Science Lesson Plan: Combustion (Class VIII, 04-12-2024)

**[LESSON PLAN ]** Date : 04-12-2024 Subject : Science Period : I Class : VIII Topic : [Combustion] Duration : 35min [GENERAL OBJECTIVES] - [Cognitive Domain] 1. To develop critical thinking skills among students. 2. To develop the ability to analyze scientific data. 3. To develop the pr...

**[LESSON PLAN ]** Date : 04-12-2024 Subject : Science Period : I Class : VIII Topic : [Combustion] Duration : 35min [GENERAL OBJECTIVES] - [Cognitive Domain] 1. To develop critical thinking skills among students. 2. To develop the ability to analyze scientific data. 3. To develop the problem-solving skills among students. - [Affective Domain] 1. To develop curiosity in scientific inquiry among students. 2. To develop an interest in science subject among students. 3. To develop a positive attitude towards scientific exploration and inquiry. - [Psychomotor Domain] 1. To develop the ability to follow step-by-step procedures for conducting experiments. 2. To develop the demonstration skills among students. 3. To develop efficiency in cleaning laboratory equipment after use. [SPECIFIC OBJECTIVES] - [Cognitive Domain] 1. To enable the students to define combustion. 2. To enable the students to differentiate between rapid, spontaneous, and explosion combustion. 3. To enable the students to evaluate the role of combustion in daily life. - [Affective Domain] 1. To enable the students to appreciate the importance of controlled combustion in ensuring safety. 2. To enable the students to value the significance of fire safety measures in reducing risks. 3. To enable the students to participate in discussions to reduce harmful combustion practices. - [Psychomotor Domain] 1. To enable the students to demonstrate the effects of oxygen on the combustion process. 2. To enable the students to illustrate the stages of combustion through diagrams or visual aids. 3. To enable the students to classify various materials as combustible or non-combustible through hands-on activities. [PREVIOUS KNOWLEDGE] Students have a basic understanding of states of matter and chemical reactions. [INTRODUCTION] +-----------------------------------+-----------------------------------+ | **Introductory Questions** | **Student's Expected Answer** | +===================================+===================================+ | Q. What happens when you light a | A. It produce fire. | | candle or | | | | | | matchstick ? | | +-----------------------------------+-----------------------------------+ | Q. What is required to keep the | A. It needs air (oxygen) and wax | | candle flame | as | | | | | burning ? | a fuel. | +-----------------------------------+-----------------------------------+ | Q. What is the process where fuel | A. Problematic Question | | combines with air | | | | | | to create heat, light, and | | | flames? | | +-----------------------------------+-----------------------------------+ [STATEMENT OF AIM] So today we will study about **COMBUSTION.** **[TEACHING POINT -- 1] :** Introduction of Combustion [DESIRED BEHAVIOURAL CHANGES] 1. Students will be able to define the term 'Combustion'. 2. Students will be able to demonstrate the experiments based on 'Combustion'. 3. Students will be able to explain the importance of combustion. [TEACHING METHOD] : Inductive Method [TEACHING TECHNIQUE] : Question & Answer Technique. [E -- RESOURCES] : [PRESENTATION] +-----------------------+-----------------------+-----------------------+ | **PUPIL TEACHER's | **STUDENT's | **WHITEBOARD WORK** | | ACTIVITY** | ACTIVITY** | | +=======================+=======================+=======================+ | **[STEP -- | The students will | | | 1] : | observe | | | Presentation of | | | | specific examples** | the examples. | | | | | | | The pupil teacher | The students will | | | will present some | answer. | | | real-life examples of | | | | combustion. | A. It produce heat, | | | | light. | | | Example -- 1 : A | | | | burning candle | A. It produces heat, | | | | light and smoke. | | | Example -- 2 : | | | | Burning a piece | A. Heat, Light and | | | | Smoke. | | | of paper | | | | | The students will | | | Example -- 3 : | generalize following | | | Burning of | patterns: | | | firecrackers | | | | | A. They produce heat, | | | **[STEP -- | light | | | 2] : | | | | Observation** | and smoke. | | | | | | | The pupil teacher | They requires oxygen | | | will ask the | to produce heat, | | | questions to | light and | | | students. | | | | | Smoke continue. | | | 1\. What do you | | | | observe about | The students will | | | | listen carefully and | | | the candle flame in | write n their notes. | | | Example 1? | | | | |. | | | 2\. What happens | | | | when the | The students will | | | | answer. | | | paper burns in | | | | Example 2? | A. Blowing provides | | | | more oxygen, which is | | | 3\. What do you see | needed for | | | around the | combustion. | | | firecracker | | | | explosion in | | | | | | | | Example 3? | | | | | | | | **[STEP -- | | | | 3] : | | | | Generalization** | | | | | | | | The pupil teacher | | | | will encourage | | | | students to find the | | | | common patterns they | | | | see. | | | | | | | | Q. What do you | | | | generalize from | | | | | | | | all these examples? | | | | | | | | Now, pupil teacher | | | | will | | | | | | | | formulate general | | | | principle | | | | | | | | from the | | | | generalization. | | | | | | | | Combustion is a | | | | chemical | | | | | | | | process in which a | | | | fuel reacts | | | | | | | | with oxygen to | | | | release energy | | | | | | | | in the form of heat | | | | and light. | | | | | | | | **[STEP -- | | | | 4] : | | | | Verification** | | | | | | | | The pupil teacher | | | | will verify the | | | | concept by asking | | | | question. | | | | | | | | Q. Why do we blow on | | | | a fire to make it | | | | burn more brightly? | | | +-----------------------+-----------------------+-----------------------+ [EVALUATORY QUESTIONS] : Q. [Choose the correct answer :] 1. The reason behind of feeling suffocation due to the excess of : a. Nitrogen b) Oxygen 2. Moving air is called ? a\) Cyclone b) Wind c\) Tsunami d) Storm Ans. Wind 3. Air is a a\) mixture of gases b) mixture of species c\) mixture of soil d) mixture of water Ans. Mixture of gases 4\. Which of the following is not a characteristics of air? a\) Odourless b) Colourful c\) Air has no mass d) Air exerts pressure **[TEACHING POINT -- 2] :** Composition of Air [DESIRED BEHAVIOURABLE CHANGES] : 1. Students will be able to identify the composition of different gases present in the air. 2. Students will be able to draw a pie chart of composition of different gases present in the air. 3. Students will be able to explain the composition of different gases present in the air. [TEACHING METHOD :] Lecture Cum Discussion Method [TEACHING TECHNIQUE] : Question & Answer Technique. [PRESENTATION] +-----------------------+-----------------------+-----------------------+ | **PUPIL TEACHER's | **STUDENT's | **WHITEBOARD WORK** | | ACTIVITY** | ACTIVITY** | | +=======================+=======================+=======================+ | Pupil Teacher will | Students will listen | [ ] | | explain | carefully and try to | | | | understand the | Slide 8 | | the composition of | composition of air. | | | air. | |  | | **Explanation --** | carefully. | | | | | Slide 9 | | Air is made up of | A. Some tiny shining | | | Nitrogen, Carbon | | | | Dioxide, Oxygen, | particles. | | | Water vapour, Dust, | | | | Smoke and other | A. Probable answer | | | gases. (Slide 8) | (\-\-\-\-\-\-\--) | | | | | | | The pupil teacher | Students will listen | | | will give example of | carefully | | | dust present in | | | | | | | | air by showing image. | | | | | | | | **Example Explanation | | | | --** | | | | | | | | Into a sunny room in | | | | your home/school | | | | close all the doors | | | | and windows with | | | | curtains pulled down | | | | to | | | | | | | | make the room dark. | | | | Now, open the door or | | | | a window facing the | | | | sun, just a little, | | | | | | | | in such a way that it | | | | allows sunlight to | | | | enter the room | | | | | | | | only through a slit. | | | | Look carefully at the | | | | incoming | | | | | | | | beam of | | | | sunlight.(Slide 9) | | | | | | | | Q. What do you see in | | | | this beam? | | | | | | | | Q. What are these | | | | particles? | | | | | | | | **JUSTIFY** | | | | | | | | The tiny shining | | | | particles | | | | | | | | moving in the beam of | | | | | | | | sunlight shows that | | | | air also | | | | | | | | contains dust | | | | particles. | | | +-----------------------+-----------------------+-----------------------+ [EVALUATORY QUESTIONS] () 1. Which of the following gas is not a component of air ? a. Nitrogen b) Chlorine c) Oxygen d) Argon Ans. Chlorine 2. Air contains water vapour ? True / False Ans. True 3. Which gas is taken by plants to prepare their food ? a. Oxygen b) Nitrogen c) Hydogen d) Carbon Dioxide Ans. Carbon Dioxide 4. Name the object which is inflated by air ? a. Table b) Chair c) Balloon d) Bucket Ans. Balloon 5. Which is the most abundant gas present in air ? a. Carbon Monoxide b) Argon c) Nitrogen d) Oxygen Ans. Nitrogen [RECAPTULATION] [HOMEWORK] Q. Define the term 'Air' ? Q. State the 'Composition of Air'. [REFERENCES] - NCERT Textbook of VI class - - **[SUPERVISOR's REMARK]**