Lesson Plan: Science - Combustion (Class VIII)

**[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. The students will be able to define the term 'Combustion'. 2. The students will be able to demonstrate the experiments based on 'Combustion'. 3. The 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] : Link : Q. [Choose the correct answer :] 1. Why is water effective in extinguishing fires? a. It cools the burning material and removes heat b. It adds oxygen to the fire 2. Which element is most commonly associated with supporting combustion? a\) Hydrogen b) Nitrogen c\) Oxygen d) Helium Ans. (c) 3. Why is carbon monoxide considered dangerous during combustion? a\) It binds with hemoglobin in blood, reducing oxygen transport b\) It causes materials to burn faster c\) It increases the temperature of the fire d\) It acts as a fuel Ans. (a) 4\. Which of the following statements about combustion is true? a\) Combustion always produces light and heat b\) Combustion only occurs in solids c\) Combustion cannot occur in a vacuum d\) Combustion does not require oxygen Ans. (a) 5\. Which of the following is not a common method to extinguish a fire? a\) Removing oxygen b) Cooling the fuel c\) Removing the fuel d) Adding more heat Ans. (d) **[TEACHING POINT -- 2] :** Types of Combustion [DESIRED BEHAVIOURABLE CHANGES] : 1. The students will be able to identify the types of combustion. 2. The students will be able to classify the types of combustion. 3. The students will be able to list the examples of different types of combustion. [TEACHING METHOD :] Socratic Method [TEACHING TECHNIQUE] : Question & Answer Technique. [PRESENTATION] +-----------------------+-----------------------+-----------------------+ | **PUPIL TEACHER's | **STUDENT's | **WHITEBOARD WORK** | | ACTIVITY** | ACTIVITY** | | +=======================+=======================+=======================+ | **[STEP -- | The students will | [ ] | | 1] : | answer. | | | Introduction and | | | | Context** | - *The candle burns | | | | cleanly and | | | The pupil teacher | steadily.* | | | will ask question. | | | | | - *The campfire | | | Q. You noticed the | produces a lot of | | | difference between | smoke and ash.* | | | how a candle burns, | | | | | - *Fireworks | | | a smoky campfire | explode suddenly | | | burns, or fireworks | with a lot of | | | explode? | light and sound.* | | | | | | | What is happening in | A. Maybe the candle | | | these situations? | has enough air | | | | (oxygen), but the | | | **STEP -- 2 : | campfire doesn't. | | | Questioning** | | | | | A. Fireworks release | | | **Phase** | energy much faster | | | | than a candle or | | | Q. Why do you think | campfire. | | | the | | | | | A. Maybe the material | | | flame of a candle is | heats up by itself | | | steady | and starts burning | | | | without needing a | | | and clean, while a | spark. | | | smoky campfire leaves | | | | behind ash? | A. The fuel is | | | | burning completely, | | | Q. Fireworks burn | using all the oxygen | | | very | available. | | | | | | | quickly and produce | A. There isn't enough | | | an explosion. How is | oxygen, so the fuel | | | that | doesn't burn | | | | completely. | | | different from a | | | | candle or campfire? | A. The reaction | | | | happens | | | Q. Why the materials | | | | catching fire on | very fast and | | | their own, like | releases a lot | | | petrol? | | | | | of energy in one go. | | | **[STEP -- | | | | 3] : | A. The reaction is | | | Exploration and | slow, and heat is | | | Analysis** | released gradually. | | | | | | | [Complete | A. The material heats | | | Combustion**:**]{.und | up on its own until | | | erline}\ | it catches fire. | | | Q. If a flame burns | | | | cleanly, | The students will | | | | listen carefully and | | | like in a gas stove | write it down | | | or candle, | | | | | in notebook. | | | and there's no | | | | leftover | A. To use fuel | | | | efficiently, reduce | | | material, what do you | pollution, prevent | | | think is | accidents, and stay | | | | safe. | | | happenin*g?* | | | | | | | | [Incomplete | | | | Combustion**:**]{.und | | | | erline}*\ | | | | *Q. If there's smoke | | | | or ash, | | | | | | | | like in a campfire, | | | | what could be the | | | | reason? | | | | | | | | [Explosive | | | | Combustion**:**]{.und | | | | erline}*\ | | | | *Q. What makes | | | | fireworks | | | | | | | | release energy so | | | | quickly with a bang? | | | | | | | | [Slow | | | | Combustion**:**]{.und | | | | erline}\ | | | | A log burns slowly in | | | | a | | | | | | | | fireplace over hours. | | | | Why do | | | | | | | | you think it takes so | | | | long? | | | | | | | | [Spontaneous | | | | Combustion**:**]{.und | | | | erline}*\ | | | | *If oily rags catch | | | | fire without | | | | | | | | a spark, what might | | | | be causing | | | | | | | | it? | | | | | | | | **[STEP -- | | | | 4] : | | | | Summarization** | | | | | | | | **and Reflection** | | | | | | | | The pupil teacher | | | | will | | | | | | | | summarize the types. | | | | | | | | Combustion happens in | | | | | | | | different ways such | | | | as, | | | | | | | | - A gas stove shows | | | | complete | | | | combustion. | | | | | | | | - A campfire is | | | | | | | | incomplete | | | | combustion. | | | | | | | | - Fireworks | | | | demonstrate | | | | | | | | explosive | | | | combustion. | | | | | | | | and | | | | | | | | - Oily rags | | | | catching fire | | | | | | | | is spontaneous | | | | combustion. | | | | | | | | Each type depends on | | | | how | | | | | | | | fuel burns and the | | | | conditions around it. | | | | | | | | [Reflective Question | | | | :] | | | | | | | | Q. Why do you think | | | | understanding these | | | | types of combustion | | | | might be | | | | | | | | important in real | | | | life? | | | +-----------------------+-----------------------+-----------------------+ [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 VIII Class - - **[SUPERVISOR's REMARK]**