SUBJECT-SCIENCE CLASS-VIII

LESSON PLAN-Ch: METALS AND ESTIMATED DURATION- ONE

NON-METALS WEEK

LEARNING OUTCOMES: After the completion of the topic , the students will be
able to –
 Compare and contrast metals and non-metals on the basis of their physical and
chemical properties.
 Apply the uses of physical properties of metals in daily lives.
 Write balanced chemical equations for the reaction of metals and non-metals
with water, oxygen and acids.
 Explain how the properties of the metals can be modified by alloying.
 Identify the uses of metals, non-metals and alloys.

PEDAGOGY:
INDUCTIVE METHOD: The teacher will introduce the topic of metals and non-
metals by asking the students to look around the classroom and name the things that
are hard and soft to touch. The teacher will break a piece of chalk, a pencil but an
iron rod cannot be broken, the students will draw the conclusion that different
substances have different properties.
The teacher will further elaborate that iron which is hard is a metal and pencil
which is made up of graphite is a non-metal. The teacher will classify elements into
metals, nonmetals and metalloids. The students will be explained about the
occurrence of elements, steps involved in extracting a metal from its ore.

DEMONSTRATION METHOD:
The physical and chemical properties will be demonstrated by using the portable
chemistry lab in the class and the students will be asked to note down the
observations, exceptional behavior of some metals and non-metals.
LAB ACTIVITIES :-
•The teacher will demonstrate the physical properties of the metals and non-metals
using portable chemistry lab.
(i)Ductility ii) Malleability iii) Lustre iv) Hardness v) Electrical
conductivity vi) Thermal conductivity vii) Sonorosity viii) Physical
state
The students will note down the observations. Exceptional behavior
of some metals and non-metals will also be shown.
The teacher will DEMONSTRATE the reaction of metals with –
i)Reaction with oxygen ii)Reaction with water iii)Reaction with acids
DISPLACEMENT REACTION
Teacher will demonstrate that magnesium ribbon reacts with water
on heating whereas zinc reacts only with boiling water.

IMMEDIATE FEEDBACK: The students will visualize that a colourless gas is

produced and will draw the conclusion that metals react with different forms of
water(hot, boiling water) and will define reactivity series.

EXPERENTIAL ACTIVITY:
GROUP 1. Students will be asked to come in their house uniforms to the ground. 10
students from RED HOUSE and 10 students from GREENHOUSE. Students of
RED
HOUSE will be asked to stand in a straight line at a distance of two feet from the
first student and just hold the rope but students of GREEN HOUSE will be asked to
stand close to each other in a line. The teacher will give them a rope and the first
student of each row will be asked to hold it tightly and play TUG OF WAR When
the teacher will blow the whistle students of both teams will try to pull the rope
towards their team so as to win.

GROUP 2-Students will come in their house uniform to the ground. Students of
BLUE HOUSE will be asked to play CHINESE WHISPER , the teacher will speak a
sentence” GOOD MORNING STUDENTS” to the first student and then the student
will pass to the second and so on. Students of this YELLOW HOUSE will be asked
to put a cotton plug in their ears, the teacher will again speak a sentence to the first
student and then the student will pass to the second.

GROUP3- Students of this group will be asked to sing THE NATIONAL ANTHEM
with the musical instruments guitar, harmonium, tabla and drum.
IMMEDIATE FEEDBACK–
Students of each house will discuss –
❖ Which group in TUG OF WAR was able to win and why?
❖ Which group in CHINESE WHISPER was able to speak the sentence clearly in
other students' ears and the other was able to hear and why?
❖ Why can we hear the sound of musical instruments ?

The responses given by the students will be further explained by the teacher on the
basis of physical properties of metals and non-metals. The teacher will explain that
in CHINESE WHISPER students of the BLUE HOUSE were able to hear properly
GOOD MORNING STUDENTS “with ease and were able to TRANSFER it to
the other '' student like metals. As metals CONDUCT HEAT AND ELECTRICITY
WITH EASE SO THEY ARE GOOD THERMAL AND ELECTRICAL
CONDUCTORS. But on the other hand students of the YELLOW HOUSE
represented NON-METALS who could not TRANSFER as cotton was
their. IN THE TUG OF WAR , students of the GREEN HOUSE won the match ,
they represented hardness, High tensile strength and density as in case of metals
whereas the RED HOUSE represented NON-METALS which have low density,
brittle and possess low tensile strength.

EXPLORING AND RESEARCHING:

To further explore the topic – PHYSICAL PROPERTIES students will be divided in
three groups.
 Students of the first group will be asked to VISIT AND EXPLORE THE
CANTEEN . They will be asked to find out how a sandwich is being made
using a toaster? How DOSA is being cooked on a tawa?
Make a PPT on- METALS NECESSARY FOR COOKING
 Students of the second group will be asked to go to the SCOUTS AND GUIDE
ROOM and find out why sound is produced when the musical instruments are
played?
PREPARE A VIDEO OF 2min on MUSIC AND METALS
 Students of the third group will be asked to go to the E-LIBRARY collect
pictures and information about the uses of metals and non –metals in our daily
lives.
MAKE A COLLAGE ON USES OF METALS AND NON-METALS IN
OUR DAILY LIVES.
 Students of the fourth group will go to the Library and take help of their
HISTORY TEACHER to study the role of METALS in the advancement of
human civilization and show it through a skit.

ART INTEGRATED LEARNING ACTIVITIES:

In order to correlate the topic with arts. Class will be divided into two groups
 GROUP 1- Students will be given a copper wire(metal) and alumiunum foil.
They will be asked to make a mesh out of copper wire. This copper wire mesh
will be then attached to a wooden frame of any shape. Students will make
flowers and leaves from aluminium foil.
 ART INTEGRATED ACTIVITY PICTURE
 https://drive.google.com/file/d/
1m088vJ71hkI48WhMEVETeVIqAONotSWE/view?usp=sharing

 https://drive.google.com/file/d/
1zxvMeXDSavJARg1YhroFf3ylUTU1vl5D/view?usp=sharing
  https://drive.google.com/file/d/
11Rz1IXM4tXdkoyyW55WCSHPw2WrRF0d_/view?usp=sharing

GROUP 2- Students of this group will be given ice cream sticks and iodine crystals.
They will be asked to make a frame using it and decorate it using iodine
Granules.

IMMEDIATE FEEDBACK:
Students will discuss and share that Copper wire can be given any
shape circular, rectangular or square or pentagon whereas It is difficult to have
different shapes with ice cream sticks.
● Students will also be asked about the LUSTRE, HARDNESS, MALLEABILITY
AND DUCTILITY in both the cases.
REFLECTING ON LEARNING EXPERIENCE:
Students reflect on all activities and write what, how and why for each activity done.
Students reflect on their work, their roles, problems and challenges they faced, the
skills they have learnt.
IMMEDIATE FEEDBACK: They share their insight gained with each other.

ELABORATIONS:
For better understanding of the topics, students can watch the videos Up
https://youtu.be/CteQh8ULyAc
https://youtu.be/fedjAYi1pI4
https://youtu.be/AyRVLDg2xLg
https://youtu.be/6qx3AQmW5D0
https://youtu.be/UKLI0fpulvo
https://youtu.be/b6mgWhkucjg

ASSESSMENT:
Q1. Taran took hot water in a beaker and placed one end of the iron rod in it .After
sometime he observed that the other end became hot.
i)Why does the other end of the iron rod become hot?
ii)Which physical property of metals is depicted also defines it? (LO 1 AND 2)
iii)Give one application this physical property in our daily lives

Q(a) Shankar visited the temple along with his family. He rang the bell at the
temple; his son Swami heard the sound of the bell.

i)Due to which physical property of metal Swami heard the sound of the bell ?
Define the property
(c) Identify the physical property of metals depicted in the picture and differentiate
b/w metals and non-metals on the basis of these properties.
(d)Two circuits A and B were made using the following materials
Circuit A- Using bulb, battery and plastic wire.
Circuit B- Using bulb, battery and copper wire.
Why does the bulb not glow in CIRCUIT A? What changes should be done so that
the bulb glows in circuit A ?

Q3.When magnesium ribbon burns in oxygen a white powder X is formed.

i)Write the chemical name and chemical formula of X. (LO 3)
ii)Write a balanced chemical equation for the formation of X.
iii)Predict the nature of X.

Q4. Write the uses of metals, non-metals and alloys in our daily life. (LO 5)

CLASS-VIII SUBJECT-SCIENCE
LESSON PLAN- CH: FRICTION ESTIMATED TIME- 10 DAYS

Learning Outcomes:- After completion of this chapter, students will be able to:-
1. Recall and identify frictional force in real life situations.
2. Interpret factors affecting friction.
3. Identify the cause of friction.
4. Analyse different types of friction.
5. List advantages and disadvantages of friction.
6. Tabulate the ways of reducing and increasing friction.
7. Define fluid friction and identify the ways to reduce it.
Pedagogy:-
SET INDUCTION: In order to introduce the topic the teacher ask the students few
questions:
Teacher creates a learning web on the chalkboard by writing “Motion stops because
___________” & draws a circle around it. She writes the student’s responses on the
branches of web. She focuses student responses by providing prompts such as
What makes a car stop?
A dancer?
A plane?
A football? (Pupil may answer a force)
How does it act? (Between two surfaces in contact)
In which direction do you think? (Opposite)
This way teacher provokes the student to name the topic (friction or friction force)
(LO-1)
Experiential Learning:
Teacher will ask the students to collect images of your favourite sport where friction
is either supporting or opposing it. Share these with your classmates.
For example, if football is their favourite sport:
❖ Factors affecting friction:
● spikes of shoes for grip & rolling of the ball (rolling friction)
● gloves of goalkeepers for a good grip (LO-2)

Experiential Learning:
❖ Problem solving – Why do you slip when you wear old shoes on a smooth
surface?
Example-
Activity:-Students will be asked to put on their old and new shoes and try
dragging their feet in the forward direction, they can actually feel the grip on the
surface with the new shoes as compare to the older and used ones. .

❖ Concept insight:
● The irregularities of soles reduce when shoes are worn for a while.
● When you walk with such shoes on a smooth surface, the irregularities do not
interlock well because of the decrease in friction.
● Hence, you often slip while walking. (LO-3)

Experiential Learning
❖ Enquiry based Activity
Visit a shop which sells sports shoes. Observe the soles of shoes meant for various
sports. Describe your observation.
So, after visiting sports shoes shop, students will find out that different sports shoes
have different soles. For eg: Running shoes, Cycling shoes, Fields sports, Court
sports.

❖ Real life examples showing “ Friction is a necessary evil”

 Cartilage is present in joints of our body, which helps in their smooth
movement. If cartilage wears off, how would this affect the movement of
joints?
 Concept insight: wearing off cartilage will make its surface rough & increase
the friction. As a result the movement of joints will become difficult which
may lead to joint pains. Similarly friction is necessary for walking, for moving
vehicles on the road, for writing on the blackboard etc.
 Moving parts of machine when rubbed against each other produces excessive
heat and causes damage to machine. Similarly soles of our old shoes worn out
due to friction. (LO -5 )

Flipped Classroom
 Video on different methods of increasing and decreasing friction will be sent to
the students. Students will watch the video and apply this concept in daily life.
Link: https://youtu.be/M0W04bUSvAc (LO -6)
 Video clipping will be shown to students regarding the fluid friction and to
sensitize them about the streamlined bodies of certain aquatic animals,
aeroplanes, ships etc.
Link: https://youtu.be/ZjlBlUvqnPo
● Concept insight: Students will know about the reason behind the streamlined
shapes of aquatic bodies and appreciate the nature and its logics. (LO-7)

Activity Based Learning

 Group discussion will be held in the class to discuss the different types of
friction after learning the concept through picture.
 After showing the slides and discussion, one crossword puzzle activity will be
conducted regarding the concepts related to friction.
Art Integration:
Mind map on friction (BRAIN STORMING)
Students will be able to memorize and execute the concept through a mind map.

 Students will be provided with glaze paper of different colour and will be
asked to make different objects having streamlined shapes.
● Concept Insight : By making different objects having streamlined shapes
students will be able to explain why streamlined bodies face less air resistance
(fluid friction)

Assessment ( Correlation with real life situation)

1. While playing tug of war Rohan felt that the rope was slipping through his
hands. Suggest a way out for him to prevent this. (LO-6)

2. Draw an arrow and show where friction is occurring in each picture given
below: (LO-1)
3. A marble is allowed to roll down on inclined plane from a fixed height. At
the foot of inclined plane it moves on a horizontal surface
a) Covered with silk cloth
b) Covered with a layer of sand
c) Covered with glass sheet
On which surface will the marble move the shortest distance. Give
reasons for your answer. (LO-2 & 3)
4. Identify different types of friction in the following cases: (LO-4)
5. Give reasons, Why: (LO-5 &6)
a) Meteors burn on entering the atmosphere.
b) Soles of old shoes wear out.
c) Kabaddi players rub their hands with soil.
d) Streamlined body can easily overcome resistance.
e) It is more difficult to walk on a wet floor.
f) Hands become hot on rubbing.
6. How has nature shaped the body of fishes to minimise air resistance? (LO-7)

CLASS-VIII SUBJECT-SCIENCE
LESSON PLAN-CH: FORCE AND ESTIMATED TIME-ONE WEEK
PRESSURE
LEARNING OUTCOMES: After the completion of lesson, students will be able
to:
1. Define the force.
2. Distinguish between contact and non-contact forces.
3. Classify the force into various types.
4. Recognise the effects of force.
5. Explain the term pressure and its formula.
6. List the importance of atmospheric pressure in daily life.

PEDAGOGY: STARTER ACTIVITY

Teacher will ask the questions and motivate the students.
Q1. How things at rest start moving?
Q2. How a moving body comes to rest?
IMMEDIATE FEEDBACK: When we push or pull anything.
When we apply force.
Then, teacher will explain the concept of force to the students. Teacher will write
some examples and ask to identifying actions as push or pull.

Moving a book placed on

a table
Opening or shutting  a
door
Drawing a bucket of water
from a well
A football player taking a
penalty kick
A cricket ball hit by a
batsman
Moving a loaded cart
EXPERENTIAL LEARNING:

Forces are due to an Interaction

Teacher will ask the two girls to push each other while the other pair of girls are
trying to pull each other. The girls in the two situations shown here are applying
force on each other.

Teacher will explain From these examples, that we can infer that at least two objects
must interact for a force to come into play. Thus, an interaction of one object with
another object results in a force between the two objects.

EXPERENTIAL LEARNING:

ACTIVITY: Choose a heavy object like a table or a box, which you can move only
by pushing hard. Try to push it all by yourself. Can you move it? Now ask one of
your friends to help you in pushing it in the same direction. Is it easier to move it
now? Can you explain why?

Next push the same object, but ask your friend to push it from the opposite side.
Does the object move? If it does, note the direction in which it moves. Can you
guess which one of you is applying a larger force?
Teacher will explain that If the two forces act in the opposite directions on an object,
the net force acting on it is the difference between the two forces.

If the two forces act in the opposite directions on an object, the net force acting on it
is the difference between the two forces.
Students feedback: more than one force may be acting on an object. However, the
effect on the object is due to the net force acting on it.
EPERENTIAL LEARNING:
ACTIVITY-1

A Force can Change the State of Motion

Take a rubber ball and place it on a level surface such as a table top or a concrete
floor. Now, gently push the ball along the level surface. Does the ball begin to
move? Push the ball again while it is still moving. Is there any change in its speed?
Does it increase or decrease?
Next, place your palm in front of the moving ball. Remove your palm as soon as the
moving ball touches it. Does your palm apply a force on the ball? What happens to
the speed of the ball now? Does it increase or decrease? What would happen if you
let your palm hold the moving ball?

ACTIVITY-2
CHANGE IN DIRECTION

Take a ball and place it on a level surface as you did in Activity 1 . Make the ball
move by giving it a push. Now place the ruler from your geometry box in its path. In
doing so, you would apply a force on the moving ball. Does the ball continue to
move in the same direction after it strikes the ruler? Repeat the activity and try to
obstruct the moving ball by placing the ruler such that it makes different angles to its
path. In each case note your observations about the direction of motion of the ball
after it strikes the ruler.

Students feedback: A change in either the speed of an object, or its direction of

motion, or both, is described as a change in its state of motion. Thus, a force may
bring a change in the state of motion of an object.

Contact Forces
Muscular Force
Teacher will show the pictures of activity that involve muscular force and explain
that the force is caused by the action of muscles in our body. The force resulting due
to the action of muscles is known as the muscular force. Since muscular force can
be applied only when it is in contact with an object, it is also called a contact force.

Friction
Teacher will explain the force of friction by showing video.
https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=video&cd=&cad=rja&uact=8&ved=2ahUKEwj8w
dTmvuL5AhVwSmwGHeVtCI8QtwJ6BAgKEAI&url=https%3A%2F
%2Fwww.youtube.com%2Fwatch%3Fv
%3DM8LlytVuABA&usg=AOvVaw1zFsiGFGh800dkMLIwudVT

Non-contact Forces
Magnetic Force
EXPERENTIAL LEARNING:
Take a pair of bar magnets. Place the longer side of one of the magnets over three
round shaped pencils or wooden rollers as shown in Fig.10. Now bring one end of
the other magnet near the end of the magnet placed on the rollers. Make sure that the
two magnets do not touch each other. Observe what happens. Next, bring the other
end of the magnet near the same end of the magnet placed on the rollers (Fig.10).
Note what happens to the magnet placed on the rollers every time another magnet is
brought near it.
FLIPPED CLASSROOM
ELECTROSTATIC FORCE AND GRAVITATIONAL FORCE: Teacher will
explain it by showing videos.
https://youtu.be/eTuiLNYz7JM

PRESSURE
https://www.youtube.com/hashtag/digital_e_school

ACTIVITY:Take an empty plastic bottle or a cylindrical container. You can take a

used tin of talcum powder or a plastic bottle. Drill four holes all around near the
bottom of the bottle. Make sure that the holes are at the same height from the
bottom. Now fill the bottle with water. What do you observe?
Does the water coming out of the holes falls at the same distance from the bottle?
What does this indicate?
ACTIVITY
Take a good quality rubber sucker. It looks like a small rubber cup (Fig. 18). Press it
hard on a smooth plane surface. Does it stick to the surface? Now try to pull it off
the surface. Can you do it?

Teacher will explain that When you press the sucker, most of the air between its cup
and the surface escapes out. The sucker sticks to the surface because the pressure of
atmosphere acts on it. To pull the sucker off the surface, the applied force should be
large enough to overcome the atmospheric pressure. This activity might give you an
idea about the magnitude of atmospheric pressure.

ASSESMENT:

1. Give two examples each of situations in which you push or pull to change the
state of motion of objects.
2. Give two examples of situations in which applied force causes a change in the
shape of an object.
3. Fill in the blanks in the following statements:

(a)   To draw water from a well we have to ——— at the rope.

(b)   A charged body ———— an uncharged body towards it.

(c)    To move a loaded trolley we have to ———— it.

(d)   The north pole of a magnet ———— the north pole of another magnet
4.In the following situations identify the agent exerting the force and the object on
which it acts. State the effect of the force in each case.

(a)   Squeezing a piece of lemon between the fingers to extract its juice.

(b)   Taking out paste from a toothpaste tube.

(c) A load suspended from a spring while its other end is on a hook fixed to a wall.

(d)   An athlete making a high jump to clear the bar at a certain height.

5. A blacksmith hammers a hot piece of iron while making a tool. How does the
force due to hammering affect the piece of iron?

6. The force involved in falling of an apple from a tree is known as?

(a) magnetic force
(b) electrostatic force
(c) contact force
(d) gravitational force
 
7. Which of the following is an example of a non-contact force?
(a) The force exerted by us to lift a bucket
(b) push a stationary car
(c) The force exerted by magnets
(d) Force due to friction

WORKSHEET
1. What brings about change in direction and speed of motion?
2. When a very small body hits a large body , the forces acting on them is equal in
magnitude and opposite in direction, than what is the effect of this on both the
bodies?
3. What are the various changes force can bring about in an object?
4. Suppose we have a loaded truck and a car, and we exert equal force for the same
time on both of them. Which of them will pick more speed and why?
5. The two factors on which applied force depends upon are
__________and____________.
6. The net force when 2 unbalanced force F1& F2 are acting in the same direction
is____________.
7. A block of wood remains stationary even though force is being exerted on it from
both sides, why?
8. ‘A small boy throws a ball upward, after little while the ball falls down on ground
itself‘ why?
9. If we suspend a ebonite rod (charged) and now we bring a charged glass rod near
it. What will happen and why?
10. Pressure is inversely proportional to __________or pressure =-------/area.
11. Why do buses and truck have double wheel on the rear side ?
12. When we have water in a container with holes we find the water coming out of
lowest hole goes farthest why?
13. Why are we able to drink cold drink with straw from a bottle?
14. What holds the rubber sucker used for installing hooks on a wall tightly?
15. During dry weather, clothes made of synthetic fibre often stick to the skin which
type of force is responsible for the phenomenon.
16. While sieving grains, small pieces fall down. Which force pulls them down?
17. Ram while drinking cold drink with a straw started playing with it and kept his
thumb on the top of the straw with cold drink in it. He was surprised to see that cold
drink was not flowing out of it .What is the reason behind the observation. Also give
one application of the scientific principle involved in the above situation.
18. A chapatti maker is a machine which converts ball of dough into chapatti. What
effects of force comes into play in the process?
19. Two persons are applying force on 2 opposite sides of moving cart. The cart still
moves with same speed in the same direction. What do you infer about magnitude
and direction of theforces applied?
20. Two rods of the same weight and equal length have different thickness. They are
held vertically on the surface of sand. Which one of them will sink more? why?
21. Two thermocol balls held close to each other move away from each other when
they are released. Name the force which might be responsible for this phenomenon.
Explain.