YEAR PLAN

CLASS: 08 SUBJECT: PHYSICAL SCIENCE

Required
Syllabus to be Periods Special Activitiesto

S.NO
MONTH Resources required Remarks

Working
Days
covered be conducted
1. Academic Calendar 2024-25
2. Text Books
1. School Reopening (13)
3. DIKSHA App
2. National Reading Day (19)
June Force and 4. YouTube video’s Link
1 14 3. International Yoga Day (21) -
2024 Pressure 5. Lab
6. Digital Room
7. IFP
8. Swift chart
1. Doctors Day (1) 1. Academic Calendar 2024-25
Force and 2. World Population Day (11) 2. Text Books
Pressure 3. Pi Approximation Day (22) 3. DIKSHA App
4. World Hepatitis Day (28) 4. YouTube video’s Link
2 July 25 5. Lab
2024 Coal and 6. Digital Room
Petroleum 7. IFP
8. Swift chart
1. Hiroshima Day (6) 1. Academic Calendar 2024-25
2. Friendship Day (7) 2. Text Books FA1
3.Independence Day (15) 3. DIKSHA App
June, July
Aug 4. Photography Day (19) 4. YouTube video’s Link
3 24 syllabus
2024 Friction 5. World Mosquito Day (20) 5. Lab
6. Digital Room
7. IFP
8. Swift chart
1. Teacher’s Day (5) 1. Academic Calendar 2024-25
2. International Literacy Day (8) 2. Text Books
Chemical effects 3. World Ozone Day (16) 3. DIKSHA App FA2
4 Sep of electric current 4. World Tourism Day (27) 4. YouTube video’s Link
2024 22
5. World Rabies Day (28) 5. Lab

1
 6. Digital Room August,
7. IFP September
8. Swift chart syllabus
1. Academic Calendar 2024-25
1. World Animal Welfare Day (4) 2. Text Books
Chemical effects
Oct 2. Indian Air Force Day (8) 3. DIKSHA App
5 of electric
2024 3. World Postal Day (9) 4. YouTube video’s Link
current
17/23 4. Global handwashing Day (15) 5. Lab
5. World Food Day (16) 6. Digital Room
7. IFP
Sound
8. Swift chart
1. National Cancer Awareness 1. Academic Calendar 2024-25
Day (7) 2. Text Books
2. National Education Day (11) 3. DIKSHA App
Nov Sound 3. Children’s Day (14) 4. YouTube video’s Link SA1
6 2024 25
4. National Constitution Day (26) 5. Lab
6. Digital Room June to October
7. IFP syllabus
8. Swift chart
1. World AIDS Day(1) 1. Academic Calendar 2024-25
2. Anti-Pollution Day(2) 2. Text Books
3. Farmer’s Day (23) 3. DIKSHA App
Dec Combustion and 4. International Dayfor 4. YouTube video’s Link
7
2024 flame Biodiversity (29) 5. Lab
24/
17 6. Digital Room
-
7. IFP
8. Swift chart
1. Academic Calendar 2024-25
2. Text Books
1. World Braille Day(4) 3. DIKSHA App FA3
8 2. National Safety Day(11) 4. YouTube video’s Link
Jan Light
3. Republic Day (26) 5. Lab November,
2025 19/ 6. Digital Room December
20 7. IFP syllabus
8. Swift chart
Light 1. Academic Calendar 2024-25
1. National Science Day (28) 2. Text Books

2
 Feb 23 3. DIKSHA App FA4
2025 Some natural 4. YouTube video’s Link
9 phenomena 5. Lab January,
6. Digital Room February
7. IFP syllabus
8. Swift chart
1. World Wildlife Day(3) 1. Academic Calendar 2024-25
2. World Consumer Right’s 2. Text Books
Day (15) 3. DIKSHA App
Some natural 3. World Theatre Day(27) 4. YouTube video’s Link
Mar
10. 23 phenomena 5. Lab
2025 6. Digital Room
7. IFP
8. Swift chart
1. Academic Calendar 2024-25
2. Text Books
3. DIKSHA App
SA2
1. World Autism Day(2) 4. YouTube video’s Link
11 Apr Revision 2. World Health Day(7) 5. Lab
2025 16
6. Digital Room
Total syllabus
7. IFP
8. Swift chart
TOTAL 232

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

M.SRINIVASA RAO, SA(Physics) GUDIVADA PH: 9848143855 Visit website: srini science mind

3
 CLASS: 08 SUBJECT: PS Name of the Teacher: Name of the School:

Name of the Topic No.of Periods Timeline for teaching Any specific
Lesson/Unit Required From To information
Force- A push or pull
Forces are due to an interaction
Exploring forces
A force can change the state of motion
FORCE AND
Force can change the shape of an object
PRESSURE
Contact forces Muscular force
(Chapter -1)
Non-contact forces Magnetic force
Pressure
Pressure exerted by liquids and gases
Atmospheric pressure

Prior Concept/Skills:
1. When do objects move from the rest position?
2. What type of action need to open your house door?
3. How do fielders stop a ball hit by a batsman?
4. Why does the shape of the toothpaste tube change when we squeeze it?

Learning Outcomes: No. of Periods

1. Classifies situations based on applied force whether it is pushed or pulled.
2. Differentiate materials of contact and non-contact forces.
3. Flow chart of types of forces.
4. Measure the net force on the system/object
5. Conduct a simple investigation to seek answers to queries about when a body is dropped from a building, the speed of the
falling body increases.
6. Writes word equation for pressure.
7. Relates process with causes of the area of contact depending on the pressure.
8. Relates processes and phenomenon with causes why is cutting edge of knife made sharper.
9. Measure the atmospheric pressure
10. Conduct a simple investigation to seek answers to queries about Do liquids exert equal pressure at the same depth?
11. Applies to learning of scientific concepts in the day-to-day life of pressure situations
12. Discusses and appreciates stories of scientific discoveries of Otto von Guericke.

4
 TEACHING LEARNING PROCESS
Induction/Introduction:

Experience and Reflection:

1. Students are usages the different types of forces in our daily life and Identify the types of force with situations.
2. Students collect the information of atmospheric pressure
3. Observe the filling of air into the vehicle tyres and collect the data of how much air pressure is needed for the vehicles.
4. Students are able to understand the applications of pressure in our daily life and utilized it.

Explicit Teaching/Teacher Modelling Group Work (We Do) Independent Work (You Do) Notes for:
(I Do)
1. Discussion and Identify actions as 1. Students complete the puzzle on 1. Students identify the push and pull 1. Express when
push or pull. activities of push or pull action you apply push
and pull in
2. Discussion and Illustrations of forces 2. Students collect the information of 2. Students give examples daily life
are due to an interaction. forces are due to an interaction.

5
 3. Discussion and Explain of Exploring 3. Solved the problems of net force in 3. Write the definition of the net force 2. What is the
Forces own way unit of force?

4. Explain that a force can change the 4. Students give daily life examples. 4. Students complete the homework 3. What can
state of motion bring change
in state of
5. Explain that a force can change 5. Students conduct activities on the 5. Students observe the activity steps. motion of an
the shape of an object. shapes of an object changes when a object?
force applies.

6. Explain and conduct activities of 6. Collect information on contact 6. Students draw the flow chart of contact 4. What does a
contact Forces. forces. forces. non-contact
force require?
7. Explain and conduct activities of 7. Conduct an oral quiz on types of 7. Draw the flow chart of non-contact
Non-contact Forces. forces forces.

8. Conduct and observe an experiment 8. Students collect the magnetic 8. Express the procedure of the experiment 5. Can force act
of attraction and repulsion between materials in own way. without an
two magnets. interaction
between two
9. Conduct and observe an experiment 9. Students complete the task on 9. Students complete the homework. objects?
of a straw rubbed with paper attracts electrostatic force
another straw but repels it if it has
also been rubbed with a sheet of 6. Write the
paper. formula of
pressure?
10. Discussion and explain the concept 10. Group discussion on pressure 10. Expressed units of pressure
of pressure.

11. Conduct an experiment of pressure 11. Collect the information of pressure 11. Express the properties of liquids’ 7. Write any two
exerted by liquids and gases. exerted by liquids and gases. applications of
atmospheric
12. Explain atmospheric pressure. pressure.

13. Discussion on applications of 12.Students collect the information of 13. Solved the problems in own way
Pressure pressure and applications of pressure
in our daily life

6
 Check For Understanding Questions TLM’s
1. Factual: (Digital+Print)
1. What happens to the spring fixed to the seat of a bicycle when we sit on it?
2. Why do balloons expand when filled with air? 1. Used prepared
3. Why the tip of a sewing needle is sharp? Quiz paper.
2. Utilized
2. Open Ended/Critical Thinking: digital
1. Is the gravity a property of earth only? classroom.
2. Why are we not crushed by atmospheric pressure? 3. Provide video
3. If gravitational force exists then why does fire go in the upward direction? links
QR codes,
3. Student Practice Questions & Activities: DIKSHA
1. Give two examples of situations in which applied force causes a change in the shape of an object. App
2. A blacksmith hammers a hot piece of iron while making a tool. How does the force due to hammering affect the piece 4. YouTube
of iron? video links
3. Name the forces acting on a plastic bucket containing water held above ground level in your hand. Discuss why the 5. IFP
forces acting on the bucket do not bring a change in its state of motion.
4. Describe an activity on how pressure is exerted by the liquids.

Assessment:
1. Do you think sometimes the application of force does not result in a change in the state of motion?- Discuss.
2. Porters place a round piece of cloth on their heads when they have to carry heavy loads. Why?
3. Calculate the pressure, if a force of 100 N acts on area of 10 m2 ?
4. Collect the information between contact forces and non-contact forces.

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

7
 CLASS: 08 SUBJECT: PS Name of the Teacher: Name of the School:

Name of the Topic No.of Periods Timeline for teaching Any specific
Lesson/Unit Required From To information
Natural resources
Coal
Coal and
Coke - Coal Tar - Coal gas
Petroleum
Petroleum - Refining of Petroleum
(Chapter-3)
Natural Gas
Some Natural Resources are Limited

Prior Concept/Skills:
1. What fuel do you use to cook food?
2. Are these fuels man-made?
3. Do you know where the fuels used to run the vehicles come from?

Learning Outcomes: No. of Periods

1. Classifies materials based on properties of exhaustible and inexhaustible natural resources.
2. Applies learning of scientific concepts in day-to-day life of using of natural resources.
3. Relates processes with causes of air pollutant by the utilization of exhaustible natural resources.
4. Explains processes of formation of petroleum.
5. Explains process and phenomenon of petroleum refining.
6. Draws labeled diagram of Petroleum and natural gas deposits.
7. Conducts simple investigations to seek answers to queries of petroleum refining.
8. Makes efforts to protect environment using of petroleum products judiciously.
9. Relates processes with causes of air pollutant by the utilization of exhaustible natural resources.
10. Applies learning of scientific concepts in day-to-day life of various constituents of petroleum and their uses.
11. Exhibits creativity in designing, planning, making use of various constituents of Petroleum.
12. Draws flow chart of uses of petroleum products.

8
 TEACHING LEARNING PROCESS
Induction/Introduction:

Experience and Reflection:

1. Students use resources properly for future needs.
2. Students will protect the environment by using petroleum products according to their needs.
3. Students understand how fuels are made and conserve fuels.

Explicit Teaching/Teacher Modelling Group Work (We Do) Independent Work (You Do) Notes for:
(I Do)
1. Discussion and Explain resources by 1. Students give examples of natural 1. Students identify the natural and 1. What are natural
natural and man-made. resources. man-made resources. resources?

9
 2. Discussion and Explain Natural 2. Students make a survey on the 2. Students give examples of 2.Can natural
resources and their types. energy consumption (coal, gas, inexhaustible and exhaustible resources be replaced?
electricity, petrol, kerosene etc,) and resources.
measures to conserve the energy of
their neighborhood.

3. Explain coal and the story of coal. 3. Is coal fossil fuels? - Discuss 3. Students complete the homework. 3. Give any two uses of
Coal

4. Discussion and Explain the products 4. Students prepare the uses of coal in 4. Students give the reason about 4. What are the
of coal. table form Why is coal so black? different types of
coals?

5. Where is the
6. Explain the formation of petroleum. 6. Students collect some information 6. Find out the location of major petroleum found in
about the coal and petroleum thermal power plants in India. India?
deposits in India and mark them in What could be the reasons for their
outline map of India and World map. being located at those places?
6. What is the main
7. Discussion and Explain the refining 7. Students explain the refining of 7. Students express the physical principle of
of petroleum. petroleum in own way. properties of petroleum. petroleum refining?

7. Why should we use

8. Explain various constituents of 8. Students collect the information on 8. Students complete the homework. petroleum substance
petroleum and their uses. various constituents of petroleum in limits?
and their uses.
8. How is natural gas
10. What would happen if fossil fuels 10. Students expand the terms of stored?
10. Explain Natural gas. were banned? ---- Discuss CNG and LPG.
9. How does
11. Collect the information on how to 11. What are the effects on the petroleum affect the
11. Discussion and Explain some save petrol/diesel while driving. environment of burning fuels? environment?
natural resources are limited.

10
 Check For Understanding Questions TLM’s (Digital + Print)
1. Factual:
1. Which coal is mostly found in India? 1. Used prepared
2. What are impurities in petroleum? Quiz paper.
3. What are the most critical natural resources? 2. Utilized digital
classroom.
2. Open Ended/Critical Thinking: 3. Provide video
1. Why is Petroleum called black gold? links
2. What happen if natural resources disappear? QR codes,
3. What problems do people face when using natural resources? DIKSHA
4. How long can petrol be stored? App
4. YouTube video
3. Student Practice Questions & Activities: links
1. What are the advantages of using CNG and LPG as fuels? 5. IFP
2. Explain why fossil fuels are exhaustible natural resources.
3. Describe characteristics and uses of coke.
4. Explain the process of formation of petroleum.

Assessment:
1. Suggest ways in which consumption of fuels can be reduced.
2. Name the different constituents of petroleum and write their uses.
3. What is refining? Why does petroleum require refining?
4. Differentiate between exhaustible and inexhaustible natural resources.

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

11
 CLASS: 08 SUBJECT: PS Name of the Teacher: Name of the School:

Name of the Topic No.of Periods Timeline for teaching Any specific
Lesson/Unit Required From To information
Force of friction
Factors affecting friction
FRICTION Friction: A Necessary Evil
(Chapter-2) Increasing and Reducing Friction
Wheels Reduce Friction
Fluid Friction

Prior Concept/Skills:
1. Why do we fall when we step on a banana peel?
2. Why do kabaddi players rub their hands with soil?
3. Give examples of contact forces.
4. Which force always acts on all the moving objects and its direction is always opposite to the direction of motion?

Learning Outcomes: No. of Periods

1. Conducts simple investigation to seek answers to queries “Is the friction the same for all the surfaces?”
2. Explains processes and phenomenon of factors affecting friction.
3. Makes efforts to protect environment of using of lubricants.
4. Applies learning of scientific concepts in day-to-day life of increasing or reducing friction.
5. Conducts simple investigations to seek answers to queries of can we reduce friction to zero by polishing surfaces or using
large amount of lubricants.
6. Relates processes with causes of increasing and reducing friction.
7. Differentiates frictions based on characteristics.
8. Draws the flow charts of types of frictions.
9. Exhibits creativity in designing, planning, making use of lubricants.
10. Constructs models using materials from surroundings and explains their working of ball bearings in machines.
11. Explains processes of making of special shape objects
12. Applies learning of scientific concepts in the day-to-day life of streamlined objects.
13. Relates process and phenomenon with causes fluids exert the force of friction on objects in motion through them.

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 TEACHING LEARNING PROCESS
Induction/Introduction:

Experience and Reflection:

1. Students utilize the concept of friction in the driving of a vehicle on a surface, applying breaks to stop a moving vehicle.
2. Students are able to utilize the friction concept to face their daily life situations.
3. Students understand the working of machines based on ball bearings.

Explicit Teaching/Teacher Modelling Group Work (We Do) Independent Work (You Do) Notes for:
(I Do)

1. Discussion on ‘Why is it difficult to 1. Collet the information of force of 1. Students express walking on 1. Define the force of
walk on a smooth and wet floor’? Friction. different surfaces friction?
with suitable examples

2. Explain and conduct an activity of 2. Students conduct activities and find 2. What is the role of friction in daily 2. Friction opposes the
friction opposes relative motion out friction opposes relative motion life? relative motion
between the surfaces of the book and between the surfaces of the book and between two

13
 the table the table. surfaces in contact.

3. Discussion and explanation of 3. Collect the information on factors 3. The student gives examples of
factors affecting Friction. affecting friction. each case where friction is affecting.

4. Explain and conduct an activity 4. Students collect the spring balance, 4. Students measure the reading on 3. Spring balance is a
of friction depends on the nature polythene and brick. the spring balance. device used for
of the surface. measuring the force
acting on an object.
5. Explain and conduct an activity 5. Conduct activity and describe 5. Students complete the homework
of friction depends on the nature the procedure of the activity.
of the surface.

6. Conduct an activity to prove that 6. Discussion on comparison between 6. Comparing sliding friction with 4. Differentiate
sliding friction is smaller than static sliding friction and static friction. static friction. between static
friction. friction and sliding
friction.
7. Discussion and give illustrations on 7. Collect information of friction is 7. Students give a few examples of
“ Friction is a necessary evil” both a friend and a foe. friction being a necessary evil.

8. Explain Increasing and Reducing 8. Students collect the sports shoes and 8.Students give examples of reducing 5. Explain increasing
Friction. observe the role of sole in decreasing friction in our daily situations. and reducing friction
the friction. with examples.

9. Conduct an activity in the rolling 9. Arrange the experimental setup 9. Students give reason about why 6. Write a few
friction is smaller than the sliding activity. rolling friction produces the least examples where
friction. friction. sliding friction is
replaced by rolling
10. Discussion and explanation of ball 10. Imagine that friction suddenly 10. Students draw a rough diagram of friction.
bearings reduce friction. vanishes. How would life be the ball bearing.
affected? List ten such situations.

11. Explain fluids friction with 11. Students do an activity with water 11. Students complete the homework. 7. On what factors
examples. in a container and observe the drag does the fluid
in fluids. friction depends?

14
 Check For Understanding Questions TLM’s (Digital + Print)
1. Factual:
1. Why it is difficult to move on a wet marble surface? 1. Used prepared
2. Can we eliminate friction completely? Quiz paper.
3. Why sliding friction is less than static friction. 2. Utilized digital
4. Why is the friction caused? classroom.
3. Provide video
2. Open Ended/Critical Thinking: links
1. Why our hands become warmer when we run them? QR codes,
2. Which is easier to hold in hand an earthen pot or glass tumbler. Why? Discuss DIKSHA
3. If there was no friction, what would happen to a moving object? App
4. YouTube video
3. Student Practice Questions & Activities: links
1. Explain why sliding friction is less than static friction. 5. IFP
2. Give examples to show that friction is both a friend and a foe.
3. Explain why objects moving in fluids must have special shapes.
4. Why is ‘friction: a necessary evil’? Explain.

Assessment:
1. How do lubricants help to reduce friction?
2. Give some examples that friction is necessary for everyday activities.
3. Explain why objects moving in fluids must have special shapes.
4. Suggest some methods to increase friction.

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

15
 CLASS: 08 SUBJECT: PS Name of the Teacher: Name of the School:

Name of the Topic No.of Periods Timeline for teaching Any specific
Lesson/Unit Required From To information
Chemical Conductors and Poor conductors
Effects of Do Liquids Conduct Electricity?
Electric Good/Poor Conducting Liquids
Current Chemical Effects of Electric Current
(Chapter-8) Electroplating

Prior Concept/Skills:
1. What should be applied to household iron tools to prevent them from getting damaged by moisture or water?
2. What is the bulb used in testers?
3. What is the difference between conductors and insulators of electricity?

Learning Outcomes: No. of Periods

1. Classifies solids based on properties as conductors and poor conductors.
2. Differentiates materials of liquids as electrical conductors and insulators.
3. Relates processes with causes of acids conduct electricity.
4. Conducts simple investigations to seek answers to queries about Does pure water conduct electricity?
5. Draws labelled diagram of passing current through water
6. Explains processes of chemical effects of electric current.
7. Discusses and appreciates stories of scientific discoveries of British chemist William Nicholson.
8. Explains processes of electroplating
9. Applies learning of scientific concepts in day-to-day life in uses of electroplating
10. Makes efforts to protect the environment of conduct electroplating.
11. Conducts simple investigations to seek answers to queries of Why coating of zinc is deposited on iron to protect it from
corrosion and formation of rust.
12. Makes efforts to protect the environment of conduct electroplating.
13. Draws flow chart of applications of electroplating

16
 TEACHING LEARNING PROCESS
Induction/Introduction:

Experience and Reflection:

1. Students will learn the applications of electroplating in daily life and take care of the tools at home to longer time.
2. Students will play their part in protecting the environment from pollution caused by electroplating in daily life.
3. Students will be able to identify which of the liquids they use are electrical conductors and which are poor conductors.

Explicit Teaching/Teacher Modelling Group Work (We Do) Independent Work (You Do) Notes for:
(I Do)
1. Discussion and conduct an activity 1. Students will give examples of 1. Students give definitions of 1. What is the significance
on the good conductor and poor conductors and poor conductors of good conductor and poor of conductors in your
conductor as a tester. solids. conductor. daily lives?

2. Explain and Conduct an activity on 2. Students conduct the activity. 2. Students draw the diagram of 2. When an electric current

17
 “Does lemon juice or vinegar conduct testing conduction of electricity is passed through
electricity?. in lemon juice or vinegar. vinegar or lemon juice
then the bulb glows very
dimly. Why?
3. Demonstration and Explain LED 3. Why LED glow even when a weak 3. Students complete the 3. How many terminals in
electric current flows through it. – homework. LED?
Discuss
4. Discussion and conduct an activity 4. Students represent the information 4. Comparing the deflections of 4. Why does compass
on Whether the compass needle of good/poor conducting liquids in needle in the compass. needle get deflected?
shows deflections near the electric tabular form.
circuit.

5. Explain liquids are good and poor 5. Why pure water does not conduct 5. Students give examples of 5. Why do liquids conduct
conductors of electricity. electricity? – discuss liquids being good and poor electricity?
conductors of electricity.
6. Explain and conduct an activity on 6. Students draw the diagram of 6. Why is distilled water a
distilled water is free of salts, it is a passing current through water. poor conductor?
poor conductor.

7. Explain and conduct an activity on 7. Students draw the diagram of 6. Students will give reasons, 7. What happens when
chemical effects of electric current given activity What are the other substances electric current pass
with passing current through water. which, when dissolved in through water?
distilled water, make it conduct?

8. Conduct an activity to test whether 8. Students conduct an experiment on 7. Students explain “How do fruits 8. Which fruit or vegetable
some fruits and vegetables conduct the conduction of electricity and vegetables conduct is the best conductor of
electricity. through various fruits and electricity?” electricity?
vegetables. Display results in
9. Explain the process of tabular form. 8. Students read the history of 9. What is main principle
electroplating. British chemist, William of electroplating?
Nicholson.

10. Discussion and conduct an activity 9. Students describe the 9. Students arrange the materials 10. Why are metals
on electroplating with a simple electroplating method in the correct manner. electroplated?
electric circuit.

11. Discussion and explain the 10. Students collect the information 10. What are the applications of 11. Is electroplating
applications of electroplating in of applications of electroplating. electroplating in daily life permanent?
daily life.

18
 Check For Understanding Questions TLM’s (Digital + Print)
1. Factual:
1. Why does the concentration of the electrolyte remain constant during electroplating? 1. Used prepared
2. Is electroplating a displacement reaction? Quiz paper.
3. Does electroplating occur only on anode? 2. Utilized digital
classroom.
2. Open Ended/Critical Thinking: 3. Provide video
1. Why direct current is used in electroplating? links
2. Why does potato turn green on passing current? QR codes,
3. Why is electroplating hazardous to the environment? DIKSHA
App
3. Student Practice Questions & Activities: 4. YouTube video
1. When the free ends of a tester are dipped into a solution, the magnetic needle shows deflection. Can you explain links
the reason? 5. IFP
2. Is it safe for the electrician to carry out electrical repairs outdoors during heavy downpour? Explain.
3. Does pure water conduct electricity? If not, what can we do to make it conducting?
4. In case of a fire, before the firemen use the water hoses, they shut off the main electrical supply for the area.
Explain why they do this.

Assessment:
1. Prepare a list of objects around you that are electroplated.
2. What are the applications of the chemical effect of electricity in our daily life? Give examples.
3. Why is chromium used for electroplating? Why the objects which have chromium plating are not made of chromium itself?
4. Write the applications of electroplating in our daily life.

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

19
 CLASS: 08 SUBJECT: PS Name of the Teacher: Name of the School:

Name of the Topic No.of Periods Timeline for teaching Any specific
Lesson/Unit Required From To information
Introduction of sound
Sound is Produced by a Vibrating Body
Sound Produced by Humans
Sound Needs a Medium for Propagation
Sound
We Hear Sound through Our Ears
(Chapter-5)
Amplitude, Time Period and Frequency of a Vibration
Audible and Inaudible Sounds
Noise and Music
Noise Pollution

Prior Concept/Skills:
1. If you go to a school assembly, what do you hear?
2. What are the sounds like when there is a traffic jam in the city?
3. Give examples of some forms of energy.

Learning Outcomes: No. of Periods

1. Classifies materials based on characteristics of musical instruments.
2. Explains processes of production and propagation of sound.
3. Relates processes and phenomenon with causes of sound needs a medium for propagation.
4. Conduct simple investigations to seek answers to queries of “Why sound waves cannot travel in a vacuum?
5. Discusses and appreciates stories of scientific discoveries of music instruments and famous musicians.
6. Applies learning of scientific concepts in day-to-day life of making musical instruments.
7. Exhibits creativity in designing, planning, making use of musical instruments.
8. Constructs models using materials from surroundings and explains their working of ektara.
9. Explains processes and phenomenon of working of the human ear.
10. Draws labelled diagram of structure of the human ear.
11. Differentiate hearing sounds as music and noise.
12. Differentiate hearing sounds as Audible and Inaudible Sounds.
13. Relates processes and phenomenon with causes of the harms of noise pollution.
14. Makes efforts to protect environment by the reducing of sounds.

20
 TEACHING LEARNING PROCESS
Induction/Introduction:

Experience and Reflection:

1. Students will learn about the damage caused by noise pollution in daily life.
2. Students estimate the power of the sound and protect the eardrum.
3. Students can hear the sounds of vehicles without seeing them and tell which vehicles they are coming from.

Explicit Teaching/Teacher Modelling Group Work (We Do) Independent Work (You Do) Notes for:
(I Do)
1. Discussion and make a list of sounds 1. Students will make a list of sounds 1. What are sources of
you hear in your surroundings. heard in their surroundings. sound?

2. Conduct an activity on sound is 2. Students conduct an activity. 1. Students hear the vibrations. 2. Can we see
produced by a vibrating body with a vibrations all the time?
metal plate/pan and stick.

3. Conduct an activity on sound is 3. Students describe the activity. 2. Students observe the vibrations 3. Why do vibrations
produced by a vibrating body with of rubble band. create sound?

21
 the rubber band and pencil box.

4. Conduct an activity on sound is 4. Students observe the vibrations of 3. Students give the reason about 4. Do all bodies produce
produced by a vibrating body with Water. Why do vibrations produce sound.
the metal dish, water and spoon. sound?

5. Explain and making of Ektara 5. Students collect the hollow 4. Students complete the 5. Name two musical
coconut shell and make an Ektara homework. instruments which
6. Explain and conduct Jaltarag 6. Students conduct an activity with produce sound by
activity. available materials. vibrating strings.

7. Explain the sound produced by 7. Collect the information on the 5. Students prepare a list of 6. Where do humans
humans. voice box. famous Indian musicians and produce sound?
the instruments they play.
8. Conduct activity on working of 8. Students observe the working of 6. Students express the working of 7. Why do humans have
vocal cords. vocal cords by doing an activity vocal cords. different voices?
using rubber strips.
9. Discussion and conduct an activity 9. Sound and Light are energies. But 7. Students conduct an activity. 8. What is necessary for
on sound needs a medium for without medium, sound can’t propagation of sound?
propagation. travel? – Discuss

10. Explain and conduct an activity on 10. Group discussion on sound 8. Students complete the 9. Can sound travel
sound travelling through a liquid. travelling through a liquid. homework. through liquids?

11. Explain and conduct an activity on 11. Students describe the activity in 9. In which medium sound 10. In which the speed of
sound travelling through a solid. own way. propagates the maximum? sound is maximum?

12. Discussion and Making, Working 10. Why is sound a wave? 11. What are 3 main
of a toy telephone. parts of the ear?

13. Explain and conduct an activity on 12. Students draw the structure of 11. Students express the 12. Write the relation
the function of an eardrum. human ear. functioning of a human ear. between time period
and frequency?
14. Explain the concepts of Amplitude, 13. Students collect information 12. Define Amplitude, Time
Time period and Frequency of a about the loudness of sound and period and Frequency? 13. What is the range of
vibration. its effect on human beings. ultrasonic sounds?

15. Discussion on Audible and 14. Students give examples of noise 13. Students give a range of 14. How can we
Inaudible sounds. and music inaudible and audible sounds distinguish between

22
 music and noise?
16. Explain Noise and music 15. Group discussion on noise 14. Students complete the
pollution and its effects on human homework. 15. Give two examples of
beings. noise pollution.
17. Discussion and explain noise 16. Reading the scientific stories of 15. Can noise pollution be
pollution, its effects. sound related. stopped?

Check For Understanding Questions TLM’s (Digital + Print)

1. Factual:
1. Is there sound in space? 1. Used prepared
2. Does temperature affect sound? Quiz paper.
3. Why the sound of the baby is feeble? 2. Utilized digital
classroom.
2. Open Ended/Critical Thinking: 3. Provide video
1. Why does sound carry more at night? links
2. What will happen if sound does not exist? QR codes,
3. What is the quietest sound in the world? DIKSHA
App
3. Student Practice Questions & Activities: 4. YouTube video
1. What is the difference between noise and music? Can music become noise sometimes? links
2. Explain in what way noise pollution is harmful to human. 5. IFP
3. A pendulum oscillates 40 times in 4 seconds. Find its time period and frequency.
4. Sketch larynx and explain its function in your own words.

Assessment:
1. How can you show that sound cannot travel through a vacuum?
2. Explain with an activity that sound travels in liquids.
3. How can we control Noise pollution?
4. Briefly describe the loudness of sound.

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

23
 CLASS: 08 SUBJECT: PS Name of the Teacher: Name of the School:

Name of the Topic No.of Periods Timeline for teaching Any specific
Lesson/Unit Required From To information
What is combustion?
How do we control fire?
Combustion Types of combustion?
and Flame Flame
(Chapter-10) Structure of a flame
What is a fuel – Fuel efficiency and calorific values.
Burning of fuels leads to harmful products.

Prior Concept/Skills:
1. What fuels are used for cooking in your home?
2. What is needed to burn fuels?
3. Currently, what kind of fuels are used in vehicles for environmental protection?

Learning Outcomes: No. of Periods

1. Differentiates materials as combustible and non-combustible substances based on chemical properties.
2. Differentiates materials as fuels based on their chemical properties.
3. Conducts simple investigations to seek answers to queries on the colours of a candle flame.
4. Conducts simple investigations to seek answers to queries,”What are the conditions required for combustion”?
5. Relates processes and phenomena with causes of formation of smoke when burning of fuels.
6. Constructs models using materials from surroundings and explains their working of fire extinguisher.
7. Applies learning of scientific concepts in day-to-day life of taking precautions when catching fire.
8. Explains processes of the structure of flame
9. Draws labelled diagram of different zones of candle flame
10. Draws a flow chart of calorific values of different fuels.
11. Makes efforts to protect environment about the burning of fuels leads to harmful products.
12. Classifies materials as forms flame and does not form flame based on the properties.

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 TEACHING LEARNING PROCESS
Induction/Introduction:

Experience and Reflection:

1. Students know the dangers of burning fossil fuels and play their part in saving the environment.
2. Students will perform the precautions and duties to be taken in case of fire.
3. Students choose the best fuel for their daily life without polluting the environment.

Explicit Teaching/Teacher Modelling Group Work (We Do) Independent Work (You Do) Notes for:
(I Do)
1. Discussion and explain the concepts 1. Students conduct an activity of 1. Students will give examples of 1. How does combustion
of combustion and fuel. burning of magnesium. fuels. take place?

2. Conduct an activity on combustible 2. Collect information on 2. Students investigate conditions 2. Why some substances
and non-combustible substance like combustible and non-combustible under which combustion takes are non-combustible in
straw, matchsticks, kerosene oil, substances. place nature?

25
 paper, iron nails, stone pieces, glass
etc.

3. Explain and conduct an experiment 3. Students conduct experiments in 3. Students will give reasons, why 3. How the air is
about air is essential for burning with presence of the teacher. air or oxygen is essential for important for burning?
help of candle, chimney and wooden burning.
blocks.

4. Discussion and explain the forest fire 4. Group discussion on “forest fire 4. Students complete the 4. Which type of
and precautions to be taken when a and prevention steps”. homework. combustion is forest a
person is exposed to fire. fire?

5. Explain the concepts of Ignition 5. Students will read the history of 5. Students will give examples of 5. Define ignition
Temperature and inflammable the matchstick. inflammable substances. temperature.
substances.

6. Discussion and explain How do 6. Students collect the phone numbers 6. Students will give reasons, 6. How can you control
we control fire of the nearest fire services. Why water is used by firemen fire?

7. Explain the working and importance 7. Students visit to nearest fire 7. Students explain the working 7. What gas is inside fire
of fire extinguishers. services. of fire extinguisher. extinguisher?

8. Explain types of combustion. 8. Students write the definitions 8. What are the 3 types of
of types of combustion. combustion?
9. Conduct experiment on Candle, 8. Students will draw the flow charts 9. Students complete the
Magnesium, Camphor, Kerosene of combustible and non-combustible homework.
stove and Charcoal materials forming substances.
flame on burning.

10. Explain and conduct an activity on 9. Students observe the different 10. Students draw the structure of 9. Why is the innermost
the Structure of a flame with help of zones of flame by lighting a flame. zone of flame not hot?
light a candle. candle.

11. Explain the concepts of fuel and 10. “Difference between fuel and 11. List out the ideal fuel 10. Which fuel is known
ideal fuel. ideal fuel” – Group discussion. characteristics. as ideal fuel?

12. Discussion and explain fuel 11. Students draw a flow chart of 12. What is the calorific value of 11. Write the S.I unit of
efficiency. calorific values of different fuels. fuel? the calorific value of a
fuel.

26
 13. Discussion and explain global 12. Discuss on “Global warming “ 13. Students will expand CNG. 12. What is acid rain?
warming and acid rain among the
results of burning fuels.

Check For Understanding Questions TLM’s (Digital + Print)

1. Factual:
1. What are the properties of an ideal fuel? 1. Used prepared
2. Do all the fuels burn with flame? Quiz paper.
3. What is the significance of calorific value of fuel? 2. Utilized digital
classroom.
2. Open Ended/Critical Thinking: 3. Provide video
1. Why coal does not produce flame on burning? links
2. Why do flames change color? QR codes,
3. Why are fire extinguishers red? DIKSHA
App
3. Student Practice Questions & Activities: 4. YouTube video
1. Give reasons. links
(a) Water is not used to control fires involving electrical equipment. 5. IFP
(b) LPG is a better domestic fuel than wood.
(c) Paper by itself catches fire easily whereas a piece of paper wrapped around an Aluminium pipe does not
2. Explain how CO2 is able to control fires.
3. Which zone of a flame does a goldsmith use for melting gold and silver and why?
4. List conditions under which combustion can take place.
Assessment:
1. Make a labelled diagram of a candle flame
2. Explain the term “global warming”
3. Give two examples each for a solid, liquid and gaseous fuel along with some important uses.
4. Why is the wood used as a fuel in villages? What are the disadvantages of using wood as a fuel?

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

27
 CLASS: 08 SUBJECT: PS Name of the Teacher: Name of the School:

Name of the Topic No.of Periods Timeline for teaching Any specific
Lesson/Unit Required From To information
What makes things visible – Laws of Reflection
Regular and Diffused Reflection
Reflected light can be reflected again – Multiple Images
Light Keleidoscope
(Chapter-7) Sunlight:White or Coloured - What is inside our eyes?
Care of the eyes
Visually Impaired Persons Can Read and Write
What is the Braille System

Prior Concept/Skills:
1. What are the sources of light?
2. Does light travel in all directions?
3. What are the properties of light?

Learning Outcomes: No. of Periods

1. Draw the experimental setups verification of laws of reflection.
2. Applies learning of scientific concepts in day-to-day life of laws of reflections in multiplex halls/theatres.
3. Measures angles of incidence and reflection.
4. Differentiate reflection as regular and diffused reflection.
5. Applies learning of scientific concepts in day-to-day life of regular and diffused reflections.
6. Explains processes and phenomena of formation of multiple images
7. Exhibits creativity in designing, planning, making use of Kaleidoscope.
8. Constructs models using materials from surroundings and explains their working of kaleidoscope.
9. Relates processes and phenomenon with causes of working of human eye.
10. Draws labelled diagram of structure of the human eye
11. Draws the flow charts of how you can take care of eyes.
12. Classifies materials based on characteristics of real and virtual images.
13. Discusses and appreciates stories of scientific discoveries of Louis Braille and Helen A. Keller
14. Conducts simple investigations to seek answers to queries of How does the braille system work?

28
 TEACHING LEARNING PROCESS
Induction/Introduction:

Experience and Reflection:

1. Students will use the law of reflection of light when installing mirrors in building constructions.
2. Students will learn how to prevent eye problems in daily life and take appropriate precautions.
3. Students will learn how Braille system is used by visually impaired students.

Explicit Teaching/Teacher Modelling Group Work (We Do) Independent Work (You Do) Notes for:
(I Do)
1. Discussion and explain on Can you see 1. Group discussion on properties of 1. Students will give reasons why 1. Do all objects reflect
an object in the dark? Light. they cannot see the object in light?
the dark?
2. Explain and conduct an activity on 2. Students draw the incident ray, 2. Students express the first law 2. What causes light
showing reflection of light reflected ray and normal. of reflection

29
 reflection?
3. Conduct an activity on the first law of 3. Students describe the entire 3. Students collect the materials 3. What are the effects of
reflection with help of a mirror, procedure. for the verification of the first reflection of light?
drawing board, white sheet, scale and law of reflection.
pencil.
4. Conduct an activity on the second law 4. Students measures angle of 4. Solved the problems in own 4. What is the formula of
of reflection with help of a mirror, incidents and angle of reflections. way. second law of
drawing board, white sheet, scale, reflection?
protector and pencil.

5.Explain and conduct an activity on 5. Why lateral inversion takes place in 5. Students write the 5. What type of image is
image formation in a plane mirror. a plane mirror- Group discussion. characteristics of the plane formed in a plane
mirror. mirror?
6. Explain regular and diffused 6. Students give examples of regular 6. Define Regular and Diffused 6. Can image be formed
reflections. and diffused reflections. reflections. in diffused reflection?

7. Discussion on reflected light can be 7. Students visit nearest shopping mall 7. Which image is
reflected again. and express their thoughts. brightest in multiple
reflection?
8. Explain and conduct an activity on 8. Collect information of multiple 7. Students complete the 8. How many images will
multiple images formed by a plane images formed by a plane mirror. homework. be formed if two plane
mirror. mirrors will be placed
at 450?
9. Explain making and working of 9. Students describe the making of 8. Students will make the
kaleidoscope. kaleidoscope. kaleidoscope.
9. On what principle
10. Conduct an activity on dispersion of 10. Students will conduct an activity 9. What is the dispersion of kaleidoscope is based?
Light. of dispersion of light. light.
10. How many colours in
11. Explain structure and function of 10. Students draw the structure white light? What are
human eye. of the human eye. they?
11. What are the main
12. Demonstration on blind spot and 11. Discussion on the eye perceives 11. Students conduct an activity parts of the Human
perception of eye. object as moving. on a bird in case. eye?
12. What is the main
13. Discussion and explain on eye 12. Students collect the information of 12. Meet an eye specialist. Get function of blind spot
defects and their suitable corrections. eye defects and corrections. your eye sight checked and in eye?
discuss how to take care of
your eyes

30
 14. Explain how you can take care of 13. Debate on care of the eyes. 13. What is the function
your eyes. of the retina?

15. Discussion and explain how visually 14. Students read the history of Louis 13. Students complete the 14. How can visually
impaired persons can read and write. Braille. homework impaired person to
read and write?
16. Explain Braille system. 15. Collect the information of Braille 14. What is the Braille system?
system.

Check For Understanding Questions TLM’s (Digital + Print)

1. Factual:
1. Where do you find reflection of light in your daily life? 1. Used prepared
2. Which principle is used in a kaleidoscope? Quiz paper.
3. How many dots are used in Braille system? 2. Utilized digital
2. Open Ended/Critical Thinking: classroom.
1. What happens to the size of the pupil of our eye in bright light? 3. Provide video
2. What happens when a ray of light falls perpendicularly on the surface of a plane mirror? links
3. How can you detect an eye problem? QR codes,
3. Student Practice Questions & Activities: DIKSHA
1. Describe an activity to show that the incident ray, the reflected ray and the normal at the point of incidence lie in App
the same plane. 4. YouTube video
2. Explain how you can take care of your eyes links
3. Describe the construction of a kaleidoscope. 5. IFP
4. Draw a labelled sketch of the human eye.
5. What is the angle of incidence of a ray if the reflected ray is at an angle of 90° to the incident ray?

Assessment:
1. How does the braille system work?
2. Describe an activity to show that the angle of incidence is always equal to the angle of reflection.
3. Differentiate between regular and diffused reflection. Does diffused reflection mean the failure of the laws of reflection?
4. What are the characteristics of image formed by plane mirror?

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

31
 CLASS: 08 SUBJECT: PS Name of the Teacher: Name of the School:

Name of the Topic No.of Periods Timeline for teaching Any specific
Lesson/Unit Required From To information
Lightning
Charging by Rubbing
Types of Charges and Their Interaction
Some Natural Transfer of Charge
Phenomena The Story of Lightning
(Chapter-9) Lightning Safety
Earthquakes - What is an Earthquake?
What Causes an Earthquake?
Protection against Earthquakes

Prior Concept/Skills:
1. What are examples of natural phenomena?
2. What type of charges are transferred on rubbing?
3. Which country faces the most earthquakes?

Learning Outcomes: No. of Periods

1. Discusses and appreciates stories of Benjamin Franklin.
2. Relates processes and phenomenon of transfer of charge.
3. Construct model using materials from the surroundings and explains the working of the electroscope.
4. Applies learning of scientific concepts in day to-day life, protection from lighting
5. Draws flow charts of do’s and don’ts during a thunderstorm.
6. Applies learning of scientific concepts in day to-day life of lightning conductors used to protect buildings from the effect of
lightning
7. Explains processes of earth quake
8. Conducts simple investigations to seek answers to queries of TSUNAMI
9. Draws labelled diagram of seismograph
10. Applies learning of scientific concepts in day to-day life, protection from earthquake.
11. Prepare slides about earth quake incidents.
12. Exhibits creativity in designing, planning in construction of buildings to protect from natural phenomena

32
 TEACHING LEARNING PROCESS
Induction/Introduction:

Experience and Reflection:

1. Students will learn about property and life loss caused by some natural phenomena that occur in daily life and beware of future occurrences.
2. Students take proper precautions in building construction to withstand future earthquakes.
3. Students will know the uses of earthing and must take appropriate measures to ensure earthing in house construction.

Explicit Teaching/Teacher Modelling Group Work (We Do) Independent Work (You Do) Notes for:
(I Do)
1. Discussion on Lightning and 1. “Cyclones can cause a lot of damage 1. Students give examples of some 1. Is flood a natural
introduction of Greeks history about to human life and property” – Group natural phenomena. phenomenon?
sparks. discussion

2. Conduct activities on charging by 2. Students conduct an activity 2. Students give examples of 2. What happens when
rubbing. charged objects. two objects are rubbed

33
 against each other?
3. Explain the process of charging by 3. Students collect the information 3. Students give reasons about 3. How many types of
rubbing. about charging by rubbing. why rubbing formed a charge on charges are gained by
the objects. rubbing objects?
4. Explain and conduct an activity on 4. Students conduct an experiment on 4. Students collect the balloons, 4. What happens when a
types of charges and their interaction the interaction of charges. woolen cloth, pen refills and straw is rubbed with a
with help of inflating two balloons, polythene articles. sheet of paper?
woolen and pen refills, polythene.

5. Explain the concept of unlike 5. Students describe the attraction and 5. Students complete the 5. How does rubbing two
charges attract each other and like repletion of two charges. homework. objects cause equal
charges repel each other. and opposite charges?

6. Explain the transfer of charge 6. Students make a simple electroscope 6. Students draw the simple 6. What are the uses of
through a simple electroscope by e and explain how to charge transfer. electroscope. an electroscope?
using a bottle, Aluminium foil,
cardboard and a paper clip.

7. Discussion and explain the story of 7. Students collect the information 7. Students will read the story of 7. What causes
lightning. about recent cyclones, earthquakes Lightning. lightning?
and thunderstorms which caused
major damage.

8. Discussion and explain do’s and 8. A discussion on the role we should 8. Students write precautions to be 8. What are 3 tips for
don’ts during a thunderstorm. play when it comes to lightning taken in case of thunderstorms. lightning safety?

9. Explain the lightning conductors. 9. Students will give a reason, 9. What is the best
Why are lightning rods tall? conductor for
10. Discussion on earthquakes. 9. Students draws the structure of the lightning?
earth and its parts
11. Explain the causes of earthquakes. 10. Students identify which places are 10. Students frame any two 10. What are the main
in the danger zone on the India questions on the causes of an causes of earthquakes?
map. earthquake.

12. Discussion and explain the working 11. Students explain the working of 11. Draw a neat diagram of a 11. What is the working
of seismograph. a seismograph Seismograph principle of
seismograph?

34
 13. Discussion and explain of 12. Students watch a world wild 12. Students will collect 12. Which is the most
protection against earthquakes documentary of effect of earthquakes information on earthquakes earthquake-resistant
structure?

Check For Understanding Questions TLM’s (Digital + Print)

1. Factual:
1. Can thunderstorms occur without lightning? 1. Used prepared
2. Is cyclone is not a natural phenomenon? Quiz paper.
3. What type of force is lightning? 2. Utilized digital
classroom.
2. Open Ended/Critical Thinking: 3. Provide video
1. Can earthquakes be prevented? links
2. Why do thunderstorms happen at night? QR codes,
3. What are the important considerations in making a house more earthquake resistant? DIKSHA
App
3. Student Practice Questions & Activities: 4. YouTube video
1. Suggest three measures to protect ourselves from lightning. links
2. Sometimes, a crackling sound is heard while taking off a sweater during winters. Explain. 5. IFP
3. Suppose you are outside your home and an earthquake strikes. What precaution would you take to protect yourself
4. Name the scale on which the destructive energy of an earthquake is measured. An earthquake measures 3 on this .
scale. Would it be recorded by a seismograph? Is it likely to cause much damage?

Assessment:
1. Describe with the help of a diagram an instrument which can be used to detect a charged body
2. What causes an earthquake?
3. Explain the precautions to be taken during lightning or thunderstorm.
4. List three states in India where earthquakes are more likely to strike.

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEADMASTER

VISITING OFFICER WITH REMARKS

35