Lesson plan Grade level: 9th Subject: Chemistry Topic: Cathode rays and discovery of electron Aims: To enhance

students knowledge about cathode rays To explain the properties of cathode rays Objectives: By the end of this lesson, the students will be able to; y Observe and describe production of cathode rays through discharge tube y y Discuss that cathode rays are electron Explain and present the properties of cathode rays Time: 35min Date: 13-10-10

Time 5min

Methods Questioning technique

Content and activities Teacher will recap the previous lesson by asking questions

Resources

from the students. She will ask these students. Q1. What is an atom? Q2. Who first presented the idea of atom? Q3. What are of the three questions to the

postulates

Daltons

atomic theory? Q4. Which postulate of the Daltons theory is

considered now?

correct

even

Q5. What is a valency? 10min Demonstration Teacher will paste a flip chart Flipchart cum discussion on the black board on which there will be a diagram of + Blackboard +chalk

discharge tube to show the production of cathode rays. She will ask these questions to the students. Q1. Do you know anything about this picture? Q2. What is the difference between cathode? Q3. Do you know anything about discharge tube? Then teacher will discuss with the students that it is discharge tube and Sir William Crooks used it for the production of cathode rays. At low pressure and on passing electric current, shining rays are emitted from the cathode. These rays are considered material particles on the basis of their properties. 12min Group work+ presentation Teacher will give some strips to the students on which anode and

Chart strips +

properties of cathode rays are + Black written. She will discuss these properties with the students. Then they will paste them on the black board and will share these properties with the whole class. 3min Recap Teacher will summarize the board

lesson by asking questions to the students. She will ask these questions to the students. Q1. What is the charge on the cathode rays? Q2. How cathode rays are produced? Q3. What is the difference between anode? Q4. What is a discharge cathode and

tube?

Follow up: Students will read the discovery and properties of cathode rays at the home. Science process skills: Communication, observation, inference, prediction Assessment: Students will be assessed through presentation during the class and through a work sheet at the completion of chapter.

Evaluation of students: Students performance was satisfactory because they gave the presentation for the very first time. During the presentation, they were hesitant and shy. But still there were some students who tried their best. Working in groups was also new for them. Some students were not participating or they participated less during group work. Some students were participating actively while some were quite during the work.

Evaluation of teacher: I am satisfied with my performance butt still I saw there were some points which I noticed during my teaching. In group work, all of the students were not participating. For the next time, I will make such group in which there will be mixed students (for example, in each group there will be students who were shy and hesitant to participate with the students who were active). I will give equal chance to students for participation by asking questions every time from the new students. Although I have achieved my objectives but I should use some kind of worksheet to assess the learning of the students. I would like to give more and more chance to students for communication not only with me but also with their other fellows in discovering new facts.

Lesson plan Grade level: 9th Subject: Chemistry Topic: States of matter Aims: To develop an understanding about the three states of matter To explain the properties of matter Objectives: At the end of this session, students will be able to;  Observe and identify three states of matter  Give examples of states of matter from daily life  Differentiate between solids, liquids and gas through model  Discuss the properties of solids, liquids and gasses Time: 35min Date: 27-10-10

Time 10min

Methods Warm up activity

Content and activities Teacher will show some material to the students in front of the class for example, glass of water, ink of pen, blocks, bottle and balloons. Teacher will ask the

Resources Glass of water, blocks, bottle, balloons, ink of pen

students to identify these different objects. After getting students response she will ask the students about the names of these objects. Teacher will introduce the topic that our topic is about states of matter.

10min

Group work + Discussion

Teacher will divide the class into groups. She will give models of states of matter in each group. She will ask the students to

Models of states of matter Worksheet

observe these models of states of matter in groups. Teacher will give work sheets to the students about the properties of states of matter. They will fill the worksheets during their

observation and discussion. The work sheet is attached at the end of the lesson plan. She will

facilitate the students during their work. 10min Discussion Teacher will ask each group to share and discuss the properties of given state of matter with other groups. Each group will share the work with others. 5min Recap Teacher will ask the students to summarize the lesson in groups.

Follow up: Students will read the three states of matter and their properties from their text books at home. Science process skills: Communication, observation, prediction, inferring Assessment: Students will be assessed informally through questions before, during and after the class and formally through a work sheet attached at the end of the unit plan. Evaluation of students: Students performed well during the class. They enjoyed the

questioning session during warm up activity. Students felt pleasant to see the models of states of matter. They showed good performance while discovering the difference between solids, liquids and gas. Evidence in the form of solved work sheet is attached at the end of the lesson plan. Almost all the students participated during the discussion. Their communication skills were effective than the previous class presentation and discussion. Evaluation of the teacher: I am happy with my teaching today. I have achieved my objectives very clearly. I observed and concluded that giving chance to students for exploration of facts, constructing new knowledge from these facts and making principals for own is a good and effective strategy to teach students. This strategy not only enhanced the students understanding about the concept but it also developed their skills. One thing which I noticed that students felt difficulty in following my some of instructions which I felt that due to speed of my voice. In future I will take care of while giving the instructions. Overall it was a good class.

Work sheet Class: _____ Topic: Properties of states of matter Answer the following questions. Q.1 Write the name of given state of matter? ______________________________________________________ Q.2 What is the arrangement of atoms or particles in this state? _______________________________________________________ Q.3 Is there any space between the atoms/particles? ________________________________________________________ Q.4 What is the shape of the state of matter. _______________________________________________________ Q.5 What is the volume of the given shape of matter? ________________________________________________________ Q.6 Are forces of attraction strong in this state? _______________________________________________________ Q.7 Is it easy to compress this state of matter? ________________________________________________________ Q.8 what will happen when this state of matter is heated? ________________________________________________________ Subject: _______ Date: 27-10-10

Q.9 What is the density of the given state of matter? ________________________________________________________ Q.10 Can atoms/particles move easily from one place to another? _______________________________________________________

Fill the following table with the information you got from the models. Properties Volume Shape Density Expansion on heating Force of compression Force of attraction b/w the atoms Distance b/w the atoms Solids Liquids Gas

Answer key Answers of the questions. 1. Solid, liquid, gas 2. In solids, molecules, atoms or ions are arranged tightly in a regular and definite pattern. In liquids, the molecules are arranger at some distance to each other. In gases, the molecules are arranged at larger distance from one another. 3. There is no space between the molecules of solids. Liquids have space between the molecules and gases have more space as compared to solids and liquids. 4. Solids have definite shape, liquids and gases take the shape of the container in which they are packed. 5. Solids and liquids have definite volume while gases take the volume of the container. 6. Solids have large or strong forces of attraction, liquids have medium while gases have weak forces of attraction among molecules. 7. Solids and liquids are difficult to compress while it is easy to compress gases. 8. Solids show little expansion on heating, liquids show moderate expansion and gases show large expansion on heating. 9. Solids have high density, liquids have high medium density and gases have low density. 10. In solids molecules cannot move easily but they can vibrate at the fixed position. In liquids and gases they can move easily from one place to another.

Fill the following table with the information you got from the models. Properties Volume Solids Definite Liquids Definite Gas Take volume of the container Shape Definite Take the shape of the container Take the shape of the container Density Expansion on heating Force of compression Force of attraction Distance No distance Less distance Large Large Large-low Weak Difficult Difficult Easy High Little High-medium Moderate Low Large