignment:
The Pulse 29 45 Minutes -
Objective:
Keywords
Hypothesize how exercises of varying intensity (from rest to high-intensity
interval training) would impact their pulse rate. Test their hypothesis, calculate Pulse
their pulse rate and record their findings. Wave
Resources:
• a stopwatch or timer,
Useful Link
• Sheets to record pulse rate.
• Chart paper https://youtu.be/DLmmN0jy-s0
• Pen and paper
Engage: (5 mins)
• Start the lesson by asking students if they've ever noticed their heart rate increases while
participating in physical activity.
• Facilitate a class discussion in which they can share their observations and experiences about
heart rate during exercise.
• Fill in the blanks on the chart paper with their responses.
• Move the conversation to the topic of pulse rate and how it relates to the level of exercise.
• Instruct students to make predictions or hypotheses about how different types of exercises (from
rest to high-intensity interval training) will affect their pulse rate.
• Encourage them to provide evidence to support their hypotheses.
Explain: (10 mins)
• Introduce the concept of pulse rate as a heart rate measurement.
• Explain that pulse rate is the number of times the heart beats per minute and that it can be used
to assess cardiovascular fitness and exercise intensity.
• Discuss how different intensities of exercise can affect pulse rate.
• Give examples of different intensity levels of exercises (e.g., resting, walking, jogging, sprinting)
and their potential impact on pulse rate.
• Explain why high-intensity exercises raise the heart rate more than low-intensity exercises.
• In order to understand the relationship between exercise intensity and pulse rate, emphasize the
importance of measuring and recording pulse rate before, during, and after exercise.
Explore: (15 mins)
• Give each group a stopwatch or timer, and pulse rate data recording sheets.
24
• Instruct the groups to design an experiment to test the impact of a specific exercise intensity
level (e.g., resting, walking, jogging, sprinting) on pulse rate.
• Encourage them to record the duration of their exercise, as well as their pulse rate before,
during, and after exercise, on their recording sheets.
• Allow the groups to present to the rest of the class their experimental designs and data
collection methods.
• Conduct a class discussion in which you compare and contrast the various exercises and their
effects on pulse rate.
• Orient the discussion towards identifying patterns or trends in the data, such as higher pulse
rates during high-intensity exercises.
• Discuss how individual fitness levels, age, and exercise duration can all influence pulse rate.
• Encourage students to analyze and interpret their results in order to reach conclusions about the
relationship between exercise intensity and pulse rate.
Evaluate: (5 mins)
Ask each student to write a short Conclusion about their hypothesis, the data they gathered, and
their conclusions about the impact of exercise intensity on pulse rate.
Home Assignment:
• Explore how different exercise levels, from resting to intense intervals, affect pulse rate.
• Complete Q5(iv) on page 39 of student book.
The Human Transport System 30-31 45 Minutes 14
and Heart
Learning Objective:
Keywords
• Describe the structure and function of human heart.
Circulatory system
Resources:
Heart
• 3-D model of a heart
Blood
• a jar halfway with water.
Blood vessels
• Balloon.
• Scissors
• Straw Useful Link
• Paper and coloured pencils https://youtu.be/tg_ObDJEaGo
Engage: (5 mins)
• Tell your students that they will be studying the heart today.
• Ask them to place their hand on their heart and feel the heartbeat.
• Students will feel their heartbeat.
• Ask them to tell the importance of heart.
• Students will respond to the teacher's question and share their knowledge of the importance of
the heart with the class.
25
Explain: (10 mins)

Use can also use a 3D model of a human heart to explain:
• One of the most significant organs necessary for maintaining life is the human heart. It is a four-
chambered muscular organ. The heart is roughly the size of a clenched fist.
• The human heart is one of the most reliable and hardest working muscles in the human body,
functioning throughout a person's lifespan.
• The human heart's primary function is to circulate blood throughout the body.
• Blood transports oxygen, hormones, glucose, and other substances throughout the body,
including the human heart.
• The heart also ensures that the body's blood pressure remains stable.
• The heart is located in the thoracic cavity, between the lungs.
• The heart's internal cavity is divided into four chambers:
o The right atrium
o The right ventricle
o The left atrium
o The left ventricle
• The two atria are hollow chambers with thin walls that receive blood from the veins. The
ventricles are two thick-walled chambers that force blood out of the heart.
• The left atrium receives oxygenated blood from the pulmonary veins, while the right atrium
receives deoxygenated blood from veins.
Explore: (15 mins)
Stem Activity:
Heart Pump Project
• Fill a jar halfway with water.
• Cut the balloon's neck at the point where it begins to widen. Set aside the neck section.
• Stretch the balloon over the jar's opening and pull it down as tightly as you can. The flatter the
surface of the balloon can be, the better.
• Poke two small holes in the surface of the balloon with the tip of a skewer. Make them about an
inch apart and near the opposite edges of the jar.
• Insert the straw's long end into each hole. The straws should fit snugly in the holes so that no air
can get around them.
• Move the uncut end of the balloon neck onto one of the straws and wrap it with tape.
• To catch the pumped water, place your pump in a large pan or the sink. Straighten the straws
downward. Gently press the stretched balloon in the center and observe what happens to the
water in the jar.
• Teacher will demonstrate the experiment.
Explanation:
• The teacher will explain that the students constructed a simple pump that transferred water from
the jar through the straws and into the pan. The balloon's cut end served as a valve, preventing
water from flowing back down the straw. In a similar manner, your heart pumps blood into your
body via your arteries.
26
• Inside the human heart are four distinct chambers. This heart model pump demonstrates how
one chamber and its valve function.
• Remove the balloon valve from the straw and try pumping water again. Have you noticed any
differences? You probably noticed that water continued to come out of the straw, but without
the valve, there was nothing to prevent some of the water from flowing back down the straw.
Elaborate: (5 min)
• Teacher will ask the students to draw a heart on a paper and colour it to differentiate different
parts of heart.
• Students will draw a picture of heart and colour it.
Evaluate: (5 min)
• Provide worksheet 2 to solve it by the students.
• Ask students to complete Q5 on page 14 of workbook.
Home Assignment:
• Draw a labeled diagram of human heart.
• Complete Q3 on page 38 of student book.
Blood Circulation in the Human 32-34 45 Minutes -
Body
Learning Objective: Keywords

• Explain how blood circulates in the human body through a network Heartbeat
of vessels (arteries, veins and capillaries), and transports gases, Oxygenated blood
nutrients, wastes and heat.
Deoxygenated blood
• Sketch and label the Human Circulatory System Arteries
• Compare and contrast arteries, veins and capillaries. Veins
Resources: Capillaries
• Handouts with labelled diagrams of arteries, veins, and capillaries
• White and marker
• Pen and paper
Useful Link
Engage: (5 mins) https://youtu.be/SwHjwO7BnsI
• Start by asking students whether they are familiar
with the term "circulatory system" and its functions.
• In order to gather prior knowledge and understanding of the circulatory system, lead a class
discussion.
• Inquire if students have any observations or questions about these blood vessels.
Explain: (10 mins)
• Explain the circulatory system as the network of blood vessels that transports blood throughout
the body.
• Discuss the circulatory system's major components: the heart, arteries, veins, and capillaries.
• Explain the heart's function as the pump that drives blood circulation.
• Give a brief explanation of the three types of blood vessels: arteries, veins, and capillaries.
27
• Explain how arteries transport oxygenated blood away from the heart, veins transport
deoxygenated blood back to the heart, and capillaries facilitate gas, nutrient, and waste material
exchange.
• Discuss the structural and functional differences between arteries, veins, and capillaries, such as
thickness, elasticity, and the presence of valves.
Explain: (15 mins)
• Handouts with labelled diagrams of arteries, veins, and capillaries should be distributed.
• Instruct the students to compare and contrast the structural and functional characteristics of
each type of blood vessel, either individually or in pairs.
• Encourage them to identify specific features such as vessel wall thickness, the presence or
absence of valves, and lumen size.
• Ask each pair or individual share their findings and discuss the similarities and differences
discovered between arteries, veins, and capillaries.
• Create a comprehensive comparison chart on a whiteboard using the information shared by the
students.
• Allow students to ask questions and clarify any concepts that are still unclear.
Evaluate: (5 mins)
Complete Concept Check on page 33 and 34 of student book.
Home Assignment:
• Provide copies of worksheet 3 to solve at home.
• Complete Q5(i) on page 39 of student book
Composition of Blood and Its 35-36 45 Minutes 17
Main Components
Objective:
Describe the composition of blood and the functions of red cells, white cells, platelets and plasma.
Engage: (5 mins)
Useful Link
• Ask students what they know about blood and its
role in the body. https://youtu.be/UgvH3A-BDx8
• In order to gather prior knowledge and
understanding of blood, lead a class discussion.
• Display images of blood cells and plasma to visually engage students and pique their interest.
Explain: (10 mins)
• Introduce blood as a vital connective tissue that transports oxygen, nutrients, waste products,
hormones, and immune cells throughout the body.
• Discuss the structure of blood, focusing on its four main components: red blood cells, white
blood cells, platelets, and plasma.
• Explain that red blood cells, or erythrocytes, transport oxygen to body tissues.
• Describe the structure of red blood cells, including the absence of a nucleus and their distinctive
shape.
28
• Discuss how white blood cells, or leukocytes, help the body fight infections and foreign
substances.
• Describe the various types of white blood cells and their specific roles in the immune response.
• Explain the role of platelets, or thrombocytes, in blood clotting and scab formation to prevent
excessive bleeding.
• Discuss the properties of plasma, the liquid component of blood that contains water, proteins,
electrolytes, hormones, and other dissolved substances.
• Describe how plasma transports nutrients, hormones, waste, and heat throughout the body.
Explore: (15 mins)
STEM Activity: Blood Cell Models
Materials Needed:
• Playdough or modeling clay in various colors (red, white, yellow)
• Toothpicks
• Markers or stickers
• Reference materials on blood cell structures
Procedure:
1. Form small groups with the students.
2. Give each group a different colour of playdough or modelling clay, as well as toothpicks.
3. Instruct the groups to make playdough or modelling clay models of red blood cells, white blood
cells, and platelets.
4. Encourage students to consult reference materials to ensure that their models are accurate.
5. When the models are finished, have the students examine and compare them in their groups.
6. Instruct them to use their models to discuss the structural differences and characteristics of
each type of blood cell.
• Bring the students back together as a class after the exploration phase.
• Request that each group present their models and explain the characteristics and functions of
the various blood cells they created.
• Facilitate a class discussion in which the models are compared and contrasted, with an
emphasis on the structural and functional characteristics of each blood cell type.
• Prompt students to elaborate on their understanding and connections to the real-world functions
of blood cells by asking probing questions.
• Based on the information shared by the students, summarize the key characteristics of red blood
cells, white blood cells, and platelets.
Evaluate: (5 mins)
Ask students to complete Q6 on page 14 of workbook.
Home Assignment:
• Write down the functions of red cells, white cells, platelets and plasma in your notebooks.
29
Worksheet 1:
Label the diagram and write the organs in the correct order in which they participate in the human
respiratory system:
No. Name of organ Function
30
Worksheet 2:
Label and write down the function of different parts of the heart in the table belo.
Parts Function
Aorta
Vena Cava
Right Atrium
Left Atrium
Right Ventricle
Left Ventricle
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Worksheet 3:
Blood Circulation:
How does blood circulate in the human body?
What is the function of human arteries?
What is the function of veins?
What is the function of capillaries?
32
Label the diagram and write the organs in the correct order in which they participate in the human
respiratory system:
Nose
Pharynx
Trachea
Right
Lung
Alveoli
Left
Lung
No. Name of organ Function
As air enters the body through the nasal cavity, it is warmed

1 Nasal Cavity
and filtered.
Allow inhaled air to enter the nasal cavity and travel to the
2 Pharynx
respiratory tract.
In the human respiratory system, the larynx is located
between the pharynx and the trachea.
3 Larynx It guards the lower respiratory tract. The epiglottis protects
the upper part of the larynx from food entering the larynx and
trachea.
Allows air to enter the lungs. It is held together by cartilage
4 Trachea
rings that prevent it from collapsing.
The bronchi are windpipe extensions that transport air to and
5 Bronchi
from the lungs.
6 Lungs The organ where gas exchange takes place.
33
Label and write down the function of different parts of the heart in the table below.
Superior
Vena Cava
Aorta
Pulmonary
artery
Pulmonary
vein
Left
Right atrium
atrium
Left
ventricle
Right
ventricle
Inferior Vena Cava
Parts Function
The aorta's main function is to supply blood to almost all of the

Aorta
body's major organs via the smaller arteries that branch off of it.
Superior Vena Cava Carries deoxygenated blood from the upper body.
Right Atrium Receives deoxygenated blood through the veins.
Left Atrium Receives oxygen-rich blood from the lungs.
Right Ventricle Pumps deoxygenated blood into the lungs.
Left Ventricle Pumps oxygenated blood out to the rest of the body.
34
Answers for worksheet 3:
Blood Circulation:
How does blood circulate in the human body?
Circulatory system, a system of blood vessels, transports blood pumped by the heart to all
parts of the body, carrying oxygen and other substances required by our cells.
What is the functions of human arteries?
An artery is a vessel that transports oxygen-rich blood from the heart to the farthest parts
of the body. Because blood in arteries is usually oxygenated, haemoglobin in red blood
cells is oxygenated. The resulting haemoglobin form (oxyhemoglobin) is what gives arterial
blood its bright red colour.
What is the function of veins?
Veins are blood vessels that return low-oxygen-content blood from the body to the heart.
The presence of deoxygenated haemoglobin in venous blood causes it to appear dark.
What is the function of capillaries?
Capillaries are blood vessels that connect the smallest arteries to the smallest veins in the
body.
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Exercise Answers
1. Choose the correct answer.
i. b) nitrogen
ii d) the diaphragm is lowered
iii. b) up and out
iv. a) exercise
v. a) to carry oxygen
vi. b) to clot the blood
vii. d) to protect against germs
viii. c) oxygen and dissolved food
ix. d) carry oxygen round the body
2. Fill in the blanks.
liver
energy
alveoli
4-5%
cells
red blood cells
blood cells
left ventricle
60-80
body
3. Here is a simplified diagram showing a section through the human heart:
a. Human Heart
b. Pumping blood to the rest of the body
c. Receiving oxygenated blood from the lungs
4. The diagram on the right shows the chest cavity. One of the lungs is cut away to show the air
sacs or alveoli
i. Oxygen
ii. Carbon dioxide
iii. Thin walls for diffusion, large surface area, rich blood supply, moist lining
iv. Diaphragm moves down when inhaling and up when exhaling
v. Exhaled air has more carbon dioxide and less oxygen
vi. Cellular respiration
vii. Oxygen + Glucose Carbon Dioxide + Water + Energy
viii. Diaphragm contracts and flattens, intercostal muscles contract to lift ribs, increasing chest
volume and decreasing pressure, allowing air to enter (inhale); relaxation of muscles reverses
the process (exhale)
36
5. Short answer question.

i. Cells
ii. Nose, mouth, trachea, bronchi, bronchioles, alveoli
iii. Nose filters, warms, and humidifies air
iv. Tiny air sacs in the lungs where gas exchange occurs
v. Cilia help move mucus and trapped particles out of the respiratory tract
vi. Red blood cells, white blood cells, platelets, plasma
vii. Carries oxygen
viii. To transport nutrients, oxygen, and waste products
ix. Oxygen, nutrients, hormones, waste products
x. About 5-6 liters
xi. Prevents backflow of blood
6. Long answer question
i. Pulmonary vein → Left atrium → Left ventricle → Aorta → Body cells → Vena cava → Right
atrium → Right ventricle → Pulmonary artery → Lungs
ii. Breathing is the mechanical process of inhaling and exhaling air, while respiration is the
chemical process that occurs in cells to release energy from nutrients.
iii. Burning and Respiration:
Similarities:
- Both processes involve the utilization of oxygen.
- Both processes release energy.
- Carbon dioxide is produced as a waste product in both processes.
Differences:
- Respiration occurs within living cells and is a controlled process, while burning is a chemical
reaction that occurs outside living organisms and is often uncontrolled.
- Respiration is a complex series of chemical reactions that release energy from nutrients, while
burning involves the rapid oxidation of a substance.
- Respiration is essential for the survival of organisms, while burning is not a biological process.
iv. Why you breathe faster and your heart rate increases when you run:
When you run, your muscles require more oxygen to produce energy for increased activity.
Breathing faster helps supply this additional oxygen, and an increased heart rate ensures that
oxygen-rich blood is delivered to the muscles at a higher rate.
v. Veins vs. Arteries vs. Capillaries:
Structure:
- Arteries: Thick, muscular walls to withstand high pressure.
- Veins: Thinner walls and have valves to prevent backflow.
- Capillaries: Extremely thin walls for efficient gas exchange.
Function:
- Arteries: Carry oxygenated blood away from the heart to body tissues.
- Veins: Carry deoxygenated blood from body tissues back to the heart.
- Capillaries: Facilitate the exchange of gases, nutrients, and waste products between blood and
surrounding tissues.
37
vi. S ome arteries do carry deoxygenated blood (e.g., pulmonary artery), and some veins carry
oxygenated blood (e.g., pulmonary veins). The distinction is generally based on the direction
of flow rather than oxygen content.
vii. Importance of White Blood Cells:
White blood cells are vital components of the immune system. They defend the body against
infections, foreign substances, and harmful microorganisms. White blood cells identify and
destroy pathogens, helping to prevent and fight off illnesses.
6 Think about it
i. (Answers will vary)
ii. Blood carries oxygen, nutrients, hormones, and waste products, playing a vital role in
transportation, regulation, and protection.
iii. a. Bell-jar: Chest,
tubing: trachea,
balloons: lungs,
rubber sheet: diaphragm
b. Balloons expand when the rubber sheet is pulled down and deflate when pushed up.
c. Air pressure decreases when the rubber sheet is pulled down and increases when
pushed up.
d. Similar: Demonstrates expansion and contraction of lungs; Different: Lungs expand due
to muscle contractions, not external pressure.
Activities:
1. The air pressure at high altitudes is lower, leading to a decrease in the availability of oxygen in
the air. This makes it harder to obtain sufficient oxygen during breathing, making it more difficult
for my friend to hold their breath on top of the mountains.
2. Negative Effects on Lungs: Group 1 could create a story illustrating the harmful effects of
smoking on lung health, leading to respiratory diseases.
Positive Effects on Lungs: Group 2 might develop a story showcasing a character who engages
in regular exercise and maintains a healthy lifestyle, leading to strong and efficient lung function.
3. The resting heart rate is around 60-100 beats per minute. During exercise, it can increase
significantly, potentially reaching 120-200 beats per minute. Similar responses might occur for
classmates, but individual fitness levels can vary.
4. Heart Model: The model demonstrates how squeezing the middle bottle (representing the heart)
pushes water (representing blood) through the straw vessels (representing arteries and veins) to
simulate blood circulation.
5. Yarn Model: Thick blue and red yarn represent veins and arteries, respectively, while thin white
yarn symbolizes capillaries. The model illustrates the interconnectedness of blood vessels
throughout the body.
Projects:
1. Create a model of the human circulatory system to demonstrate the flow of blood through
arteries, veins, and capillaries.
2. Artificial respiration is a technique used to assist or replace breathing when someone cannot
breathe on their own. Scientists may avoid the term "artificial respiration" due to its potential
confusion with mechanical ventilation, which involves the use of machines to assist breathing.
3. Passive smoking refers to inhaling secondhand smoke from tobacco products used by others. It
can lead to various health risks similar to those faced by active smokers.
38
5. Sheep's Heart: Plastic tubes can be used to trace the path of blood through the heart chambers
and major vessels.
6. Learn to measure and record blood pressure under the guidance of a doctor. Research the
prevalence, causes, and treatments of high blood pressure.
Please note that these answers are based on the information you provided. If you need further
clarification or additional details, feel free to ask.
39
Immunity and Diseases
CHAPTER
03 Immunity and Diseases

Learning Outcomes: OVERVIEW OF THE UNIT:

• Identify the various types of pathogens that cause • Pathogens are microorganisms that cause a wide
infectious diseases. range of diseases in both plants and animals. Most
pathogens are parasites, which means they cause
• Explain the various defenses that the body has against harm to their hosts. Pathogens are classified into four
pathogens, before the innate immune system is types: viruses, bacteria, fungi, parasites.
activated.
• The Immune System is made up of various types
• Describe the parts of the immunity system and how of cells and molecules that protect our bodies from
they function to produce an immune response. pathogens. Pathogens include parasites as well as
fungi, bacteria, viruses, and haptens.Haptens are
• Describe the three types of immunity in humans –
molecules that, when they come into contact with
innate, adaptive, and passive.
a protein, may trigger an immune response. All of
• Illustrate how adaptive immunity develops over time. these cells and molecules are distributed throughout
the body's tissues and lymphoid organs, where they
• Visualize the ways to add additional layers of defense eliminate or prevent microbial infections, slow tumour
(such as wearing masks, using sanitizers, etc.) growth, and begin the repairing process of damaged
• Propose some common strategies for strengthening tissues.
their immune system. • Some of the actions to safeguard against infectious
• Explain how infectious diseases such as Hepatitis, diseases are:
COVID-19, Typhoid, Whooping Cough, Measles and 1. Improved access to vaccinations and
Dengue are caused/contracted, how they are tested contraception.
and diagnosed, and how they can be prevented. 2. Screening, counselling, and education for those at
• Suggest ways in which communities of people can risk of infection.
safeguard against the spread of infectious diseases. 3. Access to treatment assistance.
4. Observing good hygiene practices such as hand
washing.
5. Standard infection control precautions, including
Keywords contact, droplet, and airborne precautions.
Pulmonary artery, pulmonary vein,

capillaries, innate immunity, adaptive
immunity, passive immunity, pathogens,
immune system, virus, bacteria,
antibodies, infectious diseases, non-
infectious diseases, vaccine

Pathogens 40-41 45 Minutes 23
Learning Objective: Keywords

• Identify the various types of pathogens that cause infectious
diseases. Pathogens
Diseases
Resources: Microorganisms
• Poster showing the diagram of different types of pathogens.
40
• Chart Paper
Useful Link
• Colourful Markers
• White board and marker https://youtu.be/WsZS4RCWpcE
Engage: (5 min)
The teacher will ask questions like:
• What is sickness?
• How do we get sick?
• Remember the reason for your sickness when you were sick last time.
• How can we save ourselves from getting sick?
Students will recall and give answers to the questions. (Answers vary according to student’s
observations and experiences)
Explain: (10 min)
• Teacher can explain the topic with the help of a diagram.
Pathogens
Fungi Bacteria
Virus Parasites
• Bacteria are the most common microorganisms that can be found almost anywhere. The
dimensions range from 0.15 to 700 m. While the majority of bacteria are beneficial to us, some
are pathogenic and cause diseases in plants and animals.
• Viruses are not thought to be living organisms. They are only capable of replicating within the
host. They have a genome made up of DNA or RNA that is encased in a protein coat. They are
extremely small, with virus sizes ranging from 20 to 300 nm.
• An organism that lives on or inside a host organism and obtains its food from or at the expense
of the host is considered a parasite. Protozoa, helminths, and ectoparasites are the three main
types of parasites that can cause disease in humans.
• Fungi are mostly saprophytes that absorb organic matter from decomposing or dead substrates.
Parasitic fungi get their food from living plants and animals.
Explore: (15 min)
• After explaining the topic, the teacher will divide the class into four or five groups.
• The teacher will ask the students to make a poster on ‘Pathogens’.
• Students will make a poster on pathogens.
• They will show different types of pathogens with examples.
Elaborate: (5 min)
• The teacher will ask the groups to present their poster in front of their class.
• One of the students from each group will come and explain their poster to the class.
41
• Other students will be encouraged to ask questions at the end of each presentation.
Evaluate: (5 min)
• Teacher will name the diseases and ask students to tell the pathogens that cause them.
• Students will identify the pathogens based on what they have learned in the lesson.
• Students will do Q7 on page 23 of Workbook.
Home Assignment:
Worksheet 1 will be given.
Immunity 42 45 Minutes 20
Learning Objective:
Keywords
Explain the various lines of defenses that the body has against
pathogens. Defense
Infectious disease
Resources:
Mechanism
• Whiteboard or projector
Immunity
• Markers or chalk
• Sticky notes
• Microscope (optional) Useful Link
• Various pictures/diagrams of immune system
https://youtu.be/_AukawR1l4s
components (pre-prepared or found online)
Engage:(5 min)
Begin by projecting image of a virus or bacteria onto the board. Inquire of students what they know
about how the body defends itself against such pathogens. In order to spark curiosity, ask questions
such as, "What do you think happens when a harmful invader enters our body?" or "Have you ever
wondered why we don't get sick all the time?"
Explain: (10 min)
• Give a brief overview of the immune system, noting that it functions as the body's defence force
against intruders.
• Explain that the immune system has three lines of defence: the first line, the second line, and the
third line. Make a note of these on the board.
• Examine the First Line of Defence: The physical and chemical barriers that prevent pathogens
from entering the body, such as skin, mucus, and stomach acid.
• Talk about the Second Line of Defence: The non-specific immune response, which includes
fever, white blood cells, and inflammation, and is used to attack pathogens that have gotten past
the first line of defence.
• Examine the Third Line of Defence: the specific immune response, in which antibodies and
immune cells target specific pathogens to create immunity.
Explore: (15 min)
• Divide the class into small groups and give each group a different pathogen (for example, a virus,
bacteria, fungus, or parasite).
42
• Ask each group to come up with ideas for the first, second, and third lines of defence against
their assigned pathogen. They can write down their ideas on sticky notes and stick them to a
poster board or whiteboard.
• After that, each group should present their findings to the class.
Elaborate: (10 min)
• Use microscopes (if available) or prepared slides with images of white blood cells attacking
pathogens to introduce a hands-on activity.
• Allow students to look at the slides through a microscope or on a projector screen.
• Inquire about how the observed process is related to the second and third lines of defence.
• Encourage students to discuss how this knowledge might be applied in real-world situations,
such as vaccine development or disease understanding.
Evaluate: (5 min)
• Do Q2 on page 20 of workbook.
Home Assignment:
• Have students create a superhero character to represent each line of defence:
• The Front Line of Defence: Physical and chemical barriers, such as skin and mucus, could be
involved. Assign them the task of drawing or describing the superhero's appearance and powers
as they relate to this line of defence.
• The Second Line of Defence: This superhero could represent a general immune response,
such as white blood cells or inflammation. Assign them the task of illustrating or describing the
superhero's special abilities related to the second line of defence.
• The Third Line of Defence: The superhero should represent the specific immune response,
including antibodies and immune cells, for this line of defence. Encourage students to be
imaginative when designing a superhero who embodies the characteristics of this line.
• Students can create their superhero using drawing, digital design, or descriptive writing. They
can give a brief explanation of each superhero's powers and how they protect the body from
intruders.
• Ask students to name their superheroes and submit their creations by the next class.
Types of Immunity System 43-46 45 Minutes 21-23
Learning Objective:
Keywords
• Describe the three types of immunity in humans – innate, adaptive,
and passive. Innate immunity
• Illustrate how adaptive immunity develops over time. Acquired immunity
Passive immunity
Engage: (5 min)
• Begin the lesson by asking students if they have ever been sick or
heard anything about the immune system.
Useful Link
• Facilitate a class discussion to gather their prior
immunity knowledge and understanding. https://youtu.be/xRmwUjW7Nwo
• Fill in the blanks on the whiteboard with their
responses.
• Display images of the immune system to visually engage students.
43
• Inquire if students have any observations or questions about the immune system and its
functions.
Explain: (10 min)
• Introduce the concept of immunity and its significance in the body's defence against pathogens.
• Explain the three types of immunity: innate, adaptive, and passive immunity.
• Explain that innate immunity is the body's first line of defence and is non-specific, whereas
adaptive immunity is specific and grows over time.
• Discuss the innate immune system's components, such as physical barriers, phagocytes, and
natural killer cells.
• Adaptive immunity can be defined as a more sophisticated and targeted defence mechanism.
• Explain B and T cell roles in adaptive immunity, as well as their ability to recognize and respond
to specific pathogens.
• Discuss the concept of memory cells and how they help to develop long-term immunity.
Explore: (15 mins)
Materials Needed:
• Whiteboard or chart paper
• Markers or chalk
• Sticky notes or index cards (different colors)
Procedure:
Students will use a hands-on approach to simulate the immune response and investigate the
development of adaptive immunity in this activity.
1. Form small groups with the students.
2. Students should be informed that they will be simulating the immune system's response to a
pathogen.
3. Assign a pathogen to each group (for example, bacteria, virus, or fungus).
4. Instruct the groups to create a flowchart or diagram on the whiteboard or chart paper to
represent their assigned pathogen's immune response.
5. Provide different coloured sticky notes or index cards to represent different immune cells and
components.
6. Sticky notes or index cards should be used by each group to represent the various cells and
components of the immune response, such as phagocytes, B cells, T cells, antibodies, and
memory cells.
7. Encourage students to talk about and collaborate in their groups to figure out the sequence of
events and interactions between immune cells and components.
• Instruct each group to present their flowchart or diagram and explain the sequence of events in
their assigned pathogen's immune response.
• Facilitate a class discussion in which students compare and contrast immune responses to
different pathogens and identify similarities and differences in the immune components involved.
• Emphasize the importance of adaptive immunity and memory cell development in providing
long-term protection against specific pathogens.
44
Evaluate: (5 mins)
• Students can use concept maps or diagrams to demonstrate their understanding of the three
types of immunity and how adaptive immunity develops.
• Ask students to complete Q3 on page 48 of student book.
Homework:
• Write down the challenges the immune system faces and the strategies it uses to effectively
combat pathogens in your notebooks.
• Do Q3 and 8 on page 21 and 23 of workbook.
Parts of Immune System 46 45 Minutes 21
Objective:
Describe the parts of the immunity system and how they function to produce an immune response.
Resources:
• images of the armor shield
• Tags with the words- ‘GERMS’ and ‘WHITE BLOOD CELLS’
Engage: (5 min)
• Make use of the soldier’s armor shield analogy. How he defends
• himself from the enemy. Then ask your students if they are aware
• that our bodies have a shield that protects us from all of the
• pathogens discussed in the previous lesson. You can show the
• images of the armor shield in the beginning of the lesson to gain
• the interest of the students.
Explain: (10 min)
White Blood Cells
• White blood cell, also known as leukocytes or leukocytes, are immune system cells that protect the body from both
infectious disease and foreign invaders. All white blood cells are produced and derived from hematopoietics stem
cells, which are multipotent cells in the bone marrow. Leukocytes can be found in all part of the body, including the
blood and lymphatics systems.
Antibodies
• Antibodies are proteins that protect your body when an unwelcome substance enters it. Antibodies, which are
produced by your immune system, bind to these unwanted substances and eliminate them from your system.
Spleen
• As the immune system's largest internalorgan, the spleen containsa large number of immune system cells. Indeed,
the spleen receives approximately 25% of the blood that flows from the heart with each beat. The spleen filters
blood as it circulates to detect pathogens. When pathogens are detected, immune system cells become activated
and multiply in number in order to neutralise the pathogen.
45
Lymphatic System
• The immune system includes the lymphatic system. The Lymphatic system is a vast network of vessels, nodes,
and ducts that run through almost every tissue in the body. Throughout the body, there are 500-600 lymph nodes.
In response to infection, these nodes swell due to a buildup of lymph fluid, bacteria, or other organisms, as well as
immune system cells.
Explore: (15 min)

Role Play
(The activity will be done in a big room or playground)
• Begin by explaining that the body must protect itself from germs in various ways, one of which is
through white blood cells.
• Begin by explaining that the body must protect itself from germs in various ways, one of which is
through white blood cells.
• Teacher will divide the students as germs and white blood cells.
• Explain the students that the room or playground is the human being.
• Tag the students as ‘GERMS’ and ‘WHITE BLOOD CELLS’
• The students who are acting as a germ enters the body(room/playground), students who are
white blood cells locate the germ and capture it.
• The white blood cells will tag the germs, and the germs will be eliminated from the game.
• The game is over once all of the germs have been captured.
Elaborate: (5 min)
• Discussion questions:
• How do germs enter the body?
• What if the white blood cells are unable to capture all of the germs?
• What types of things are referred to as "germs"?
• What happens if a person is deficient in white blood cells?
All the students will actively participate in the discussion.
Evaluate: (5 min)
• Worksheet will be given to the students.
• Students will complete the worksheet on their own.
• Ask students to complete Q4 on page 21 of workbook
Home Assignment:
Worksheet 3.2 will be given.
Strengthening the Immune 47 45 Minutes -
System Against the Spread of
Infectious Diseases.
Objective:
• Visualize the ways to add additional layers of defense (such as wearing masks, using sanitizers,
etc.)
46
• Propose some common strategies for strengthening their immune system.
Engage: (5 mins)
• Display poster depicting preventive measures.
• Inquire if students have any observations or questions about these preventive measures.
Explain: (10 mins)
• Introduce the concept of adding extra layers of defence to prevent disease spread.
• Explain the importance of precautionary measures like wearing masks, using sanitizers,
practicing good hygiene, and keeping a physical distance.
• Discuss the rationale for each preventive measure and how it helps to reduce disease
transmission.
• Change the subject to immune system strengthening strategies.
• Explain how to eat a balanced diet, get enough sleep, engage in regular physical activity,
manage stress, and avoid harmful substances.
• Stress the importance of a strong immune system in protecting the body from disease.
Explore: (15 mins)
STEM Activity: Design a Protective Barrier
Materials Needed:
• Various materials for building models (e.g., cardboard, plastic cups, straws, tape, string, paper,
rubber bands, etc.)
• Craft supplies, scissors, rulers, markers, etc.
• Access to a computer for research
Description:
In this activity, students will work in small groups to design and construct a protective barrier
capable of effectively preventing disease spread. They will investigate various materials and design
strategies while keeping the principles of effectiveness, practicability, and cost-effectiveness in mind.
1. Divide the students into small groups to investigate.
2. Explain to the students that their task is to design and construct a protective barrier that an
individual can use to prevent disease spread.
3. Discuss the key factors to consider when designing the barrier, such as pathogen blocking
effectiveness, user comfort, ease of use, and material availability.
4. Provide students with a variety of materials and research resources (if available).
5. Instruct the groups to brainstorm and sketch their preliminary design ideas for the protective
barrier, taking into account the materials and resources available.
6. Encourage students to discuss and experiment with various design concepts, such as face
masks, shields, gloves, or any other creative ideas they may have.
• Once the groups' design ideas have been finalized, instruct them to begin constructing their
protective barriers with the materials provided.
• Encourage students to collaborate by assigning tasks based on their strengths and interests to
each group member.
47
• Remind them to build their models with the principles of effectiveness, practicability, and cost-
effectiveness in mind.
• Allow students to be creative with their designs, including features like adjustable straps,
breathable materials, or innovative mechanisms.
• Circulate among the groups, asking questions about their design choices and providing
guidance or suggestions as needed.
Evaluate: (5 mins)
Ask students to complete Q3(iii) on page 49 of student book.
Homework:
Think about the lesson and write down two additional strategies you can use to strengthen your
immune system.
Ways in Which Communities of 45 Minutes -
People Can Safeguard
Against the Spread of
Infectious Diseases.
Objective:
Suggest ways in which communities of people can safeguard against the spread of infectious
diseases.
Engage: (5 mins)
• Display poster depicting preventive measures.
• Inquire if students have any observations or questions about these preventive measures.
Explain: (10 mins)
• Role-Play: Divide students into small groups and assign each group a specific scenario
related to infectious diseases. A scenario might involve a community dealing with a measles
outbreak, for example. Students should discuss and act out in groups how community members
would respond to prevent the spread of the disease, taking into account factors such as
communication, education, and cooperation.
Explain: (10 mins)
• Infectious diseases and their modes of transmission, such as person-to-person contact,
respiratory droplets, contaminated surfaces, and vectors, are introduced.
• Discuss the impact of common infectious diseases such as the flu, COVID-19, measles, and
tuberculosis, as well as the importance of prevention.
• Provide information on preventive measures such as hand hygiene, mask use, vaccination,
social distancing, covering coughs and sneezes, and keeping the environment clean.
• Discuss the idea of community-based preventive measures, emphasizing the importance of
collective responsibility in preventing the spread of infectious diseases.
Explore: (15 mins)
• Instruct each group to brainstorm and discuss various ways communities can protect
themselves from the spread of infectious diseases.
48
• Encourage them to think creatively and critically as they generate ideas.

• Provide students with resources (printed or digital) to research and investigate additional
preventive measures and examples from real-world situations.
• Instruct the groups to create a collaborative visual representation of their proposed preventive
measures, such as a poster, infographic, or model.
• Divide the class into two groups and assign them different perspectives on preventive measures
for infectious diseases.
• For example, one group may advocate for the mandatory use of masks in public, while another
opposes it.
• Give each group time to prepare their arguments and evidence.
• Hold a class debate in which students present their arguments and counter arguments and
engage in respectful debate.
Evaluate: (5 mins)
Ask students to complete Q3(iv) on page 49 of student book.
Home Work:
Explore how vaccination plays an important role in community protection.
49
Worksheet 1:
1. Write down the name of the pathogen that causes the following diseases
Malaria
Ring Worm
Covid 19
Tuberculosis
Whooping Cough
Hepatitis
Dengue Measles
2. Write two features of each pathogen:

i. Virus:
ii. Bacteria
iii. Parasite
iv. Fungi
50
Worksheet 2:
Recognize the parts of the immune system and write down its name and function:
Name:
Function:
Name:
Function:
Name:
Function:
51
1. Write down the name of the pathogen that causes the following diseases.
Malaria Virus
Ring Worm Fungi
Covid 19 Virus
Tuberculosis Bacteria
Whooping Cough Bacteria
Hepatitis Virus
Measles Virus
2. Write two features of each pathogen:

1. Virus:
i. Virus forces the cells of living plants and animals to make copies of the virus, once it enters
the plant or animal body.
ii. They cannot reproduce on their own.
2. Bacteria:
i. A parasite gets its food from the living body of another organism.
ii. Some parasites are highly reproductive.
3. Parasite:
i. A parasite gets its food from the living body of another organism.
ii. Some parasites are highly reproductive.
4. Fungi:
i. Fungi do not have chlorophyll.
ii. They feed on the bodies of other living things or their dead remains.
52
Recognize the parts of the immune system and write down its name and function:
Name: White Blood Cells

Function:
Protect the body from both infectious disease and foreign
invaders.
Name: Spleen
Function:
The spleen receives approximately 25% of the blood that flows
from the heart with each beat. The spleen filters blood as it
circulates to detect pathogens.
Name: Lymphatic System

Function:
The lymphatic system is a vast network of vessels, nodes,
and ducts that run through almost every tissue in the body. In
response to infection, these nodes swell due to a buildup of
lymph fluid, bacteria, or other organisms, as well as immune
system cells.
53
Structure of an Atom
CHAPTER
04 Student Book Pages 53-64
• Describe and draw the structure of an atom in terms of • The structure of an atom is made up of a nucleus
electrons, protons and neutrons. (centre), protons (positively charged), and neutrons
(neutral). Electrons are negatively charged particles
• Describe how an atom is electrically neutral. that revolve around the nucleus's centre.
• Differentiate between atomic number and mass • In the year 1808, John Dalton presented the first
number. evidence-based theory on the structure of the
atom, known as Dalton's Atomic theory. An atom,
• Determine the atomic number and mass number according to this theory, is the smallest and ultimate
of elements on the basis of the number of protons, particle of matter.
electrons and neutrons.
• However, by the end of the nineteenth and
• Show the arrangement of electrons in K, L and M shells beginning of the twentieth centuries, scientists such
of elements as J.J. Thomson, Goldstein, Rutherford, Chadwick,
Bohr, and others had established that the atom is
• Draw the atomic structure of the first eighteen elements
not as simple as Dalton had suggested.
of the Periodic Table.
• The atom is made up of 36 subatomic particles,
• Explain that the Periodic Table is a way to organize the most important of which are electrons, protons,
elements in a systematic order. and neutrons. Because these three particles are
• Recognize periods and groups in the Periodic Table essential constituents of atoms, they are referred to
as elementary fundamental particles of an atom.
• An atom is made up of two parts. These are the
Keywords nucleus and the extra nucleus components. The
nucleus is located in the center of the atom and is
Atom (divisible entity), molecule, surrounded by extra nucleus components.
symbol, atomic number, mass number,
• The nucleus is responsible for the majority of the
electrons, protons, neutrons, nucleus, atom's mass, so the atomic mass number equals
orbit/ shell, neutral, elements, periodic the number of protons and neutrons present in the
table, groups, periods, metals, non- nucleus.
metals, valence shell, valence number, • Protons and neutrons together are named
ions, cations, anions, compound, nucleons. Because protons are positively charged
formula and neutrons are neutral, the nucleus is positively
charged.

Structure of an Atom and 53-54 45 Minutes 28
Periodic Table .
Objective:
• Describe and draw the structure of an atom in terms of electrons, Keywords
protons and neutrons.
Indivisible
• Describe how an atom is electrically neutral.
Proton
Resources: Neutron
• Paper and pen Electron
• Colourful dough
54
• Images of important scientists and events

Useful Link
Engage: (5 min)
https://youtu.be/TYEYEIuTmGQ
Warm-up Activity:
Play with Dough
• Demonstrate and ask the students to follow your steps.
• Draw the orbits on a piece of paper with a marker.
• Make small balls of dough and place them as protons, neutrons and electrons.
• Use different colours to differentiate them.
• Students will make the structure of an atom by following the steps of their teacher.
Explain: (10 mins)
• The centre of an atom is the microscopic atomic nucleus. It is made up of positively charged
particles called "protons" and uncharged particles called "neutrons."
• The extra nuclear region, on the other hand, is a much larger region. It is made up of a web of
negatively charged particles known as electrons. Electrons orbit the nucleus in a circle. The
attraction between protons and electrons holds the atom's structure
together.
• Except for hydrogen, all atoms are made up of these three subatomic
particles. Hydrogen is an exception to all other atoms in that it has only
one proton and one electron but no neutrons.
• The number of protons in an atom determines its element. The number
of electrons, on the other hand, indicates the type of reactions that will
occur in an atom.
• In the structure of an atom, the atomic nucleus is made up of a fixed
number of protons. Furthermore, the proton attracts the same number
of electrons as the electrons, resulting in an electrically neutral atom. Ions are formed when
electrons are added to or removed from an atom.
• Different atoms are arranged in a table called periodic table so that they could be identified
easily.
Explore: (15 mins)
Role-Play
• Group the students into smaller groups.
• Each group should produce a skit describing the components of an atom.
• Encourage students to think of ways to bring the atom parts to life. For example, Mr. Proton and
Ms. Neutron could share a house, and Mr. Proton could only say 'positive' things, whereas Ms.
Neutron is 'neutral' on every decision.
• When the groups have completed their skits, they will present them to the class
Elaborate: (5 min)
• Discuss the evolution of our knowledge of atomic structure. Show images of important
scientists and events that played a role in our understanding of the atom, such as J.J. Thomson,
Rutherford, and Bohr.
• Students will see the images carefully and listen carefully to the discussion.
55
• They will also participate in the discussion.
Evaluate: (5 min)
Complete Concept Check page 54
Home Assignment:
Atomic number and Mass 55-56 45 Minutes 25-26
Number
Objective: Keywords
• Differentiate between atomic number and mass number.
Atomic number
• Determine the atomic number and mass number of elements on the
basis of the number of protons, electrons, and neutrons Atomic mass
Resources:
• Whiteboard and markers
• Visual aids (charts, diagrams, or a periodic table) Useful Link
• Modeling kits (optional) https://youtu.be/gUA8k4gOpbk
Engage: (5 min)
Warm-up Activity:
Play with Dough
• Begin by asking a series of questions to grab students' interest and engage their prior
knowledge:
• How much do you know about atoms?
• Have you ever heard of the terms "atomic number" and "mass number"?
• Can you name a few elements and their symbols from the periodic table?
Explain: (10 mins)
• Give a detailed explanation of the key concepts:
• Atomic Number: The number of protons in an atom's nucleus that determines the element's
periodic table identity.
• The sum of protons and neutrons in an atom's nucleus represents the atom's mass.
• Use visual aids and diagrams to illustrate these concepts and relate them to periodic table
elements.
• Ask students to complete Q1 and 3 on page 25-26 of workbook.
Explore: (15 mins)
Role-Play
• Divide the class into small groups and instruct each group to do the following:
• Choose one of the elements from the periodic table.
56
• Determine the element's atomic number (protons) and mass number (protons + neutrons).
• Make a note of their findings on a worksheet or whiteboard.
• Circulate around the groups, providing directions and answering questions
Elaborate: (10 minutes)
• Discuss the role of electrons in atomic structure with the students. Explain how the number of
electrons in a neutral atom equals the number of protons. Discuss briefly isotopes, in which the
number of neutrons can vary.
• Challenge students to identify the number of electrons for their chosen element and calculate the
number of neutrons for a specific isotope (e.g., carbon-12 and carbon-14) as a hands-on STEM
activity.
Evaluate: (5 minutes)
Ask students to complete Discuss and Answer page 56 of student book.
Home Assignment:
Complete Q3 on page 62 of student book
The Arrangement of Electrons 56-58 45 Minutes 25
in Shells of Elements
Objective:
• Show the arrangement of electrons in K, L, and M shells of elements Keywords
• Draw the atomic structure of the first eighteen elements of the
Energy levels
Periodic Table.
Shells
Engage: (5 min)
Brainstorming:
Reinforce the structure of an atom. Useful Link
Draw the structure of an atom on the board. https://youtu.be/hSkJzE2Vz_w
Revise the parts of an atom.
The teacher can ask questions about the structure of an atom
like:
• Where are electrons present in the structure of an atom?
• Do all elements have same number of electrons?
• How do we know the number of electrons present in each orbit of the atom?
• Students will recall and try to answer the questions.
Explain: (10 min)
• An electron shell is an orbit that electrons follow around an atom's nucleus. The electrons, which
are negatively charged fundamental particles, are thought to occupy diffuse shells in the space
that surrounds the positively charged nucleus. The first shell is the one closest to the nucleus.
• The shells are labelled as follows:
57
K The first shell
L The second shell
M The third shell so on.
• The electrons occupy the shell in the following order:

2, 8, 18.
• The atomic shell model also aids in understanding atomic chemical properties.
Explain: (15 mins)
STEM Activity:
Model making
Teacher make four groups of students.

Teacher will provide the material for the activity.
• Paper plates
• Marker
• Colour paper
• Glue
• Each group will be assigned different element.
• Teacher will guide the students to make a 3D model of the structure of an atom.
• Students will make a model by using the given material.
• Students will arrange the electrons in their atom’s orbits according to their assigned element.
Explore: (5 mins)
Class Discussion:
Explain the link of electronic configuration with the Periodic Table:
58
• Show the periodic table chart to the students.

• Explain the students that elements are arranged in the periodic table according to the electronic
configuration.
• Students will carefully listen to the teacher.
• Students will ask questions that will arise in their minds.
Evaluate: (5 min)
On-Board Assessment
Home Assignment:
Complete Concept Check on page 59 of student book.
Recognize Periods and Groups 56-58 45 Minutes -
in the Periodic Table
Objective:
• Explain that the Periodic Table is a way to organize elements in a
Keywords
systematic order.
• Recognize periods and groups in the Periodic Table Groups
Periods
Resources:
Outer shell electrons
• Large Periodic Table poster or digital projection
• Colored markers
• Periodic Table worksheets or handouts Useful Link
• Periodic Table building materials (e.g., index cards with https://youtu.be/7mLPC74GHMo
element names and symbols)
• Interactive whiteboard or chalkboard
Engage: (5min)
Begin by displaying a Periodic Table poster or projection to the students. To pique their interest, ask
them open-ended questions such as:
• What do you notice about this table?
• Have you ever wondered why elements are arranged in this particular order?
• Are there any patterns or groups of elements that you can identify?
Explain: (10 min)
• Explain the Periodic Table's purpose:
• It is a method of organizing all known chemical elements according to their properties.
• To demonstrate similarities in properties and behaviours, elements are arranged in rows (periods)
and columns (groups).
• Draw a simplified version of the Periodic Table on the interactive whiteboard or chalkboard,
emphasizing the concepts of periods and groups.
59
Explore: (15 min)

• Distribute Periodic Table worksheets to small groups of students. Instruct each group to do the
following:
• Identify and label the provided table's periods (rows) and groups (columns).
• Discuss any patterns or trends they notice within each element group.
• After that, each group will present their findings to the class, emphasizing the patterns they
discovered.
Elaborate: (10 min)
• Involve students in a hands-on STEM activity in which they will create a simplified Periodic
Table.
• Give each student/group index cards with element names and symbols. Instruct them to arrange
the elements on a large display (e.g., a wall or bulletin board) into periods and groups based on
their properties.
• Encourage students to discuss their placements and to look for patterns or trends as they create
their own Periodic Table.
Evaluate: (5min)
Complete Discuss and Answer page 59 of student book.
Home Assignment:
Complete Q7 page 63 of student book.
60
Worksheet 1:
Atoms are composed of the following subatomic particles:
Na M
Particle Charge Relative Mass
Neutron
2,8,1 2,
Proton
Electron
Draw the structure of Potassium atom:
19 20
K C
2,8,8,1 2,8
61
Worksheet 2:
Draw and write down the electronic configuration of first ten elements of periodic table:
Electronic Electronic
Name of element Name of element
Configuration Configuration
Hydrogen Carbon
Helium Nitrogen
Lithium Oxygen
Beryllium Fluorine
Boron Neon
62
11 12
Atoms are composed of the following subatomic particles:
Particle Charge Relative Mass
Neutron 1 None
Proton 1 Positive
Electron Na
Almost Nothing Negative Mg
Draw the structure of Potassium atom:
2,8,1 2,8,2
19 20
K Ca
2,8,8,1 2,8,8,2
63
Draw and write down the electronic configuration of first ten elements of periodic table:
He Li Be B
H
2 2,1 2,2 2,3
1
C N O F Ne
2,4 2,5 2,6 2,7 2,8
64
Exercise Answers
1. Multiple Choice Questions:
i. d) classifying the elements
ii. b) electrons
iii. a) 2
iv. c) 6
v. b) period
2. Fill in the Blanks:
i. Calcium
ii. Protons and neutrons
iii. Atomic number
iv. Valency
v. Electrons
3. i. a) There are 11 electrons in this sodium atom.
b) The electrical charge on an electron is negative (-1).
c) The different levels of electrons around the nucleus are called "energy levels" or
"electron shells."
ii. a) The nucleus of the atom contains two types of particles: protons and neutrons.
b) The electrical charge on the nucleus of the atom is positive.
4. a) The three particles that are neutral atoms are A, B, and E. This is because the number of
electrons is equal to the number of protons in each of these particles, resulting in no net
electrical charge.
b) The charge (atomic number) of each particle is as follows:
A: Atomic number = 12 (protons)
B: Atomic number = 12 (protons)
C: Atomic number = 12 (protons)
D: Atomic number = 8 (protons)
E: Atomic number = 9 (protons)
c) The mass number represents the sum of protons and neutrons in an atom.
A: 12+ 12= 24
B: 12 +14= 26
C: 12+12=24
D: 8+8=16
E: 9+9=185
i. An element is a substance composed of atoms with the same number of protons in
their nuclei, making them chemically identical.
ii. Mass number is the sum of protons and neutrons in the nucleus of an atom.
iii. The electron distribution for the atom with atomic number 12 (magnesium) is 2
electrons in the first energy level and 8 electrons in the second energy level.
65
iv. The group II elements are alkaline earth metals, including beryllium (Be), magnesium
(Mg), calcium (Ca), strontium (Sr), barium (Ba), and radium (Ra).
v. There are 18 groups and 7 periods in the periodic table.
6. i. Atomic number represents the number of protons in the nucleus of an atom, while mass
number is the sum of protons and neutrons. Atomic number determines an element's
identity, while mass number indicates its atomic mass.
ii. An atom is neutral when the number of protons equals the number of electrons. For
example, a carbon atom with 6 protons and 6 electrons is neutral.
iii. Elements are arranged in the periodic table based on their atomic number. They are
organized into periods (rows) and groups (columns) based on similar properties.
iv. Elements have different group and period numbers because of their distinct atomic
properties. The group number indicates the number of valence electrons, while the period
number indicates the number of electron shells.
v. Potassium (K) and sodium (Na) have different period numbers because they have different
numbers of electron shells (energy levels), even though they share the same group number
(Group 1) due to similar valence electron configurations
7. Think about it:
Symbol Group Period Atomic Number Mass Number
Aluminum (Al) 13 3 13 27
Boron (B) 13 2 5 11
Phosphorus (P) 15 3 15 31
Sulfur (S) 16 3 16 32
66
CHEMISTRY
CHAPTER Physical and Chemical

05 Changes

• Differentiate between physical and chemical changes • A chemical change occurs as a result of a chemical
while considering daily life examples. reaction, whereas a physical change occurs when
matter changes forms but retains its chemical
• Recognize that oxygen is needed in combustion, identity.
rusting and tarnishing. • Chemical changes include burning, cooking,
• Explore methods of preventing rusting. rusting, and rotting.
• Relate uses of materials to their chemical properties • Physical changes include boiling, melting, freezing,
(e.g., tendency to rust, flammability). and shredding.
• Many physical changes can be reversed if enough
• Evaluate Impact of combustion reaction on energy is supplied. A chemical change can only be
environment. reversed by another chemical reaction.
• Relate uses of materials to their physical properties • A new compound (product) is formed as a result of
(e.g., melting point, boiling point, solubility, thermal a chemical change in which the atoms rearrange
conductivity). to form new chemical bonds. A chemical change
is always accompanied by a chemical reaction.
• Distinguish between physical and chemical properties
The starting materials and the finished product are
of matter
chemically distinct. Here are some examples of
chemical transformations:
Keywords o Wood burning
o Milk fermentation
rust, reversible, non-reversible, chemical
o Acid and base mixture
change, physical change, solubility,
thermal conductivity, tendency to • A physical change does not result in the formation
of any new chemical species. Changing the state
rust, flammability, reactant, products,
of a pure substance from solid to liquid to gas is a
combustion, burning, rusting, tarnishing, physical change because the matter's identity does
iron oxide not change. A physical change is characterized by
changes in physical properties but not by changes
in chemical properties. Physical properties,
for example, change during steel tempering,
crystallization, and melting. Here are some physical
examples:
o Crumpling an aluminium foil sheet
o An ice cube melting
o Silver casting in a mould

Physical Changes 65-66 45 Minutes -
Objective:
• Identify the physical changes in matter.
Resources:
• egg
• bowl
67
Physical and Chemical Changes
• beater
• sponge
• ice on a plate
• can
• sugar
• glass of water
• pen and paper
Engage: (5 min)
• To begin, give each student a piece of paper and instruct them to change it as much as
possible.
• Discuss the concept of physical change and identify the physical changes the students made to
their paper after they have completely changed it.
• Students will tear, twist, fold, cut up, shred, and colour on it.
Explain: (10 mins)
• Typically, a physical change is seen when something melts, freezes, condenses, breaks,
crushes, cuts, or bends.
• Powdering sugar, slicing, shredding, grating fruits and vegetables, and making gold ornaments
are all examples of physical changes. All of these are physical changes because the original
substance is unchanged but in a different form.
• Physical changes include all reversible and some irreversible changes. Melting butter, for
example, is reversible and a physical change because there is only a state change from solid
to liquid form. Glass breaking is an irreversible physical change because glass cannot be
reconstituted to its original shape. Regardless, it is still glass in both forms.
• A physical change is one in which no new substances are formed and can be reversed by
reversing the conditions.
• Physical Change Examples
Creating a salt and sugar solution
o Salt and sugar crystal crushing
o Crushing chalk stick
o Iron magnetization
o the process of boiling water to produce steam
Explore: (15 mins)
Hand-on Activity
Physical change Station
• The teacher will give the following things to the students:
egg, bowl, beater, sponge, ice on a plate, can, sugar, glass of water, pen and paper.
• Students will work in groups.
• Each group will use given things to set up a physical change station.
68
• Students will tag the physical change as cutting, melting, crushing etc.
Elaborate: (10 minutes)
Useful Link
Group Discussion
https://youtu.be/hv-hThK-vZI
The teacher will explain to the students how can they identify
the physical change.
Students will discuss the different physical changes that have been shown on their table.
Evaluate: (5 min)
The worksheet 1 will be given to the students by the teacher for them to complete on their own.
Home Assignment:
• List the physical properties of a matter on your notebooks.
• Complete Discuss and Answer page 66 of student book
Chemical Changes 67-69 45 Minutes 33-34
Objective:
Keywords
• Identify the Chemical changes in matter.
• Differentiate between physical and chemical changes while Chemical reactions
considering daily life examples. Chemical
composition
Engage: (5 min) Respiration
Discussion/Present Interesting Facts Combustion
• Today, the Statue of Liberty is recognized for its distinctive blue-
green hue. The surface of the Statue of Liberty is covered with thin copper sheets, so when it
was first unveiled, it was of a shiny copper colour. It took
about twenty years of exposure to weather to turn the Useful Link
Statue of Liberty from its shiny new penny colour to the
green it is today. How this happened to the Statue of Liberty https://youtu.be/uIPULuRFrfs
can be understood by a chemical reaction.
• Show an image of the Statue of Liberty. Ask students what
they think happened to the statue to cause its colour to change from bright copper to today's
blue-green.
• Students can give different answers.
• Expected answers:
o It has been painted.
o It has become dirty.
o It is because of the rust on it etc.
• Teacher then explains the students that it is because of the chemical reaction that has been
taking place for many years.
Explain: (10 mins)
The following are some of the characteristics of a chemical change:
• One or more new substances are formed as a result of a chemical change. When we burn
a piece of paper with a lit match stick, we produce entirely new substances such as carbon
69
dioxide, water vapour, smoke, and ash.

• A chemical change is usually irreversible: For example, burning paper is a permanent and
irreversible change. This is due to the fact that we cannot recombine the byproducts of paper
burning to produce the original paper.
• During a chemical change, a large amount of energy (in the form of heat, light, and sound) is
either absorbed or released: A chemical change occurs when a cracker is burned. When a
cracker explodes, it emits heat, light, and sound energy.
• A chemical change may result in a smell change or the release of a new smell: When food spoils,
it emits an unpleasant odour. This indicates that new substances have formed in spoiled food,
which has a foul odour.
• A chemical change could cause a permanent colour change: Fruit ripening is a chemical
transformation. As raw fruit ripens, its colour changes.
• A chemical reaction can result in the formation of a gas. For example, when a metal, like zinc,
reacts with diluted hydrochloric acid, zinc chloride salt and hydrogen gas are produced.
• Some of the examples of chemical changes are:
o Plants combine carbon dioxide and water in the presence of chlorophyll and sunlight to form
two new substances, glucose and oxygen gas, during photosynthesis. Thus, photosynthesis
is a chemical change.
o During digestion, various food materials break down to form new substances that can be
absorbed by the body. Thus, digestion is a chemical change
Explore: (10 min)
Stem Activity:
Experiment:
Teacher will demonstrate the experiment.
Teacher will provide:
• Paper Towels
• Small (non-metal) Bowls
• A Few Old Pennies
• White Vinegar
• Iodized Salt
Students will perform the experiment.
Students will:
• Tear a paper towel and line the bottoms of the bowls with it.
• Put a penny in each small bowl.
• Pour the vinegar and salt into a small non-metal mixing bowl and stir to combine.
• Pour only vinegar into the second small bowl.
Explanation:
When dirty pennies are dipped in vinegar and salt, the copper oxide and some of the copper on
the penny dissolve in the water and are washed away. When the penny is rinsed and wiped clean,
70
it appears to be brand new. When a penny is soaked in only vinegar, the oxidation process is
accelerated, and the penny becomes greener after a few hours.
Elaborate: (10 min)
Make a Chart.
• Assign students the task of creating a chart with examples of chemical changes.
• Students will design charts to depict examples of chemical changes.
• Ask students to describe what happens during the change and why it is an example of a
chemical change.
• Ask students to attempt Concept Check page 68.
Evaluate: (5 min)
• Give worksheet 2 to the students.
• Ask students to attempt Q2-3 on page 73 of student book.
Home Assignment:
• Make a poster showing the difference between physical and chemical changes in matter. Use
daily life examples to explain the difference.
• Attempt Q5 and 8 on page 33-34 of workbook.
Impact of Burning on the 69 45 Minutes 35
Environment
Objective:
Keywords
• Evaluate Impact of combustion reaction on environments.
Impact
Resources:
Burning
• Candles (one per group).
Greenhouse gases
• Glass jars (one per group).
• Aluminum foil .
• Lighters or matches.
Useful Link
Engage: (5 min)
https://youtu.be/gBLQUplzZZo
Begin with images depicting different types of burning,
such as wildfires, industrial smokestacks, or controlled
burns.
• Open-ended questions such as, "What do you see in the images?"
• Why do you believe people burn things in this manner?
• Have you ever considered the environmental impact of these activities?
Explain: (10 mins)

• Explain briefly the various types of burning (wildfires, combustion engines, waste incineration,
etc.).
• Discuss the air's constituents (oxygen, nitrogen, and carbon dioxide) and how burning alters
their composition.
• Explain what greenhouse gases are and how they contribute to climate change.
71
Explore: (15 min)

• Break the class up into small groups.
• Each group should be given a simple candle, a glass jar, and a piece of aluminium foil.
• Instruct students to complete the following tasks:
o Place the candle inside the glass jar and light it.
o Wrap aluminium foil around the jar's opening.
o Keep an eye on what happens to the flame.
o Discuss their findings and hypotheses about why this happened.
Elaborate: (10 min)
• Explain the greenhouse effect and its relationship to the use of fossil fuels.
• Provide the following materials for a simple classroom demonstration:
o A transparent plastic container (to represent the atmosphere)
o A heat lamp (which represents the sun)
o A temperature gauge
o A container of water
o A black paper surface (to represent the surface of the Earth)
• Set up the demonstration, shine the heat lamp on the container with the black paper surface
inside, and watch the temperature rise.
• Discuss how this model depicts the greenhouse effect and its relationship to the use of fossil
fuels.
Evaluate: (5 min)
• Attempt Q11 on page 35 of workbook.
Home Assignment:
• Assign each student or group a specific aspect of the environmental impact of burning (e.g.,
wildfires, air pollution, deforestation).
• Instruct them to conduct research on the topic assigned to them and to prepare a brief report or
presentation.
Rusting and Tarnishing of 70 45 Minutes -
Metals
Objective:
Keywords
• Recognize that oxygen is needed in combustion, rusting and
tarnishing. Rust
• Explore methods of preventing rusting. Tarnish
Exposed
Resources:
• Images or video clips of rusty or tarnished metal objects.
• Iron nails.
• Small plastic cups. Useful Link
• Water.
https://youtu.be/T4pSuflO9fk
• Salt.
72
• Magnets (optional).
• Copper coins.
• Vinegar.
• Toothbrushes.
• Metal samples.
• Paint or zinc coating materials.
Engage:(5 min)
• Begin by displaying a series of images of rusted or tarnished metal objects.
• Inquire open-ended questions such as,
o What do you notice about these metal objects?
o What causes metals to rust or tarnish, in your opinion?
o What effect might rust or tarnish have on the performance of these objects?
Explain: (10 mins)

• Explain how rusting (iron) and tarnishing (other metals) work.
• Discuss the chemical reactions that occur during the rusting and tarnishing processes.
• Explain the concepts of "oxidation" and "corrosion."
• Mention environmental factors such as moisture and oxygen that speed up these processes.
Explore: (15 min)
• Provide the following materials to each group:
o Iron nails (several per group)
o Small plastic cups
o Water
o Salt
o Magnets (optional)
• Instruct students to complete the following tasks:
o Separate the iron nails into separate cups.
o Fill one cup with water, another with saltwater, and leave one nail alone (control group).
o Observe and document changes in the nails over several days.
o Discuss their findings and compare the various conditions.
Elaborate: (10 min)
• Discuss metal rusting and tarnishing prevention methods (e.g., painting, galvanization).
• Students should create an experiment to test the effectiveness of one preventive measure.
• Materials based on their experiment design, such as metal samples, paint, or zinc coatings,
should be provided.
• Students should carry out their experiments and report their findings to the class.
Evaluate: (5 min)
• Give students a collection of metal objects, some with rust or tarnish and some without.
• Students should be able to identify and sort the objects as "affected by rust/tarnish" or "not
affected by rust/tarnish."
• Allow them to explain their reasoning behind each classification.
73
• As a class, discuss their classifications and explanations.

Home Assignment:
• Assign a specific real-world scenario or object where rusting or tarnishing is a concern (e.g., a
historic bridge, a marine vessel, a piece of artwork) to each student or group.
• Students should conduct research on the following topics:
o The object's or structure's history and significance.
o The materials used in its creation or construction.
o The difficulties presented by rusting or tarnishing in that context.
o The techniques used to prevent or reduce rusting or tarnishing.
o Students should prepare a detailed report.
Difference Between Chemical 89-90 45 Minutes 33
and Physical Properties of
Matter
Objective:
• Distinguish between physical and chemical properties of
matter. Useful Link
• Relate uses of materials to their chemical properties (e.g., https://youtu.be/8uAca9uKvPk
tendency to rust, flammability). .
• Relate uses of materials to their physical properties (e.g.,
melting point, boiling point, solubility, thermal conductivity).
Resources:
• Various materials for physical properties observation (e.g., metals, plastics, liquids).
• Materials for simple chemical reactions (e.g., vinegar, baking soda).
• Cards with material names and cards with properties (for the evaluation activity).
Engage: (5 min)
• Begin by showing images:
• One demonstrating a physical change (e.g., ice melting into water).
• One showing a chemical change (e.g., a piece of paper burning).
• Ask students to describe what they observe in each image.
• Pose questions like:
o What is happening in these images?
o Are these changes reversible or irreversible?
o How can we categorize these changes?
Explain: (10 mins)
• Define physical properties (such as colour, shape, and density) as well as chemical properties
(such as flammability and reactivity).
• Discuss how physical properties can be observed without changing the chemical composition of
74
a substance, whereas chemical properties require changes in composition.

• Explain how the properties of materials determine their uses.
Explore: (15 min)
Activity 1: Identifying Physical Properties
• Provide a wide range of materials, such as various metals, plastics, and liquids.
• Students should be instructed to observe and record the physical properties of each material (for
example, colour, texture, and flexibility).
• Allow them to debate and classify the materials based on their physical properties.
Activity 2: Identifying Chemical Properties
• Give materials for basic chemical reactions, such as vinegar and baking soda.
• Instruct students to mix the provided substances and observe any chemical changes (for
example, gas production and fizzing).
• Discuss what they saw and classify the reactions as chemical changes.
Elaborate: (10 min)
• Present students with a variety of real-world scenarios (for example, designing a spacecraft,
selecting building materials, or selecting a fuel source for a vehicle).
• Students should work in groups to discuss and justify their material selections based on the
physical and chemical properties required for the scenario.
• Encourage critical thinking and discussion about material trade-offs.
Evaluate: (5 min)
• On separate cards, provide a list of materials and a set of properties (both physical and
chemical).
• Students should be instructed to match each material with the properties that best describe it.
• As a class, go over the matches and clear up any misconceptions.
Home Assignment:
• Assign a specific material commonly used in daily life to each student or group (e.g., aluminium
foil, plastic water bottles, wooden furniture).
• Instruct them to research and list the physical and chemical properties of the material.
75
76
Worksheet 1:
Circle the phrases that explain the phenomenon of physical change:
Bicycle metal rusting Ice melts whites Whipped egg
Soured milk Salt dissolved in water Erosion
Sugar dissolved in water cake baking breaking glass
Describe how the objects has changed in any three of the above examples.
1.
2.
3.
77
Worksheet 2:
Identify and write the name and definition of the following examples of chemical changes:
Chemical Reaction:
Definition:
Glucose + Oxygen Carbon Dioxide + Water + Energy
Chemical Reaction:
Definition:
Combustible Reaction(Wood) + Oxygen Carbon Dioxide + Water
Chemical Reaction:
Definition:
Methane + Oxygen Carbon Dioxide + Water
78
Circle the phrases that explain the phenomenon of physical change:
Bicycle metal rusting Ice melts Whipped egg whites
Soured milk Salt dissolved in water Erosion
Sugar dissolved in water cake baking breaking glass
Describe how the objects has changed in any three of the above examples.
1. Salt dissolved in water and become a solution.
2. Glass breaks into smaller pieces.
3. Ice melts and becomes liquid.
79
Identify and write the name and definition of the following examples of chemical changes:
Glucose + Oxygen Carbon Dioxide + Water + Energy
Chemical Reaction: Respiration

Definition: When we breathe the inhaled oxygen reacts with glucose to release energy.
Combustible Material(Wood) + Oxygen Carbon Dioxide + Water
Chemical Reaction: Combustion

Definition: When oxygen combines with a combustible material to form carbon dioxide and water
and energy.
Methane + Oxygen Carbon Dioxide + Water
Chemical Reaction: Burning Fuels

Definition: Fuels burn to form carbon dioxide and water, and energy.
80
Exercise Answers
1. Choose the correct answer:
i. d) rusting
ii. a) changing size
iii. b) baking bread dough
iv. d) exploding a firework
v. d) wax
i. When a fuel burns it releases heat energy.
ii. Rusting of steel is an example of chemical change.
iii. Fuel reacts with oxygen gas when it burns.
iv. In a chemical change, atoms are combined to form molecules.
v. When carbon burns, carbon dioxide gas is produced.
3. i. One change that happens during a chemical change in baking a cake is the transformation
of raw ingredients into a completely different substance with different properties, such as the
conversion of cake batter into a solid, fluffy cake with a different taste and texture.
ii. a) Word equation for the breakdown of sodium hydrogen carbonate:
Sodium hydrogen carbonate (baking powder) → Sodium carbonate + Carbon dioxide +
Water
b) Baking powder is added to the cake mixture to help the cake rise and become fluffy.
The carbon dioxide gas produced during the breakdown of sodium hydrogen carbonate
creates bubbles in the cake mixture, making the cake light and airy.
c) To test for carbon dioxide gas, one can use the effervescence (bubbling) test. Collect the
gas released during the reaction (e.g., by placing a container over the mixture), and then
bubble the gas through limewater (calcium hydroxide solution). If the limewater turns
cloudy or milky, it indicates the presence of carbon dioxide.
4. i. The only state of matter that can be easily compressed is gas.
ii. When particles are heated, they move faster.
iii. The two states of matter that flow easily are liquid and gas.
iv. Two examples of a chemical change are burning wood and digesting food.
v. A hydrocarbon is a compound made up of hydrogen and carbon atoms.
vi. The word "fuel" refers to a substance that can be burned or otherwise used to produce
energy. Two examples of fuels are gasoline and natural gas.
5. Long Answer Questions:
i. Difference Between Physical and Chemical Change:
Physical Change: Physical changes are changes in which the substance's identity remains
the same even though its physical appearance or state may change. No new substances
are formed during a physical change. Examples include melting ice (from solid to liquid) and
evaporating water (from liquid to gas).
Chemical Change: Chemical changes are changes in which the substances involved are
transformed into new substances with different properties. Chemical bonds are broken
81
and new bonds are formed. Examples include burning wood (producing ash and smoke),
digesting food (breaking down complex molecules into simpler ones), and rusting iron
(forming iron oxide).
ii. Equations for Combustion, Rusting, and Ammonia Formation:
Combustion: Combustion is the reaction of a substance with oxygen to produce heat and
light. The general equation for the combustion of a hydrocarbon (like methane, CH4) is:
CH4 + 2O2 -> CO2 + 2H2O
Rusting: Rusting is the corrosion of iron in the presence of oxygen and moisture. The
equation for rusting can be simplified as:
4Fe + 3O2 + 6H2O -> 4Fe(OH)3 (iron(III) hydroxide, rust)
Ammonia Formation: The formation of ammonia (NH3) can be represented by the equation:
N2 + 3H2 -> 2NH3
Reversible Reactions: Reversible reactions are chemical reactions that can proceed in both
the forward and reverse directions. In other words, the products of a reversible reaction can
react together to form the original reactants.
Examples include the dissociation of water into hydrogen and oxygen (2H2O <-> 2H2 + O2)
and the equilibrium reaction between carbon dioxide and water to form carbonic acid
(CO2 + H2O <-> H2CO3).
iv. Changes Observed During a Chemical Reaction:
• Change in color
• Formation of a precipitate (solid)
• Evolution of gas (bubbles)
• Change in temperature (heat is absorbed or released)
• Change in odor
• Formation of a new substance with different properties
6. Think About It:
a) Compounds that contain carbon and hydrogen are called hydrocarbons.
b) The gas produced when carbon burns in a good supply of oxygen is carbon dioxide (CO2).
c) Word equation for the burning of hydrogen in oxygen:
2H2 + O2 -> 2H2O
d) The reactants of the above reaction are hydrogen (H2) and oxygen (O2).
e) The products of the above reaction are water vapor (H2O). a) Methane (CH4) contains the
elements carbon (C) and hydrogen (H). Octane (C8H18) also contains carbon and hydrogen.
a) Methane (CH4) contains the elements carbon (C) and hydrogen (H). Octane (C8H18) also
contains carbon and hydrogen.
b) When methane is burnt, the two compounds formed are carbon dioxide (CO2) and water
vapor (H2O).
c) The formulae for the two products formed when methane is burnt are CO2 and H2O.
d) Word equation for the burning of methane:
CH4 + 2O2 -> CO2 + 2H2O
82
CHAPTER
06 Chemical Bonds
Learning Outcomes: • When an atom gains electrons (anions), it
• Define valency and explain the formation of ions. becomes negatively charged, and when it loses
electrons(cations), it becomes positively charged.
• Write chemical formulae on the basis of valency of the • The term "ion" refers to a charged atom, regardless
constituent elements. such as H2O NaCl, NH3, CO, CO2, of the sign of the charge.
etc.
• A chemical formula is a scientific notation that
• Recognize that a chemical bond results from the uses atomic symbols and numerical subscripts to
attraction between atoms in a compound and that the show the number and type of atoms present in a
atoms’ electrons are involved in this bonding. molecule.e.g. H2O, CH4 etc.
• Chemical bonding is the joining of atoms,
molecules, or ions to form more complex and stable
Keywords compounds with changed physical and chemical
properties.
chemical bonds, ionic bonds, covalent • Depending on the type of bonded atoms, there are
bonds, electrostatic forces, single various types of chemical bonding, each with its
covalent bond, double covalent bond, own unique bonding mechanism:
triple covalent bond, mutual sharing o Covalent Bond: It happens when
nonmetallic atoms with similar (usually high)
electronegativities combine to share electrons
from their last orbit and form a stable chemical
compound.
OVERVIEW OF THE UNIT:
• The valency of an atom is its ability to combine. o Ionic bonding: It is formed by the union of
The valency of an element expresses the number metallic and non-metallic atoms via electron
of bonds that an atom can form as part of a transfer from the metal to the non-metal. Thus,
compound. electrically charged ions, cations (+) and anions
(-), are formed, which are electrostatically
• The number of protons in most atoms equals the attracted to each other, forming the bond.
number of electrons. This means that an atom
normally has no charge.

Valency and Formation of Ions 75-77 45 Minutes 38
Objective:
• Define valency and explain the formation of ions. Useful Link
Resources: https://youtu.be/2ugSvI-F__I
• a blank diagram with only the nucleus and some

empty shells
• colourful buttons.
• White board and board marker
Engage: (5 min)
Analogy/Discussion
• Think of a group of individuals with various hand patterns. Some people don't have any hands,
whereas others have one, two, or three. Nobody has more than four, and no one has more than
83
Chemical Bonds
four. A person with four hands can hold the hands of four others at the same time, whereas
a person with no hands can never hold any hand. Similarly, some atoms can only hold one
electron, while others can hold two, three, four, or none. This property is known as valency.
• Ask students to try to tell the valency of some elements.
• Students will tell the valency of the element asked by the teacher.
Explain: (10 mins)

• The number of atoms of one element combined with one atom of another element to form a
molecule is referred to as its valency.
• Valency is a measure of an atom's combining power. The number of electrons in an element's
outermost shell determines its valency.
• An ion is a charged atom (positive or negative). An element must gain or lose an electron to form
an ion.
• An ion is formed when electrons are gained or lost. When an atom gains an electron, it has more
electrons than protons, resulting in a negatively charged element atom.
• When an atom loses an electron, it becomes positively charged because it now has more
electrons than protons.
Explore: (15 min)
Useful Link
Stem Activity
https://youtu.be/K9rZQJuOgDk
• Give students a blank diagram with only the nucleus
and some empty shells and colourful buttons.
• Tell them to arrange the buttons to show electrons in different shells of an atom
• Students can begin by simply placing the appropriate number of buttons in each shell to
represent a specific element.
• They can use different coloured buttons to represent those in the K, L, M, N
Elaborate: (5 min)
Draw the following atomic structures on the board one at a time, then select a student at random to
circle only the valence electrons for each element.
F CI Br I
84
Evaluate: (5 min)
Ask students to complete Discuss and Answer on page 77 of student book.
Home Assignment:
Draw the atomic structure of the following elements and write the number of valence electrons for
each element.
• Potassium
• Sulfur
• Silicon
• Boron
Chemical Formulae 78-79 45 Minutes -
Objective:
• Write chemical formulae on the basis of valency of the constituent elements. such as HO NaCl,
NH3, CO, CO, etc
Useful Link
Resources:
https://youtu.be/GJ4Mds0CWLE
• Whiteboard and markers or chalkboard and chalk
• Projector and screen
• Periodic table
• Modeling kits or balls and sticks for atoms and molecules (optional)
• Worksheets with blank chemical formulas
• Pencils and erasers
Engage: (5 min)
Begin by displaying models of common compounds such as H2O (water), NaCl (table salt), NH3
(ammonia), CO2 (carbon dioxide), and CO (carbon monoxide). Inquire about the similarities and
differences between these substances. Hold a brief discussion about the significance of chemical
formulas and their necessity.
Explain: (10 min)
• Introduce the concept of valency, defining it as the number of electrons that an atom can lose,
gain, or share to achieve a stable electron configuration.
• Discuss how atoms combine to form compounds by transferring or sharing electrons in order to
achieve a stable state. The periodic table can be used to show the valency of common elements.
• Explain how chemical formulas represent the atom-to-atom ratio of a compound and how the
valency of each element determines this ratio.
Explore: (15 min)
• Give students blank worksheets with the chemical symbols of elements (H, O, N, C, Na, Cl, and
so on) and their valency.
• Use the valency information provided to have students work individually or in groups to write the
chemical formulas for common compounds such as H2O, NaCl, NH3, CO2, and CO.
• Walk around the classroom to assist students and clear up any confusion.
85
Chemical Bonds
Elaborate: (10 min)
• Display the correct chemical formulas (H2O, NaCl, NH3, CO2, CO) on the board and explain them
step by step.
• Discuss how subscripts are used to represent the number of atoms in a compound.
• Ask students to complete Concept Check on page 82 of student book.
Evaluate: (5 min)
Ask students to complete Q3 on page 82 of student book.
Home assignment:
• Research and write down the chemical formulas for three common household compounds. Also
list the valency of each compound's constituent elements.
• Example compounds are:
• Table sugar (sucrose)
• Baking soda (sodium bicarbonate)
• Vinegar (acetic acid)
Chemical Bond 80 45 Minutes 41
Objective:
• Recognize that a chemical bond results from the attraction between atoms in a compound and
that the atoms’ electrons are involved in this bonding.
Resources: Keywords
• pictures of covalent bond and ionic bond Chemical bonds
• index cards with the name and chemical formula of compounds Ionic bonds
• periodic table of elements Covalent bonds
• gumdrops
• glue Useful Link
• marker
https://youtu.be/OTgpN62ou24
• poster board
Engage: (5 min)
Warm-up activity:
Think-Pair-Share
Paste the pictures of
1. Covalent Bond
2. Ionic Bond
• Ask students to discuss the pictures in pairs.
• Students will discuss and make notes of their discussion.
• Ask students what they have observed about these pictures and then relate their observation
with your explanation of the topic.
• Students will share what they already know or what they guess from the pictures.
86
Explain: (10 min)

• Chemical bonding is the formation of a chemical bond between two or more atoms, molecules,
or ions that results in the formation of a chemical compound. These chemical bonds are what
hold the atoms in the resulting compound together.
• Chemical bonding is the attractive force that holds various components (atoms, ions, etc.)
together and stabilizes them through the overall loss of energy. As a result, chemical compounds
are dependent on the strength of the chemical bonds between their components; the stronger
the bonding between the components, the more stable the resulting compound.
• Chemical bonds known as ionic bonds involve the exchange of electrons between two atoms or
molecules. In this case, an atom loses an electron, which is then gained by another atom. When
such an electron transfer occurs, one of the atoms acquires a negative charge and is termed the
anion.
• A covalent bond signifies electron sharing between atoms. This type of chemical bonding is
common in carbon compounds (also known as organic compounds). The electrons shared
by the two atoms now extend around the nuclei of the atoms, resulting in the formation of a
molecule.
Explore: (15 min)
Stem Activity:
Models using Gumdrops
• Create index cards with the name and chemical formula of compounds formed by covalent and
ionic bonds prior to the activity.
• Display the periodic table of elements to students. Discuss how periodic table elements can be
combined using covalent or ionic bonds.
• Distribute gumdrops, glue, markers, poster board, and the two index cards you made to each
pair of students (one covalent, one ionic).
• Students will draw diagrams of covalent and ionic bonds that show how electrons in a covalent
bond are shared versus transferred in an ionic bond.
• Students will write the chemical symbol for each element and position its outer shell electrons,
represented by gumdrops, to show how it is bonded to the other elements in the compound for
each compound.
• When students complete their models, they will share them with the class.
Elaborate: (5min
• Divide the class into two groups. One group will represent and explain ionic bonds and the other
will represent covalent bonds.
• Ask students to complete Concept Check on page 80 of student book.
Evaluate: (5 min)
Complete Q5 on page 83 of student book.
Home Assignment:
Complete Q9-10 on page 41 of workbook.
87
Chemical Bonds
Worksheet 1:
Complete the following sentences with the correct word

1. Elements of the same group have the same/different number of valence electrons.
2. Elements in group 0 have 0/2 in the valence shell.
3. Elements like Argon and Neon in group zero have 6/8 valence electrons.
4. Elements of group 1/2 have 2 elecrtons in their valence shells.
5. The group 0 is known as zero group as the elements of group zero have
stable/Unstable valence shells.
Draw the atomic structure of the following elements. Also write the number of valence electrons
of each element.
1. Sulphur
Number of Electrons:
2. Boro
3. Argon
88
Worksheet 2:
Fill in the table below:
Compound Element 1 Element 2 Bond Type
Non- Non-
Metal Metal
Metal Metal
CuCl2
Cao
NO2
Fe2O3
H2O
NO2
MgBr2
SO2
89
Chemical Bonds
Complete the following sentences:

1. Elements of the same group have the same/different number of valence electrons.
2. Elements in group zero have 0/2 in the valence shell.
3. Elements like Argon and Neon in group zero have 6/8 valence electrons.
4. Elements of group 1/2 have 2 electrons in their valence shells.
5. Group 0 is known as the zero group as the elements of group zero have
stable/Unstable valence shells.
Draw the atomic structure of the following elements. Also write the number of valence
electrons and valency of each element.
Sulphur insert image from folder
Number of Valence Electrons: 6

Valency: 2,4,6
Boron insert image from folder

Valency: 3
Argon insert image from folder

Valency: 0
90
Fill in the table below:
Compound Element 1 Element 2 Bond Type
Metal Non-Metal Metal Non-Metal
Copper Chlorine
CuCl2 Ionic
Metal Non-metal
Calcium Oxygen
CaO Ionic
Metal Non-metal
Nitrogen Oxygen
NO2 Covalent
Non-metal Non-metal
Iron Oxygen
Fe2O3 Ionic
Metal Non-metal
Hydrogen Oxygen
H2O Covalent
Non-metal Non-metal
Nitrogen Oxygen
NO2 Covalent
Non-metal Non-metal
Magnesium Boron
MgBr2 Ionic
Metal Non-metal
Sulpher Oxygen
SO2 Covalent
Non-metal Non-metal
91
Chemical Bonds
Exercise Answers

i. b) Compound
ii. b) it changes into negative ion
iii. b) a covalent bond is formed
iv. b) CO
v. c) 8
i. The ionic bond has the attraction between cation and anion.
ii. A chlorine atom has 7 electrons in its outermost shell.
iii. The group number in the periodic table is the number of valence electrons of the elements.
iv. Hydrogen atom is reactive because it has an incomplete shell.
v. The formula of ammonia is NH3.
3. Formulas of Compounds:
a) Carbon dioxide: CO2
b) Ammonia: NH3
c) Sodium chloride: NaCl
d) Water: H2O
4. Short Answer Questions:

i. Valency is the measure of an element's ability to combine with other elements and form
chemical compounds. It is determined by the number of valence electrons an element has.
ii. The valence shell is the outermost electron shell of an atom. It contains the valence
electrons, which are involved in chemical bonding.
iii. An ion is an atom or molecule that has gained or lost one or more electrons, resulting in an
electrically charged particle.
iv. A cation is a positively charged ion that forms when an atom loses one or more electrons.
v. An anion is a negatively charged ion that forms when an atom gains one or more electrons.
vi. Neutral atoms are atoms that have an equal number of protons and electrons, resulting in no
net electrical charge.
92

i. Bonds are formed through the interaction of electrons in the outermost energy shells
(valence shells) of atoms. Atoms can form bonds by sharing, gaining, or losing electrons.
Bonds allow atoms to achieve stable electron configurations, such as the noble gas
configuration.
ii. Ionic bonds are formed between atoms when one atom (usually a metal) transfers electrons
to another atom (usually a non-metal). This transfer of electrons creates ions with opposite
charges (cation and anion) that are attracted to each other due to electrostatic forces. For
example, in the formation of sodium chloride (NaCl), sodium (Na) donates an electron to
chlorine (Cl), resulting in the formation of Na+ and Cl- ions, which are held together by
electrostatic attraction.
iii. Covalent bonds are formed when two atoms (usually non-metals) share electrons to achieve
a stable electron configuration. In a covalent bond, electrons are shared between the atoms,
creating a molecule. For example, in the formation of a water molecule (H2O), two hydrogen
(H) atoms and one oxygen (O) atom share electrons to form covalent bonds. Each hydrogen
atom shares one electron with the oxygen atom, resulting in a stable molecule.
93
Solutions
CHAPTER
Solutions
Objectives: OVERVIEW OF THE UNIT:
• Demonstrate the process of solution formation (using • A solution is a uniform mixture of one or more
water as universal solvent). components.
• A solution is made up of two parts: a solvent and a
• Distinguish among solute, solvent and solution; solute.
saturated and unsaturated solution.
• The solvent is the component that dissolves the
• Define solubility. other component. In general, the solvent is present
• Recognize that the amount of solute which dissolves in in greater abundance than the solute.
a given solvent has an upper limit. • Solute refers to the components that are dissolved
in the solvent.
• Identify the factors which affect the solubility of a solute
in a solvent and recognize the importance of these • A liquid solution is made up of a solid, liquid, or gas
factors in homes and industries. that has been dissolved in a liquid solvent.
• The examples below show the solvent and solute in
• Explain what is meant by a concentrated and dilute some solutions.
solution.
• Air is a gaseous mixture that is homogeneous. Both
• Identify ways of accelerating the process of dissolving the solvent and the solute are gases in this case.
materials in a given amount of water and provide • Sugar syrup is a solution made by dissolving sugar
reasoning (i.e., increasing the temperature, stirring, and in water.
breaking the solid into smaller pieces increases the
process of dissolving). • Water serves as the solvent, and sugar serves as
the solute.
• Explore the effectiveness of various cleaning solutions • Iodine tincture is an iodine-in-alcohol solution. The
in cleaning tarnished and oxidized coins. (STEAM)
solute is iodine, and the solvent is alcohol
• Make a rock candy with sugar using crystal seeding
technique. (STEAM)
Keywords
solute, solvent, solution, solubility, concentrated, saturated, dilute, dissolving, soluble, insoluble,
rate, surface area, stirring

Solutions 84-86 45 Minutes 45
Objective: Keywords
• Demonstrate the process of solution formation (using water as universal
solvent). Solution
• Distinguish among solute, solvent and solution; saturated and Homogenous
unsaturated solution. Solute
• Recognize that the amount of solute which dissolves in a given solvent Solvent
has an upper limit.
Useful Link
Resources:
• Salt (solute) https://youtu.be/eTe0a61IohE
• Water (solvent)
94
• Clear cups or beakers

• Stirring rods or spoons
• Food coloring (optional)
• Sugar (optional)
• Graduated cylinders
• Whiteboard and markers or chalkboard and chalk
• Interactive simulations or videos demonstrating solution formation (optional)
Engage: (5 min)
• Begin by displaying a clear glass of water and a glass with visible salt at the bottom.
• Inquire with students about what they notice about the two glasses and whether they can
explain any differences.
• To generate interest in how substances dissolve in water, lead a class discussion.
Explain: (10 min)
• Introduce important terms such as solute, solvent, solution, saturated solution, and unsaturated
solution.
• To demonstrate the concepts and their relationships, use diagrams or visuals.
• A solute is a substance that dissolves in a solvent to form a solution. Water is known as the
universal solvent because it can dissolve a wide range of substances.
• Discuss the concept that the amount of solute that can dissolve in a solvent is not infinite and
that solubility has a limit.
Explore: (15 min)
• Students should be divided into pairs or small groups.
• Give each group a clear cup or beaker, a stirring rod or spoon, and a pinch of salt.
• Students should be instructed to add salt to the water while stirring until no more salt can
dissolve (saturated solution).
• Encourage them to keep a table of their findings, noting the amount of salt added and whether it
dissolved or remained at the bottom.
• Another group can optionally create an unsaturated solution by adding less salt and stirring.
Elaborate: (10 min)
• Allow groups to present their findings to the class and discuss the differences between saturated
and unsaturated solutions.
• Make a live demonstration by pouring a large amount of salt into a graduated cylinder filled with
water. Demonstrate that the excess salt settles at the bottom, emphasising the fact that solubility
has limits.
• You can also talk about how temperature affects solubility (hot water dissolves more solute than
cold water).
Evaluate: (5 min)
Complete Discuss and Answer on page 86 of student book.
Home Assignment:
Perform a solubility experiment at home with various substances (e.g., salt, sugar, baking soda) and
water. Keep track of your findings and decide which substances dissolve completely, partially, or not
95
Solutions
at all. Additionally, investigate how temperature affects solubility by testing a substance's solubility in
hot and cold water.
Solubility 86 45 Minutes -
Objective:
Useful Link
• Define solubility.
• Identify ways of accelerating the process of dissolving https://youtu.be/fc2zyrVR4kA
materials in a given amount of water and provide reasoning
(i.e., increasing the temperature, stirring, and breaking the
solid into smaller pieces increases the process of dissolving).
Engage: (5 min)
Hand-On Activity
• Make a glass of squash with squash and sugar.
• Students will get excited to see that why the teacher is making juice today in the lesson.
• This will help gain the interest of students in the lecture.
• Explain to the students that
when you make a sugary drink from a squash, you dissolve two substances (the squash and
sugar) into a uniform solution.
• Solubility refers to a chemical substance's (or solute's) ability to dissolve in a solvent (usually a
liquid) and form a homogeneous solution.
Explain: (10 min)
• Solubility is the maximum amount of solute that can dissolve in a defined quantity of solvent at a
given temperature.
• A solute is any substance that can be solid, liquid, or gas when dissolved in a solvent.
• A solution is a liquid that is a homogeneous mixture of one or more solutes in a solvent.
• A common example of a solution is adding sugar cubes to a cup of tea or coffee.
• Solubility is the property that allows sugar molecules to dissolve. As a result, solubility can be
defined as a substance's (solute's) ability to dissolve in a given solvent.
Explore: (15 min)
Scientific Inquiry
• Students will predict and test the solubility of several similar-looking materials in this activity.
This activity will help students think critically about common substances and how they will (or
will not) dissolve.
• The teacher will provide the following materials.
• A variety of common white powders and crystals (e.g. sugar, flour, cornstarch, several varieties
of salt, baking soda)
• Plates made of paper
• Stirring rods
• Water
96
• Students will do all their work on paper plates.

• First, students will draw a circle and label each substance. Then, based on their predictions, they
will write 'soluble' or 'insoluble' in or near each circle with a pen or marker.
• They will then place a small amount of each substance in the circle, add a few drops of water,
and stir to see if the mixture dissolves. They can add more water as needed if they are unsure.
If their predictions were incorrect, instruct them to correct their errors on the paper plate with a
different colour pen or marker.
Elaborate: (5 min)
Class Discussion:
Comparison of Predictions and Findings.
• Ask the students to make notes of the differences between their predictions and the results of
the experiment.
• Students will make notes of their findings.
• The teacher will discuss the results of the experiment with the students.
• Students will share their results with the class.
Evaluate: (5 min)
Worksheet 7.1 will be given to the students.
Home Assignment:
List ten compounds that are soluble in water.
Concentrated and Dilute 45 Minutes -
Solutions
Objective:
• Explain what is meant by a concentrated and dilute solution.
Resources:
• two glasses of water
• blue ink
• Three test tubes
• a test tube holder Useful Link
• a measuring flask https://youtu.be/V6-mlh9xRjg
• a spoon
• copper sulphate
Engage:(5 min)
Warm-up Activity:
• Show students two glasses of water, one with a few drops of blue ink and the other with more.
• The students will observe the two glasses.
• Ask students: What is the difference between these two solutions?
• Expected Answer:
• One is light blue and another is dark blue
97
Solutions
• Explain the reason for this colour difference by introducing the concept of Dilute and
concentrated solutions.
Explain: (10 min)
• A concentrated solution is a liquid with a high solute concentration. A dilute solution of dissolved
salt from a well in drinking water. By looking at a colourless watery solution, it is impossible to
tell whether it is dilute or concentrated. However, when looking at coloured solutions of different
concentration levels, we can tell which one is dilute and which one is concentrated. We can
differentiate between concentrated and diluted coloured solutions as:
• Diluted solution: A dilute solution is formed when a small amount of solute is dissolved in a
relatively large amount of solvent.
• Concentrated solution: A concentrated solution is one in which the amount of solute dissolved is
relatively large in comparison to the amount of solvent.
Explore: (10 min)
STEM Activity:
Experiment
• The teacher will provide: Three test tubes, a test tube holder, a measuring flask, a spoon, copper
sulphate, and water
• The teacher will demonstrate the experiment.
• Students will:
• Take three thoroughly cleaned test tubes. Now, one by one, place the test tubes in a test tube
holder. Using a measuring flask, fill each tube with 5 millilitres of water. Now add 1 spoon of
copper sulphate to the first test tube, 2 spoons to the second test tube, and the remaining 3
spoons to the third test tube. Then, thoroughly shake the test tubes until the copper sulphate
grains are completely dissolved. Set the test tubes back in their original positions in the test tube
holder.
• Ask students: Do all of the solutions have the same shade of blue?
Explanation:
With less copper sulphate, the solution appears less blue. This indicates that the solution is less
dilute. As the amount of copper sulphate is increased, the colour of the solutions gradually deepens.
With the addition of copper sulphate, the solution has become more concentrated rather than
diluted.
98
Elaborate: (10 min)
Stem Activity
• Ask students:
• We know how to convert a diluted solution into a concentrated solution. Now, can you convert a
concentrated solution to a dilute solution?
• Let the students think of the idea themselves to convert the concentrated solution into the dilute
solution.
• Most of the students will be able to understand that by adding more solvent, we can convert the
concentrated solution into a dilute solution.
• Observe the students to see if they are doing the task correctly.
• In the end, explain to the students that we can make a concentrated solution by adding more
solute, and we can convert a concentrated solution into a dilute solution by adding more solvent
into the solution.
Evaluate: (5 min)
Worksheet 2 will be given to the students.
Home Assignment:
Make concentrated and diluted solutions with anything that you will find in the kitchen, and share
your experience with the class in the next lesson.
Factors Affecting Solubility 107 45 Minutes -
Objective:
• Identify the factors which affect the solubility of a solute in a solvent and recognize the
importance of these factors in homes and industries.
• Identify ways of accelerating the process of dissolving materials in a given amount of water and
provide reasoning (i.e., increasing the temperature, stirring, and breaking the solid into smaller
pieces increases the process of dissolving).
Resources:
Useful Link
• a clear container filled with water
• a coloured solid (such as sugar or salt). https://youtu.be/qL5-lcc_TfY
99
Solutions
Engage: (5 mins)
• Start the lesson with a visual demonstration of dissolving. Display a clear container filled with
water and a coloured solid (such as sugar or salt).
• Instruct students to observe what happens and to discuss the dissolving process. Pose
questions such as, "What changes do you notice when the solid is added to the water?"
• Why do you believe the solid vanishes in water?
• Can you think of anything that could influence how quickly the solid dissolves?
Explain: (10 mins)
• Explain dissolving as the process by which a solid solute dissolves and disperses uniformly in a
solvent, resulting in a homogeneous mixture known as a solution.
• Discuss the following factors that can hasten the dissolution process:
• Temperature: Raising the temperature of the solvent increases the rate of dissolution because
it provides more kinetic energy for particles to collide and break the bonds that hold the solute
together.
• Stirring or agitation: Agitating the mixture through stirring or shaking increases the contact
between the solute and solvent, allowing for faster dissolution.
• Surface area: By breaking the solid solute into smaller pieces, the surface area increases,
providing more contact points with the solvent and speeding up the dissolving process.
• Give examples and real-life scenarios to demonstrate how these variables affect the rate of
dissolution.
Explore: (15 mins)
• Conduct a series of experiments in which students investigate the factors that influence
dissolving rate.
• Experiment 1: Have students dissolve equal amounts of a solute (such as sugar or salt) in various
temperatures of water and time how long it takes for complete dissolution.
• Experiment 2: Students can compare the rate of solute dissolution in still water versus stirred or
agitated water.
• Experiment 3: Students can compare the rate of a solute's dissolution in whole versus crushed
or powdered form.
• Students can design their own experiments in small groups to investigate additional factors that
may influence the rate of dissolving.
• Encourage students to take notes and measurements during the experiments, and to participate
in discussions to explain their findings based on the factors discussed.
• Assign students to conduct research and present on a specific application where accelerating
the dissolving process is critical. Cooking, pharmaceuticals, and industrial processes are some
examples.
• Students should explain the importance of fast dissolving in their presentations, describe the
factors that can be manipulated to speed up the process, and provide real-life examples or case
studies.
Home Assignment:
• Research real-world examples of substances with varying solubilities in different solvents.
100
• Provide specific examples and scenarios in which substances dissolve well or poorly in various
solvents.
Make a Rock Candy 108 45 Minutes -
Objective:
• Make a rock candy with sugar using crystal seeding Useful Link
technique. (STEAM)
https://youtu.be/VpOU0Fo7QfU
Engage: (5 mins)
• Begin the lesson by displaying a sample of rock candy or
pictures of various crystals.
• Inquire if students have ever seen or tasted rock candy. Talk about their observations and
experiences.
• In order to facilitate a discussion, ask questions such as:
o What is rock candy made of, in your opinion?
o How do you believe crystals form?
o Are there any other examples of crystals in everyday life that you can think of?
Explain: (10 mins)
• Explain that rock candy is a type of crystallised sugar formed by a process known as crystal
seeding.
• Discuss the concept of crystal seeding, which involves introducing a small seed crystal into
a supersaturated sugar solution and allowing more sugar molecules to join the crystal lattice,
resulting in larger sugar crystals.
• Explain how crystals form using the principles of solubility, saturation, and evaporation.
• Give an overview of the chemical and physical processes that contribute to the formation of rock
candy.
Explore: (15 mins)
• Divide the class into small groups and give each group the following materials:
• Jars or containers made of glass
• Strings or wooden skewers
• Preparation of a supersaturated sugar solution
• Extra sugar to coat the seed crystals
• Instruct the groups to prepare their rock candy as follows:
• To serve as seed crystals, coat the wooden skewers or strings with sugar.
• In the supersaturated sugar solution, dip the coated skewers or strings.
• Allow the skewers or strings to hang freely in the glass jars or containers.
• Encourage students to record their daily observations, including changes in crystal size and
shape.
• Allow each group to present their rock candy creations to the class, explaining their process and
observations.
101
Solutions
• Facilitate a class discussion about the factors that can influence the growth of sugar crystals,
such as temperature, time, and sugar solution concentration.
• Engage students in a brainstorming session to discuss other variables that could be manipulated
to influence crystal growth, such as stirring the solution, using different types of sugar, or adding
flavourings or colorings.
Evaluate: (5 mins)
Examine their understanding by assessing their explanations of the scientific principles underlying
the formation of rock candy crystals.
Home Assignment:
• Design and conduct your own crystal growth investigation using your knowledge of crystal
formation from the rock candy experiment.
• Steps:
• choose a solute (substance to crystallize) for your experiment.
• Identify a solvent (liquid in which the solute will dissolve) for your chosen solute.
• Formulate a hypothesis.
• Create a detailed experimental plan, including materials, procedure, and variables to be tested
(e.g., changing the temperature or stirring frequency).
Effectiveness of Various 108 45 Minutes -
Cleaning Solutions in Cleaning
Tarnished and Oxidized Coin
Objective: Useful Link

• Explore the effectiveness of various cleaning solutions in
cleaning tarnished and oxidized coins. (STEAM) https://youtu.be/ydZMjzU2eF0
Engage: (5 min)
• Begin the lesson by showing students a tarnished or oxidized coin and asking them to notice its
appearance.
• Facilitate a class discussion by asking questions such as,
o Have you ever seen a coin like this? What happened to it, in your opinion?
o How do you think we can restore the coin's lustre and cleanliness?
o Can you think of any cleaning solutions that could help remove tarnish and oxidation from
coins?
Explain: (10 mins)
• Explain tarnish and oxidation, emphasizing that tarnish is a thin layer of corrosion that forms
on the surface of certain metals (such as copper) as a result of chemical reactions with air and
moisture.
• Discuss the various cleaning solutions for removing tarnish and oxidation from coins, including
vinegar, lemon juice, baking soda paste, and commercial metal cleaners.
• Give an overview of how these cleaning solutions work, either through acid-base reactions or by
chemically breaking down tarnish and oxidation.
• Discuss how important it is to use proper cleaning methods to avoid damaging the coins.
102
Explore: (15 mins)

• Divide the class into small groups and distribute tarnished or oxidized coins to each group.
• Assign a different cleaning solution to each group to investigate, such as vinegar, lemon juice,
baking soda paste, or a commercial metal cleaner.
• Instruct the groups to devise a simple experiment to test the effectiveness of the cleaning
solution assigned to them on the coins. They must consider variables such as concentration,
application method, and cleaning duration.
• Provide containers, cleaning solutions, brushes, and clothes for the groups to use as they
conduct their experiments.
• Encourage students to keep track of their observations, measurements, and results while
cleaning.
• Facilitate a discussion after the cleaning experiments in which groups share their findings and
discuss the effectiveness of various cleaning solutions.
• Allow each group to present to the class their findings and observations, including the methods
they used and the results they obtained.
• Facilitate a discussion about the effectiveness of various cleaning solutions.
• Encourage students to think creatively and come up with new ways to clean tarnished and
oxidized coins.
Evaluate: (5 mins)
Students should be asked to explain the scientific concepts underlying the effectiveness of the
cleaning agents they tested.
Home Assignment:
Write a brief description of each cleaning solution you used in the classroom experiment, including
its chemical composition, intended use, and any safety precautions.
103
Solutions
Worksheet 1:
Worksheet 7.1:
1. Define Solubility:
2. Identify Solute, Solvent and Solution:
3. Answer the following questions by looking at the

I
K
solubility curve:
i. At 20 °C, which salt is the least soluble in water?
Grams of Solute/100-g H2O
o
3
aN
N
ii. At 80 °C, how much potassium chloride can be

3
O
dissolved in 200 gm of water?

KN
Cl
H 4
N KCl
NaCl
iii. Which salt changes its solubility the least from 0
to 100 °C? lO 4
KC
Temperature (°C)
104
Worksheet 2:
Write down two properties of each of the following solutions:
Diluted Solution Concentrated Solution Saturated Solution
105
Solutions
1. Define Solubility:
Solubility is the ability to dissolve, particularly in water:
2. Identify Solute, Solvent and Solution:
Solute
Solvent Solution
3. Answer the following questions by looking at the

solubility curve:
I
K
i. At 20 °C, which salt is the least soluble in water?
KClO3
Grams of Solute/100-g H2O
o
3
aN
N
ii. At 80 °C, how much potassium chloride can be

dissolved in 200 grammes of water?
3
O
KN
116g Cl
H 4
N KCl
iii. Which salt changes its solubility the least from 0 to NaCl
100 °C?
lO 4
NaCl KC
Temperature (°C)
106
Write down two properties of each of the following solutions:
Diluted Solution Concentrated Solution Saturated Solution
Contains the maximum

It contains very little solute. It contains a lot of solute.
amount of solute.
Can dissolve significantly Can dissolve a bit more No more solute can be
more solute. solute. dissolved.
107
Solutions
Exercise Answers
i. d) adding a solute to a solvent
ii. b) dilute
iii. b) oil
iv. a) 100 g of liquid
i. Aziz added sugar to his tea until no more would dissolve. He had made a saturated solution.
ii. Sugar will dissolve in water because it is soluble.
iii. Flour will not dissolve in water because it is insoluble.
iv. To produce sugar from a sugar solution, you need to allow the water to evaporate.
v. As temperature increases, the solubility is also increased.
1. i. Two factors or variables that should have been kept the same in order to make sure the
experiment was a fair test are:
• The type and amount of fruit jelly used in each trial.
• The stirring method or technique used to dissolve the jelly in water.
ii. To plot a graph of the students' results, follow these instructions:
• Label the x-axis (horizontal) as "Temperature (0C)" and the y-axis (vertical) as "Time for
jelly to dissolve (minutes)."
• Plot the data points on the graph for each temperature and the corresponding time it
took for the jelly to dissolve.
• Draw a line of best fit that goes through the data points.
iii. Circle the point on the graph that appears to be an outlier or seems wrong.
iv. a) The conclusion, "The temperature of the water did affect how quickly the jelly
dissolved," is not very scientific because it lacks specific details and quantitative
information. It doesn't explain how the temperature affected the dissolution process.
b) A more scientific conclusion could be: "As the temperature of the water increased, the
time taken for the jelly to dissolve decreased, indicating that higher temperatures lead to
faster dissolution rates."
i. The mass of the solution when 20 g of salt is dissolved in 100 g of water is 120 g (20 g salt +
100 g water).
ii. A solution is a homogeneous mixture in which a solute is uniformly distributed in a solvent.
Examples of solutions include saltwater (salt dissolved in water) and sugar dissolved in tea.
iii. When salt is dissolved in water, salt is the solute, and water is the solvent.
iv. Another name for a weak solution is a dilute solution.
v. A saturated solution is a solution in which the solvent has dissolved the maximum amount of
solute that it can at a given temperature and pressure.
vi. The most plentiful liquid solution on Earth is seawater.
vii. One common solvent other than water is ethanol (alcohol
viii. Solubility of a substance refers to the maximum amount of solute that can dissolve in a given
amount of solvent at a specific temperature and pressure.
108

i. A soft drink is considered a solution because it is a homogeneous mixture where various
solutes (such as sugar, flavorings, and carbon dioxide) are uniformly dissolved in a liquid
solvent (usually carbonated water or soda). In a soft drink, the solutes are evenly distributed
throughout the liquid, creating a consistent taste and composition.
ii. To make a concentrated solution weaker, you can dilute it by adding more solvent to it. By
increasing the amount of solvent while keeping the amount of solute constant, you reduce
the concentration of the solute in the solution. This process decreases the strength or
concentration of the solution.
iii. Warming a saturated solution typically increases its solubility. When you warm a saturated
solution, it allows the solvent molecules to move more energetically, making it easier for
additional solute to dissolve. As a result, more solute can be added to the solution without
causing precipitation or crystallization.
iv. The effect of temperature on the amount of gas that will dissolve in a liquid is as follows:
As temperature increases, the solubility of gases generally decreases. In simpler terms, gas
is less soluble in a liquid at higher temperatures. This phenomenon is commonly observed
when carbon dioxide (CO2) gas bubbles out of a carbonated beverage as it warms up.
v. You can use one or two crystals of the solute to determine the state of the solution as
follows:
• If the crystals dissolve completely in the solution, the solution is unsaturated because it
can still dissolve more solute.
• If the crystals remain undissolved at the bottom of the test tube, the solution is saturated
because it has reached its maximum solute concentration at that temperature.
• If the crystals initially dissolve but more solute precipitates out over time, the solution is
supersaturated because it contains more solute than it should at that temperature. The
excess solute crystallizes out.
vi. The effect of temperature on the solubility of a substance depends on the specific substance
and its interactions with the solvent. In general, for many solid solutes, an increase in
temperature leads to an increase in solubility, allowing more solute to dissolve. However, for
gases, higher temperatures often lead to decreased solubility, causing gases to escape from
the liquid.
vii. The key difference between a solution and a suspension is the uniformity of particle
distribution:
Solution:
• Homogeneous mixture with uniformly dispersed particles.
• Particles are usually molecules or ions.
• Particles do not settle
• Examples: Saltwater, sugar dissolved in tea, air (mixture of gases).
Suspension:
• Heterogeneous mixture with unevenly dispersed particles.
• Particles can be larger and visible.
• Particles may settle over time.
Examples: Muddy water, orange juice with pulp, sand in water.
• Medicine (oral liquid medications)
• Food and beverage production (flavoring and preservative solutions)
109
Solutions
•Chemical reactions (reactants and products dissolved in solvents)
•Cleaning agents (detergent solutions)
•Industrial processes (chemical solutions for various purposes)
6.
Think about it:
i. Temperature has a significant effect on the solubility of these solids in water. As the
temperature increases from 20 0C to 80 0C, the amount of each solid that can dissolve in
water generally increases.
At 80 0C, all three substances (A, B, and C) dissolve more compared to their respective
amounts at 20 0C. This suggests that higher temperatures lead to greater solubility for these
solids in water.
ii. Which substance is the most soluble in water at 20 0C?
Substance C is the most soluble in water at 20 0C, as it dissolves the largest amount (35.8
grams) among the three substances at that temperature.
iii. Which substance is the least soluble in water at 80 0C?
Substance C is the least soluble in water at 80 0C, as it dissolves the smallest amount (38.6
grams) among the three substances at that temperature.
110
PHYSICS
CHAPTER
08 Forces and Motion

Objectives: OVERVIEW OF THE UNIT:

• Describe the effect of force on changing the speed and • Force is defined as a push or pull acting on an
direction of motion with time. object or energy as a result of physical action or
movement. This happens when two entities come
• Define and state the SI unit of force. into contact. Every object in the universe exerts a
• Formulate the relationship between speed, distance, force on others, according to the universal law of
and time. gravitation.
• We say a body is in motion when it is moving. For
• State SI (System International) unit of speed. example, if a boy is walking, we will refer to him
• Calculate average speed. as being in motion. But suppose the boy takes a
5-minute break and sits down. If someone asks
• Interpret a distance-time graph. if the boy is moving at that time, the answer will
• Give examples of contact forces and non-contact be 'No.' We can derive from this that a body's
forces. motion is subject to time. Thus, Motion is defined
in physics as a change in a body's position with
• Demonstrate that forces always work in action respect to time.
and reaction pairs (equal in magnitude, opposite in
• In nature, force and motion are strongly intertwined.
direction)
Force can be defined as the cause of motion. If
something is moving, we can say that some force is
acting on it or that some force acted on it to cause
Keywords
it to move. If a person is walking and thus in motion,
there must be some force acting on him to cause
force, push, pull, stretch, turn, force
him to move.
arrow, interact, balance, direction,
magnitude, upward, downward, attract, • The first person to discover the relationship
between motion and force was Sir Isaac Newton.
repel, force metre, newton metre,
We can draw three conclusions from his studies of
Newton (N), weight, gravity, mass, force and laws of motion:
matter, contact force, non-contact
• The body can be accelerated by force.
force, gravitational force, balanced
• The body is slowed by force.
forces, unbalanced forces
• The direction of a moving body can be changed by
force.

Force 99-100 45 Minutes 48
Learning Objective:
Keywords
• Describe the effect of force on changing the speed and direction of
motion with time. Force
• Define and state the SI unit of force. Push
Pull
Engage: (5 min)
Forcemeter
Warm-up Activity Newton
• Put a ball on the ground. Ask the students how they can move this ball.
• Ask one of the students to move the ball.
111
Forces and Motion
• Ask: What happens if you put more pressure on the ball?

• Then have another student push it even harder.
Useful Link
• Explanation: The greater the force, the greater the
distance travelled by the object.) https://youtu.be/QuFh8GYDf7A
• Now, give a rubber band to a student and ask him or her
to gently stretch it. Then inquire, "Does the shape of the
rubber band change when stretched?"
• The students who are involved in the activity will follow the teacher’s instructions. Other students
will observe the activity and participate by answering the teacher’s questions.
Explain: (10 min)
• Force is defined as a push or pull that can alter an object's state of motion or shape. The SI
(International System of Units) unit of force is the Newton, represented by the letter "N." One
Newton is defined as the force required to accelerate a one-kilogram mass by one meter per
second squared (1 N = 1 kg m/s²).
• When a force is applied to a stationary object, the object tends to move in the direction of the
force. When a force is applied to a stationary tennis ball, the ball will continue to move in the
direction of the applied force.
• A force can either stop or slow down a moving object - A force must be applied to a moving
object to either stop or slow it down. The motion of a moving ball, for example, can be stopped
by applying external force.
• Any moving object's direction can be changed by applying an external force to that object. For
example, applying force at an angle can change the direction of a moving football.
• Consider a circular rod; by hammering the rod and applying an external force, the shape of the
rod can be changed to a flat sheet.
• As we continue to pedal the bicycle pedal, the speed of the bicycle increases. When we apply
the brake, the bicycle's speed decreases.
Explore: (15 min)
Investigation:
• Investigate the fact that the greater the force, the greater the change in the distance covered by
the object.
• Experiment to show that some objects can return to their original shape after being released
from force.
• When you apply a push or pull to an object, it changes its position or shape.
• The greater the force, the greater the change in the object's distance covered.
• Some objects return to their original shape after force is released, while others do not.
• Help students design an experiment to demonstrate the effects of force.
• Teacher will provide:
o Sponge
o Rubber band
o Ball
o Toy car
o Play dough
o Teacher will guide the students in their findings.
112
o Students will design an experiment to investigate the effects of force.

• Students will experiment with the given material and note down their findings.
Elaborate: (5 min)
Analysis
• The teacher will discuss the findings of the students in class discussion.
• Students will make a written presentation of their experiment and draw conclusions.
• Students will share their presentations with the class.
Evaluate: (5 min)
Pen and Pencil Test
• Give worksheet 1 to solve.
Home Assignment:
• Investigate and provide real-world examples of various forces and their effects on objects.
Describe how forces are important in everyday activities like driving a car, lifting objects, and
even walking.
• Complete Concept Check on page 100 of student book.
Balanced and Unbalanced 100-101 45 Minutes -
Forces
Learning Objective:
Keywords
• Distinguish between balanced and unbalanced forces.
• Demonstrate that forces always work in action and reaction pairs (equal Opposite
in magnitude, opposite in direction) Equal
Balanced
Resources:
Unbalanced
• Book
• A wooden block
• Thread
• Pen and paper Useful Link
• White board and marker https://youtu.be/YyJSlcIbd-s
Engage: (5 min)
Brainstorming
• Put a book on the table.
• Ask the students:
What forces are acting on the book?
• The student’s answers may vary.
• Draw the diagram on the board and use arrows to show and explain the forces acting on the
book.
• You can also call two students and instruct them to pull each other. If the students are unable to
move each other, explain that this is due to the forces being balanced. Then call another student
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Forces and Motion
and instruct him to join the student on one side and instruct them to pull each other now. The
side with two students will most likely be able to move a student towards them. Explain to the
students that this is due to unbalanced forces on both sides.
Explain: (10 min)
When forces applied to a body are equal in magnitude but in opposite directions, the net force acting
on the body is referred to as Balanced Force. A balanced force is defined as two equal forces acting
on a body in exactly opposite directions.
Examples:
1. There will be no winner when two arm wrestlers exert a similar force on each other but push
against each other in opposite directions. As a result, the net force (resultant force) is zero or
balanced.
2. If the rope does not move in a tug of war, the two teams are exerting equal but opposing
balanced forces on the rope. As a result, the net force or resultant force on the rope is zero.
• The force is unbalanced when an unequal amount of force is applied to the body in the same
or opposite direction. Thus, a force is said to be unbalanced if it consists of two opposing
forces acting on a body that are not equal in magnitude and size. When an unbalanced
force is applied to a body, it changes its state of motion as well as the direction in which the
magnitude of the force is greater.
Examples:
1. When you kick a football, it moves from one location to another, indicating that the forces acting
on the football are unbalanced.
2. In a tug of war, if one side pulls the rope with more force than the opposing side, the rope will
move in the direction of the greater force.
Explore: (15 min)
STEM Activity
• Hang a wooden block with thread and ask the students:
• How many forces are acting on the block?
• What is the force acting downward on a block?
• What forces are acting upwards on the block?
• Draw a diagram of the block, thread, and hand on the board, with two arrows representing the
two forces, and ask:
• Why is the block at rest?
• Ask a student to cut the thread and explain what happens to the block now.
• Draw a diagram of the block and the thread on the board after the thread has been cut, with
an arrow representing one force, and ask: "How many forces are acting on the block after the
thread has been cut?"
• Is the force in balance or out of balance?
• Explain to the students that unbalanced force causes the object to move.
• Write the following conclusions on the board:
• When two forces acting on a body produce no motion in it, the forces are said to be balanced.
When two forces acting on a body produce motion in it, the forces are said to be unbalanced.
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Elaborate: (5 min)
Flash Cards
• Make flash cards showing the pictures of different situations like:
1. A tug of war when the rope is not moving.
2. A glass on the table.
3. A child riding a bicycle.
4. A falling vase etc.
• Show the flashcards one at a time to the class and ask to tell the force shown in the image is
balanced or unbalanced.
• Students will tell by looking at the picture that the force shown in the picture is balanced or
unbalanced.
Evaluate: (5 min)
• Give worksheet 2 to solve.
• Complete Concept Check page 101 of student book.
Home Assignment:
• In your notebook, paste the images demonstrating balanced and unbalanced forces.
• Attempt Q3 on page 106 of student book.
Speed 102 45 Minutes -
Objective:
• Formulate the relationship between speed, distance, and time. Keywords
• State SI (System International) unit of speed. Speed
Distance
Engage: (5 mins)
Time
• Begin the lesson by having students consider situations in which they
must consider speed, distance, and time. Travelling, sports, or even
everyday activities like walking to school are examples.
• To facilitate a class discussion, ask questions such as, Useful Link
o What is speed? What would you call it? https://youtu.be/EGqpLug-sDk
o What do you think the relationships between speed,
distance, and time are?
o Can you think of any real-world examples where speed, distance, and time are critical?
Explain: (10 mins)
• Explain that speed is the rate at which an object moves. It is defined as the distance traveled per
unit of time.
• Introduce the speed calculation formula: Speed = Distance/Time.
• Talk about the SI (System International) unit of speed, which is meters per second (m/s).
• Give examples to demonstrate the concepts of speed, distance, and time, as well as how they
are related.
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Forces and Motion
Explore: (15 mins)

• Divide the class into small groups and distribute materials such as:
o toy cars,
o measuring tapes,
o and stopwatches
• Instruct the groups to devise a test to determine the speed of the toy cars. They should think
about things like distance, time, and the number of trials.
• Encourage students to record the time and distance travelled by the toy cars for each trial.
• Instruct the groups to use the formula of Speed = Distance/Time to calculate the speed of the
toy cars.
• Facilitate a class discussion in which groups share their findings, discuss any difficulties they
faced, and compare the speeds of their toy cars.
• Allow each group to present their experiment and findings to the class, including the methods
used, data collected, and calculations performed.
• Engage students in a discussion about how changing the distance or time affects an object's
speed.
• Additional examples or scenarios where students can apply the concept of speed, distance, and
time, such as track and field events, cycling races, or calculating travel time between two cities,
should be provided.
Evaluate: (5 mins)
• Assign a set of problems to students that require them to calculate speed, distance, or time
using the formula Speed = Distance/Time.
• Finish the lesson with a class discussion in which students discuss the significance of
understanding the relationship between speed, distance, and time in various real-life scenarios.
• Complete Q6 (i and ii) on page 111 of student book.
Home Assignment:
Choose a mode of transportation, such as a bicycle, car, or walking. Calculate how long it takes to
travel a certain distance using that mode of transportation. Divide the distance travelled by the time
taken to calculate the speed for each mode. Compare the speeds of various modes of transportation
and discuss the effects of speed on efficiency, convenience, and environmental impact in
transportation.
Average Speed and Distance- 102-104 45 Minutes 49
Time Graph
Objective: Keywords
• Calculate average speed.
Average speed
• Interpret a distance-time graph.
Interpret
Resources: Graph
• White board
• Projector/graphing software
• Pen and paper
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• Set of distance-time graphs

Useful Link
Engage: (5 mins)
https://youtu.be/K9rZQJuOgDk
• Begin the lesson by projecting a distance-time graph on
the board or by employing a digital tool such as graphing
software or an online graphing tool.
• Ask students to look at the graph and describe what they notice about the distance-time
relationship.
• In order to facilitate a class discussion, ask questions such as:
o What does the graph's slope represent?
o How does a distance-time graph help us calculate speed?
o Can you think of any real-world applications for distance-time graphs?
Explain: (10 mins)
• Explain that average speed is a measure of how quickly an object travels a given distance in a
given amount of time.
• Introduce the average speed calculation formula: Average Speed = Total Distance/Total Time.
• Discuss distance-time graph interpretation, emphasizing that the slope of the graph represents
speed.
• Give examples of how to calculate average speed and interpret distance-time graphs.
Explore: (15 mins)
• Divide the class into small groups and distribute a set of distance-time graphs to each group.
• Assign the groups the task of analyzing the graphs and calculating the average speed for each
scenario.
• Encourage students to compare their calculated average speeds and discuss their findings in
groups.
• Facilitate a class discussion in which groups share their distance-time graph analyses,
calculations, and interpretations.
• Each group should present one of the distance-time graphs they examined, explaining their
findings and interpretations.
• Engage students in a discussion about how the slope of the graph relates to an object's speed.
Evaluate: (5 mins)
• Assign a set of problems to students that require them to calculate average speed using the
formula Average Speed = Total Distance/Total Time.
• For Example:
• Ali rides his bicycle to school every day. On Monday, he covers a distance of 6 kilometers in
30 minutes. On Tuesday, he covers a distance of 8 kilometers in 40 minutes. Calculate John's
average speed for the two days.
• Solution:
• To calculate average speed, we need to divide the total distance traveled by the total time taken.
• For Monday:
Distance = 6 kilometers
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Forces and Motion
Time = 30 minutes = 0.5 hours
For Tuesday:
Distance = 8 kilometers
Time = 40 minutes = 0.67 hours
Total Distance = 6 + 8 = 14 kilometers
Total Time = 0.5 + 0.67 = 1.17 hours
Average Speed = Total Distance / Total Time
Average Speed = 14 kilometers / 1.17 hours
Calculating the average speed:
Average Speed ≈ 11.97 kilometers per hour
Therefore, Ali's average speed for the two days is approximately 11.97 kilometers per hour.
• You can give students similar problems with varying distances and times to practice calculating
average speed using the given formula.
Home Assignment:
• Measure the time it takes for you to walk or run a certain distance in your neighborhood (e.g.,
from your house to a nearby park or store). Divide the distance by the time taken to get your
average speed. Next, on a piece of paper, draw a simple distance-time graph with time on the
x-axis and distance on the y-axis to represent your walk or run. Analyze the graph and explain
how your speed changed throughout the activity.
• Give worksheet 8.3 to solve at home.
• Attempt Q2 on page 49 of workbook.
Types of Forces 105-107 45 Minutes 50
Objective: Keywords
Give examples of contact forces and non-contact forces
Contact forces
Resources: Non-contact
• Whiteboard and markers or chalkboard and chalk forces
• Projector and screen (optional) Friction
• Various objects (e.g., books, magnets, rubber bands, balloons, paper Gravity
clips, marbles)
• Spring scales or force sensors (optional)
• Pencils and erasers
Engage: (5 min)
• Start the lesson by having students consider the forces they encounter in their daily lives.
• Demonstrate common force scenarios, such as pushing a door, playing with magnets, or pulling
a rubber band.
• Encourage students to share their observations and experiences with forces.
Explain: (10 min)
• Introduce the concept of forces and explain that there are two types of forces: contact forces
and non-contact forces.
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• Contact forces are defined as those that require physical contact between objects, whereas non-
contact forces act without direct physical contact.
• Give examples of contact forces (such as friction, tension, and applied force) as well as non-
contact forces (such as gravity, magnetism, and electrostatic force).
Explore: (15 min)
• Students should be divided into small groups.
• Books, magnets, rubber bands, balloons, paper clips, and marbles should be distributed to each
group.
• Instruct each group to examine the objects and determine whether the forces they see are
contact or non-contact.
• Ask students to record their findings on a worksheet.
Elaborate: (10 min)
• Allow each group to present their findings to the class and explain why they classified the forces
as contact or non-contact.
• Conduct a hands-on demonstration using spring scales or force sensors to measure forces
in various scenarios, such as stretching a rubber band (contact force) and the force of gravity
acting on an object (non-contact force).
• As an example of contact force, discuss the concept of contact area and how it affects friction.
Evaluate: (5 min)
• Distribute a brief quiz or worksheet containing questions about contact and non-contact forces.
• Example:
• Question 1: Determine whether the following scenarios involve contact (C) or non-contact (NC)
forces.
o A person pushing a car to get it moving.
o A magnet attracting a metal paperclip.
• Question 2: Explain whether the force described in each scenario is contact or non-contact. Give
a brief explanation for your choice.
o Scenario 1: A soccer ball rolling on the grass comes to a stop.
o Scenario 2: A satellite orbiting Earth
• Complete Q5 (iii) on page 110 of student book
Home Assignment:
• Identify and document three real-life examples of contact forces encountered while performing
daily activities.
• Identify and document three real-world examples of non-contact forces in your environment.
• Create a one-page presentation that explains how the forces act and why they are classified as
contact or non-contact.
• Complete Q4-5 on page 50 of workbook.
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Forces and Motion
Flashcards Lesson 2
120
Worksheet 1:
Identify the effect of force on objects in the given situations:

1. On a plate, a ball of dough is placed.
How force is applied?
Is there a change in the state

of motion?
Is there a change in shape?
2. A spring attached to a surface

How Force is applied?

of motion?
3. A rubber band between two fingers.


of motion?
4. piece of sponge in your hand.


of motion?
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Forces and Motion
Worksheet 2:
1. A rope is being pulled in opposite directions by forces of 100 N and 80 N. What will the
net force on the rope be?
100 N 80 N
Write examples of Balanced and unbalanced forces from everyday life:
Examples of balanced force:
Examples of unbalanced force:
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Worksheet 3:
Interpret the following graph and identify the speed of the object :
Distance
Time
Distance
Time
Distance
Time
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Forces and Motion
Identify the effect of force on objects in the given situations:

1. On a plate, a ball of dough is placed.
How force is applied? By pressing with your hands
Is there a change in the state No

of motion?
Is there a change in shape? Yes
2. A spring attached to the seat of a bicycle.

How Force is applied? By sitting on the seat of
bicycle.
of motion?
3. A rubber band hanging down from a nail in the wall.

How Force is applied? By pulling the free end of a
rubber band.
of motion?
4. piece of sponge in your hand.

How Force is applied? By squeezing the sponge with
your hands.
of motion?
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1. A rope is being pulled in opposite directions by forces of 100 N and 80 N. What will the net
force on the rope be?
100 N 80 N
Because the forces are acting in opposite directions, the net force on the rope is equal to the
difference of the two forces acting on the rope.
In this case, the net force is equal to 100N - 80 N = 20 N
The object moves in the direction of the 100 N force.
Write examples of Balanced and unbalanced forces from everyday life:

Examples of balanced force:
1. A man pushing against the wall.

2. A book is on the table.
3. Running a vehicle at a constant speed.
4. Sitting on a chair.
Examples of unbalanced force:
1. The force that causes a seesaw to move up and down.

2. The force that causes a book to slide across a slanted surface.
3. The force that causes a wooden block to move when pushed with the hand.
4. The force that causes a football to move when kicked with the leg.
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Forces and Motion
Interpret the following graph and identify the speed of the object :
Distance
The object is moving with uniform speed
Time
Distance
The speed of the object is not constant.
Time
The object is at stationery position.

Distance
Time
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Exercise Answers
1. Choose the Correct Answer:
i. b) Toward the left
ii. b) The magnitude of the force
iii. b) A fan blowing a student’s hair
iv. b) Newton meter
v. c) metres per second
i. In science, a push or a pull in a given direction is called a force.
ii. The force that pulls a falling object toward the Earth is called gravity.
iii. The head of the force arrow indicates the direction of the force.
iv. The force that one surface exerts on another when they rub against each other is called
friction.
v. The distance-time graph which shows that the object is at rest will be a horizontal line.
3. Look at the Following Diagrams:
i. What is the net force acting on the blocks?
(a) The net force is zero because the forces on each block are balanced.
(b) The net force is 5N.
i. Forces acting on an object are balanced when the net force on the object is zero.
ii. Which of the forces acting in the examples below are balanced?
a) A cell phone resting on the counter: Balanced
b) A picture hanging on the wall: Balanced
c) Any object with no motion: Balanced
d) Pushing a lawnmower across the yard: Unbalanced
e) A skydiver falling towards the ground: Unbalanced
5. Contact Forces: Contact forces are forces that act on an object when it is physically touching
or in direct contact with another object. These forces result from the interaction between the
surfaces of objects in contact. Examples of contact forces include:
Friction (e.g., the force that opposes the motion of a sliding book on a table)
Tension (e.g., the force exerted by a rope when pulling an object)
Normal Force (e.g., the force exerted by a surface to support the weight of an object)
Non-contact Forces: Non-contact forces are forces that act on an object without direct physical
contact between the objects involved. These forces can act over a distance due to fields or
interactions between objects. Examples of non-contact forces include:
Gravity (e.g., the force of Earth's gravity pulling objects towards it)
Electrostatic Force (e.g., the force between charged particles, like the attraction or repulsion
between charged objects)
Magnetic Force (e.g., the force between magnets or the interaction between a magnet and a
magnetic material)
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Forces and Motion
6. i. When the net force on an object is zero, the object will either remain at rest or continue to
move at a constant velocity. This is described by Newton's First Law of Motion, which states
that an object at rest tends to stay at rest, and an object in motion tends to stay in motion
with the same speed and in the same direction unless acted upon by an unbalanced force.
In other words, if the net force is zero, there is no acceleration, and the object's motion does
not change.
ii. When the net force on an object is not zero, the object will accelerate in the direction of the
net force. The acceleration is directly proportional to the magnitude of the net force and
inversely proportional to the object's mass (F = ma, where F is the net force, m is the mass,
and a is the acceleration). This means that the object will either speed up, slow down, or
change direction, depending on the direction and magnitude of the net force. The greater the
net force, the greater the acceleration, and the more significant the change in motion.
7. Mass: Mass is a measure of the amount of matter in an object. It is a scalar quantity and is
measured in units such as kilograms (kg) or grams (g). Mass remains the same regardless of the
location of the object and is a fundamental property of matter.
Weight: Weight is the force exerted on an object due to gravity. It is a vector quantity and is
measured in units of force, such as newtons (N) or pounds (lb). Weight depends on both the
mass of the object and the gravitational field strength at its location.
8. The weight of a body will change if the gravitational force acting on it changes. Weight is
directly proportional to the strength of the gravitational field. If the gravitational force increases,
the weight of the body will increase, and if the gravitational force decreases, the weight of the
body will decrease. Weight can be calculated using the formula: Weight = Mass × Gravitational
Acceleration.
9. Gravitational Force and Electrostatic Force are both fundamental forces of nature that act at a
distance:
Similarities:
• They are both long-range forces, meaning they can act over large distances without direct
contact.
• They both follow the inverse square law, where the force decreases with the square of the
distance between the objects.
• Both forces are attractive when objects have opposite properties (e.g., mass and charge)
and repulsive when they have the same properties.
10. Electrostatic force, magnetic force, and gravitational force differ in several ways:
1. Origin:
Gravitational Force: It arises from mass and affects all objects with mass.
Electrostatic Force: It arises from electric charges and affects charged objects.
Magnetic Force: It results from magnetic fields and moving charges.
2. Interaction:
Gravitational Force: Always attractive, acts on all masses.
Electrostatic Force: Attractive or repulsive, acts on charged objects.
Magnetic Force: Attractive or repulsive, acts on magnetic or moving charges.
128
3. Range:
Gravitational Force: Long-range, affects celestial bodies.
Electrostatic Force: Long-range, depends on charge magnitudes.
Magnetic Force: Shorter range, most influential at close distances.
4. Force Carriers:
Gravitational Force: No force carriers.
Electrostatic Force: Mediated by photons.
Magnetic Force: Mediated by virtual particles, including photons.
Long answer questions:
i. The difference between speed and average speed is as follows:
1. Speed:
• Speed is a scalar quantity that measures the rate at which an object covers a certain distance.
• It represents the magnitude of the object's velocity and does not specify the direction of motion.
• Speed is calculated by dividing the distance traveled by the time taken, and its unit is typically
meters per second (m/s) in the International System of Units (SI).
2. Average Speed:
• Average speed is also a scalar quantity that represents the overall rate of motion of an object
over a certain time interval.
• It is calculated by dividing the total distance traveled by the total time taken during a specific
journey.
• Average speed provides a single value that summarizes the entire journey's speed, regardless of
any variations in speed that may have occurred.
• Like speed, the unit of average speed is typically meters per second (m/s).
1. Accounts for Variability: Average speed takes into account any variations in an object's
speed during its motion. In real-world scenarios, objects often do not move at a constant
speed but may accelerate, decelerate, or change direction. Average speed considers all
these changes.
2. Overall Performance: Average speed provides a single value that summarizes the entire
journey's speed, making it easier to compare the overall performance of different objects or
analyze the efficiency of a journey.
3. Simplicity: Average speed simplifies complex motion patterns. It is especially useful when
analyzing motion over extended periods, where it's not practical to track an object's speed
at every instant.
4. Planning and Decision-Making: Average speed is crucial for practical purposes like
navigation, transportation, and logistics. It helps in planning routes, estimating travel times,
and making decisions about efficient resource utilization.
5. Realistic Representation: Instantaneous speed may not represent the true speed of an object
during a journey. By calculating average speed, we get a more realistic representation of
how quickly the object covered the entire distance.
6. Safety: In contexts like traffic safety or sports, average speed may be more relevant for
assessing risks and determining safe speeds. It reflects the overall behavior of an object or
vehicle.
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Forces and Motion
Think about it:
i. To calculate the speed of the train, you would use the formula: Speed = Distance / Time. Given
that it covers 120 m in 2 s, the speed would be 120 m / 2 s = 60 m/s.
To calculate the time taken to cover 240 m, you would rearrange the formula: Time = Distance /
Speed, which gives Time = 240 m / 60 m/s = 4 s.
ii. To find the total distance of Ahmed's journey, we can use the formula:
Total Distance = (Speed1 × Time1) + (Speed2 × Time2)
In this case, for the first part of the journey:
Speed1 = 65 km/h
Time1 = 2 hours
And for the second part of the journey:
Speed2 = 78 km/h
Time2 = Total Time - Time1 = 5 hours - 2 hours = 3 hours
Now, we can calculate the distances for each part:
Distance1 = (65 km/h) × (2 hours) = 130 km
Distance2 = (78 km/h) × (3 hours) = 234 km
Finally, add the distances together to find the total distance of the journey:
Total Distance = Distance1 + Distance2 = 130 km + 234 km = 364 km
So, the total distance of Ahmed's journey was 364 kilometers.
iii. To predict how long the trip will take, you can use the formula:
Time = Distance / Speed
In this case, Daniyal's distance is 45 kilometers, and his average speed is 20 km/h.
Time = 45 km / 20 km/h
Time = 2.25 hours
Now, convert hours to minutes (since there are 60 minutes in an hour):
2.25 hours × 60 minutes/hour = 135 minutes
So, it will take Daniyal approximately 135 minutes to ride his bike to the nearby beach.
iv. On Earth, a mass of 60 kg would weigh 60 kg × 10 N/kg = 600 N.
On the other planet, with half the gravitational force of Earth, the weight would be 600 N / 2 =
300 N.
v. If there were no frictional force, objects would not experience resistance to motion. This would
result in objects continuing to move with constant velocity once a force is applied, and it would
be difficult to stop or control their motion. Everyday activities like walking, driving, and using
brakes would be very challenging without friction.
130
CHAPTER
Waves and Energy
09 Student Book Pages 10–21
Learning outcomes Overview of the Unit

• Define a wave. • A wave transmits energy in the form of signals from one
• Compare the types of waves (mechanical and point to another, but no material object travels with it.
electromagnetic) with daily life examples. The frequency of a wave is calculated by incorporating
• Distinguish between Longitudinal and Transverse a time factor into the equation.
waves. • We rely entirely on waves for all of our wireless
• Identify: (1) water wave and Sound wave as mechanical communications.
wave; (2) light wave as electromagnetic wave. • A wave is a transfer of energy in the form of vibration
through a medium such as space or mass.
• Define the terms: Wavelength, frequency, and time
• Different waves include sea waves or tides, sounds,
period of wave.
photons of light travelling, and even the movement of
• Define and relate: small plants blown by the wind.
• Pitch and frequency. • The characteristics of waves vary with its types. There
• Amplitude and frequency. are two types of waves based on orientation of particle
• Explain the factors affecting pitch and loudness of motion and direction of energy:
sound. • Mechanical waves
• Compare and interpret waveforms in terms of pitch and • Electromagnetic waves
loudness.
• Construct the inverse relation between time period and
frequency
• Relate common phenomenon (e.g., echo, hearing
thunder after seeing lightning) to the properties of
sound.
Keywords
longitudinal, transverse, mechanical, electromagnetic, echo, wavelength, vibrate, vibration,
amplitude, wave forms, vacuum, frequency, low frequency, high frequency, medium, crests and
troughs, mean/rest position, displacement, high pitch, low pitch, loudness, loud sound, soft sound

Types of Mechanical Waves 112-113 45 Minutes 59
Learning Objective:
• Define a wave.
• Differentiate longitudinal and transverse waves.
• Identify water wave and Sound wave as mechanical wave
Keywords
Waves transverse waves longitudinal waves
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Waves and Energy
Resources:
Useful Link
• Set of images showing different types of waves
• Pen and paper https://youtu.be/WZc0ws5bd80
Engage: (5 min)
Brainstorming:
• Ask students:
Why would an engineer need to know about waves?
• Students will give different answers.
• Explanation: Because sound and light travel in waves, engineers can use what they know about
them to create radios, televisions, light bulbs, and even reading glasses. Engineers apply what
they've learned about waves to help people in a variety of ways.
Explain: (10 min)
• A mechanical wave is an oscillation of matter that is responsible for energy transfer through a
medium.
• The transmission medium sets a limit on how far a wave can travel. In this, the oscillating
material revolves around a fixed point with little displacement.
• One intriguing property of mechanical waves is how they are measured, which is given by
displacement divided by wavelength. Harmonic effects are produced when this dimensionless
factor is 1, and when it is greater than 1, turbulence is produced, such as when waves break on
a beach.
• Mechanical waves are classified into two types:
• Longitudinal waves - The movement of the particles in this type of wave is parallel to the motion
of the energy, i.e. the displacement of the medium is in the same direction as the wave. Sound
Waves and Pressure Waves are two examples.
• Transverse waves occur when the movement of the particles is at right angles or perpendicular
to the motion of the energy. For example: light.
Explore: (15 min)
Stem Activity:
• Ask students to form a circle with the students' right shoulders pointing towards the center.
• Ask students to create a transverse wave using this ring of students. A student should raise her
arms and then lower them, and then the student behind her raises and lowers her arms, and so
on around the circle
• Once the students have a grip on it, ask them what caused the disturbance in the wave.
• Inquire whether the disturbance moves up and down the circle or horizontally.
• Inquire whether the wave moved horizontally around them.
• Thus the definition of transverse wave is complete.
• Still standing in the same position as in Demo #1, ask the students to describe which direction
the disturbance would travel in the ring if they wanted to make a longitudinal wave.
• The students should state that the disturbance must follow the same path as the wave and go
around the ring.
• Instruct students on how to create a longitudinal wave.
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• To make a longitudinal wave one student gently pushes the back of the student in front of her,
and then the pushed student gently pushes the student in front of her, and so on, creating a
longitudinal wave that travels around the ring.
• Ask: What is the source of the disturbance, students?
• Is the disturbance moving up and down the ring or around it?
• In which direction does the wave move?
• This disturbance is a longitudinal wave because it travels in the same direction as the wave.
Elaborate: (5 min)
Display images of different types of waves to students and have them identify longitudinal and
transverse waves
Source Expansion or rarefaction

Transverse Waves
Direction
Sound waves Wavelength Compression
Evaluate: (5 min)
Complete Q9 on page 59 in workbook.
Home Assignment:
Give worksheet 1 to solve at home
Electromagnetic Waves 114 45 Minutes -
Objectives:
• Identify: light wave as electromagnetic wave.
• Compare the types of waves (mechanical and electromagnetic) with daily life examples.
Keywords
Electric field Source
Magnetic field Disturbance
Resources:
Useful Link
• Flashlight or laser pointer (for demonstrating light)
https://youtu.be/btNvr8KAQyM
• Slinky or a coil spring (for demonstrating mechanical
waves)
• Various objects that emit or reflect light (e.g., flashlight, mirror, prism)
• Whiteboard or chalkboard and markers/chalk
• Diagrams or illustrations of electromagnetic waves
• Pen/pencil and paper for writing and note-taking
133
Waves and Energy
Engage: (5 min)
• Begin the lesson by displaying a variety of objects that emit or reflect light (for example, a torch,
a mirror, or a prism).
• Ask them questions like:
What do you notice about these objects?
Have you ever thought about how light travels?
Do you believe light resembles other types of waves?
Explain: (10 min)
• Explain electromagnetic waves and how light fits into this category in a few sentences. Discuss
the properties of electromagnetic waves (for example, they don't need a medium to travel
through and can travel through a vacuum).
• Describe the key distinctions between mechanical and electromagnetic waves.
Explore: (15 min)
Engage students in a hands-on STEM activity. Provide
materials such as slinkies (for mechanical waves) and
flashlights (for light waves). Students should demonstrate
and compare the differences between these waves.
Encourage them to connect the hands-on activity to the
concepts being taught.
Elaborate: (10 min) Slinkies
• Engage students in a discussion about the practical
applications of light waves in their daily lives.
• Discuss examples such as fibre optic communication, microwave cooking, and the role of visible
light in photography.
• Encourage students to consider how these applications rely on the distinct properties of light
waves.
Evaluate: (5 min)
• Ask students how do light waves' properties make them suitable for various applications?
• Complete Q9 in workbook.
Home Assignment:
Find an object in your home that exhibits a mechanical wave (for example, a vibrating phone).
"Explain how this wave differs from an electromagnetic wave, such as light."
Sound waves and properties of 115-116 45 Minutes -
waves
Objective:
• Define the terms: Wavelength, frequency, and time period of wave. Keywords
• Define and relate: Waves
1. Pitch and frequency. Amplitude
2. Amplitude and frequency. Frequency
134
Resources:
• audio clips or musical tones
• sound-editing software or musical instruments
Useful Link
• white board and marker
• pen and paper https://youtu.be/9VSHa1mKcTw
Engage: (5 mins)
• Start the lesson by playing various audio clips or musical tones with varying pitches and levels of
loudness.
• Instruct the students to discuss and describe their observations of the sounds they hear.
• In order to facilitate a class discussion, ask questions such as:
o How would you characterize the differences in the sounds?
o What do you think determines a sound's pitch and loudness?
o Can you think of any examples where pitch and volume are important?
Explain: (10 mins)
• Explain that pitch refers to a sound's perceived highness or lowness, whereas loudness refers to
a sound's perceived volume or intensity.
• Discuss the relationship between pitch and loudness and wave properties such as frequency
and amplitude.
• Introduce frequency and amplitude as physical properties that determine pitch and loudness,
respectively.
• Give students examples and visual representations to help them understand the connection
between waveforms, pitch, and loudness.
Explore: (15 mins)
• Divide the class into small groups and give each group a set of waveforms or sound clips with
varying properties.
• Instruct the groups to listen to the sounds and analyze the waveforms to identify pitch and
loudness patterns.
• Ask students to record their observations and then compare and interpret the waveforms in
terms of pitch and loudness in small groups.
• Facilitate a class discussion in which groups share their findings and discuss how different
waveforms correspond to different pitches and levels of loudness.
Allow students to create their own sound compositions or waveforms. They accomplish this by
varying the pitch (frequency) and loudness (volume) of the sounds they generate. They can convey
specific emotions or messages in their compositions by making these changes. They can, for
example, produce high-pitched and loud sounds to convey excitement or low-pitched and soft
sounds to convey calmness. Students can accomplish this by utilizing various sound-editing
software or musical instruments that allow them to manipulate these parameters in order to achieve
the desired emotional or communicative effects.
135
Waves and Energy
Evaluate: (5 mins)
• Provide students with real-life examples, such as recordings of various musical instruments or
environmental sounds and ask them to identify the differences in pitch and loudness.
• Complete Q3 page 122 of student book.
Home Assignment:
• Provide worksheet 2 to solve at home.
Inverse Relation Between Time 142 45 Minutes -
Period and Frequency
Objective:
Construct the inverse relation between time period and frequency
Keywords
Time period Frequency Inverse
Engage: (5 mins)
• Begin by asking students if they understand the concepts Useful Link
of time period and frequency. https://youtu.be/zIEygRS0dAk
• Show them a simple pendulum or any other oscillating
object and ask them to watch it move.
• Pose questions to the students, such as:
o What do you notice about the pendulum's motion?
o Do you believe there is a link between the time it takes the pendulum to complete one cycle
and the number of cycles it completes in a given period of time?
o How do you think the pendulum's time period and frequency are related?
Explain: (10 mins)
• Explain that time period is the amount of time it takes an oscillating object to complete one full
cycle of motion, whereas frequency is the number of cycles the object completes in a given time.
• Introduce the formula: frequency = one divided by the time period.
• Discuss how frequency and time period are inversely related, with one increasing while the other
decreases.
• To help students understand the concept of the inverse relationship between time period and
frequency, use examples and visual representations.
Explore: (15 mins)
• Distribute simple pendulums or other oscillating objects to the students in pairs or small groups.
• Instruct the students to use a stopwatch or other appropriate timing device to measure the time
period of their pendulum's motion.
• Instruct students to calculate the frequency of their pendulum using the formula: frequency =
1 / time period
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• Encourage the groups to discuss the relationship between time period and frequency by having
them share their measurements and calculations.
• Discuss the time period and frequency of various oscillating objects or systems, such as a tuning
fork or a vibrating string.
• Involve students in a hands-on activity in which they can change the length of a pendulum or the
tension in a vibrating string to see how it affects the time period and frequency.
• Encourage students to keep a journal of their observations and to talk about how the time period
and frequency change as they change the parameters.
Evaluate: (5 mins)
Assign a set of problems to students in which they have to determine the frequency given the time
period or vice versa.
For Example:
1. Calculate the frequency of a pendulum with a time period of 2 seconds.
Solution:
Using the formula frequency = 1 / time period,
we have frequency = 1 / 2 = 0.5 Hz.
2. Determine the time period of a tuning fork that vibrates at a frequency of 440 Hz.
Solution:
• Using the formula time period = 1 / frequency,
• we have time period = 1 / 440 = 0.0023 seconds.
Sound waves and properties of 115-116 45 Minutes -
waves
Objective:
• Explain the factors affecting pitch and loudness of sound.
• Compare and interpret waveforms in terms of pitch and loudness.
• Relate common phenomenon (e.g., echo, hearing thunder after seeing lightning) to the properties
of sound.
Keywords
Pitch Loudness
Resources
Useful Link
• yarn or string
• a ball https://youtu.be/2mlBh5d1IUY
• a spoon
• two paper cups
• 1 long piece of string/yarn
• two paperclips
137
Waves and Energy
Engage: (5 min)
Warm-up Activity
• Call one student to come and throw a ball.
• The student who is called by the teacher will throw the ball.
Explanation:
• Sound waves are similar to balls in that they bounce back and forth. Sound waves are vibrations
of energy that resemble waves. The waves are constructed from microscopic building blocks
known as molecules.
• To get to another location, sound waves bounce back and forth through solids, liquids, and
gases. That is how you can hear sounds close to you, outside, or underwater. You may have
experienced the vibrating energy of sound waves while standing near a large marching band at
a parade or a football game. The instruments produce sound vibrations that are so powerful that
you can feel them in your chest.
• All students will participate in the activity by asking questions about sound waves.
Explain: (10 min)
• The amplitude of the sound wave affects the phenomenon of sound. The sound is said to be
loud if the amplitude of the sound wave is large.
• It is proportional to the square of the vibration amplitude. If the amplitude of the sound wave
doubles, the loudness of the sound quadruples.
• It is measured in decibels (dB).
• Human ears perceive sounds above 80 decibels as noise.
• Ask students to read pages 116-119.
Explore: (10 min)
Stem Activity
• Ask students where sound waves come from.
• Answer: Vibration
Explanation:
• The vibrations generate sound waves, which travel through mediums like air and water before
reaching our ears.
• Not only can sound waves travel through air and water, but they can also travel through wood,
earth, and many other substances, including the string we will be using in our experiment. sound
cannot travel through a vacuum.
Experiment:
Students will:
• Make a loop in the yarn or string and insert the handle of the spoon.
• Pull tightly so that the spoon hangs in the center of the string and you have about two feet on
each side of the spoon. Wrap each string once or twice around your pointer finger on each hand
and push the string against the opening of each ear. Do not insert the string into the ear, just
press to the opening as if you were plucking your ears.
• Allow the spoon to hang just below your waistline after placing both ends of the string near your
ears for this first test.
138
• It is not necessary to use the ends of each piece of string. It's fine to hold it anywhere along the
length of each side. You can also experiment with adjusting the height of the spoon to see if it
changes the sound with the string pressed against your ear opening.
• Request that another student gently tap the ruler on the round part of the spoon.
• It is not necessary to strike it hard.
• Students can experiment with various spoon sizes and even forks.
• They can also experiment with different types of strings to get a different sound.
Explain:
When the ruler strikes the spoon, it causes vibrations that produce sound waves. Instead of just
spreading out into the air around you, these sound waves travel up the yarn and into the ear.
Elaborate: (10 min)
Students will make a simple string phone.
What do we need.
• two paper cups
• 1 long piece of string/yarn
• two paperclips
What to do.
• On the bottom of each paper cup, make a small slit.
• Tie a knot in one end of the paper clip with the string.
• Rep #2 with the opposite end of the string.
• Insert the paper clips into the small holes in the paper cups' bottoms.
• Pull the paper clips and string through by grasping the other ends of the paper clips.
• Allow the students to take each paper cup and walk away from one another until the string is
taut.
• Allow one student to hold the paper cup to his or her ear while the other speaks softly into his or
her paper cup.
Evaluate: (5 min)
Ask students to complete Q4 and 5 on page 123 of student book.
139
Waves and Energy
Worksheet 1:
1. Identify and define the waves.
Compression Rarefaction
Longitudinal waves
Name:
Definition:
Wavelength
Peak
Amplitude
Trough
One complete wave
Name:
Definition:
2. Write two differences between Longitudinal and Transverse waves.

1.
2.
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Worksheet 2:
1. Identify the sound wave for a quiet and loud sound.
a.
b.
2. Answer the following questions by looking at the given sound waves.
a. Which of the waves has the highest frequency?

b. Which of the waves has the shortest wavelength?
c. Which wave has the largest amplitude?
d. Which wave has the lowest pitch?
141
Waves and Energy
1. Identify and define the waves.
Compression Rarefaction
Longitudinal waves
Name: Longitudinal waves.

Definition: Longitudinal waves are those in which the displacement of the medium is in the same
direction as the travelling wave.
Wavelength
Peak
Amplitude
Trough
One complete wave
Name: Transverse waves.

Definition: A transverse wave is one in which particles move perpendicular to the wave's propagation
direction.
2. Write two differences between Longitudinal and Transverse waves.
1. Longitudinal waves cannot be polarized whereas transverse waves can be polarized.
2. Longitudinal waves are possible in all mediums and transverse waves are possible only in solids.
142
1. dentify the sound wave for a quiet and loud sound.
a.
2. Answer the following questions by looking at the given sound waves.
a. Which of the waves has the highest frequency?

b. Which of the waves has the shortest wavelength?
c. Which wave has the largest amplitude?
d. Which has the shortest amplitude?
143
Waves and Energy
Exercise Answers
1. i. c) perpendicular to the direction of the sound wave
ii. a) low pitched
iii. d) loud
iv. c) Hertz
v. a) has too high a frequency
vi. b) water
2. i. vibration
ii. closer together
iii. farther apart, in steel
iv. less
v. energy
vi. frequency
vii. loud
4. i. A wave is a disturbance that travels through a medium, carrying energy from one place to
another.
ii. Both sound and light are forms of energy that travel in waves.
iii. Amplitude: The maximum displacement or distance moved by a point on a vibrating body or
wave measured from its equilibrium or central position.
Frequency: The number of cycles of a periodic wave that occur in a unit of time, typically
measured in Hertz (Hz).
Wavelength: The distance between successive crests, troughs, or identical parts of a wave.
Pitch: The perceived frequency of sound. High pitch corresponds to a high frequency, and
low pitch corresponds to a low frequency.
Loudness: The subjective perception of the intensity or amplitude of sound.
iv. Longitudinal waves have vibrations parallel to the direction of the wave, while transverse
waves have vibrations perpendicular to the direction of the wave.
v. Compressions are regions of high pressure and density in a longitudinal wave, while
rarefactions are regions of low pressure and density.
vi. Sound travels fastest in solids because the particles in solids are closely packed, allowing
sound waves to propagate quickly.
vii. Frequency and pitch are related; higher frequency corresponds to higher pitch.
Loudness and amplitude are related; greater amplitude corresponds to greater loudness.
viii. An echo is a sound wave reflection off a surface that produces a distinct repeated sound.
ix. Thick fabric on walls in a movie theatre absorbs sound, reducing echoes and improving
sound quality.
x. Regions of high pressure are called compressions, and regions of low pressure are called
rarefactions.
xi. Frequency of sound is the number of oscillations per unit of time and is typically measured in
Hertz (Hz).
xii. Audible frequency refers to the range of frequencies that can be heard by the human ear.
144
xiii. The amplitude of a sound wave is the maximum displacement or distance moved by a point
on a vibrating body or wave measured from its equilibrium or central position.
5. i. Sounds are made by the vibration of objects. When an object vibrates, it creates pressure
waves in the surrounding medium (usually air). These pressure waves travel as sound waves,
carrying the vibrations from the source to our ears.
ii. Ultrasound is sound with a frequency higher than the upper limit of human hearing. We
cannot hear it because our ears are not sensitive to such high frequencies.
Ultrasound has several uses, including medical imaging (ultrasound scans), cleaning delicate
items (ultrasonic cleaners), and measuring distances (ultrasonic sensors).
iii. Echolocation is a biological sonar system used by some animals, such as bats and dolphins,
to navigate and locate objects. It involves emitting high-frequency sound waves and listening
to the echoes produced when the sound waves bounce off objects. By measuring the time
it takes for the echoes to return, these animals can determine the distance and location of
objects in their environment.
iv. Types of musical instruments can be categorized as follows:
String Instruments: Produce sound through the vibration of strings, e.g., guitar, violin.
Wind Instruments: Produce sound by blowing air through a tube or over an edge, e.g., flute,
trumpet.
Percussion Instruments: Produce sound by striking or shaking, e.g., drums, xylophone.
Keyboard Instruments: Produce sound by striking strings or other materials with keys, e.g.,
piano, organ.
v. Astronauts cannot talk to each other in space because there is no air to transmit sound
waves. However, they can see each other because light does not require a medium (such as
air) to propagate.
vi. Amplitude affects the volume or loudness of sounds. Greater amplitude corresponds to a
louder sound.
vii. The speed of light is faster than sound because light travels at approximately 299,792,458
meters per second (m/s), while sound in air typically travels at around 343 meters per
second (m/s).
6. i. a) A high-pitched sound with a low volume would have a waveform with closely spaced
crests and troughs, indicating a high frequency but small amplitude.
b) A low-pitched sound with a loud volume would have a waveform with widely spaced
crests and troughs, indicating a low frequency but large amplitude.
ii. Tightening the strings on a guitar increases their tension and raises the pitch of the sound
produced.
iii. Theatres and cinemas have thick curtains along the walls to absorb sound and reduce
echoes, improving the acoustics of the space and enhancing the quality of sound for the
audience.
145
Heat and Temperature
CHAPTER
Learning outcomes OVERVIEW OF THE UNIT:

• Describe the expansion of the three states of matter • Heat and temperature are related, but they do not
on heating, and contraction on cooling, in terms of mean the same thing. Knowing the difference between
particles. heat and temperature can help us gain a better
• Predict the effects of heat gain and heat loss. understanding of our surroundings.
• Compare all three scales of temperature (including • Temperature refers to the measurement of the average
interconversion of temperature scales). energy of the motions of the molecules in a substance,
• Define the terms heat and temperature on the basis of whereas heat refers to the total energy of the motion of
Kinetic Molecular Theory. the molecules of a substance.
• Explain why metals are good thermal conductors and • Heat is affected by factors such as particle speed,
fluids are poor conductors of heat using the particle particle size, and particle number, among others. The
model. temperature, on the other hand, is unaffected by these
• Construct the concept of heat conduction, convection variables.
and radiation by applying particle theory including daily • Temperature is a measurement that relates to the
life examples. energy possessed by a substance's molecules, which
• Identify the effects of thermal expansion and is directly related to the kinetic energy held by the
contraction with their applications in daily life. substance's particles.
• State and explain the practical methods of thermal • Kelvin is the SI unit of temperature. As previously
insulation used for constructing buildings. stated, temperature is directly related to kinetic energy
of molecules; thus, doubling the temperature (Kelvin) of
a substance doubles the average kinetic energy held by
those molecules.
Keywords
conduction, convection, radiation, kinetic energy, convection current, thermometer, expansion,
contraction, thermal, insulator, conductor, temperature, heat gain, heat loss, poor absorber

Heat and Temperature 125 45 Minutes 65
Objective:
• Predict the effects of heat gain and heat loss.
Keywords
Heat Temperature Average energy
Resources:
• two identical cups of water
• A heat lamp
• Cardboard• aluminium foil
• fabric and foam
146
Engage: (5 mins)
• Begin the lesson by having students consider everyday Useful Link
situations in which they experience heat gain or loss.
https://youtu.be/Enf0-zWgmWo
Sitting in the sun, drinking a hot beverage, or wearing
warm clothing are all examples.
• Initiate a discussion by asking questions such as,
o What happens to your body when you sit in the sun for a long time?
o Why do we dress warmly in the winter?
o What happens when heat transfers from a hot beverage to your hands?
Explain: (10 mins)
• Explain that heat gain and heat loss are processes that involve the transfer of thermal energy
between objects or systems.
• Heat gain is defined as the transfer of thermal energy from one object or system to another,
resulting in an increase in temperature.
• Heat loss is defined as the transfer of thermal energy from an object or system to its
surroundings, which results in a decrease in temperature.
• Discuss various heat transfer mechanisms such as conduction, convection, and radiation.
Explore: (15 mins)
• Experiment with heat gain and heat loss in a series of hands-on experiments.
• As an example:
o Place two identical cups of water in separate locations, one warm and one cool. Observe
and record temperature changes over time.
o Discuss the ability of various materials to conduct heat, such as metal, fabric, and plastic.
o To simulate heat gain on an object, use a heat lamp and measure the temperature increase.
• During these experiments, encourage students to make predictions, observe, and record their
findings.
• Introduce real-world scenarios in which understanding heat gain and heat loss is critical, such as
home insulation, energy-saving appliances, or thermal regulation in living organisms.
• Engage students in a design challenge in which they have to create an insulating material to
prevent heat gain in a cold beverage or minimise heat loss from a cup of hot water.
• Encourage students to design and test their insulating solutions using materials such as
cardboard, aluminium foil, fabric, and foam.
• Discuss the effectiveness of various designs and have students explain how the principles of
heat gain and heat loss influenced their decisions.
Evaluate: (5 mins)
Instruct students to create a visual representation, such as a diagram or infographic, illustrating
examples of heat gain and heat loss in various settings.
147
Home Assignment:
• Choose three scenarios or objects (for example, a melting ice cube, a warm room, or a cooling
beverage) in which heat gain or heat loss is a factor.
• Make predictions about how each scenario or object will be affected by heat gain or heat loss.
Consider temperature, comfort, and any physical or chemical changes that may occur.
• Investigate and explain the scientific principles of heat transfer (conduction, convection, and
radiation) as they apply to your scenario.
• To illustrate your predictions, create simple visual aids (diagrams, charts).
Scales of Temperature 126-127 45 Minutes 70
Objective:
• Compare all three scales of temperature (including interconversion of temperature scales).
Keywords
Celsius Fahrenheit Kelvin
Resources: Useful Link

• Three Thermometers for each group. https://youtu.be/CHn_lLbnm8c
• water samples ranging in temperature from cold to hot
Engage: (5 mins)
• Begin by asking students to share their knowledge of temperature scales. Initiate a conversation
about common temperature scales like Celsius, Fahrenheit, and Kelvin.
• Show a thermometer to students and ask them to identify the temperature scale. Discuss the
function and significance of temperature measurement in everyday life and in scientific contexts.
Explain: (10 mins)
• Describe the three primary temperature scales: Celsius, Fahrenheit, and Kelvin.
• Give a brief overview of each scale, including its origins, key reference points, and common
applications.
• Discuss the formulas for converting between the Celsius, Fahrenheit, and Kelvin scales.
• Explain the concept of absolute zero, which is the coldest temperature on the Kelvin scale.
Explore: (15 mins)
• Divide students into small groups and distribute three thermometers calibrated in Celsius,
Fahrenheit, and Kelvin scales to each group.
• Prepare a series of water samples ranging in temperature from cold to hot. Ice-cold water, room
temperature water, and warm water from a kettle or hot tap all are acceptable.
• Instruct each group to use all three thermometers to simultaneously measure the temperature
of the water samples. Encourage them to keep a table or a chart with the readings from each
thermometer.
• After gathering the data, divide it into groups and have them analyze the results. Ask them to
look for patterns or differences in the temperature readings obtained from each scale.
• Organize a class discussion in which each group shares its findings and observations. Assist
148
students in identifying any similarities or differences in temperature readings on different scales.

• Encourage students to discuss the benefits and drawbacks of each temperature scale based
on their experiment. Encourage them to consider the precision, ease of use, and applicability of
each scale in various contexts.
• Finish the activity by summarizing the main points covered and emphasizing the significance of
understanding temperature scales and measurements in various fields.
Involve students in a group project in which they investigate and present real-world examples and
applications of each temperature scale.
Evaluate: (5 mins)
Attempt Q2 on page 136 of student book.
Home Assignment:
Attempt Q7 on page 70 of workbook.
Heat on the Move 127 45 Minutes -
Objective:
• Describe the expansion of the three states of matter on heating, and contraction on cooling, in
terms of particles.
• Define the terms heat and temperature on the basis of Kinetic Molecular Theory.
Keywords
Thermal energy Expansion Particles
Resources:
• Containers with lids
• Balloons
Useful Link
• Ice cubes
https://youtu.be/IcCeb7Eimws
• Heat source (e.g., lamp, hot water)
• Measuring instruments (e.g., thermometer)
Engage: (5 min)
• Begin the lesson by demonstrating a series of simple demonstrations to the students.
• Show a closed container with a balloon inside, then heat the container (for example, with a
lamp). Instruct students to predict what will happen to the balloon as it warms up.
• Display an ice cube and a glass of water. As the ice cube warms, ask students to predict what
will happen to it.
• Share a video or run a virtual experiment demonstrating how gases expand when heated.
Instruct students to observe and discuss their findings.
149
Explain: (10 min)

Explain the Kinetic Molecular Theory in detail, emphasizing how it describes the behaviour of
particles in different states of matter. Define the terms "heat" and "temperature" in this theory's
context. Distinguish between heat and temperature as the transfer of thermal energy between
objects.
Explore: (15 min)
• Engage students in a hands-on STEM activity that investigates matter expansion and
contraction.
• Provide materials such as a lidded container, a balloon, ice cubes, and a heat source.
• Students should conduct experiments to see how matter (air in the balloon, ice cubes, etc.)
expands when heated and contracts when cooled. Encourage them to keep track of their
observations and measurements.
Elaborate: (10 min)
Lead a discussion with students about the real-world applications of matter expansion and
contraction. Discuss how these concepts apply to various engineering and construction projects,
such as the construction of bridges, roads, and buildings. Investigate how temperature control is
important in industries such as food preservation and automotive engineering.
Evaluate: (5 min)
Complete Discuss and Answer on page 127 of student book.
Home Assignment:
• Select a common household object (for example, a metal spoon, a plastic bottle, or a rubber
band) and investigate how it reacts when heated and cooled. Describe your findings using
Kinetic Molecular Theory and explain why these changes occur.
• Complete Concept Check page 128 of student book.
Conductors 156-158 45 Minutes -
Objective:
• Explain why metals are good thermal conductors and fluids are poor conductors of heat using
the particle model.
Engage: (5 min)
Brainstorming Useful Link
• Why did you feel hot in your hand when you touch the hot
https://youtu.be/Me60Ti0E_rY
pan?
• Students will try to give the answer.
• Explain: Heat conduction is an important part of our lives, whether we realize it or not. You
probably use it every day, whether you're cooking or using a radiator. Basic heat conduction is
the transfer of heat from a heat source to an object.
150
Explain: (10 min)

• When heat conduction occurs, heat energy is typically transferred from one molecule to another
that is in direct contact with each other. The position of the molecules, however, remains
unchanged. They simply vibrate with one another.
• There is the movement of electrically charged particles in the medium during the conduction of
electricity. As a result, electric current is typically carried and moved by ions or electrons.
• There aren't many conductive objects. When compared to a metal hanger, a stick has lower
conductivity. It's because wood is a poor conductor of electricity. A metal object, on the other
hand, is an excellent conductor.
• Conduction works primarily by rapidly shaking the molecule with heat. During this process, the
entire molecule gradually passes the heat until it is all heated.
• Fluids and gases are less conductive. This is due to the large distance between the atoms in a
gas. Conduction decreases as the number of collisions between atoms decreases. However, as
the temperature rises, the conductivity may increase.
Explore: (15 min)
STEM Activity
Give each student a cooking pot, a stick of butter, and three different types of spoons.
Students will:
• Bring a pot of water to a boil.
• Immerse the spoons in water.
• Make three slices of butter and put one in each of the spoons.
• Check the butter after a few minutes.
Explanation:
The butter on the metal spoon has melted significantly, the butter on the wooden spoon has melted
slightly, and the butter on the plastic spoon has melted barely at all. This is heat conduction in
action.
Metal conducts heat more effectively than wood, which conducts heat more effectively than plastic.
Elaborate:(5 min)
Identification Exercise
Tell students different scenarios and ask them to identify whether it is conduction or not.
• People would use heaters to keep their homes warm during the winter.
• The boiling water inside the pot heats up a metal spoon.
• If you hold an ice cube in your hand for an extended period of time, it will quickly melt.
• Physical therapists primarily use heating pads to warm and relieve strained muscles.
• A lamp's light can be used to incubate chicken eggs.
• A microwave oven uses radiation to heat and cook food.
• The heater at its base allows hot air balloons to move up into the air.
• After several minutes, when a piece of hot lasagna is placed on a plate, the plate will feel warm.
151
Evaluate: (5 min)
Quiz
• Ask:
• What is conduction?
• What is meant by conductors?
• Give some examples of good conductors of heat.
• Students will take turns answering the questions.
Home Assignment:
Provide worksheet 1 to solve at home.
Modes of Heat Transfer 128 45 Minutes -
Objective:
Construct the concept of heat conduction, convection and radiation by applying particle theory
including daily life examples.
Keywords
Conduction Convection Radiation
Resources:
• Metal rods
• Wax
• Heat source
• Containers
• Water Useful Link
• Food coloring
https://youtu.be/Me60Ti0E_rY
• Heat lamps (optional)
• Visual aids and diagrams
Engage: (5 min)
Begin the lesson with a quick demonstration. In a cup of hot water, a glass of cold water, and a
cup of room temperature water, place a metal spoon. In each case, have students predict what
will happen to the spoon. Discuss their predictions and observations to introduce the concept of
conduction heat transfer.
Explain: (10 min)
Based on particle theory, explain heat transfer methods (conduction, convection, and radiation).
Define each method and explain its molecular operation. Use visual aids and diagrams to assist
students in comprehending the concepts.
152
Explore: (15 min)

• Engage students in hands-on STEM activities:
• Conduction: Provide materials like metal rods and wax. Ask students to observe how heat
moves through the rod, melting the wax at the other end, after heating one end of the rod.•
Convection: Heat a container of water to demonstrate convection. Make convection currents
visible by adding a few drops of food colouring. Explain how hot water rises and cold water
sinks.
• Radiation: To demonstrate radiation, use heat lamps or the sun (if available). Explain how heat is
transferred using electromagnetic waves.
Elaborate: (10 min)
• Divide students into small groups and assign each group a real-world scenario (for example, a
pot on the stove or a car engine cooling system).
• Assign them the task of identifying and explaining the heat transfer methods at work in their
scenarios. Groups can present their findings to the rest of the class.
Evaluate: (5 min)
Give worksheet 2 to solve. Complete Q9 on page 70 of workbook.
Home Assignment:
• In your daily life, observe and describe three different situations in which heat transfer methods
(conduction, convection, or radiation) are at work. Create a brief report that explains how each
method is used in these situations and how it affects the objects or processes involved."
• Complete Concept Check page 129 and 132.
Thermal Expansion and 134 45 Minutes 67
Contraction
Objective:
• Identify the effects of thermal expansion and contraction with their applications in daily life.
Keywords
thermal expansion contraction
Resources:
• Metal rod
• Candle Useful Link
• Balloon
https://youtu.be/6pScZaNz7nY
• Freezer
Engage: (5 min)
Begin the lesson with a scenario that everyone can relate to. Show students a jar with a tight lid
and ask if they've ever had trouble opening a previously easy-to-open jar. Discuss why this occurs,
introducing the concept of temperature affecting the size and shape of objects.
153
Explain: (10 min)

Explain thermal expansion and contraction in detail. Explain how temperature changes cause
materials to expand (grow larger) when heated and contract (grow smaller) when cooled. Consider
railway tracks and bridges, which expand in hot weather and contract in cold weather.
Explore: (15 min)
• Engage students in STEM activities that are hands-on:
• Thermal Expansion: To demonstrate expansion, use a metal rod and a candle flame. Heat one
end of the rod and watch the length change.
• Contraction: Cool a balloon in a freezer and then observe how it shrinks in size.
• Real-World Examples: Discuss everyday scenarios in which thermal expansion and contraction
are relevant, such as the design of sidewalks with expansion joints or the operation of
thermostats.
Elaborate: (10 min)
Assign each group a specific application of thermal expansion or contraction (e.g., bimetallic strips
in thermostats, expansion joints in bridges). Request that they conduct research and present how
these applications work and why they are important.
Evaluate: (5 min)
A group discussion is used to assess student understanding. Ask questions related to thermal
expansion and contraction and request examples from daily life where these phenomena play a role.
Home Assignment:
Discover and describe two practical applications of thermal expansion and contraction in your home.
Explain how these applications work and why they are important in everyday life. Complete Q4 on
page 67 of workbook.
Thermal Insulation 134-135 45 Minutes -
Objective:
• State and explain the practical methods of thermal insulation used for constructing buildings.
Keywords
Insulation Heat gain Heat loss
Resources:
• images of buildings with various types of insulation.
Useful Link
• Cardboard
• insulation materials (e.g., cotton balls, foam, aluminum foil) https://youtu.be/KpHOq9nIVBY
• thermometer
Engage: (5 mins)
• Display images of buildings with various types of insulation and ask students to identify the
differences and potential benefits.
154
• Start a conversation about the value of thermal insulation in terms of energy efficiency and
comfort.
Explain: (10 mins)
• Explain thermal insulation and its application in buildings. Discuss how thermal insulation
reduces heat transfer between a building's interior and exterior, resulting in energy savings and
improved comfort.
• Present a variety of practical thermal insulation methods commonly used in building
construction, such as:
• Materials for insulation: Discuss insulation materials such as fibreglass, cellulose, foam boards,
and reflective insulation. Describe their properties and efficacy in reducing heat transfer.
• Insulation placement: Discuss the importance of insulating walls, roofs, floors, and windows to
reduce heat loss or gain.
• Sealing techniques: Explain the importance of air sealing in preventing draughts and preserving
the effectiveness of insulation. Explain thermal insulation and its application in buildings. Discuss
how thermal insulation reduces heat transfer between a building's interior and exterior, resulting
in energy savings and improved comfort.
• Present a variety of practical thermal insulation methods commonly used in building
construction, such as:
• Materials for insulation: Discuss insulation materials such as fibreglass, cellulose, foam boards,
and reflective insulation. Describe their properties and efficacy in reducing heat transfer.
• Insulation placement: Discuss the importance of insulating walls, roofs, floors, and windows to
reduce heat loss or gain.
• Sealing techniques: Explain the importance of air sealing in preventing draughts and preserving
the effectiveness of insulation.
Explore: (15 mins)
STEM Activity:
• Provide students with a cardboard or material mock-up of a small building or structure.
• Divide the building into sections or rooms using cardboard dividers or partitions.
• Instruct students to choose different insulation materials (e.g., cotton balls, foam, aluminum foil)
and apply them to specific areas of the building, such as walls, windows, or the roof.
• Place a thermometer in each section or room to monitor the temperature.
• Simulate temperature differences by using heat sources (e.g., lamps or heating pads) outside the
building.
• Ask students to record and compare the temperature changes in the insulated and non-insulated
areas over a set period of time.
• Encourage students to discuss their findings and draw conclusions about the effectiveness of
different insulation methods in maintaining temperature inside the building.
• Have students reflect on the real-world applications of insulation in energy-efficient construction
and its impact on reducing heating and cooling costs.
155

• Assign a group project to students in which they will research and present real-life examples of
buildings or structures that have used effective thermal insulation methods. They can present
their findings in the form of presentations, posters, or digital media.
• When discussing suitable insulation methods for different regions, encourage students to
consider the local climate and environmental factors.
Evaluate: (5 mins)
• Ask students to reflect on the significance of thermal insulation in building construction and how
it helps with energy conservation and a sustainable environment.
• Ask students to complete Q3 on page 136 of student book.
Home Assignment:
• Explore your home or a nearby building, identifying areas where insulation materials may be
used and describing how they aid in maintaining a comfortable temperature inside.
• Additionally, research and list at least two common building insulation materials, explaining how
they work to keep buildings warm in the winter and cool in the summer.
156
Worksheet 1:
What is conduction?
Explain the process of conduction in the following images.
157
Worksheet 2:
What is convection?
Explain the process of convection in the following images.
158
What is conduction?
The transmission of heat or electrical charge through the materials. Conduction is possible in
solids, liquids, and gases.
Explain the process of conduction in the following images.
It feels hot on your feet when you walk on the beach in

summer.
Our hair gets hot when we use it on our hair.
Ice melts in hand when we hold it in our hand.
When you iron your clothes, the heat transfers from the iron to
clothes.
159
What is convection?
Convection is the process of transferring heat through the bulk movement of molecules in
fluids like gases and liquids.
Explain the process of convection in the following images.
When there is movement of air in houses or buildings, the

chimney effect occurs due to convection. It results from
temperature differences.
Thermal expansion occurs when water is heated in a kettle.

The hotter lower layer of water becomes less dense and moves
upward.
A source of heat at the balloon's bottom heats the air

molecules around the flame, allowing them to move up.
The steam of a hot cup of tea shows the transfer of heat into
air.
160
Exercise Answers
1. i. b) iron
ii. b) conductor
iii. c) making a vacuum between the walls
iv. d) convection and radiation
v. a) which is cold is less dense than hot air
vi. d) loose white shirt
2. i. 310 K
ii. -273 °C
iii. 323 K
iv. 100 °C
v. 263 K
3. i. Heat is the total energy of molecular motion in an object, while temperature is the measure
of the average kinetic energy of the molecules in an object.
ii. The unit used to measure temperature is the Kelvin (K).
iii. The fixed points of a centigrade scale are the freezing point (0°C) and boiling point (100°C) of
water at standard atmospheric pressure.
iv. Absolute zero is the temperature at which molecular motion ceases, equal to 0 Kelvin (0 K).
v. Conductors allow the easy flow of heat, while insulators resist the flow of heat.
vi. Birds fluff out their feathers in cold weather to create a layer of trapped air that provides
insulation, reducing heat loss.
vii. Three methods of heat transfer:
Conduction: Transfer of heat through direct contact, e.g., a metal spoon heating in a hot
beverage.
Convection: Transfer of heat through the movement of fluids (liquids or gases), e.g., boiling
water in a kettle.
Radiation: Transfer of heat through electromagnetic waves, e.g., the Sun heating the Earth.
viii. "Hot air rises" means that in a gas, the particles with higher kinetic energy (hotter particles)
are less dense and tend to move upward, displacing cooler, denser air.
ix. The greenhouse effect is the process by which certain gases in Earth's atmosphere trap heat
from the Sun, preventing it from escaping into space and thereby warming the planet.
x. Yes, the atmosphere traps heat through the greenhouse effect, which is essential for
maintaining Earth's temperature within a range suitable for life. Without this natural
greenhouse effect, the Earth would be much colder.
4. i. a) Conduction is the transfer of heat through direct contact between particles in a solid or
between adjacent particles in a stationary fluid. Convection, on the other hand, is the
transfer of heat by the movement of fluids (liquids or gases) due to differences in density
caused by temperature variations.
b) There are no convection currents in solids because the particles in a solid are closely
packed and do not have the freedom to move past each other to create fluid-like
circulation.
161
ii. Explanation with a labelled diagram showing convection currents in an electric kettle:
In an electric kettle, the heating element at the base of the kettle heats the water directly in
contact with it.
As the water near the heating element heats up, it becomes less dense and rises.
The rising hot water displaces the cooler, denser water above it, creating a convection
current.
The cooler water moves down to the heating element, where it is heated, and the cycle
repeats.
This continuous circulation of water due to convection currents ensures that the entire
volume of water in the kettle is gradually heated.
iii. Formation of land and sea breezes:
During the day, the land heats up more quickly than the sea due to its lower heat capacity.
The warm air over the land rises, creating a low-pressure area, and cooler air from the sea
moves in to fill the gap, resulting in a sea breeze blowing from the sea towards the land.
At night, the land cools down faster than the sea, and the process reverses. The warmer air
over the sea rises, creating a low-pressure area, and cooler air from the land moves towards
the sea, resulting in a land breeze blowing from the land towards the sea.
iv. A vacuum flask prevents the transfer of heat through:
Conduction by having a double-wall construction with a vacuum between the walls, which
eliminates direct contact between the inner and outer walls.
Convection by having the vacuum, as air (or any other gas) is absent inside the flask to
prevent the circulation of air currents.
Radiation by having reflective surfaces and a silvered inner wall to minimize heat radiation.
v. Thermographs are instruments used to record temperature variations over time. They are
used in various applications, such as meteorology to monitor weather conditions, in science
experiments to measure temperature changes, and in medical settings for body temperature
monitoring.
5. i. A cup of tea at 85°C has more heat because it has a higher temperature and a larger
quantity of water compared to a full bath at 50°C.
ii. It takes longer to boil a kettle of water than to warm it to a lower temperature because
boiling water requires the addition of heat energy to change its phase from a liquid to a gas
(vaporization), while warming water to a lower temperature involves raising its temperature
without changing its phase.
iii. If water is heated in a saucepan made of a material that is not a good conductor of thermal
energy, it will take longer to heat the water, and the saucepan itself may become hotter due
to poor heat conduction.
iv. Tiled floors feel colder because they are better conductors of heat, while carpets feel warmer
because they are insulators and trap heat.
v. A blanket keeps a person warm by trapping the heat radiated by their body, reducing heat
loss to the surroundings.
vi. A metal skewer inserted into a jacket potato conducts heat from the metal to the interior of
the potato, helping to cook it more quickly by distributing heat more effectively within the
potato.
162
CHAPTER
Earth and Space
11 Student Book Pages 10–21
Learning outcomes • Weightlessness is defined as having no gravitational

• Recognize that the force of gravity keeps planets and force. We feel weight because the ground applies
moons in their orbits. an equal and opposite force to our bodies after our
bodies apply a force to the ground due to gravitational
• Differentiate between mass and weight, using
attraction.
examples of weightlessness experienced by astronauts
on the surface of the Moon. • When we are falling freely under g, there is nothing
solid that can exert a force on us, giving us the
• Recognize that tides are caused by the gravitational
sensation of weightlessness. In general, the ground
pull of the Moon
exerts equal and opposite force on you, so you feel
• Describe the effects of the Earth’s annual revolution weighted, and if you fall freely, we feel weightless.
around the Sun, given the tilt of its axis (e.g., different
• The tidal cycle is divided into two stages: high tide and
seasons, different constellations visible at different
low tide. The tidal cycle is the rise and fall of sea level
times of the year).
caused by the gravitational pull of the sun and moon.
• Describe how seasons in Earth’s Northern and
• Although all tides have high and low points, the number
Southern Hemispheres are related to Earth’s annual
varies from place to place.
movement around the Sun
• We call it high tide when the water reaches its highest
point during the tidal cycle (after the flood tide stage).
Keywords
• The wave begins to fall as it approaches its peak,
force of gravity, orbit, tides, annual and its height gradually decreases. This falling motion
is known as an ebb tide, and the height of the wave
revolution, axis, weightlessness
continues to fall until it reaches a minimum point. Low
tide is the point at which the tide stops falling.
• Constellations are star clusters. The constellations
OVERVIEW OF THE UNIT: visible at night are determined by your location on
• Gravity is the force that pulls objects toward the center Earth and the time of year. Long ago, constellations
of a planet or other body. The gravitational force keeps were named after objects, animals, and people.
all of the planets in orbit around the sun. • Once every year, Earth completes one orbit around the
• Gravity keeps the moon in orbit around Earth. The Sun. As we orbit, our view of space through the night
moon's gravitational pull draws the seas towards it, sky changes. Because Earth is in a different orbit, the
causing ocean tides. night sky looks slightly different each night. Each night,
• Gravity makes planets and stars by pulling together the the stars appear to move slightly west of where they
substances from which they are created. were the night before.
• Gravity attracts not only mass but also light. This • What stars and constellations you see and how high
principle was discovered by Albert Einstein. When you they appear to rise in the sky are also determined by
shine a flashlight upwards, the light will become slightly your location on Earth. The Northern and Southern
redder as gravity pulls it up. The change is invisible to Hemispheres are always pointing in opposite
the naked eye, but scientists can measure it. directions.

What is Gravity? 138-139 45 Minutes -
Objective:
• Recognize that the force of gravity keeps planets and moons in their orbits.
Keywords
Gravity Mass Weight
163
Earth and Space
Resources
• two apples
• cups
• scissors
Useful Link
• water
• chart paper https://youtu.be/H9YMgx5T9Sk
• colour makers
• white board and marker
Engage: (5 min)
Warm-up Activity
• Discuss with your students what they already believe about gravity.
• Display the two apples to your students. Discuss whether they believe the whole apple or the
half apple will hit the ground first if they are both dropped from the same height at the same
time.
• Students will observe the activity.
• Many students can answer that the half-apple will reach the ground first because of its less
weight.
• Then let them (apples) go! Because all objects descend at the same rate, they should both land
at the same time.
Explain: (10 min)
• Gravity is an an invisible force that attracts objects to each other. The Earth's gravity is what
keeps you on the ground and causes things to fall.
• Gravity exists in everything that has mass. Gravity is stronger for heavier objects. Gravity
weakens with distance as well. As a result, the stronger the gravitational pull of two objects, the
closer they are to each other.
• The gravity of the Earth is caused by all of its mass. All of its mass exerts a combined
gravitational pull on all of your body's mass. This gives you weight. And if you were on a planet
with a lower mass than Earth, you would weigh less.
• You have the same gravitational pull on Earth as it has on you. However, because Earth is so
much larger than you, your force has no effect on our planet.
• Gravity keeps the planets in orbit around the sun and the moon in orbit around Earth.
• Gravity is crucially significant to us. We couldn't survive without it. The sun's gravity keeps Earth
in orbit around it, allowing us to enjoy the sun's light and warmth from a safe distance. It keeps
our atmosphere and the air we need to breathe stable. Our world is held together by gravity.
Explore: (15 min)
Stem Activity
• Take your students outside the classroom in an open area.
• Distribute cups and scissors to your students, and instruct them to cut holes near the bottom of
their cups. Consider what will happen if they fill the cups with water.
• Students will follow the teacher’s instructions.
• Students should talk about what would happen if they dropped the cup full of water.
164
Fill the cups with water and let your students drop them. The water will end up splashing all over the
place. This is because gravity will pull the water out of the holes. But it won't spill out of the holes if
the cup is dropped! When gravity pulls on the cup, both the cup and the water fall at the same rate.
Elaborate: (5 min)
Make a Poster
Gravity in Space
• Ask students to make a poster that will show the solar system and the gravity between the
planets and the Sun.
• Have the students do this activity in groups.
• Students will use colored markers and to make the poster.
Evaluate: (5 min)
• Distribute the worksheet 1.
• Ask students to complete Concept Check and Discuss and Answer on page 139 of student
book.
Home Assignment:
• Make a list of the situations when you feel a gravitational pull around you.
• Complete Q3(i-iii) and Q4(i) on page 145-146.
Weightlessness on the Moon 140 45 Minutes 73
Objective:
Differentiate between mass and weight, using examples of weightlessness experienced by
astronauts on the surface of the Moon.
Keywords
Weightlessness Gravitational force Contact forces
Resources:
• Objects of different masses
Useful Link
• Spring scale
• Trampoline or bouncy ball https://youtu.be/HG_Z1bKs6ow
Engage: (5 min)
• Begin the lesson with a thought-provoking question, such as
"What is the difference between mass and weight?"
• Encourage students to share their initial ideas and thoughts. Show students a short video or
images of astronauts bouncing around on the Moon's surface and ask them why they appear to
be moving differently.
165
Earth and Space
Explain: (10 min)

• Give a detailed explanation of mass and weight.
• Define mass as the amount of matter in an object (which is constant everywhere) and weight as
the force of gravity acting on an object (which varies depending on the gravitational field).
• Use visuals and diagrams to assist students in comprehending the concepts.
Explore: (15 min)
Engage students in STEM activities that are hands-on:
• Weight Comparison: Give students objects of varying masses and ask them to compare their
weights using a spring scale.
• Moon Bouncing Simulation to simulate how astronauts move on the Moon's surface due to
its lower gravity, set up a small trampoline or use a bouncy ball. Discuss the weight difference
between the Moon and Earth.
Elaborate: (10 min)
Divide the students into small groups and give each group a different scenario. Ask them to conduct
research and explain how mass and weight are relevant in that scenario. They can look at how mass
and weight relate to a sport like weightlifting or how they influence the design of space equipment,
for instance.
Evaluate: (5 min)
• Divide the students into small groups and give each group a different scenario.
• Ask them to conduct research and explain how mass and weight are relevant in that scenario.
• They can look at how mass and weight relate to a sport like weightlifting or how they influence
the design of space equipment.
• Ask students to complete Discuss and Answer on page 140 of student book.
Home Assignment:
• Research and provide examples of situations in which the differentiation between mass and
weight is critical. Present your findings in a brief report or presentation.
Moon Causes Tides 140-141 45 Minutes 75
Objectives:
• Recognize that tides are caused by the gravitational pull of the Moon.
Keywords
Tidal constituent High tides Low tides
Resources
• White board and marker Useful Link
• Pen and paper
https://youtu.be/CVNqxh_zmOM
• worksheets
166
Engage: (5 min)
Brainstorming:
• Start by writing the question 'What are tides?' on the board for the class.
• Students should respond to the question in writing.
• Students should exchange explanations with another student. Students will observe the extent
of similarity between the two explanations.
• Now, as a class, go over the students' explanations, noting key points about tides on the board.
Explain: (10 min)
• The tidal cycle is the rise and fall of sea level caused by the gravitational pull of the sun and
moon. The tidal cycle is divided into two stages: high tide and low tide.
• Although all tides have high and low points, the number varies from place to place.
• High tide is the highest point that a tide can reach during the tidal cycle. This happens when the
moon is directly over a specific location.
• Because of the shorter distance, the gravitational force increases, causing the water to rise. As a
result, the sea level rises until it reaches its peak.
• Water tends to come up to the shore during a high tide. As a result, beaches and shorelines
become narrower or smaller. Flood tides precede high tides.
• When the moon is the farthest away from an area, the gravitational pull is weaker, causing the
tide to fall. The stage is called low tide when the tide reaches its lowest point. During this time,
the moon's gravitational pull is at its weakest.
• During low tides, the water retreats to the sea, exposing more land on shorelines or beaches.
Explore: (10 min)
Role-Play
You can either divide the students into groups for this activity or do it all together as a class:
1. Students stand in a tight circle, interlocking their elbows and facing inward.
2. One student will remain on the circle's rim, representing the moon by slowly walking around the
perimeter. The students in the circle who are closest to the moon lean toward it as it passes by.
Students on the opposite side of the circle bulge out as well, indicating differential gravitational
forces. After the moon has passed, the students rise to their feet.
3. The moon stops at various points around the circle, allowing the students to see where high and
low tides are in relation to the moon's orbit.
4. In addition to the moon, another student plays the sun. The previous activity can then be
repeated with the combined gravitational pull of the moon and the sun.
5. Students show where the sun aligns with the moon (spring tide) and where the sun, Earth, and
moon form a 90-degree angle (leap tide).
Explain:
• This circle is a very simplified representation of the Earth if it were covered in water at a constant
depth.
• If necessary, the teacher can stand in the centre of the circle and direct students to lean
outward.
• High tides are areas where students are leaning away from the circle's centre. Low tides are at
the circle's edges, halfway between high tides.
167
Earth and Space
• Remember that the sun's gravitational pull is weaker than that of the moon.
• The tides are more extreme when the sun, Earth, and moon are in alignment. When the sun,
Earth, and moon form a 90-degree angle, the sun's and moon's gravitational pulls mostly cancel
each other out.
Elaborate: (10 min)
Group Activity
• Ask the students to consider the effects of rising sea levels on coastal communities.
• You can accomplish this by starting a group discussion.
• Students will write a paragraph about how rising sea levels might affect the coast, specifically
who and what would be affected.
Evaluate: (5 min)
Distribute worksheet 2 among the students.
Home Assignment:
Movement of Earth and 141-143 45 Minutes -
Seasons
Objectives:
• Describe the effects of the Earth’s annual revolution around the Sun, given the tilt of its axis (e.g.,
different seasons, different constellations visible at different times of the year).
• Describe how seasons in Earth’s Northern and Southern Hemispheres are related to Earth’s
annual movement around the Sun
Keywords
Northern hemisphere Southern hemisphere
Resources:
• Globe or diagram of Earth's orbit
Useful Link
• Planetarium app or star chart
• Visual aids and diagrams https://youtu.be/tX3Y5bzNDiU
Engage: (5 min)
Begin the lesson by having students describe the various seasons as well as any patterns they
notice in the weather, daylight, and outdoor activities throughout the year.
Show students video of seasonal changes and ask them what they believe causes these variations.
Explain: (10 min)
• Explain the annual revolution of the Earth around the Sun.
• Discuss the concept of axial tilt and how it affects the seasons in various parts of the world.
• Explain how the Earth's orbital position affects the constellations visible in the night sky
168
Explore: (15 min)

• Model Earth's Orbit: Show the Earth's orbit around the Sun using a globe or a diagram. Show
how the tilt of the Earth's axis affects the angle and intensity of sunlight throughout the year.
• Seasonal Constellations: Show how the constellations, visible in the night sky, change
throughout the year using a planetarium app or a star chart. Instruct students to identify
constellations that they can see at various times.
Elaborate: (10 min)
• Divide the class into small groups and assign each group a season.
• Ask them to investigate and present how the characteristics of that season (e.g., temperature,
daylight hours, weather patterns) are related to Earth's orbital position.
Evaluate: (5 min)
Home Assignment:
• Select a location near your home or school from which you can easily observe nature and the
environment.
• Over the course of a year, visit this location at least once a month. Make observations and take
notes on the following:
• Temperature and weather conditions change.
• The length of the day and the position of the Sun in the sky.
• Any changes in plant and animal behaviour (e.g., budding, flowering, migration).
• The appearance of the night sky, including any identifiable constellations.
Making a Seasonal Journal: Record your observations for each month in a notebook or digital
document. You can illustrate your findings with sketches, photographs, or charts.
Review your seasonal journal at the end of the year for analysis and conclusion. Make a summary.
169
Earth and Space
Worksheet 1:
1. Define Gravity
2. Why don't you feel the gravity of the bat and ball?
3. Why do you not feel the planet Mercury's gravity pulling on you?
4. Discuss how gravity is the force that governs the motion of our solar system.
170
Worksheet 2:
1. What is high tide?
2. What is low tide?
171
Earth and Space
Define Gravity
The force that pulls a body towards the center of the earth or any other mass-carrying
physical body
1. Why do not you feel the gravity of the bat and ball?
We do not feel gravity between the bat and ball because there is no gravity between them.
2. Do all planets in solar system have same gravity like Earth?
All planets have gravitational force. But as all planets do not have same mass so every
planet have different amount of gravitational force.
Discuss how gravity is the force that governs the motion of our solar system.
Sun's gravity pulls the planet and keeps them in an elliptical pathway. It keeps them in
circular motion.
172
Answers for Worksheet : 2
What is high tide?
When the sea or a river reaches its highest level and comes the furthest up the beach or bank.
What is low tide?
When the sea has reached its lowest point
HIGH TIDE
HIGH TIDE
LOW TIDE
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Earth and Space
Exercise Answers
1. i. When the North Pole tilts towards the Sun, it is summer in the Northern Hemisphere.
ii. The correct statement about high tides is: d. Water covers much of the shore, after rising to
its highest level, and this is called high tides.
iii. The weight of a 1 kg object on Earth is: c. 10 N.
iv. The condition for weightlessness is: b. Weightlessness exists when all contact forces are
removed.
2. Short answer questions:
i. Weight is the force with which an object is pulled towards the center of the Earth (or any
other celestial body) due to gravity. It is typically measured in newtons (N).
ii. Gravity is the natural force of attraction that exists between all objects with mass. It is
responsible for the phenomenon of weight and is what keeps objects anchored to the Earth.
iii. Mass is a measure of the amount of matter in an object. It is typically measured in kilograms
(kg).
iv. High tides are the periodic rise in sea level when the gravitational pull of the Moon and the
Sun is at its maximum. Low tides are the periodic drop in sea level when the gravitational
pull is at its minimum.
v. Constellations are groupings of stars that form patterns in the night sky as seen from Earth.
4. Long answer questions:
i. Gravity was discovered by Sir Isaac Newton when he observed an apple falling from a tree
and realized that there must be a force that causes objects to fall towards the Earth.
ii. People in different regions see different constellations because the Earth's rotation causes
the night sky to appear different from different locations. The stars visible at night vary with
the observer's latitude and time of year.
iii. Weightlessness on the Moon is due to the weaker gravitational pull of the Moon compared
to Earth. Astronauts experience reduced weight on the Moon because gravity on the Moon
is only about 1/6th as strong as on Earth.
iv. Seasons are formed due to the tilt of the Earth's axis. As the Earth orbits the Sun, different
parts of the Earth receive varying amounts of sunlight, leading to changes in temperature
and weather patterns.
v. High tides and low tides are formed by the gravitational pull of the Moon and the Sun on the
Earth's oceans. The side of the Earth facing the Moon experiences high tide, while the side
opposite the Moon experiences a second high tide due to the Earth's rotation.
5. Think about it:
a. On the Moon, the mass of astronauts remains the same as it is on Earth because mass is
a fundamental property of matter and does not change with location. In other words, an
astronaut's mass on the Moon is the same as their mass on Earth.
b. However, the weight of astronauts on the Moon is significantly less than their weight on
Earth. This is because weight is the result of the gravitational force acting on an object's
mass, and the gravitational pull of the Moon is much weaker than that of Earth. Specifically,
the Moon's gravity is approximately 1/6th (about 16.6%) as strong as Earth's gravity. As
a result, astronauts on the Moon experience only about 1/6th of the weight they would
experience on Earth. This is why astronauts can move more easily and feel lighter on the
Moon's surface compared to Earth.
174
CHAPTER
Technology in Everyday
12 Life Student Book Pages 10–21
Objectives: • Keeping food from spoiling after harvest or slaughter

• Design a model to demonstrate drip & sprinkler can be done in a number of different ways. Such
irrigation system for conservation of water. practices can be traced back to prehistoric times.
Drying, refrigeration, and fermentation are among the
• Use different techniques of preserving foods like
oldest methods of preservation. Modern techniques
orange juice, apple jam and pickles.
include canning, pasteurization, freezing, irradiation,
• Make a simple Stethoscope. and chemical addition.
• Make a sanitizer using suitable substances • A stethoscope is a medical tool that amplifies sounds
so that a person can listen carefully to the sounds
Keywords made by the heart, lungs, intestines, and abdomen.
Listening to these sounds can assist nurses, EMTs,
design, engineers, irrigation system, doctors, and cardiologists in detecting health
preservation, conservation, food sustainability problems such as blood flow issues, blood pressure
issues, and respiratory issues. There are two types of
stethoscopes: acoustic and electrical.
OVERVIEW OF THE UNIT:
• Hand sanitizer, also known as hand antiseptic, hand
• Irrigation is the method of artificially applying water to rub, or hand rub, is an agent that is applied to the
crops in order to meet their water requirements. Water hands in order to remove common pathogens. Hand
for irrigation can be obtained from wells, ponds, lakes, sanitizers are commonly available in foam, gel, or
canals, tube-wells, and even dams. Irrigation provides liquid form. When soap and water are unavailable for
the necessary moisture for growth and development, hand washing, they should be used. Although hand
germination, and other related functions. sanitizer's effectiveness varies, it is used as a simple
• The modern technique compensates for the means of infection control in a wide range of settings,
disadvantages of older methods, helping in the proper from day care centers and schools to hospitals and
use of water.
health care clinics and supermarkets.

Water Conservation while 181-183 45 Minutes 79
Irrigating Plants
Objectives:
• Design a model to demonstrate drip & sprinkler irrigation system for conservation of water.
Engage:(5 min)
Useful Link
Concept Building
https://youtu.be/amrCMakolKA
• Begin the lesson by discussing the importance of water
for plants and then the ways to provide water to the
plants at different levels.
• Write on the board.
• ‘How to provide water to the plants’.
• Ask students to tell the ways they know.
• Talk about how plants at the home level are supplied with water before moving on to the fields.
• Students will participate and give answers to the teacher’s questions.
175
Technology in Everyday Life
Explain: (10 min)

• Crops require water in order to grow and develop. The method of providing water to the crops is
recognised as irrigation.
• The frequency, rate, amount, and time of irrigation differ for different crops, as well as depending
on soil type and season. Summer crops, for example, require significantly more water than
winter crops.
• There are various types of irrigation used to increase crop yield. These irrigation systems are
used in accordance with the various types of soils, climates, crops, and resources. Farmers
commonly use the following types of irrigation:
• Farmers can play an important role in water conservation by using various water conservation
irrigation methods.
• Farmers commonly use the following types of irrigation methods for conservation of water:
• Sprinkler Irrigation
In this method, overhead high-pressure sprinklers or sprinklers from the moving platform
distribute water from a central location.
• Drip Irrigation
In this method, plants are watered using narrow tubes, and the water is delivered directly to the
plant's base.
Explore: (15 min)
STEM Activity
1. Provide material to the students:
• Water basin and water for putting student irrigation systems to the test.
• Straws
• Cardboard
• Paper Cups
• Clay, foil, and rubber bands
• Tape Glue Toothpicks or other reusable materials
2. Divide students into groups, each with its own set of materials.
3. Explain that students must work together to design an irrigation system that can move two cups
of water at least three feet. The team's goal is to divide the water into two separate containers of
one cup each.
4. Students get together to plan their irrigation system. They sketch their plan and then present it to
the class.
5. The teams then carry out their plans. They may need to reconsider their design.
6. Next, teams will put their irrigation system to the test to see how well it works. Students will
measure how much water is collected in each of the two destination containers and compare it
to the goal of one cup in each container. Teams may test their systems three times and count
the most successful test as the most successful.
Elaborate: (5 min)
Class Discussion and Presentation
• Ask students to present their irrigation plan to the class.
• Discuss each group’s plan with the class.
176
• Appreciate and discuss any improvements that could be made.

Evaluate: (5 min)
Distribute worksheet 1 among students.
Home Assignment:
Food Preserving Techniques 184-187 45 Minutes 79
Objectives:
• Use different techniques of preserving foods like orange juice, apple jam and pickles.
Engage: (5 min)
Useful Link
Warm-up Activity https://youtu.be/QHna4jHcH68
• Arrange some food items on your table like:
• Apple, a piece of meat, a cup of milk, cooked food, etc.
• Ask students to tell them what can we do to save these food items.
• Students can give different answers like:
• Refrigerate or save it in an airtight jar etc.
• Then pick each item and ask how to store that particular food item.
• On some of the food items, students might become confused.
Explanation:
Tell the students that there are different methods to preserve food that is being used according to
the type of food.
Explain: (10 min)
• Food preservation is the process of treating and handling food in order to prevent or slow food
spoilage, loss of quality, edibility, or nutritional value, and thus allow for longer food storage.
• Preservation generally implies preventing the growth of bacteria, fungi (such as yeasts), and
other microorganisms, as well as delaying the oxidation of rancid-causing fats.
• There are many benefits of food preservation:
o Food preservation adds variety to the food. If fresh peas are unavailable during the hot
summer months, canned or dehydrated peas could be used instead.
o Food preservation increases the shelf life of food. Pineapples, cherries, and other fruits and
vegetables can be preserved in a variety of ways for extended periods of time.
o Food preservation increases food supply.
o Excess food that would otherwise be wasted are processed and preserved, adding to the
existing supply and decreasing food waste.
o Food preservation aids in the reduction of dietary deficiencies. Preserved food help to
diversify the diet. For example, no vegetables are grown in several Middle Eastern countries
due to arid soil conditions. This shortfall is made up for by the importation of fresh and
preserved fruits and vegetables.
177
Explore: (15 min)

Experiment
• The experiment given in the textbook will be done.
• Students can be divided into two groups. One will make and preserve pickles and the other will
make and preserve jam.
• Give instructions for the experiment.
• Guide the students to perform their experiment.
• Students will perform the experiment.
Elaborate: (5 min)
After the experiment, have students write down the steps for preserving pickles or jam in their own
words on a chart.
Evaluate: (5 min)
Home Assignment:
Worksheet 2 will be given to solve at home.
How to Make a Stethoscope 188-189 45 Minutes 81
Objectives:
• Make a simple Stethoscope. Useful Link
Engage: (5 min) https://youtu.be/L9AgAm7mUSc
• Begin the lesson by showing students pictures or
diagrams of stethoscopes and asking them what they
are used for. Share fascinating facts about the history of the stethoscope and its role in medical
examinations. Ask students why they think doctors and nurses use stethoscopes.
Explain: (10 min)
Explain how a stethoscope works and its components, such as the chest piece, tubing, and
earpieces, in detail.
Explain how a stethoscope amplifies sound from the body, allowing doctors to listen to internal
organs and bodily functions.
Explore: (15 min)
Perform the activity given in book
Materials:
• Two small paper or plastic cups
• A long piece of thread (approximately 3-4 feet)
• A small piece of plastic or cardboard
• Tape or glue
• Scissors
178
Procedure:
• Turn the cups upside down so that the open ends face each other.
• Use scissors to carefully poke a small hole in the center of the base of each cup.
• Thread one end of the thread through the hole in the base of one cup.
• Tie a secure knot at the end of the thread inside the cup to keep it from slipping through.
• Cut a small circular piece of plastic or cardboard, approximately the size of a quarter.
• Use tape or glue to attach this circular piece to the open end of the cup with the thread.
• Place the cup with the diaphragm against your chest (over the area you want to listen to, like
your heart).
• Hold the other cup with the thread near your ear.
• Press the diaphragm cup against your skin gently but firmly.
• While pressing, place the cup with the thread against your ear.
• Listen carefully, and you should be able to hear sounds from within your body, such as your
heartbeat or your breath.
• Try listening to different parts of your body to hear various sounds.
Elaborate: (10 min)
Conduct listening exercises in which students use stethoscopes to listen to their own heartbeats,
pulses at various locations, or even the sound of their stomachs digesting.
Evaluate: (5 min)
• Ask students to explain how their simple stethoscopes work and to discuss the importance of
sound in medical diagnosis.
Home Assignment:
• Research a particular medical condition or scenario in which the use of a stethoscope is critical
for diagnosis (for example, listening for crackles in the lungs in pneumonia).
• Write a brief report describing the condition, how doctors use stethoscopes to diagnose
patients, and the importance of early detection.
How to Make a Hand Sanitizer 190-191 45 Minutes 81
Objectives:
• Make a sanitizer using suitable substances
Resources:
• Isopropyl alcohol (at least 70%)
• Aloe vera gel Useful Link
• Essential oils (optional for fragrance) https://youtu.be/0C6dqKev_s4
• Small empty bottles with pumps or sprays
179
Engage: (5 min)
• Begin the lesson by discussing the significance of hand sanitizers in preventing the spread of
germs and diseases.
• Show students commercial hand sanitizers and ask them if they understand how these products
kill germs.
Explain: (10 min)
• Explain the science behind hand sanitizers, including the active ingredients that kill germs and
how they do so.
• Introduce the concept of alcohol-based sanitizers and their ability to kill a wide variety of
pathogens.
Explore: (15 min)
• Perform the activity given in the book.
• Provide materials such as 70% isopropyl alcohol, aloe vera gel, essential oils (for fragrance), and
small empty bottles with pumps or sprays.
• Sanitizer Mixing: Assist students in measuring and mixing the ingredients to make a hand
sanitizer. Discuss the significance of alcohol concentration and aloe vera gel's soothing
properties.
Elaborate: (10 min)
• Divide the students into small groups and give each group a different substance (for example,
soap and water, hand sanitizer, or plain water).
• To determine which substance is most effective at cleaning hands, have them conduct a germ-
spreading experiment with a harmless powder or visible ink.
Evaluate: (5 min)
Ask students to explain the science behind hand sanitizers and the importance of proper hand
hygiene in preventing the spread of illnesses.
Home Assignment:
• Prepare a brief report on the history and development of hand sanitizers, as well as their
effectiveness in preventing disease transmission.
180
Worksheet 1:
Identify and explain the type of irrigation:
Name:
Explain:
Name:
Explain:
181
Worksheet 2:
Identify the method of food preservation:
1. In the container, food is processed and sealed.
2. Food has been dried.
3. Food is quickly frozen.
4. Food should be soaked in salt water, vinegar, or oil.
5. Food is vacuum-sealed in an airtight bag.

How do you store the following food items?
182
Identify and explain the type of irrigation:
Name: Drip Irrigation System
Explain: Drip irrigation is a type of micro-irrigation system that has the potential to save water and
nutrients by allowing water to drip slowly to plant roots, either above or below the soil surface. The
goal is to direct water into the root zone while minimizing evaporation
Name: Sprinkler Irrigation System
Explain: A sprinkler irrigation system is a modern irrigation method.
Perpendicular pipes with rotating nozzles on top are joined to the main pipeline at regular intervals
in this type of irrigation system. When water is forced through the main pipe under pressure by a
pump, it escapes through the rotating nozzles. It is sprayed on the crop as if it were raining.
183
Identify the method of food preservation:

Canning
1. In the container, food is processed and sealed.
Drying
2. Food has been dried.
Freezing
3. Food is quickly frozen.
4. Food should be soaked in salt water, vinegar, or oil. Pickling
5. Food is vacuum-sealed in an airtight bag. Vacuum packing
How do you store the following food items?
Freezing and Cooling.
Canning.
184

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Unit 1 Plant System 2

Unit 2 Human Respiratory and Circulatory System 19

Unit 3 Immunity and Diseases 40

Unit 4 Structure of an Atom 54

Unit 5 Physical and Chemical Changes 67

Unit 6 Chemical Bonds 83

Unit 8 Force and Motion 111

Unit 9 Waves and Energy 131

Unit 10 Heat and Temperature 146

Unit 11 Earth and Space 163

Unit 12 Technology in Everyday Life 175

II. The 5 E’s Lesson Plan:

5E’s Lesson Plan

Engage Explain Explore Elaborate Evaluate

III. Sixth, Seventh, and Eighth Grade General Knowledge:

IV. Alignment with the Oxford Textbook Series:

V. How to use this guide:

Breakdown of the Academic Year:

ACADEMIC YEAR BREAKDOWN

Learning outcomes Overview of the Unit

Lesson Plan 1 Student Book pages Time Workbook pages

Lesson Plan 2 Student Book pages Time Workbook pages

usually red and blue, or create purple by combining the two.

Explain: (10 mins)

Lesson Plan 6 Student Book pages Time Workbook pages

Engage: (5 min) Useful Link

Explore: (15 mins)

1. Complete the following sentences:

i. Through photosynthesis, plants make

ii. Plants use ____________ to absorb energy

iii. The roots absorb _______________

iv. The water and minerals pass up the

vi. Plants produce _____________ gas during photosynthesis.

2. Complete the following word equation:

Define Transpiration process:

Label the diagram showing the TRANSPIRATION PROCESS in Plants

Answers for Worksheet 1:

Answers for Worksheet 2:

Define Transpiration process:

Label the diagram showing the TRANSPIRATION PROCESS in Plants:

Veins carry water

v. Differences between respiration and photosynthesis:

Feature: Water transport Feature: Water transport

CHAPTER Human Respiratory and

Lesson Plan 1 Student Book pages Time Workbook pages

Explain: (10 mins)

Learning Objective: Keywords

No. Name of organ Function

What is the function of human arteries?

What is the function of veins?

What is the function of capillaries?

Answers for Worksheet 1:

No. Name of organ Function

As air enters the body through the nasal cavity, it is warmed

6 Lungs The organ where gas exchange takes place.

Answers for Worksheet 2:

Inferior Vena Cava

The aorta's main function is to supply blood to almost all of the

iv. The water and minerals pass up the

• a blank diagram with only the nucleus and some