Complimentary Copy—Not For Sale

NEW

Amazing
Science 
SHAHEENA IMRAN

GRADE

8
 Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries
Published in Pakistan by
Oxford University Press
No.38, Sector 15, Korangi Industrial Area,
PO Box 8214, Karachi-74900, Pakistan
© Oxford University Press 2024
The moral rights of the author have been asserted
First Edition published in 2024
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by licence, or under terms agreed with the appropriate reprographics
rights organisation. Enquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above
You must not circulate this work in any other form
and you must impose this same condition on any acquirer
ISBN 9789697344260
Acknowledgements
Illustrations: p. 57 (electronic structure of carbon, structure of boron atom):
© Stewart Miller / Shutterstock
Photograph: p. 29: © Martin Fowler / Shutterstock
Introduction
New Amazing Science Teaching Guide is a vital resource for science teachers in class to
help deliver knowledge, problem-solving and thus reach academic objectives.
Key Terms
Starter Activity:
These help in bringing focus to the lesson and set the tone for learning.
Lesson Methodology:
It suggests the method to cover the learning objectives for having a complete teaching
and learning experience.
PMI Chart:
It is a type of graphic organizer in which student examines pluses, minuses and
interesting factors of the lesson.
Plus – Advantages
Minus – Disadvantages
Interesting -Implications
It is filled using ticks or cross
PLUS MINUS INTERESTING

PLUS MINUS INTERESTING

X - x
- X x

Home Learning:
For revision and reinforcement of the topic learned for strengthening knowledge of
students.
Worksheets present at the end of the lessons.
Remember to use Mind Tree and STEM at the end of every unit.

III
 Contents
UNIT 1 Ecology 1
Lesson Plans
Answer Key
UNIT 2 Human Nervous System 12
Lesson Plans
Answer Key
UNIT 3 Variation, Heredity and Cell Division 24
Lesson Plans
Answer Key
UNIT 4 Biotechnology 35
Lesson Plans
Answer Key
UNIT 5 Periodic Table 46
Lesson Plans
Answer Key
UNIT 6 Chemical Reactions 58
Lesson Plans
Answer Key
UNIT 7 Acids, bases, and salt 69
Lesson Plans
Answer Key
UNIT 8 Forces and Motion 80
Lesson Plans
Answer Key
UNIT 9 Reflection and Refraction of Light 93
Lesson Plans
Answer Key
UNIT 10 Electricity and Magnetism 105
Lesson Plans
Answer Key
UNIT 11 Our Universe 117
Lesson Plans
Answer Key
UNIT 12 Technology In Everyday life 128
Lesson Plans
Answer Key

IV
Unit 1 ECOLOGY

SUBTOPICS
Describe the role of living things in cycling oxygen and carbon through an
ecosystem, citing the processes of respiration, photosynthesis, and combustion.
Relate how oxygen and carbon cycles are complementary processes that bring
balance and symmetry to life on earth.
Describe global warming and explain how threats to the carbon-oxygen
balance such as overpopulation, reliance on fossil fuels, and deforestation are
contributing to global warming and climate change.
Describe how energy flows from producers to consumers, and how only part of
the energy flows from one level of the pyramid to the next.
Draw a food web diagram to illustrate the food relationships between
organisms.
Describe and illustrate through examples key ecological relationships between
organisms, including competition, predation, and symbiosis.
Predict how changes in an ecosystem (e.g., changes in the water supply, the
introduction of a new population, hunting, migration) can affect available
resources, and thus the balance among populations.
Hypothesize what would happen in the ecosystem if the population of one of
the participants in different ecological relationships is affected.
Explain ways in which human behaviour (e.g., replanting forests, reducing air
and water pollution, protecting endangered species) can have positive effects on
the local environment.

1
 Lesson Plan 1
Teacher Ideas
Class: 8 Subject: General Science
Unit: 1
Topic: Ecology
Subtopics:
• Ecology - Introduction
• Plants needs for the survival
• Living organisms in an ecosystem, habitat, community, and
population
• Competition
• Predation
• Symbiosis and mutualism, parasitism and commensalism
Date: Duration: 2 x 40
Term: Week:
Learning Objectives:
• To introduce the topic and give clear concepts of ecosystem.
• To ensure that students are well aware of the impact of changes
that occurred and adversely affected our ecosystems.
Learning Outcomes:
• Describe the role of living things in cycling oxygen and carbon
through an ecosystem citing the processes of respiration,
photosynthesis and combustion.
• Describe and illustrate through examples key ecological
relationships between organisms, including competition,
predation and symbiosis.
Resources:
• Textbook (NAS Book 8)
• Charts
• Videos
• Images of various ecosystems (aquatic, rain forest, desert)
Starter Activity (5 min)
• Put pictures of at least three ecosystems on the board. Ask
students to observe in order to identify the living and non-living
things in the pictures. Take their responses and write on the
board.
Tiger grasshopper trees rabbit owl grass pond frog
Then share the word ‘Ecosystem’ and define it.

2
Lesson Methodology (30 min)
• With the starter activity introduce the term ‘Ecology’ and define it.
• Ask students to open their books to assigned page numbers and read silently. Teacher will
facilitate while taking rounds.
• Next, teacher will read and explain using charts and various examples given in the book,
especially images of ecosystem could be used affectively to generate more interest in the topic.
• To enhance the learning experience, ask students to collect information during their library
period.
• A discussion will follow, ask students if they have aquarium in their home and how it is
maintained. Then give a give quick analysis of the lesson.
• Make necessary arrangements in advance and show videos on the topic.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessment Opportunities (30 min)
• Quick Reviews on page 4 and 6 will be done. Give some relevant questions from unit review as
well.
Home learning
• Ask students to prepare a poster of 10x10 inches and cut and paste pictures of animals and
plants in any specific ecosystem marking:
Consumers
Producers
Predators
Lesson Evaluation
• Ask students to define the following:
Ecosystem
Producers
Consumers
Community

Further Notes

3
 Lesson Plan 2
Teacher Ideas
Class: 8 Subject: General Science
Unit: 1
Topic: Ecology
Subtopics:
• Flow of matter and energy in the ecosystem
• Food chain
• Trophic levels of a food chain
• Changing conditions
• Moving home; migration
• Changes in the water supply
Date: Duration: 2 x 40
Term: Week:
Learning Objectives:
• To give clear concept of ‘cycling’ in the ecosystem.
• To introduce sub-topics of the lesson with definitions and
examples.
• To explain natural processes like migration and global warming
and emphasize upon our role in saving the environment on
Earth.
Learning Outcomes:
• Relate how Oxygen and Carbon cycles are complementary
processes that bring balance and symmetry to life on earth.
• Describe global warming and explain how threat to the carbon
oxygen balance such as over population, reliance on fossil fuels
and deforestation are contributing to global warming and climate
change.
• Describe how energy flows from producers to consumers and
how only part of the energy flows from one level of the pyramid
to another.
• Draw a food web diagram to illustrate the food relationships
between the organisms.
• Predict how the changes in an ecosystem (e.g., changes in the
water supply, the introduction of a new population, hunting,
migration) can affect available resources and thus the balance
among population.
• Hypothesize what would happen in the ecosystem if the
population of one of the participants in the different ecological
relationship is affected.

4
 • Explain ways in which human behaviour (e.g., replanting forests, reducing air, water pollution,
protecting endangered species) can have positive effects in the local environment.
Resources:
• Textbook (NAS Book 8)
• Charts
Starter Activity (5 min)
• Write the following jumbled letters along with hints on the board, and ask students to
unscramble:
They prepare food through photosynthesis.
RSDUCEPRO (PRODUCERS)
They eat food prepared by green plants
RSUMECON (CONSUMER)
The seasonal movement of animals from one place to another for better conditions or breeding
TIONGRAMI (MIGRATION)
The organisms use it to grow, move, reproduce and carry out other activities
ERGYNE (ENERGY)
Carbon traps the energy from the sun to keep the earth’s surface warm, but not too much so it does
not over heat
EEGRNHOSEU ECTEFF (GREENHOUSE EFFECT)
Lesson Methodology (30 min)
• As students are engaged now, ask them to open their books to assigned page numbers and to
read silently.
• Next, teacher will read loudly, followed by explanation. The key words will be written down on
the board earlier. Teacher should utilize chart and text book images effectively.
• A quick analysis will be done at the end.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessment Opportunities (5 min)
Students will be asked to attempt Quick Review (page 13) and remaining questions of unit review.
Home learning
• Students will be asked to revise the topic.
• Some web sites will be suggested to students to visit at home. (e.g., National Geographic
Special, Jev Salvacion videos).
Lesson Evaluation
• Ask students to write a note on Greenhouse Effect.

5
 Worksheet # 1
Name: __________________
Date: ___________________

Q1. Define the following:

• Individual
__________________________________________________________________________
• Population
__________________________________________________________________________
• Community
__________________________________________________________________________
• Ecosystem
__________________________________________________________________________

Q2.Name the following using the hints given:

• Plant needs these to survive
______________________
______________________
______________________
• Animals need these to survive
______________________
______________________
______________________

Q3. Match the following

Tiger Prey
Deer Predator
Grass Producer
Frog Living together
Symbiosis Consumer

6
 Worksheet # 2
Name: __________________
Date: ___________________

Q1. Complete the flow charts.

Sun

Producers Herbivores Top Carnivores

Secondary consumers

Q2. Write a short note on pollution.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

7
 Worksheet # 1 Answer key
Name: __________________
Date: ___________________

Q1. Define the following:

• Individual
Its one organism.
• Population
The total number of organisms in each community.
• Community
All of the populations of organisms in a an ecosystem.
• Ecosystem
All of the organisms and physical conditions.

Q2. Name the following using the hints giving:

• Plant needs these to survive
Sunlight
Water
Nutrients
• Animal need these to survive
Food
Water
Suitable territory—For food and shelter

Q3. Match the following

Tiger Prey
Deer Predator
Grass Producer
Frog Living together
Symbiosis Consumer

8
 Worksheet # 2 Answer key
Name: __________________
Date: ___________________

Q1. Complete the flow charts.

Sun

Herbivores Top Carnivores

Carnivores
Producers Primary Tertiary
Secondary consumers
Consumers Consumers

Q2. Write a short note on pollution.

Pollution can be defined as change in the environment by introduction of or presence of a
substance which has harmful or poisonous effects. Land, air and water on Earth are showing
effects of pollution due to pollutants. For example, land has effects of excess fertilizers , landfills
or waste dumps which has effects on life.
Similarly, air pollution is caused by burning of fossil fuels and over use of aerosols and cooling
agents, etc. Thus, air quality is poor with serious health hazards.
Water pollution is caused by poring of untreated industrial waste and sewage in water bodies.
Measures need to continue to reduce pollution thus improving quality of life.

9
 Answer key
NAS book 8
Unit 1
Unit Review
Quick Review
Page 4
1. a. Plants need sunlight, water, carbon dioxide and nutrients to survive.
b. Animals need food, water and a suitable territory to survive.
2.
ecosystem place where an organism lives
population the conditions that surround an organism
environment the habitat and the living organisms within it
habitat the different species living in a habitat
community numbers of the same species living in a habitat

Page 13
1. The carbon cycle shows the movement of carbon throughout the biosphere. Carbon dioxide is
removed from the atmosphere when plants photosynthesise. It is then transferred to animals when
they eat these plants. Carbon dioxide is returned to the atmosphere when organisms respire, when
organisms die and decompose, or when fossil fuels are burned.
2. Respiration and burning of fossil fuels.

Choose the correct answer

1. a. to survive
2. d. both a and b
3. a. producers
4. b. atmosphere -> living things -> dead organisms
5. b. photosynthesis

Vocabulary Review
1. Symbiosis
2. Predation
3. Community

Observe and Answer

Following are some ways of reducing CO₂ emissions:
• Plant trees
• Make our homes more energy efficient

10
 • Reduce air travel
• Make the driving more efficient
• Switch to clean energy
• Eat less red meet

Recall and Analyse

1. food/grass fox heat movement (answers are in order from 1st blank to the last)
2.
Biological change Impact
Low-lying areas flood resulting in loss
Rising sea levels
of habitat
Hotter or colder seasons Loss of plant species
Less rainfall in areas Loss of habitats for polar bears
Melting ice sheets Change in migration patterns

Recall and Apply

1.

a. Sun Plants ladybird Grass hopper Robin

b. Plants

c. Robin is a prey to the owl , if the predator do decreases their population would increase.

Recall And Analyse

1. a.Green plants absorb carbon dioxide, during the process of photosynthesis. It reacts with water to
produce glucose and oxygen.
b. Carbon Dioxide is released into the atmosphere through respiration during the carbon cycle.
In respiration, food molecule is broken down to release energy and carbon dioxide and other
by products.
2. The decomposers are found in the end of the food chain as they break down bodies of dead
animals and plants. These decomposers are mainly bacteria and fungi.

11
 Unit 2 HUMAN NERVOUS SYSTEM

SUBTOPICS
Identify organs, functions, and processes of the human nervous system.
Sketch and label a diagram of the human nervous system.
Explain how the brain works as the control station of a human body.
Identify the three major parts of the brain – forebrain, mid brain, and
hindbrain, and describe their various functions.
Describe the structure of the cerebrum, its division into two hemispheres (left
and right), and the role of each hemisphere in the control of the body.
Explain and represent how messages flow through the body from and to the
brain, and how the brain collaborates with the sensory organs to regulate this
process.
Map the various steps in the transmission of messages through the body and to
the brain via reflex arch.
Describe the role and function of neurons in transmitting messages through the
body.
Create a plan of activities and exercises they can do to maintain a healthy brain.
Predict what would happen if a nerve connection broke.
Match various body functions with the relevant part of the brain that controls or
regulates them (For instance, associating breathing with the brain stem).

12
 Lesson Plan 1
Teacher Ideas
Class: 8 Subject: General Science
Unit: 2
Topic: Human Nervous System
Subtopics:
• Introduction - Coordination
• Central Nervous System
The brain, The Forebrain, The Mid brain, The Hind Brain
Date: Duration: 2 x 40
Term: Week:
Learning Objectives:
• To explain in detail the Human nervous System
• To name and elaborate different parts and organs of CNS
Learning Outcomes:
• Identify organs, functions and processes of the human nervous
system.
• Sketch and label a diagram of the human nervous system.
• Explain how the brain works as the control station of a body.
• Identify the three major parts of the brain, i.e., forebrain, mid
brain and hind brain
• Describe the structure of the cerebrum its division into two
hemisphere (left and right) and how the role of each hemisphere
is the control of the body.
Resources:
• Textbook (NAS Book 8)
• Charts /Posters—CNS
Starter Activity (5 min)
Write the topic on the board and ask students to share any experience
when they touched something and instantly moved their arm away
from it.
Listen and comment at the end. For example, a student touched a
hot object like a hot cup of tea and quickly moved back. This is reflex
action. This happens because the neurons or nerve cells of our body,
which are part of our human nervous system.
Lesson Methodology (30 min)
• Write key words of the topic on the board.

13
 • Ask students to open their books to assigned page numbers. Get loud reading done by calling
out students randomly. Facilitate when required.
• The poster or a large panaflax of human nervous system will be placed and teacher will explain
the lesson. At the end of the lesson a quick analysis will be given.
• A video on human nervous system will also be shown.
Reference video link :
https://youtu.be/NsBaPtemAjs
https://youtu.be/HiuXfbwND9s
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessment Opportunities (30 min)
• Ask students to draw and label human nervous system.
• Have them attempt some relevant questions from unit review.
Home learning
• Ask students to revise the topic at home.
• Have them collect further information by searching for videos of grade 8 level and noting
down the links.
Lesson Evaluation
• Students should be asked to summarize their learning and mention the videos they watched.

Further Notes

14
 Lesson Plan 2
Teacher Ideas
Class: 8 Subject: General Science
Unit: 2
Topic: Human Nervous System
Subtopics:
• Spinal cord
• Peripheral Nervous System (PNS)
• Nerve cells—neuron and its types
• Reflex Action
• Reflex Arc
• A Healthy Brain
Date: Duration: 2 x 40
Term: Week:
Learning Objectives:
• To enable students to comprehend the structure and working of
spinal cord and PNS.
• To understand the spinal network of nerve cells and how it
works.
Learning Outcomes:
• Explain and represent how messages flow through the body from
and to the brain, and how the brain collaborates with the sensory
organs to regulate this process.
• Map the various steps in the transmission of messages through
the body and to the body via reflex arc.
• Describe the role and function of neurons in transmitting
messages through the body.
• Create a plan of activities and exercises they can do to maintain a
healthy brain.
• Predict what would happen if a nerve connection broke.
• Match various body functions with the relevant part of the
brain that contracts and regulates them (for example associating
breathing with the brain stem).
Resources:
• Textbook (NAS Book 8)
• Poster of PNS (Ref. page no. 21)
Starter Activity (5 min)
Write key words on the board and draw nerve cells prior to the start

15
 of the science class. Ask them to pick up a book and place it back. Ask them how long did it take?
(Answer should be: A very short time), there mention that there is a system in place for the action or
response.
Lesson Methodology (30 min)
• Teacher will start the lesson by defining key words.
• Students will be asked to read silently the assigned page numbers.
• Teaches will read and further explain by using posters, and diagrams will also be drawn on the
board, simultaneously.
• Quick Review will be done.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessment Opportunities (30 min)
• Remaining questions of Unit Review will be done.
• Presentations: Divide the class into 4 groups. Assign topics for presentation in the next class.
Topics are: a. Reflex Action b. A Healthy Brain
• Conduct a presentation session in the next class.
Home learning
Ask students to study the topic for better comprehension.
Lesson Evaluation
• Monitor the presentations for success of the lesson.

Further Notes

16
 Worksheet # 1
Name: __________________
Date: ___________________

Q1. Label the parts of the human brain in the given diagram.

Q2. D
 raw the table below and write the differences between voluntary actions and involuntary
actions.

17
 Worksheet # 2
Name: __________________
Date: ___________________

Q1. Draw and label a reflex arc.

Q2. Give one-word answers:

a. It’s a bundle of nerves that runs along the back inside the spine.
____________
b. This should be worn by motorcyclists for safety.
____________
c. This allows the brain and spinal cord to receive and send information to other areas of the
body.
____________
d. A stimulus is received by a sense organ called the ____________.
e. A tiny gap where the nerve fibre of one neuron meets the cell body of another.
____________

18
 Worksheet # 1 Answer key
Name: __________________
Date: ___________________

Q1. Label the parts of the human brain on the given diagram:

Cerebrum

Cerebellum
Midbrain
Medulla
oblongata
Parts of a brain

Q2. D
 raw the table below and write the differences between voluntary actions and Involuntary
actions.
Voluntary actions Involuntary actions
Types of response Not automatic - with awareness Automatic - without awareness
Part of the brain that
Cerebrum Medulla oblongata
controls the action
Receptor Spinal cord Receptor Spinal cord
Nervous pathway Cerebrum Spinal cord medulla oblongata Spinal
Effectors cord Effectors
Speed Slow Fast
Speaking, hearing, writing, walking Heartbeat, peristalsis, respiration
Examples
and etc. and etc.

19
 Worksheet # 2 Answer key
Name: __________________
Date: ___________________

Q1. Draw and label a reflex arc.

Q2. Give one-word answers:

a. Spinal cord
b. Helmet
c. PNS
d. Receptor
e. Synapse

20
 Answer key
NAS book 8
Unit 2
Unit Review
Quick Review
Page 22
The central nervous system consists of the brain and spinal cord whereas the peripheral nervous
system includes the network of nerves. The CNS is controlling all the body functions and the PNS is
responsible for connecting CNS to all parts of the body.
Choose the correct answer
1. a.
2. b.
3. c.
4. d.
5. c.

Vocabulary Review
1. Voluntary
2. Spinal cord
3. Neuron (nerve cells)

Observe and Answer

What does the Peripheral Nervous System do?
Brain

Spinal cord

Connects the
Nerves central nervous
Carries sensory and motor
information to and from the
system to the organs, central nervous system
limbs, and skin
Recall and Analyse
1. Peripheral Nervous System
2. Frontal lobes
3. a.eyes
Allows the brain and Regulates involuntary
b. ears spinal cord to receive and
send information to
body functions like
heartbeat and breathing
other areas of the body
c. nose
4. A stimulus can be defined as anything that can trigger physical or behavioural changes.
5. A voluntary action is under the control of one’s will, means under the control of the brain.

Flow chart of the sequence of events from stimulus received to the response by an effector 21

Stimulus Responce
 Example-dancing. Whereas an involuntary action is not under the control of one’s will. Example—
breathing.
6. The main difference is that a sensory neuron will carry information towards the CNS for
processing, while motor neuron will carry information away from the CNS to muscle tissue. They
are similar in the way that they carry nerve impulses to and away from the CNS.
2. Part of the nervous system Function
Receptor cells Cause a response
Effectors Carry electrical impulses
Neurons Decide on a response
Brain Detects changes in your environment
Recall and Apply
1. Following are the steps that allow our bodies to shiver:
• Stimulus ( blood and skin temperature falls).
• Receptor ( Temperature Receptors) detect, changes and send nerve impulse to the brain
• Hypothalamus of the brain is stimulated and sends nerve impulses to relevant body parts
• Corrective mechanism decrease in heat loss, increase in production
• Shivering occurs when insufficient heat is produced.
2.
Brain Spinl Cord Sensory nerve Motor nerve
part of the peripheral part of the peripheral
part of the central part of the central nervous system carries nervous system
nervous system nervous system message to the spinal carries message from
cord and brain brain or spinal cord

receives information
connects nerves and carries message to
interprets information directly from sense
brain muscle
organs

3. Doctor uses a reflex hammer in a quick striking motion by the wrist on various tendons to
produce an involuntary response.
4. a. Reflex action
b. voluntary action
c. voluntary action
d. reflex action
5. a. T
 he person blinks and closes eyes momentarily are the two reflex actions that occur when dust
blows into our eyes.
b. T
 he iris responds by constricting the pupil thus protecting the retina. We tend to almost close
our eyes.

22
 c. When we tend to run fast in hot weather, it becomes harder for our bodies to cool down itself. It
can lead to heat related illnesses such as heat cramps, heat exhaustion.
d. I t can lead to eye or respiratory infections and muscle spasm, runny nose, cold, soar throat, are
some of the problems.
e. If food accidentally enters our windpipe, it is partially blocked. Some air can still move in and
out of the lungs. We can gag, cough, or have trouble breathing.

Recall and Analyse

1. Receptor Sensory neuron spinal cord motor neuron muscle
2. The dendrites have a high surface area which allows for communication with other neurons.
(Myelin sheath around the neuron acts as insulator.
3. A reflex action happens quickly because the reflex pathway is kept short and involves the
smallest number of neurons and synapses possible. This minimizes any damage to the body from
potentially harmful condition.

23
 VARIATION, HEREDITY AND
Unit 3 CELL DIVISION

SUBTOPICS
Describe variation and adaptation in living organisms.
Explain and illustrate the differences between variation and adaptation.
Identify sources of variation from environmental and genetic factors.
Explain how different adaptations affect the chances of survival of different
species of organisms.
Recognize genetics as the study of heredity and describe heredity as the transfer
of genetic information that specifies structure, characteristics, and function,
from parents to offspring.
Differentiate between the concept of genes and chromosomes and relate them to
how genetic characteristics are inherited.
Describe the composition and structure of DNA.
Design a model of DNA to demonstrate its structure, functions, and various
components.
Describe cell division and its types – mitosis and meiosis and relate them to the
passage of genetic information through reproduction.
Explain the process of mitosis and meiosis and identify their key phases.

24
 Lesson Plan 1
Teacher Ideas
Class: 8 Subject: General Science
Unit: 3
Topic: Variation, Heredity and Cell Division
Subtopics:
• Introduction
• Variation in animals -Genetic variation
-Environmental Variation
-Inherited Variation
• Environmental causes of variation
• Variation in plants
• Camouflage
• Adaptations for survival:
to aquatic ecosystem
to desert and arid regions
• Life in polar regions
Date: Duration: 2 x 40
Term : Week:
Learning Objectives:
• To introduce the subject of Genetics and highlight its various
disciplines.
• To cite various examples of variations, etc., in past and present
scenario.
Learning Outcomes:
• Describe variation and adaptation in living organisms.
• Explain and illustrate the difference between variation and
adaptation.
• Identify sources of variation from environmental and genetic
factors.
• To explain how different adaptations affect the chances of
survival of different species of organisms.
• The chances of survival of different species of organisms.
• Recognize Genetics as the study of heredity and describe
heredity as the transfer of genetic information that specifies
structures, characteristics and functions from parents to
offspring.
Resources:

25
 • Textbook (NAS Book 8)
• Charts
• Word puzzle sheet
• Video on Camouflage in nature.
Starter Activity (10 min)
• The teacher will share the list of words with the students and ask them to define them based on
prior study. Once students answer , the right definitions will also be mentioned.
1. Genetics - study of inheritance
2. Variation – The differences in characteristics of the individuals of the same species
3. Environment-The surroundings/conditions in which a person, animal or plant lives
4. Camel- a desert animal, with special features
5. Shark- a large predator of oceans
6. Cactus- a plant found in desert and semi-deserts
7. Genes-the basic unit of heredity passed from parents to child
8. Cell- the basic unit of life
9. Nucleus- a membrane enclosed organelle within a cell that contains the chromosome
10. Ecosystem- It consists of all the organisms and the physical environment with which they interact
Lesson Methodology (25 min)
• Ask students to open their books to assigned page numbers and read silently. Teacher will
facilitate.
• Loud reading will be done by the teacher.
• Explanation will follow with reference to charts, video and textbook. Teacher will also draw
diagrams to further enhance the learning experience.
• A quick analysis will be given at the end.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessment Opportunities (5 min)
Relevant question from unit review will be done
Home learning
Ask students to study the topic at home for clarity of concepts.
Lesson Evaluation
Ask students to attempt worksheet # 1.

26
 Lesson Plan 2
Teacher Ideas
Class: 8 Subject: General Science
Unit: 3
Topic: Variations, heredity and cell division
Subtopics:
• Heredity
• Organizing DNA
• Cell Division
• Mitosis
• Meiosis
Date: Duration: 2 x 40
Term: Week:
Learning Objectives:
• To enable students to comprehend fully how the inheritance
works in nature.
• To give clear picture of DNA structure and how it works.
• To enable students to understand the types of cell division.
Learning Outcomes:
• Differentiate between the concept of genes and chromosomes
and relate them to how genetic characteristics are inherited.
• Describe the composition and characteristics of DNA.
• Design a model of DNA to demonstrate its structure, function
and components.
• Describe cell and its types- mitosis and meiosis and relate them
to the passage of genetic information and identify their key
phases.
Resources:
• Textbook (NAS Book 8)
• Microscope
• Slides of onion cells (showing different phases of mitosis and
meiosis).
• Pen, pencil, paper
• DNA, Chromosome, cell division
Starter Activity (20 min)
• Prior to the lesson, make arrangements in the science laboratory
to show cell division (different phases of mitosis and meiosis).
Temporary slides can be prepared in front of students or

27
 permanent slides can be used.
• Take students to the laboratory and ask few questions:
• Do you recognize a microscope?
• Can you point towards it?
• What is the building block of a cell?
Now show the slides and ask students to draw any one phase on the paper.
Lesson Methodology (25 min)
• Ask students to open their books to assigned page numbers and read silently. Teacher will
facilitate.
• Loud reading will be done by the teacher.
• Explanation will be done by the teacher. Charts and board will also be used to explain cell
division.
• A quick analysis will be done.
• Ask students to attempt Quick Review on page #34.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessment Opportunities (5 min)
Ask students to attempt remaining questions of Unit Review.
Home learning
• Ask students to read the topic for revision.
• Ask them to watch videos on cell division on Internet.
Lesson Evaluation
• Divide the board in two halves and write mitosis and meiosis on either side.
• Randomly select two students and ask them to draw the phases of each type.
• Comment and correct when done.

Further Notes

28
 Worksheet #1
Name: _______________
Date: _______________

Q1. Identify the animal. Give one distinct feature that either shows adaptation, variation or
camouflage.

a.

b.

c.

d.

Q2. Draw a cactus plant and write a short note on it.

29
 Answer key Worksheet #1
Name: _________________
Date: __________________

Q1. I dentify the animal. Give one distinct feature that either shows adaptation, variation or
camouflage.
Camel
Hump
It has fatty tissues which are stored fats
that are consumed when food is scarce
a.

Moth
Colour and design
The colour, design and shape matches
with the environment
b.
Shark
Streamlined body and fins
Aquatic animal with streamlined body
To help in maneuvering
c.
Polar Bear
Thick fur, colour change
In winter the colour of fur changes from
brown to white and thick fur protects
from extreme weather conditions
d.

Q2. Draw a cactus plant and write a short note on it.

Cactus like many other plants found in deserts
and semi deserts are adapted to live in an
environment with scarcity of water. Hence, they
have evolved features that ensure minimum
loss of water. The leaves have transformed into
thorns. The process of photosynthesis takes
place in green, fleshy stems. Cacti mostly have
extensive, fleshy roots in order to collect water
quickly, when it is available. The flowers are only
produced when conditions are better.

30
 Worksheet # 2
Name: _________________
Date: __________________

Q1.
i. Define Genetics.
__________________________________________________________________________
ii. Draw a diagram to show the structure of chromosomes.

iii. Label the given diagram.

chromosomes T
DNA
Cell Nucleus chromosomes
A
A T

genes C GC
G C
G T A
gene
A T

Nucleus
C
G
G
C
G C

Q2. Mark whether True or False and if false write the correct statement:
a. DNA is found in cell membrane of a cell. ( )
_________________________________________
b. The number of chromosomes in a butterfly cell is 46. ( )
_________________________________________
c. Human cell has 380 chromosomes in the nucleus. ( )
_________________________________________
d. The life of a moth begins as multicellular body. ( )
_________________________________________
e. The new nuclear membrane forms before the cell divides out. ( )
_________________________________________

31
 Answer key Worksheet # 2
Name:_________________
Date:__________________

Q1.
i. Define Genetics.
genetics is defined as the study of inheritance.
ii. Draw a diagram to show the structure of chromosomes.

iii. Label the given diagram.

chromosomes T
DNA
Cell Nucleus chromosomes
A
A T

genes C GC
G C
G T A
gene
A T

Nucleus
C
G
G
C
G C

Q2. Mark whether True or False and if false write the correct statement:
a. DNA is found in cell membrane of a cell. (False)
DNA is found in cell nucleus.
b. The number of chromosomes in a butterfly cell is 46. (False)
The number of chromosomes in a butterfly cell is 380.
c. Human cell has 380 chromosomes in the nucleus. (False)
Human cell has 46 chromosomes.
d. The life of a moth begins as multicellular body. (False)
The life of a moth begins as unicellular body.
e. The new nuclear membrane forms before the cell divides out. (True)

32
 Answer key
NAS book 8
Unit 3
Quick Review
Page 34
1.False
2.True
3.True
Unit Review
Choose the correct answer
1. d. To absorb oxygen from water
2. d. The spines will protect the plant from animals that want to eat it.
3. d. Unique feature and behaviour that help animals to survive in a certain environment
4. a. Adenine, guanine, thyamine, cytosine
5. b. replication

Vocabulary Review
1. Variation
2. Camouflage
3. Genetics

Observe and Answer

The flounder has adapted to its environment by blending in it through camouflage. The colour, shape
is matched fully to its environment.
Recall and Response
1.
a. desert
b. humps
c. genes
2. a. C
 amouflage: It is an adaptation. The variation results in adaptation that results in change in
organism’s colour, shape, behaviour, or chemical make-up.
b. Heredity: The passing on of characteristics from one generation to the next is called heredity.
c. DNA: It is short form of deoxyribonucleic acid. These are the molecules inside the cells that
contain genetic information responsible for the development and function of organism. DNA
allows the information to pass from one generation to next.

33
 Recall and Apply
Plants are more susceptible to genetic variations than animals as they show quick evolutionary
response to change in the environment, as they produce variations in second/ third generation for
example Gregory Mendel’s experiment on peas.
Recall and Analyse
Living organisms adapt to their environment by blending in through change in colour, shape, etc.
For example:
• Shark has fins and stream lined bodies for life in water.
• Camels have many distinct features including humps that have fatty tissue which is reserved
food that is consumed when food is scarce.

34
Unit 4 BIOTECHNOLOGY

SUBTOPICS
Define biotechnology as the use of living cells and organisms in products and
processes that can improve the quality of life.
Illustrate how biotechnology is a discipline/ field that has the potential to
transform how we live.
Discuss the applications of biotechnology in the Pakistani context and their
effects on the people and the environment of Pakistan over time. Illustrative
examples: bread-making, making of yoghurt and cheese, vaccines for
immunization, insulin production, dyes, etc.
Relate the use of biotechnology in food sciences in producing foods with higher
nutritional value and improved taste and quality [How fermentation has been
improved by genetically modified organisms or the introduction of certain
genes to raise iron content in rice, can be taken as examples].

35
 Lesson Plan 1
Teacher Ideas
Class: 8 Subject: General Science
Unit: 4
Topic: Biotechnology
Subtopics:
• Introduction
• Bread Making
• Making of cheese
• Making of yoghurt
• Genetic Engineering
• Examples of genetic engineering
• Genetically modified crops
Date: Duration: 2 x 40
Term: Week:
Learning Objectives:
• To introduce the topic and explain various aspects of genetic
engineering.
• To discuss how genetically modified crops could be of advantage
or disadvantage to the environment and health.
Learning Outcomes:
• Define biotechnology as the use of living cells and organisms in
product and processes that can improve the quality of life.
• Illustrate how biotechnology is a discipline / field that has the
potential to transform how we live.
• Discuss the application of biotechnology in the Pakistani
context and their effect on the people and the environment of
Pakistan overtime. Illustrative examples: Bread making, making
of yoghurt and cheese, vaccines for immunization, insulin
production and dyes, etc.
Resources:
• Textbook (NAS Book 8)
• Chart
Starter Activity (5 min)
• Arrange a trip to a local bakery or bread manufacturing plant
before the topic starts.
• At the start of this topic , discuss the trip and the various steps in
the process of baking. Identify when fermentation took place.

36
Lesson Methodology (30 min)
• As the students engage in the lesson, ask them to open their books to assigned page numbers
and read silently. Facilitate.
• Loud reading will be done by the teacher.
• Explanation will be done. Teacher will cite examples from daily life. For example, Pizza
making. Diagrams must be drawn during the progress of the lesson.
• A quick analysis will be done at the end.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessment Opportunities (30 min)
Students will attempt relevant questions from unit review.
Home learning
Ask students to study the topic at home.
Lesson Evaluation
Ask students to attempt Worksheet #1.

Further Notes

37
 Lesson Plan 2
Teacher Ideas
Class: 8 Subject: General Science
Unit: 4
Topic: Biotechnology
Subtopics:
• Biotechnology and animals
• Biotechnology and food
• Technology and fuel
• Biotechnology and health
• Industrial production of insulin
• Impacts of biotechnology in Pakistan
• Agriculture
• Biotechnology and health
• Biotechnology and food
• Textile and biotechnology
Date: Duration: 2 x 40
Term: Week:
Learning Objectives:
• To impart knowledge of relatively new discipline of
biotechnology and its implications in everyday life.
• To discuss the effect of biotechnology in different countries of
the world and present-day scenario in Pakistan.
Learning Outcome:
• Illustrate how biotechnology has the potential to transform how
we live.
Relate the use of biotechnology in food sciences, in producing food
with higher nutritional value and improved taste and quality (how
fermentation has been improved by genetically modified organisms or
the introduction of certain genes to raise iron content in rice; can be
taken as example.)
Resources:
• Textbook (NAS Book 8)
• Charts
Starter Activity (5 min)
Ask students some relevant questions:
• Have you seen new varieties of tomato which are bigger than

38
 local varieties?
• Have you eaten fruits without seeds? For example, grapes, watermelon, banana, papaya.
• Ask them to name some seedless fruits they have consumed lately.
Lesson Methodology (30 min)
• Ask students to open their books to assigned page numbers and read silently. Teacher will
facilitate.
• Loud reading will be done by the teacher.
• Explanation will be done by the teacher with the help of charts. Important headings will be
written on the board.
• At the end quick analysis will be done by the teacher.
• A video on genetic engineering will be shown. Reference video
https://youtu.be/S0JfVd-DhGw
• Ask students to take notes.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessment Opportunities (30min)
• Students will be asked to write briefly on ‘Genetic Engineering’.
• Students will attempt Quick Review on page #43.
• Unit Review will be completed.
Home learning
Ask students to study the topic for better comprehension.
Lesson Evaluation
Ask students to attempt Worksheet # 2.

Further Notes

39
 Worksheet # 1
Name:____________________
Date:_____________________

Q1. Write a comprehensive note on‘ Biotechnology’.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Q2. Complete the following:

a. _______________ milk is heated at a very high temperature that kills the bacteria and makes
the milk safe for human _______________.
b. _______________ advise consumption of __________as it is a probiotic thus good for health.
c. _______________ help to restore bacteria which are good for health in the gut which are
killed by _______________.
d. _______________ milk is commonly used to make yoghurt.

40
 Worksheet # 2
Name:____________________
Date:_____________________

Q1. Name three crops, which have more nutritional value and better yield due to genetic
engineering.
____________________________________________________________________________

Q2. How did the health sector benefit from genetic engineering? Using an example, explain your
answer.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Q3. How did Pakistan progress in the textile sector, due to biotechnology? Briefly highlight.
_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

41
 Answer key Worksheet # 1
Name:____________________
Date:_____________________

Q1. Write a comprehensive note on ‘Biotechnology’.

Biotechnology is the use of plants, animals, microorganisms to produce useful products including
food, drinks, medicine, fuel, etc.
It is interesting to note that food and drinks we consumed daily are made available due to
advancement in genetic technology. Milk is used to make yoghurt and cheese on commercial
scale. This has increase the production as well as nutritional value and shelf life of these and other
products.

Q2. Complete the following:

a. P
 asteurized milk is heated at a very high temperature that kills the bacteria and makes the
milk safe for human consumption.
b. Pharmacist advise consumption of yoghurt as it is a probiotic thus good for health.
c. Probiotics help to restore bacteria which are good for health in the gut which are killed by
antibiotics.
d. Cow’s milk is commonly used to make yoghurt.

42
 Answer key Worksheet # 2
Name: ____________________
Date:_____________________

Q1. N
 ame three crops, which have more nutritional value and better yield due to genetic
engineering.
• Rice
• corn
• tomato
Q2. H
 ow did the health sector benefit from genetic engineering using an example explain your
answer?
The health sector greatly benefited over the past century due to tireless efforts of scientists in the field
of Biotechnology. One of the major advancements in the field of biotechnology in health sector is the
production of vaccines to production of vaccines to protect against disease ranging from polio, TB,
and cholera to COVID-19 and influenza.
Q.3. How did Pakistan progress in the textile sector, due to biotechnology? Briefly highlight.
Pakistan is well known for vivid colours and quality of its textiles, which not only has local demand
but are exported worldwide. The colours were from natural sources but now artificial dyes are used
which are cheaper. The genetically engineered microorganisms and plants break down synthetic dyes
in the environment cleaning our water and soil, thus making it useful for growing crops again.

43
 Answer key
NAS book 7
Unit 4

Quick Review
Page 43
Q1.
It results in the formation of cheese, yoghurt and acidified milk.
Q2.
Milk is heated at very high temperature that kills the bacteria and it is now safe for consumption.
This milk is called pasteurized.

Unit Review
Choose the correct answer
1. c. yeast
2. a. glucose ethanol+ Carbon dioxide + (energy)
3. a. methane
4. a.35 degree oC
5. b. Resist frost

Vocabulary Review
1. New Castle’s Disease
2. Fermentation
3. Biodigesters

Observe and Answer

The picture shows a vaccine being administered to a chicken. Genetic engineering has resulted in
the production of several vaccines successfully. New Castle’s disease is a common infection treated
through immunization.
Recall and Response
Q1. Answer
Biotechnology: is the use of plants, animals and microorganism to produce useful products.
Fermentation: It is a type of anaerobic respiration, where microorganism respires without oxygen. It
can be represented by the following word equation:
Glucose ethanol+ carbon dioxide+ (energy)

44
Genetic Engineering: It involves modifying(changing) the genetic material of an organism. The
genes for a desirable characteristics is cut out of one organism and this gives a new desirable
characteristic to other organism.
Q2. Answer
Glucose ethanol+ carbon dioxide+ (energy)
Q3. Carbon dioxide gas is produced during the fermentation of bread (dough) and causes it rise.
Recall and Analyse
Q1. Banana grows in tropical climate and is economically viable for the countries with its
plantations as it is exported all year round. However, if it is genetically engineered and its
plantation would be possible in cold countries, this will hit the economy of poor countries, very
hard.
Q2. Eventually, the native plants will perish away and the crossed plants will become more
dominant in the area.
Recall and Apply
Q1 a. • Wear PPE (Appropriate personal protection equipment)
• Label the work space.
b. Pasteurization means partial sterilization of a product such as milk to make it safe for
consumption and improve its keeping quality. It is done by heating it on very high
temperature that kills bacteria.
c. The mixtures of milk and bacteria can be kept warm by maintaining required temperature of
the container.
d. When bacteria ferment milk sugar in case its kept warm for long hours the bacteria multiply
and ferment lactose into lactic acid (milk sugar).
e. • Used as probiotics
• Prevent yeast infection
Q2. a. The genetically engineered tomatoes stay firm for longer therefore they have longer shelfed life
and more storage time as well.
b. The tomato grower can choose to improve growth and yield of tomato plants through genetic
engineering.
c. There are several advanced techniques developed through genetic engineering. For example:
Agrobacterium-mediated genetic engineering techniques were developed in the late 1980’s
that could successfully transfer genetic material into the nuclear genome of tomatoes.

45
 Unit 5 PERIODIC TABLE

SUBTOPICS
Recognize a periodic table as a way of classifying the elements in groups and
periods.
Identify the names and location of the first 18 elements only.
Identify the properties of metals and non-metals.
Relate the properties to the uses of metals.

46
 Lesson Plan: 1
Teacher Ideas
Class: 8
Unit: 5
Topic: Periodic Table
Sub-topics:
• Introduction
• Sorting out the elements
• First 20 elements in the periodic table - Groups
• Periods
Date : Duration : 2x40
Term: Week:
Learning Objectives
• To give clear concept of the topic.
• To explain in detail how the knowledge helps us in studying
elements through Periodic Table.
Learning Outcomes
• Recognise periodic table as a way of classifying elements in
groups and periods.
• Identify the name and location of first 18 elements.
Resources:
• Textbook – NAS 8
• Charts: Periodic Table
• Material for Starter Activity: Metal (Nails), Non-metal (Plastic
cups), Semi-metal (Mobile Phone – contains semi-conductor
elements)
Starter Activity: ( 5 min)
• Display the objects (Nails, Plastic Cups, Mobile phones) in front
of students and ask them to identify whether it is a metal, non-
metal or a semi-metal.
• Then, write the words Periodic Table on the board and point
towards the elements on the chart displayed. Incorporate, the
two parts of the activity accordingly.
Lesson Methodology: (30 min)
• Ask students to open their books to assigned page numbers and
silently read. Teacher will facilitate accordingly.
• Explanation will follow with the use of the periodic table chart
as a resource throughout the lesson. Special focus will be on the

47
 divisions, groups and periods.
• A quick analysis will be given at the end.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities: (30 min)
• Ask students to attempt Quick Review on page 52 and relevant questions of Unit Review.
Home Learning:
• Ask students to read the topic again for revision.
Lesson Evaluation: (5 min)
• Ask students to solve worksheet #1.

Further Notes

48
 Lesson Plan: 2
Teacher Ideas
Class: 8
Unit: 5
Topic: Periodic Table
Sub-topics:
• Metal, Non-metals and metalloids in the periodic table.
• Table: Properties of Metals and Non-metals
• The Spider Diagrams
• Group I: The Alkali Metals
Group VII: Halogens
Group 0: Nobel Gases
Date: Duration: 2x40
Term: Week:
Learning Objectives
• To discuss the topic in detail.
• To elaborate further the properties of elements.
Learning Outcomes
• Identify the properties of metals and non-metals.
• Relate the properties and uses of non-metals
Resources:
• Textbook – NAS 8
• Charts
• Video – on the uses of metals
Starter Activity : (10 min)
• On the internet, find a video on the uses of metals and in the lab
or as per convenience, show it to the students.
Lesson Methodology :
• Ask students to open their books to assigned page numbers and
read silently. Teacher will facilitate and read loud accordingly
next.
• The topic will be explained with the efficient use of resources.
• A quick analysis will be given at the end.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.

49
 Assessments Opportunities :
• Ask students to attempt the remaining questions of the Unit Review.
Home Learning :
• Ask the students to study the topic.
• Ask the students to draw the atomic structure of elements, one from each group.
Lesson Evaluation :
• Students will be asked to attempt worksheet # 2.

Further Notes

50
 Worksheet # 1
Name: __________________
Date: ___________________

Q1. Fill in the blanks with the correct option:

i. Different substances occur on Earth in __________________ (millions/billions).
ii. Periodic means repeated at __________________ (regular/irregular) intervals.
iii. A scientist named __________________ (Mendeleev/ Mendel) arranged the elements in
groups.
iv. The number of elements that exist naturally in nature is __________________ (82/92).
v. The vertical columns in periodic table are known as __________________ (periods/groups).
Q2. Define:
Periodic table.

________________________________________________________

Groups.

________________________________________________________

Periods.

________________________________________________________

51
 Worksheet # 2
Name: __________________
Date: ___________________

Q1. Name the three parts periodic table is divided into, based on some properties.
•
•
•
Q2. i. Complete.
• Group I-III are ______________ (except Boron). There atoms form positive ions by losing
electrons.
• Group IV and V have ______________.
• Group VI and VII are mainly ______________. The atoms of group VI and VII form negative
ions by gaining electrons.
ii. Following is group IV. Label them based on their metallic and non-metallic properties.
C Carbon
Si Silicon
Ge Germanium
Bn Tin
Pb Lead

52
 Answer key Worksheet # 1
Name: __________________
Date: ___________________

Q1. Fill in the blanks with the correct option:

i. Different substances occur on Earth in millions.
ii. Periodic means repeated at regular intervals.
iii. A scientist named Mendeleev arranged the elements in groups.
iv. The number of elements that exist naturally in nature is 92.
v. The vertical columns in periodic table are known as groups.
Q2. Define:
Periodic table. The elements are arranged in order of increasing atomic masses. This arrangement is
called the periodic table. In modern periodic table the elements are arranged in order of their atomic
numbers.
Groups. The vertical columns in the periodic table are called as groups. All the elements in the
periodic table have similar properties.
Periods. They are the rows across the periodic table.

53
 Answer key Worksheet # 2
Name: __________________
Date: ___________________

Q1. Name the three parts periodic table is divided into, based on some properties.
• Metals
• Semi-metals
• Non-metals
Q2. Complete.
• Group I-III are metals (except Boron). There atoms form positive ions by losing electrons.
• Group IV and V have non-metals.
• Group VI and VII are mainly non-metals. The atoms of group VI and VII form negative ions
by gaining electrons.
ii. Following is group IV. Label them based on their metallic and non-metallic properties.
C Carbon
Si Silicon
Ge Germanium
Sn Tin
Pb Lead
• Carbon is non-metal
• Si and Ge are called non-metals. They are on the border line between metals and non-metals.
• Sn and Pb are metals

54
 Answer Key
Quick review
Page # 52
Q1. E
 lements in the same group have similar chemical properties. This is due to the fact that each
element in the group has the same number of electrons in the outer most shell.
Group I elements have one electron.
Group II elements have two and so on.
The number of outer electrons in the Periodic Table varies with the group number. Within each
group we can identify trends in the physical and chemical properties down the group. As we move
down the group I, the elements get more reactive, as their atomic radius increases. However, when
we move down group VII, the elements get more reactive.
Q2.a.
Metals Semi-metals Non-metals
Sodium Silicon Phosphorus
Iodine
Calcium
Vanadium
b. Another word for semi-metals is metalloids.
Q3
Elements Property of heat conduction
Sulphur
Argon
Potassium
Helium
Q4
• The first 18 elements of periodic table are Hydrogen, Helium, Lithium, Beryllium, Boron,
Carbon, Nitrogen, Oxygen, Fluorine, Neon, Sodium, Magnesium, Aluminium, Silicon,
Phosphorus, Sulphur, Chlorine and Argon.
• The location is as shown below:
2
metals
He
Helium

3 4 1 non-metals 5 6 7 8 9 10
Li Be H B C N O F Ne
Lithium Beryllium hydrogen Boron Carbon Nitrogen Oxygen Fluorine Neon
semi-metals or metalloids
11 12 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
Sodium Magnesium Aluminium Silicon Phosphorus Sulfur Chlorine Argon

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon

55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 55
Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
Caesium Barium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon
 Unit Review
Choose the correct answer
1. d. Calcium
2. b. Argon
3. b. Phosphorus
4. c. 2
5. c. Periods

Vocabulary Review
1. Aluminium
2. Halogens
3. Silicon

Observe and Answer

a. Metal B and C are high due to their high melting points.
b. Metal A and D due to their low melting points.

Recall and Response

Q1. a, b, c. All three statements relate to properties of metals.
Q2. a. The major difference between atoms is their atomic number.
b. E
 lements are arranged in the periodic table based on their atomic number. The elements are
arranged in groups and they have similar patterns/properties.
Q3.
Properties of metals Properties of Non-metals
High density Poor thermal conductivity
Ductile Dull
Good Electrical Conductivity Brittle
 e atomic number is the number of protons in the atom. The mass number equals the number
Q4. Th
of protons plus the number of neutrons. The electrons are arranged in shells around the
nucleus. Elements are arranged in groups in the periodic table.
1. Protons
2. Protons and neutrons
3. a. Electrons b. Shells
4. a. Groups b. Periodic Table
Recall and Analyse
• Hydrogen gas is very reactive due to its one electron in the outer most shell. Whereas , Helium
has 2 electrons in the outermost shell, making it unreactive.

56
 • The structure differs in the number of protons, neutrons and electrons. Helium needs to have
at least two neutrons to provide stability and hold the positively charged electrons together.
a. Halogens- Group VII. They are similar as elements have seven electrons in the outer most
shell. So, they are very reactive non-metals. In chemical reactions they tend to gain an electron
to become negatively charged ions.
b. Halogens- They are different as their reactivity decreases with because of the increasing size of
the atoms.
3. This element is more likely to be a non-metal, as its melting point is not very high and its less
dense in comparison to non-metals..
1.Melting point determination: Prepare a small sample of the element and heat it gradually while
observing the temperature. If the sample melts around 115oC, it could be an indicative that the
element matches the given melting point.
2. Density measurement: Take a known volume of the element, for example, using a graduated
cylinder or a specific container and measure its mass accurately using a balance. Divide the mass
by the volume and to calculate the density. If the calculated density is close to 1.96 g/cm3 , it
suggests that that the element may be a match.
3. Additional physical properties. Check other physical properties of the element such as colour,
appearance, hardness, electrical conductivity, and magnetism.
These properties can help further.
Recall and Apply
1. Elements within a period share same number of electron shells and the same highest electron
energy level.
2. 1. Each next element in a period has one more proton and is less metallic than its predecessor.
1 electron
in outer shell
3. The elements from Period 2 are Lithium, Carbon,
1 electronand Boron.
in outer shell
1 electron
in outer shell 19 p
11 p 20 n
3p 12 n
4n
C

lithium sodium Carbon potassium

carbon (2,4)

2. Boron
2. The three properties of metals with example:
• Appear shiny e.g., gold jewellery
• Ductile e.g., copper wires in electronic cables
• Conduction of heat e.g., aluminium cooking utensils
57
 Unit 6 CHEMICAL REACTIONS

SUBTOPICS
Identify chemical reactions and give examples.
Define the law of conservation of mass and demonstrate the law with an
experiment.
Write and balance chemical equations.
Distinguish between different types of reactions (combination, displacement,
double displacement, combustion).
Distinguish between endothermic and exothermic reactions.
Recognize the importance of exothermic and endothermic reactions in daily
life.

58
 Lesson Plan :1
Teacher Ideas
Class: 8
Unit: 6
Topic: Chemical Reactions
Sub-topics :
• Introduction
• How do you know if it is a chemical reaction?
• Law of conservation of mass
• Chemical Equation – in writing chemical equations
Date: Duration: 2 x 40
Term: Week:
Learning Objectives
• To ensure that students are well aware of the difference between
physical change and chemical change / reactions.
• To understand the law of conservation of mass.
Learning Outcomes
• To elaborate on chemical reactions and what enables us to
confirm / deduce that a chemical reaction occurred.
• To fully comprehend the law of conservation of mass.
• To learn about writing a chemical equation.
Resources:
• Textbook – NAS 8
• Charts
Starter Activity: (5 min)
• Teacher will write key words (Chemicals, Elements , Periodic
Table) on the board.
• Students will then be asked a few related questions such as What
are elements? / Can they be destroyed?
• Teacher will talk about matter and mass and write the law of
conservation of mass on the board.
Lesson Methodology: (30 min)
• Ask students to open their books to assigned page numbers and
read silently. Teacher will facilitate.
• Then, the teacher will read loudly which would be followed by
explanation and elaboration. All resources will be effectively used
as the lesson progresses.

59
 • At the end a quick analysis will be given.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities: (30 min)
• Ask students to attempt Quick Review on page 60.
• Ask students to do relevant questions of the Unit Review.
Home Learning :
• Ask students to study the topic for revision.
Lesson Evaluation: (5 min)
• Ask students to attempt Worksheet # 1.

Further Notes

60
 Lesson Plan: 2
Teacher Ideas
Class: 8
Unit: 6
Topic: Chemical Reactions
Sub-topics:
• Changes in energy
• Exothermic reaction
• Endothermic reaction
• Classifying chemical reactions
• Two ways to bond:
• Ionic bond
• Covalent bond
Date: Duration: 2 x 40
Term: Week:
Learning Objectives:
• To explain the topic in detail, with examples.
• To introduce and elaborate bonding and its types.
• To give practice to students of finding out valences and types of
bonds through diagrams.
Learning Outcomes:
• Students will fully comprehend how energy is released or
absorbed during a chemical reaction.
• Heat energy is given out in exothermic reactions and absorbed
in endothermic reaction, everyday life examples/ experiences
further supporting learning theory.
• To understand classification of chemical reactions into different
types of reaction.
Resources:
• Textbook – NAS 8
• Charts
• Materials required for starter activity : Ice cubes , glass beaker,
candle and match sticks.
Starter Activity: (10 min)
• Place ice cubes in a beaker on the table alongside a candle.
Carefully, light the candle. Ask students to observe.
• As the ice and candle wax melts , ask the students whether heat is
given out or taken in by the ice and candle wax.

61
 • Then, correctly relating talk about absorption of heat (Endothermic) and release of heat
(Exothermic).
• Write the two keyword onto the board.
Lesson Methodology: (25 min)
• Ask the students to voluntarily read assigned page numbers.
• The teacher will then explain the topic in detail with reference to everyday life examples. Ask
students for examples as well.
• At the end, a quick analysis will be given.
Assessments Opportunities: (30 min)
• Ask the students to attempt all the remaining questions from the unit review.
Home Learning:
• Ask students to read the topic for revision.
• Make a list of 5 chemical reactions they can observe in their surroundings.
Lesson Evaluation:
• Attempt worksheet # 2.

Further Notes

62
 Worksheet # 1
Name: __________________
Date: ___________________

Q1. Complete the following statements.

i. Chemical reactions transfer _________________.
ii. The bread mold is an example of _________________.
iii. _________________ of iron is a chemical reaction.
iv. _________________ is a reactive metal that explodes on contact with water.
v. Some chemical reactions are _________________.
Q2. Define law of ‘Conservation of mass’.

63
 Worksheet # 2
Name: __________________
Date: ___________________

Q1 a. When does a chemical reaction take place?

b. What are the two type of reactions due to changes in energy?

Q2. Make a list to show classification of chemical reactions into different types.

Q3. Name the types of bonds.

64
 Answer key Worksheet # 1
Name:__________________
Date:____________________

Q1. Complete the following statements.

i. Chemical reactions transfer energy.
ii. The bread mold is an example of food rotting.
iii. Rusting of iron is a chemical reaction.
iv. Sodium is a reactive metal that explodes on contact with water.
v. Some chemical reactions are reversible.
Q2. Define law of ‘Conservation of mass’.
The law of conservation of mass states that mass of a substance in closed system will remain
constant though matter may change its form, it can neither be created nor destroyed. The mass
of the reactants must be equal to the mass of products.

65
 Answer key Worksheet # 2
Name: __________________
Date: ___________________

Q1 a. When does a chemical reaction take place?

The chemical reaction takes place when chemical bonds between atoms are formed or broken.
b. What are the two types of reactions due to changes in energy?
The two types of chemical reactions are:
• Exothermal Reactions
• Endothermal Reactions.
Exothermal Reactions: More energy is released in an exothermal reaction in the products than is
needed to break the bonds between the reactants.
Endothermal Reactions: In an endothermal reaction, more energy is required to break the bonds
of the reactants than is released by the formation of the products.
Q2. Make a list to show classification of chemical reactions into different types.
• Combination or synthesis reaction
• Decomposition Reaction
• Combustion Reaction
• Single Displacement Reaction
• Double Displacement Reaction
Q3. Name the two types of bonds between the atoms that form between atoms in chemical reactions.
The two types of bonds that form between atoms in chemical reactions are:
• Ionic Bond
• Covalent Bond

66
 Answer Key
Quick review
Page # 60
a. Respiration: It is a chemical reaction as new substances like Carbon dioxide and water are
formed.
b. Photosynthesis: It is a chemical reaction. In the presence of sunlight in chloroplast ,
carbohydrates are formed.
c. Making Biryani: While cooking biryani all the ingredients go through a chemical reaction.
Raw meat, rice, etc., change into a tasty recipe/ Food.
d. Digestion: In digestion, food goes through a process by which nutrients are absorbed and
waste material is excreted out. The chemical reactions during the process change the nature of
substances and new substances are formed. Therefore it is a series of chemical reactions.
Unit Review
Choose the correct answer
1. Both a and b. a. Chemical reactions produce new substances. b. Chemical substances are
irreversible reactions
2. b. Photosynthesis
3. c. Synthesis
4. a. Single displacement reaction
5. d. All of them

Vocabulary Review
1. Reactants
2. MgO
3. Neutralization

Observe and Answer

It is a decomposition reaction . As the single chemical substance NH3 breaks down into two or more
substances, i.e., Nitrogen and Hydrogen.
Recall and Response
Q1. a. Iron reacts with copper sulphate to form Iron sulphate and copper
Fe+ CuSO4 FeSO4 +Cu
b. Sodium reacts with chlorine gas to form sodium chloride
2Na+Cl 2 NaCl
Q2. a. Chemical reactions are the processes by which chemicals interact to form new chemicals
with different composition.

67
 b. Chemical Equations are symbolic representations of chemical reactions in which the
reactants and the products are expressed in terms of their respective chemical formulae.
Q3 Draw arrows
Sentence starters Sentence endings
Reactants are Possible sources of danger
Products are The chances of damage or injury from hazard
Hazards are The starting chemicals
Risks are The substances made in a chemical reaction

Recall and Analyse

Q1. a. Burning
Burning in general is a useful process as it helps in everyday life. For example burning of
fuels in vehicles.
b. Moldy Bread
Moldy bread is not good for human consumption as its hazardous for health. It is discarded
as it looks and tastes bad too.
c. Acid rain
Acid rain has disastrous effect on buildings as it damages the surface of the buildings
The acidic particles corrode the metals and cause paint, stones to deteriorate more quickly.
d. Cleaning Products
They are necessary for maintaining attractive and healthy conditions both in the home and
the work place.
The commercial use of cleaning products affect the outdoor and indoor environment and
can lead to pollution and waste.
Q2. When reactants are added or take part, this sign(+) is used in a chemical equations.

Q3. Ethane+Oxygen Carbon dioxide+ water

Reactants Products

Recall and Apply

Q1. Lemon juice contains plenty of vitamin C also known as ascorbic acid, which is a powerful
antioxidant that prevents spoilage and rotting.

Q2. The raw egg when cooked on stove in oils , it changes chemically.The change is evident as the
form changes.

68
Unit 7 ACIDS, BASES, AND SALTS

SUBTOPICS
Classify acids, alkalis, and salts, and give examples of each.
Identify the physical and chemical properties of acids, alkalis and salts.
Define pH and its ranges with reference to indicators.
Interpret the pH scale and identify acids, alkalis, and salts.
Describe neutralisation reactions with real-life examples.
Observe and write the uses of acids, alkalis, and salts in daily life.

69
 Lesson Plan: 1
Teacher Ideas
Class: 8
Unit: 7
Topic: Acids, bases, and salts
Sub-topics:
• Introduction
• Common acids
• Properties of acids
• Uses of acids
• Alkalis
• Properties of alkalis
• Uses of alkalis
• Salts
• Properties of salts
• Uses of salts
Date: Duration: 2 x 40
Term: Week:
Learning Objectives
• To explain the topic in detail.
• To elaborate further in uses and properties of acids and alkalis.
Learning Outcomes
• Classify acids, alkalis, and salts, and give examples of each.
• Identify the physical and chemical properties of acids, alkalis and
salts.
• Define pH and its ranges with reference to indicators.
• Interpret the pH scale and identify acids, alkalis, and salts.
• Describe neutralisation reactions with real life examples.
• Observe and write the uses of acids, alkalis and salts in daily life.
Resources:
• Textbook – NAS 8
• Charts
• Materials required for starter activity such as litmus paper,
different liquids required.
Starter Activity: (10 min)
• In separate labelled clear glasses, pour the liquids. a. Window
cleaner b. toilet bowl cleaner c. orange juice d. apple juice. (Warn

70
 the students that these are not to be consumed or tempered with)
• Place a red litmus paper in each and then ask the students to observe the colour change on the
litmus paper in their notebooks. Repeat, using a blue litmus paper this time.
• Then, discuss the colour change whilst recognising which liquid is acidic or alkaline. Write the
colour changes on the board.
Lesson Methodology: (25 min)
• Ask students to open their books to assigned page numbers and read silently. Teacher will
facilitate.
• It will then be followed by the teacher reading and explaining.
• The topic will be explained in depth using all available resources effectively.
• At the end, a quick analysis will be done.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities: (25 min)
• Ask the students to attempt Quick Review on page 75.
• Ask students to attempt relevant questions of the Unit Review.
Home Learning:
• Ask students to study the topic for revision.
• Ask students to make a list of 5-6 substances that are used in everyday life and categorise them.
Lesson Evaluation: (5 min)
• Worksheet # 1 will be attempted.

Further Notes

71
 Lesson Plan: 2
Teacher Ideas
Class: 8
Unit: 7
Topic: Acids, bases, and salts
Sub-topics:
• Indicators – Litmus paper
• Which plants make a good indicator
• pH scale
• Universal Indicator
• Neutralisation
• Uses of neutralisation
• Soil for crops
• Acidic Lakes
• Indigestion
• Tooth decay
• Treating stings
Date: Duration: 2 x 40
Term: Week:
Learning Objectives
• To explain the topic in detail.
• To emphasize upon the importance of universal indicators.
• To discuss neuralisation and its uses and its effects in nature.
Learning Outcomes
• Define pH and its ranges with reference to indictors.
• Interpret pH scale and identify acids, alkalis and salts.
• Describe neutralisation reactions with real life examples.
Resources:
• Textbook – NAS 8
• Charts
• Video on pH indicators
Starter Activity: (10 min)
• Arrange a visit to the computer lab and show a video relevant to
indicators.
Reference link: https://youtu.be/xYQlvTblgCY
(Rewrite to prevent copyright strike)
• Ask them to make notes.

72
Lesson Methodology: (25 min)
• Ask students to open their books to assigned page numbers and read silently. Teacher will
facilitate.
• It will then be followed by the teacher reading and explaining.
• The topic will be explained in depth using all available resources effectively.
• At the end a quick analysis will be done.
Assessments Opportunities: (30 min)
• Ask students to attempt all the remaining quick reviews and questions from the unit review.
Home Learning:
• Ask the students to write a topic summary for revision.
Lesson Evaluation:
• Ask the students to attempt Worksheet # 2.

Further Notes

73
 Worksheet # 1
Name: __________________
Date: ___________________

Q1. i. Write properties of acids.

ii. Give an example for each, acid, base and salt .

Q2. Mark whether True or False.

1. Acid turns blue litmus paper red. (True/False)
2. Alkalis turn blue litmus paper red. (True/False)
3. When an acid reacts with a base in a chemical reaction, the products are salt and water.
(True/False).
Q3. Identify the given symbols.

--------------------------
e Toxic Irritant Harmful
d destroy These substances can cause death. they may have These substances are not corrosive but can These substances are similar to toxic
and skin. poisonous effects when swallowed, or breathed in, cause reddening or blistering of the skin substances but less dangerous.
or absorbed through the skin

--------------------------
nt Harmful
corrosive but can These substances are similar to toxic
ering of the skin substances but less dangerous.

74
 Worksheet # 2
Name: __________________
Date: ___________________

Q1. Define:
a. Indicators

b. Dyes

c. pH scale

Q2. What is universal indicator? Briefly explain.

Q3. Describe neutralisation reaction.

75
 Answer key Worksheet # 1
Name: __________________
Date: ___________________

Q1. i. Write properties of acids.

• They have a sour taste.
• They turn blue paper red.
• Acids can conduct electricity.
• Strong acids are corrosive to skin and clothes.
• All acids contain at least one Hydrogen atom.
• They are soluble in water and they produce H+ ions in a solution.
• Acids can be weak or strong.
• The more H+ ions are produced in a solution the stronger it is.
ii. Give an example for each, acid ,base and salt .
a. HCl
b. NaOH
c. NaCl

Q2. Mark whether True or False.

1. Acid turns blue litmus paper red. (True/False)
2. Alkalis turn blue litmus paper red. (True/False)
3. When an acid reacts with a base in a chemical reaction, the products are salt and water. (True/
False).
Q3. Identify the given symbols.

Toxic
e Toxic Irritant Harmful
d destroy These substances can cause death. they may have These substances are not corrosive but can These substances are similar to toxic
and skin. poisonous effects when swallowed, or breathed in, cause reddening or blistering of the skin substances but less dangerous.
or absorbed through the skin
Harmful
nt Harmful
corrosive but can These substances are similar to toxic
ering of the skin substances but less dangerous.

76
 Answer key Worksheet # 2
Name: __________________
Date: ___________________

Q1. Define:
a. Indicators
They are substances that change colour of solutions of acid and base.
b. Dyes
They are good indicators which are extracted from plants.
c. pH scale
The pH scale is a measure of how acidic or alkaline a solution is on a pH scale.

Q2. What is universal indicator? Briefly explain.

Universal indicators can tell us how strongly acidic or alkaline solutions are by changing colour. It
shows a different colour at each pH level.
It can even show whether a solution is acidic or basic.
Q3. Describe neutralisation reaction.
When acids and alkalis are mixed in right amount, they will form a neutral solution. This reaction is
known as neutralisation reaction.

77
 Answer Key
Quick review
Page # 75
HCl Nitrate
Nitric Acid Chloride
Sulphuric Acid Sulphate
Quick review
Page # 77
Q1. U
 niversal indicator contains a mixture of dyes and therefore it can turn a whole range of colours
in comparison with other indicators.
Q2.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

acidic neutral alkaline

The diagram shows a pH scale. The colours indicate acidity, alkalinity or neutral properties of
a substance. From 0 to 6 is acidic, 7 is neutral and from 8 to 14 is alkaline range. Indicators are
used to find out pH value.
Q3. i. 2, 3, 6 are in the acidic range.
ii. 7 pH value shows neutral range of the solution, green in colour.
Unit Review
Choose the correct answer
1. d. all of these
2. b. baking soda solution
3. a. red in acid, yellow in base
4. d. antacids
5. a. and b both. a. acid and alkali react together to form salt. b. when acids and alkalis
react together neutralisation takes place

Vocabulary Review
1. Irritant
2. NaCl
3. Sulphuric acid

78
Observe and Answer
1 a. Red
b. Purple
c. Purple

Recall and Response

1. i. red, less than
ii less, 7.
2. a. Indicators: A dye that changes colour when it is put into an acid or alkaline solution.
b. pH scale: A pH scale is a measure of how acidic or alkaline a solution is on a pH scale.
c. Salt: A compound formed by reaction of an acid and a base.
d. Neutralisation: A reaction of alkali with an acid of similar concentration that gives salt and
water as products.

Recall and Analyse

Q1. Indicators are substances that change colour in solutions of acids and alkalis. It’s a quick way to
differentiate between acidic and basic solutions.
Q2.
a. When acids and alkalis are mixed in right proportions, salt and water are end products. Salt
is neutral in properties. H+ ions are produced by acid and OH- ions are produced by base.
During the reaction these ions form water and other ions form salt.
b. When an acid and a alkali are mixed in right amount, neutralisation takes place, and salt is
produced.
c. Examples of salts are Sodium chloride or table salt, Potassium chloride, Copper sulphate.

Recall and Apply

• Hibiscus flower juice will turn dark green.
• The red cabbage juice turned yellow, which shows that the solution is alkaline. Therefore
when we add Hibiscus juice in an alkaline solution, it will change colour to dark green,
confirming that the test substance is alkaline in nature.

79
 Unit 8 FORCES AND MOTION

SUBTOPICS
Recognize that several forces may act on an object and that they may or may not
balance each other.
Examine the effect of an unbalanced force on an object.
Differentiate between floating and sinking objects in terms of density.
Define ‘pressure’ with examples and its unit.
Relate pressure with force and area.
Investigate effects related to pressure (e.g. water pressure increasing with depth,
a balloon expanding when inflated, etc.)
Examine the effect of force in the presence of air pressure.
Make a hydraulic elevator.
Build a two-stage rocket model.

80
 Lesson Plan : 1
Teacher Ideas
Class : 8
Unit: 8
Topic: Forces and Motion
Sub-topics :
• Introduction
• Forces in Balance
• Looking both ways
• Unbalanced Forces – A moving car has forces acting on it.
• Forces on an aircraft – Upthrust, floating and sinking
• Making ships float
Date: Duration: 2 x 40
Term: Week:
Learning Objectives
• To enable students to grasp the concepts of the topic.
• To comprehend and relate the knowledge to our surroundings.
Learning Outcomes
• Recognise that several forces may act on an object and that they
may or may not balance each other.
• Explain the effect of unbalanced force on an object. Differentiate
between floating and sinking objects in terms of density.
Resources:
• Textbook – NAS 8
• Charts
• Materials required for starter activity (A-4 papers) for making
paper planes.
• Video Link: https://youtu.be/rfeVlNL7d9U Rewrite to prevent
copyright
Starter Activity: (10 min)
• Share that an interesting topic will start with the beginning of
this activity.
• Distribute A-4 or any plane paper sheet, one each to every
students.
• Then, ask them to follow you while you make a paper plane.
• When done, ask them to fly their planes ideally in an open area.
• Share that all objects fly due to application of force on them.

81
 • Write the terms “Force and Pressure” on the board.
Lesson Methodology : ( 25 min)
• Ask students to open their books to assigned page numbers and silently read. Teacher will
facilitate.
• Loud reading will be done by the teacher.
• Explanation will follow. All available resources and everyday examples will be used.
• A quick analysis will be at the end.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities: (30 min)
• Ask students to attempt Quick Review on page 85.
• Ask students to attempt relevant questions of Unit Review.
Home Learning :
• Ask the students to study the topic for revision.
• Ask students to make a list of at least 5 actions we see or perform where a force is applied.
Lesson Evaluation : (5 min)
• Ask the students to attempt Worksheet #1.

Further Notes

82
 Lesson Plan : 2
Teacher Ideas
Class: 8
Unit: 8
Topic: Force and Pressure
Sub-topics :
• Pressure
• Increasing the pressure by reducing the area
• Air pressure
• Air pressure and atmospheric pressure
• How does air exert pressure?
• Fluids – Fluids exert pressure
• Water pressure
• Effect of forces in the presence of air pressure.
Date: Duration: 2 x 40
Term: Week:
Learning Outcomes
• Differentiate between floating and sinking objects in terms of
density.
• Define pressure with examples and its units.
• Relate pressure with force and area.
• Investigate effects related to pressure (e.g. water pressure
increasing with depth, a balloon expanding when inflated etc).
• Examine the effect of force in presence of air pressure.
• Make a hydraulic elevator.
• Build a two- stage hydraulic elevator.
Resources:
• Textbook – NAS 8
• Charts
Starter Activity : (10 min)
• Divide the class into a group of 4 and give a printed word puzzle
to each group. Ask them to look for the words and the first team
to find all wins.

83
 WORD PUZZLE
E L W I J Z Y C K L E Z E N U
R N E W T O N P T L C Y U H T
U H M S F E B R F K A C A V Z
S K T M L C P O V U F G L B K
S L Z R A N X O E X R V I I O
E M Y L M A T L Y B U F N M U
R F C X F L A Z D D S L W M M
P F O R O A O N Q Y J Z W R I
F A P U R B L U J R I Y T E O
T K P A C Y F K N I S X H T A
F M T I E K V D F T Y B X E F
D A P A M Q D Q B Y O H Z M N
S E U K P V R A I R I V C C D
V R Q H M I U G R Y S Q Z O E
J A G G V V O E N I Q F J F W

WORLD LIST:
Words are hidden and
PRESSURE FORCE AREA NEWTON METER SURFACE
BALANCE FLOAT SINK AIR
ANSWER
E L W I J Z Y C K L E Z E N U
R N E W T O N P T L C Y U H T
U H M S F E B R F K A C A V Z
S K T M L C P O V U F G L B K
S L Z R A N X O E X R V I I O
E M Y L M A T L Y B U F N M U
R F C X F L A Z D D S L W M M
P F O R O A O N Q Y J Z W R I
F A P U R B L U J R I Y T E O
T K P A C Y F K N I S X H T A
F M T I E K V D F T Y B X E F
D A P A M Q D Q B Y O H Z M N
S E U K P V R A I R I V C C D
V R Q H M I U G R Y S Q Z O E
J A G G V V O E N I Q F J F W

84
Lesson Methodology : (25 min)
• Ask students to open their books to assigned page numbers and silently read. Teacher will
facilitate.
• Loud reading will be done by the teacher.
• Explanation will be done with effective use of resources. Key words will be written on the
board and explanation will include examples where force is in play.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities : (30 min)
• Ask students to attempt all remaining quick reviews and questions from unit review.
Home Learning :
• Ask students to study the topic for revision.
Lesson Evaluation :
Ask students to attempt worksheet #2.

Further Notes

85
 Worksheet # 1
Name: __________________
Date: __________________

Q1. Give one word answer:

i. They stretch and squash, pull and push, twist and bend, speed things up and slow things
down.
____________________
ii. A paper clip can be moved by a force exerted by it.
____________________
iii. When a car is pushed its opposite force is produced.
____________________
Q2. Label the two forces in the car which balance each other.
push

friction

Look at the image and elaborate what keeps the object afloat.

Speeds up

Speeds down

86
Constant speed
 Worksheet # 2
Name: _________________
Date: __________________

Q1. Give definition of pressure and air pressure.

Q2. Define fluids and give some examples:

Q3. Name the pressure that you think exists under water. What do driver must wear under water as
shown in the image below?

87
 Answer key Worksheet # 1
Name: __________________
Date: ___________________

Q1. Give one word answer:

i. They stretch and squash, pull and push, twist and bend, speed things up and slow things
down.
Forces
ii. A paper clip can be moved by a force exerted by it.
Magnet
iii. When a car is pushed its opposite force is produced.
Friction
Q2. Label the two forces in the car which balance each other.

push

friction

Look at the image and elaborate what keeps the object afloat.

Speeds up
Some super tankers weigh over five billion Newtons. The upthrust from the water keeps them
afloat.

Speeds down
88
 Answer key Worksheet # 2
Name: __________________
Date: ___________________

Q1. Give definition of pressure and air pressure.

Pressure is the force per unit area. The unit of pressure is pascal (Pa), which is equal to one Newton
per square metre.
Air Pressure: When we pump air into a tyre, we push in molecules of air. These molecules are
constantly moving. They bump into each other and into the walls of the tyre. This movements creates
a force on the walls. This force is air pressure. The tyre inflates evenly because air exerts pressure
evenly in all directions.
Q2. Define fluids and give some examples:
Fluids are any materials that can flow. The fluids take the shape of the container it is kept in. They
include gases, liquids. Honey, milk, petrol, Nitrogen, steam are some examples.
Q3. N
 ame the pressure that you think exists under water. What do driver must wear under water as
shown in the image below:

It is called as water pressure. The picture shows a diver wearing special suit to survive there.

89
 Answer Key
Quick review
Page # 84

The pressure on floating ball is

shown to be of two types:
i. Upwards -It is the upthrust.
ii. Downwards-It is the gravity

Quick review
Page # 86
Q1. • Pressure is the measure of how much force there is on certain areas.
• If you exert small force on a small area the pressure will be large.
• Pressure is measured in N/m2.
Q3. The three examples of balanced forces are:
• The floating ship
• The flying aeroplane
• Moving car with uniform speed
Quick review
Page # 89
a. False (P=F/area)
b. True
c. False
d. True

90
Unit Review
Choose the correct answer
1. a. P=F/A
2. b. liquids and gases
3. b. liquid pressure decreases with depth
4. b. the fluids inside our body also exert pressure outwards and that pressure balances atmospheric
pressure.
5. C, to balance the atmospheric pressure outside

Vocabulary Review
1. Upthrust
2. Pressure
3. Atmosphere

Observe and Answer

As the force of one hand is 20 N which is more than two hands(15 N), therefore the wooden piece
will move towards left (b).
Recall and Response
Q1. a. Force
b. More
c. More
d. Fluids
Q2. a. i. saliva
ii. Blood
b. i. water
ii. Air
c. i. barometer
ii. manometer
Q3. Pressure is the force per unit area. The unit of pressure is pascal, which is N/m2
Recall and Analyse
Q1. The gravity of Earth pulls air above it to the Earth, hence atmospheric pressure is produced.
Q2. If the altitude is high the air pressure is low.
Q3. The reason we are not crushed under the weight of air is that the pressure inside our body is
equal to the atmospheric pressure and cancels atmospheric pressure exerted from outside.

91
 Numerical Questions: Solutions.
1. Data Solution:
Weight= 5000 N P = W/A
Area = 2.5 m2 P = 5000/ 2.5
Pressure? P = 2000 Nm-2

2. Data Solution:
Base= 0.01 m2= Area P= F/A
Pressure= 500 N/m2 F= P × A
Force=? F = 0.1 × 500 = 0.05 N

3. Data Solution:
Weight = 4500N= Force P= W/A = 4500/ 100000 = 0.0045 m2
Pressure= 1,000,000 Pa Therefore= 1 tyre = 0.0045/2 = .00225
= 1000000 Nm-2
Area=?

4. Data Solution:
Size of box W = P × A
Weight=? W = 100 × 0.0125 = 1.25N
Pressure = 100Pa

5. Data Solution:
Force= 100 N P= F/A=100/1 = 10
Area= 1m2 5 × 5 × 5 = 125cm3 = 0.0125m2
Pressure=?

Recall and Apply

a. If the shoulder strap of school bag were thin, the pressure will increase, while the area is
reduced. In other words, bags will feel heavier.
b. If the feet of waterfowls were not broad, they would not walk easily on lily pads. As the area is
increased, the pressure is decreased, so broader the feet, lesser the pressure.
c. A loaded truck makes deeper compression on muddy ground than an empty track because on
a soft surface as mud, the pressure might be big enough to cause deeper compression.

92
 REFLECTION AND REFRACTION
Unit 9 OF LIGHT

SUBTOPICS
Identify basic properties of light (i.e. speed, transmission through different
media, absorption, reflection, and dispersion).
Describe and show how an image is formed by the plane mirror.
State the Laws of Reflection.
Describe different optical instruments which use curved mirror.
Relate the apparent colour of objects to reflected or absorbed light.
Explain that light is refracted at the boundary between air and any transparent
material.
Distinguish between reflection and refraction of light with daily life examples.
Investigate that light is made up of many colours. Relate the apparent colour of
objects to reflected or absorbed light.
Identify spherical mirrors. Describe the characteristics of an image(s) formed by
concave and convex mirror.
Describe use of different optical instruments in which planes and spherical
mirrors are used.

93
 Lesson Plan : 1
Teacher Ideas
Class: 8
Unit: 9
Topic: Reflection and Refraction of Light
Sub-topics :
• Introduction
• Types of Mirrors– Plane mirrors
• Character of an image formed by a mirror
• Features of spherical mirrors
• Types of spherical mirrors
a. Concave mirror
b. Convex mirror
• Uses of mirrors
• Used in automobiles
• Plane mirrors in terms of safety and security
• Solar cooker
• Mirrors found in torches.
• Microscope
• Telescope
Date: Duration: 2x40
Term: Week:
Learning Objectives
• To enable students to grasp the concept.
• To give awareness of types and uses of various types of mirrors.
Learning Outcomes
• Identify basic properties of light (i.e. speed) transmission
through different media , absorption , reflection , and dispersion.
• Describe and show how an image is formed by the plane mirror.
• Describe different optical instruments which use curved mirrors.
• Identify spherical mirrors. Describe the characteristics of an
image (s) formed by concave and convex mirror.
• Describe use of different optical instruments in which plane and
spherical mirrors are used.
Resources:
• Textbook – NAS 8
• Charts

94
 • Materials required for starter activity : Hand-held mirrors, paper, markers.
Starter Activity: (10 min)
• Ask students to write their names in capital letters on the sheet of paper.
• Ask the students to hold the mirror in one-hand and sheet of paper in the other in a way that
they can read their names in the mirror.
• Ask them to observe and note how the image in the mirror looks different .
• Share how it's different.
• Write the title of the lesson on the board.
Lesson Methodology: ( 25 min)
• Ask students to open their books to assigned page numbers and silently read. Teacher will
facilitate.
• Loud reading will be done by the teacher.
• Explanation will be done with effective use of resources with a quick analysis in the end.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities: (30 min)
• Ask students to do Quick Review on page 94 and 98.
• Ask students to attend relevant questions of Unit Review
Home Learning:
• Ask students to study the topic for revision.
• Ask students to write down learning points of the starter activity.
Lesson Evaluation: (5 min)
• Ask students to attempt Worksheet # 1.

Further Notes

95
 Lesson Plan : 2
Teacher Ideas
Class: 8
Unit: 9
Topic: Reflection and Refraction of Light
Sub-topics:
• To make the room look bigger
• Periscope
• Kaleidoscope
• Light Rays
• Speed of Light in different mediums
• The behaviour of light rays
• Reflection
• Types of reflection
• Refraction of light with daily life examples
• Splitting Light
• Reflecting Colours
Date: Duration: 2x40
Term: Week:
Learning Objectives
• To explain in detail the topic with examples.
• To enable students to observe and understand the working of
mirrors in their surroundings.
Learning Outcomes
• State the law of reflection.
• Explain that light is refracted at the boundary between air and
any transparent materials.
• Distinguish between reflection and refraction of light with daily
life examples.
• Investigate that light is made up of many colours. Relate the
approved colour of objects to reflected or absorbed light.
Resources:
• Textbook – NAS 8
• Charts
• Material required for starter activity : prism and torch
Starter Activity: (10 min)
• Ask students to observe the demonstration.

96
 • Turn off the light.
• Ask a student to hold the torch and let light pass through the prism. Light will refract in 7
colours (VIBGYOR)
Lesson Methodology: ( 25 min)
• Ask students to open their books to assigned page numbers and silently read. Teacher will
facilitate accordingly.
• Different students will be asked to volunteer to read loudly.
• The topic will be explained in detailed with the use of all resources available to assist.
• A quick unit analysis will be provided in the end.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities: (30 min)
• Ask students to attempt Quick Review on page 100.
• Ask students to do relevant questions of the unit review.
Home Learning:
• Ask students to study the topic for revision.
• To watch relevant videos to further strengthen concepts.
Lesson Evaluation:
• Ask students to attempt Worksheet # 2.

Further Notes

97
 Worksheet # 1
Name: __________________
Date: ___________________

Q1. Fill in the blanks:

• The speed of light in a vacuum is ________________.
• Sunlight reaches the Earth in ________________ minutes.
• ________________ is the most vital source of life on Earth, due to sunlight.
• The ________________ objects give out light.
Q2. Write four characteristics of image formed by a mirror.

98
 Worksheet # 2
Name: __________________
Date: ___________________

Q1. Write the use of the following instruments:

• Periscope

• Kaleidoscope

Q2. Answer the following:

a. What are light rays?

b. What happens when a ray of light falls on a surface?

Q3. Draw a diagram to show reflection of light.

99
 Answer key Worksheet # 1
Name: __________________
Date: ___________________

Q1. Fill in the blanks:

• The speed of light in a vacuum is 300,000km/sec.
• Sunlight reaches the Earth in 8 minutes.
• Sun is the most vital source of life on Earth, due to sunlight.
• The luminous objects give out light.
Q2. Write four characteristics of image formed by a mirror.
The four characteristics are:
• The image is at the same distance from the mirror as we are from the mirror.
• Our image is upright.
• Our image is same size as us.
• Our image is laterally inverted, left becomes right and right becomes left.

100
 Answer key Worksheet # 2
Name: __________________
Date: ___________________

Q1. Write the use of the following instruments:

• Periscope
An instrument used in submarines to see objects on the surface.
• Kaleidoscope
It uses reflection of light to generate very interesting patterns which are used to create toys.
Q2. Answer the following:
a. What are light rays?
A beam of light is made up of rays light which travel in one straight line.

b. What happens when a ray of light falls on a surface?

The ray of light is absorbed, transmitted, or reflected depending on the properties of
material it is falling on.
Q3. Draw a diagram to show reflection of light.

Plane Mirror

Incident ray

Angle of
Normal Incidence <i
0
Angle of <r
Reflection

Reflected ray

101
h Answer Key torch
bent rubber tube
Quick review
Page # 94
1. • Star
• Television
• Candle
2. The ten light sources are:
1. Torches
2. Fireworks
3. Lightning
4. Fireflies
Mirror Picture

5. Sun
6. Stars
7. Natural fires or bush fires
3m
8. Glow worms 2m

9. Jellyfish
10. Viper fish
3. W
 hen light strikes on an object that does not produce its own light, e.g., mirror. The light falls on
the object, it is reflected and reflected light enters our eyes. This enables us to see the object.
Quick review
Page # 98
1.

obstacle

These parallel mirrors are used to make a periscope.

2. A looking glass is always a plane mirror because the image formed is always erect and of the same
size as the object.
3. The mirrors used in a torch are concave mirrors. We have a more focused light beam which will
not diverge out and hence help in searching. It is used for light rays falling on it to a single point.

102
Quick review
Page # 100
1. Reflection on a window:
When light hits a glass window, some of the light bounces back(or reflects) off the glass window.
The rest of the light keeps going through the glass of window, but the light is bent. It moves from
the air to the glass.

Reflection on a piece of paper:

On a smooth surface light reflects at the same angle. However if the paper surface is rough it will
not reflect at the same angle.
2. Example of regular surface: Plane mirror
Example of diffuse reflection: Frosted mirror.
3. When Kiran polished the table, she could see a better image of herself, due to smoothness of the
surface. This results in light being reflected at the same angle.

Unit Review
Choose the correct answer
1. c. mirror
2. a. 5m
3. C and E. c. the image is same size as her. e. when she raised her right hand the image raised her
left hand.
4. c. Microscope
5. b. non-luminous

Vocabulary Review
1. Concave
2. Angle of incidence
3. Rainbow

Observe and Answer

The writing on the front of an ambulance is back to front so that other car drivers will see the image
of the writing as front to back, which enables them to read the word correctly.
Recall and Response
Q1. a. We see planets because they reflect light from the sun. (True)
b. We see a book because it reflects light from the surface. (corrected)
c. The image formed in plane mirror is upright. (corrected)
d. A plane mirror is opaque. (True)

103
 Q2. ROYGBIV
Red, Orange, Yellow, Green, Blue, Indigo, Violet
Recall and Analyse
a. Laws of reflection:
1. The angle of incident ray is equal to the angle of reflection.
2. The incident ray the reflected ray and normal, all lie in the same plane.
b. The dentist uses a concave mirror to look at the teeth. (Photo at the bottom) The driver uses
convex mirror for monitoring traffic and it appears closer but smaller which assist drivers.

Recall and Apply

1. Real images are formed when light rays converge to form to form the image. In plane mirror
virtual image is formed. Real images are formed in spherical(concave) mirrors.
2. Plane mirrors and concave mirrors produce virtual image.
3. When we illuminate a rose petal, the red light is reflected while rest of the light is absorbed.
Similarly the leaf looks green because green light is reflected back, while rest of the spectrum is
absorbed.

104
Unit 10 ELECTRICITY AND MAGNETISM

SUBTOPICS
Define voltage and current, and state their SI unit.
Define resistance and its SI unit.
Formulate that resistance is the ratio of voltage to current.
Define electric power and state its unit.
Recognize the electric power of various electrical appliances.
Recognize the terms earth wire, fuse, and circuit breaker.
Analyse the danger of overloading and short circuit and identify the importance
of earth wire, fuses, and circuit breakers.
List precautionary measures to ensure the safe use of electricity.
Investigate the factors that affect the strength of an electromagnet.
Describe the properties that are unique to electromagnets (i.e. the strength
varies with current, number of coils, and type of metal in the core; the magnetic
attraction can be turned on and off; and the poles can switch).
Describe briefly the working principles of electromagnetic devices such as
speaker and doorbell.

105
 Lesson Plan : 1
Teacher Ideas
Class : 8
Unit: 10
Topic: Electricity and Magnetism
Sub-topics :
• Introduction
• Electricity Circuits
• Measuring electric current , voltage , resistance, circulating
power.
• For any electric appliance
• Circuit essentials
• Circuit components
Date: Duration: 2x40
Term: Week:
Learning Objectives
• To give clear concepts of the topic.
• To emphasize and elaborate further on related topics of
electricity and magnetism
Learning Outcomes
• Define voltage and current , and state their SI unit.
• Define resistance and its SI unit.
• Formulate that resistance is the ratio of voltage to current.
• Define Electric power and state its unit.
• Recognise the terms earth, wire , fuse and circuit breaker.
Resources:
• Textbook – NAS 8
• Charts
Starter Activity : (5 min)
• Ask students a few questions such as
• What makes up an electric bell?
• Environmental friendly cars run on what?
• Technology in our everyday life runs mostly with what energy?
• Write down the keywords on the board along with the title of the
topic.

106
Lesson Methodology : (30 min)
• Ask students to open their books to assigned page numbers and read silently. Teacher will
facilitate.
• Teacher will do loud reading.
• Explanation will follow with effective use of resources. Take input from students on the use of
electricity in everyday life.
• At the end, quick analysis will be given.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities: (30 min)
• Ask students to attempt the relevant questions of Unit Review.
Home Learning :
• Ask students to study the topic at home.
• Ask students to make a list of a least 10 machines/ other objects that run on electricity.
Lesson Evaluation : (5 min)
• Ask students to attempt Worksheet # 1.

Further Notes

107
 Lesson Plan : 2
Teacher Ideas
Class: 8
Unit: 10
Topic: Electricity and Magnetism
Sub-topics :
• Safety First – Electrical Hazards
• Paying for electricity
• Magnetic Effect of Current
• Electromagnet
• The electric bell
• The Speaker
• Loud Speaker
Date: Duration: 2x40
Term: Week:
Learning Objectives
• To highlight the importance of safety and security with reference
to electrical power.
• To give useful insight on the everyday effects, etc. of electric
supply.
Learning Outcomes
• Analyze the danger of overloading and short circuit and identify
the importance of earth wire, fuses and circuit breakers.
• List precautionary measures to ensure the use of safe use of
electricity.
• Investigate the factors that affect the strength of an
electromagnet.
• Describe the properties that are unique to electromagnets (i.e.,
the strength varies with current, number of coils, and type of
metal in the core, the magnetic attraction can be turned on and
off, and poles can switch)
• Describe briefly the working principals of Electromagnetic
devices such as speaker and door bells.
Resources:
• Textbook – NAS 8
• Charts
Starter Activity : (10 min)
• Distribute the word puzzle worksheet among the students.

108
Word Puzzle
Z V P A R E S I S T A N C E I F H I
X T T I R X W U S H B P D S U W F U
U F W Y A E L E C T R I C I T Y O O
O A B G C K F J O P O W E R B D S G
D Q E L E C T R O R A G N E T E T B
Y U B E L U C U R R E N T T A M L J
S M W W C A B P M X I B R A F B B L
Y H D I H M T K K W O S W T V M Z I
Y E U R C V O L T A G E G P L G B X
U Z U E Q D K I C I R C U I T D Q S
D T G K L Y S M L R O J R H J G G X
L D W O Z Q C Z A C H H F U S E X P
Find the following words in the puzzle.
Words are hidden and

BELL ELECTROMAGENT VOLTAGE

CIRCUIT FUSE WIRE
CURRENT POWER
ELECTRICITY RESISTANCE

Solution

. . . . R E S I S T A N C E . . . .
. . . . . . . . . . . . . . . . . .
. . . . . E L E C T R I C I T Y . .
. . . . . . . . . P O W E R B . . .
. . E L E C T R O M A G N E T E . .
. . . . . . C U R R E N T . . . L .
. . . W . . . . . . . . . . . . . L
. . . I . . . . . . . . . . . . . .
. . . R . V O L T A G E . . . . . .
. . . E . . . . C I R C U I T . . .
. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . F U S E . .

109
 Lesson Methodology : 25 min)
• Ask students to open their books to assigned page numbers and silently read. Teacher will
facilitate accordingly.
• Different students will be asked to volunteer to read loudly.
• The topic will be explained in detailed with the use of all resources available to assist.
• A quick unit analysis will be provided in the end.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities: (30 min)
• Ask students to attempt Quick Review on page 112.
• Ask students to attempt relevant questions of Unit Review.
Home Learning :
• Ask students to study the topic.
• Ask students to draw a diagram to show an electric bell circuit ; using a battery cell.
Lesson Evaluation :
• Ask students to attempt Worksheet # 2.

Further Notes

110
 Worksheet # 1
Name: __________________
Date: ___________________

Q1. Describe electricity circuits.

Q2. Define:
• Current

• Ammeter

• Voltage

Q3. Join the power ratings of electrical appliances:

Iron 400 W
Drill 1100 W
Lamp 11 W
LED Tv 2.4 KW
Blender 80 W

111
 Worksheet # 2
Name: __________________
Date: ___________________

Q1. Make a list of five hazards:

Q2. Draw and label a diagram to show magnetic effect of current:

112
 Answer key Worksheet # 1
Name: __________________
Date: ___________________

Q1. Describe electricity circuits.

An electrical current results from the movement of negatively charged particles, around an electrical
circuit. The electrons move or are conducted from the negative terminal of the energy source to the
positive terminal.

Q2. Define:
• Current
Electrical current is the flow of charge.
• Ammeter
It is a device that measures the current passing a particular point in an electric circuit.
• Voltage
The difference of energy per unit charge is known as voltage or potential difference.

Q3. Join the power ratings of electrical appliances:

Iron 400 W
Drill 1100 W
Lamp 11 W
LED Tv 2.4 KW
Blender 80 W

113
 Answer key Worksheet # 2
Name: __________________ electrons
torch bulb
Date: ___________________

Q1. Make a list of five hazards:

The five hazards are:
• High voltage circuits
• Low voltage circuits
• Old, frayed wiring
• Long, extension leads
• Water in sockets or plugs

Q2. Draw and label a diagram to show magnetic effect of current:

Card

The magnetic field near

a long straight wire

114

FUSED
 Answer Key
Quick review
Page # 112
1. It is dangerous because a worn mains cable will have a higher resistance at one point. When a
current flows through it, the heating effect may be enough to melt the insulation and cause a fire.
2. As more electrons collide with atoms the wire gains more kinetic energy and therefore its
temperature increases.
Unit Review
Choose the correct answer
1. c. watts
2. a. current x time
3. b. by melting if current is too high
4. d. al the above
5. b. voltmeter
Vocabulary Review
a. Switched, current
b. Heat

Observe and Answer

Current
Formula Current= Power/Voltage ( solutions as per US standards)
• Washing machine =4000 / 120= 33.3 A
• Lap Top =85/120= 0.708 A
• LED Tv =300/120= 2.5 A
Recall and Response
Q1.
• Voltage
It is the pressure from one electrical power source that pushes charged electrons (current)
through a conducting loop, enabling them to do work such as, illuminating a light.
• Resistance
Resistance is the measure of the opposition to current flow in an electric current.
• Current
It is the rate at which electrons flow past a point in a complete electrical circuit.

115
 Q2. Th
 e voltage measured (in volts) of a battery is the energy (measured in joules) supplied to each
unit of charge(measured in Coulombs).
Recall and Analyse
Q1. They are:
1. High voltage circuits: They are dangerous for many reasons. If a bare wire or high voltage
terminal is touched, the person would receive an electric shock, which could be fatal.
2. Old frayed wiring: Broken strands means that a wire will have a higher resistance at one
point. When a current flows through it , the heating effect may be enough to melt the
insulation and cause a fire.
3. Long extension leads: They may over heat when used when coiled up. The current warms the
wire but the heat has less area to escape from a tight bundle.
4. Water in sockets or plugs: Water will conduct current, so if electrical equipment gets wet,
there is a risk that someone might be electrocuted.
Q2. I f a fault develops and a current gets too high the fuse blows and breaks the circuit before the
cable can overheat and catch fire.
Q3. Th
 e earth wire is important safety wire. If a live wire comes loose and touches the metal body, a
current flows to earth and blows the fuse. Then the object is safe to use. E.g., kettle.
Q4. A
 n earth wire protects by connecting metal body of an object to Earth and stops it from
becoming live. If the live wire becomes loose and touches the metal body, a current immediately
flows to earth and blows the fuse.
Recall and Apply
Q1. Th
 e frayed broken wires have higher resistance. When a current flows through it, the heating
effect may be enough to melt the insulation and cause a fire.
Q2. I f too much current passes through electrical cables, it warms the wires because of resistance.
The resistance creates heat. With more resistance, heat is increased.
Q3. Th
 e cable becomes dangerous if too much current passes through it. It heats up due to
resistance.
Q4. I f you have wet hands, there is a high chance that you may be electrocuted. The shock could be
strong and hurt you badly.

116
Unit 11 OUR UNIVERSE

SUBTOPICS
Explore and understand the terms star, galaxy, milky way, and the black holes.
Compare the types of galaxies.
Relate the life of a star with the formation of black hole, neutron star, pulsar
white dwarf, red giant.
Discuss the birth and eventual death of our Sun.
Show how information is collected from space by using telescopes (e.g. Hubble
space telescope) and space probes (e.g., Galileo).
Describe advancements in space technology and analyse the benefits generated
by the technology of space exploration.

117
 Lesson Plan : 1
Teacher Ideas
Class : 8
Unit: 11
Topic: Our Universe
Sub-topics :
• Introduction
• The Sun
• Moving across the sky
• Stages of a star
• Beginning
• Main – sequence Stars
• Death of a star
• Red giants
• Super giants
Date: Duration: 2x40
Term: Week:
Learning Objectives
• To give clear concepts of the topic.
• To explain and discuss how vast our universe is.
Learning Outcomes
• Explore and understand the terms stars, galaxy, milky way and
the black hole.
• Relate the life of a star with formation of black hole, neutron star,
pulsar, white dwarf, red giants.
Resources:
• Textbook – NAS 8
• Charts
• Internet access for starter activity
Starter Activity: (10 min)
• Arrange and show a video on the topic.
Reference Link: https://youtu.be/2IMSjEs8qww
Lesson Methodology: (25 min)
• Ask students to open their books to assigned page numbers and
silently read. Teacher will facilitate accordingly.
• Different students will be asked to volunteer to read loudly.

118
 • The topic will be explained in detailed with the use of all resources available to assist.
• A quick unit analysis will be provided in the end.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities: (30 min)
• Ask students to attempt relevant questions of unit review.
Home Learning :
• Ask students to study the topic.
• Ask students to study with a short note on the video they watched.
Lesson Evaluation : (5 min)
• Ask students to attempt Worksheet #1.

Further Notes

119
 Lesson Plan : 2
Teacher Ideas
Class : 8
Unit: 11
Topic: Our Universe
Sub-topics :
• Stages of a star
• Black Hole
• The birth and death of a Sun
• Galaxies
• Types of Galaxies
• A spiral galaxy
• An elliptical galaxy
• An irregular galaxy
Date: Duration: 2x40
Time: Week:
Learning Objectives
• To explain in detail with images and text.
• To create interest in our universe through further elaboration.
Learning Outcomes
• Compare the types of galaxies.
• Relate the type of star with the formation of black hole, neutron
star, pulsar.
• Discuss the birth and eventual death of our Sun.
• Show how information is collected from space by using telescope
(e.g., Hubble Space Telescope) and space probes (e.g., Galileo)
• Describe advancements in space technology and analyse the
benefits generated by the technology of space exploration.
Resources:
• Textbook – NAS 8
• Charts
• Visit to the school library
Starter Activity: (10 min)
• The class will be conducted in the library.
• Ask students to search for geography books on stars, telescope,
universe that contain its images.
• Open the books and randomly search for images and share in
class.

120
Lesson Methodology : ( 25 min)
• Ask students to open their books to assigned page numbers and silently read. Teacher will
facilitate accordingly.
• Different students will be asked to volunteer to read loudly.
• The topic will be explained in detail with the use of all resources available to assist.
• A quick unit analysis will be provided in the end.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities : (30 min)
• Ask students to attempt Quick Review on page 112.
• Ask students to attempt remaining questions of the Unit Review.
Home Learning :
• Ask students to study the topic.
• Suggest students to visit a Planetarium with their parents.
Lesson Evaluation :
• Ask students to attempt Worksheet #2.

121
 Worksheet # 1
Name: __________________
Date: ___________________

Q1. Complete the following statements:

a. A ball of burning gas in space visible as point of light in the sky is called as
__________________.
b. __________________ are area in space that even light cannot escape from because gravity is
strong their.
c. A giant star called ____________ has shrunken so much that it looks smaller than the Earth.
d. The pattern of stars that we see in the sky are known as _____________________.
e. After four billion years our sun will become a _____________.

Q2. Draw a diagram and label it to show death of our sun.

122
 Worksheet # 2
Name: __________________
Date: ___________________

Q1. Name the three types of galaxies.

Q2. Why is space exploration by scientists important?

Q3. How can we see the constellations which are very far from Earth?

Q3. Look at the image below and answer

a. What is this object?

b. What is a telescope?

c. When was this telescope launched?

123
 Blob of matter begins matter becomes more
to collect at centre dense and hot

Answer key Worksheet # 1

Name: __________________ Gas nebula
Date: ___________________
Protostar

Main sequence star

Q1. Complete the following statements:
a. A ball of burning gas in space
Original mass visible as point of light in the sky
Original is called as star.
mass
≤ 8 solar masses, ≥ 8 solar masses, red
b. Black holes are areas in space that even light cannot escape
red giant star
from because gravity is strong
supergiant star
there.
c. A giant star called pulsar has shrunken so much that it Supernova
White dwarf
looks smaller than the Earth.
and
d. The pattern of stars planetary
that we see in the sky are known as constellations.
nebula Core ≤ 2 solar Core 3 - 10 solar
e. After four billion years our sun will become amasses,
red giant. masses,
neutron star black hole

Q2. Draw a diagram and label it to show death of our sun.

outer layer
drifts away

Sun (in 6000 Sun swells .... and becomes

core becomes a
million years time) and cools... a red giant
white dwarf

124
 Answer key Worksheet # 2
Name: __________________
Date: ___________________

Q1. Name the three types of galaxies.

The three types of galaxies are:
• Spiral
• Elliptical
• Irregular
Q2. Why is space exploration by scientists important?
The scientists explore new frontiers in space which provides with tremendous knowledge of space
and beyond. This benefits life on Earth.
Q3. How can we see the constellations which are very far from Earth?
Instruments like telescope help us to see the constellations. The telescopes are providing data which
is collated and made useful.
Q4. Look at the image below and answer

a. What is this object?

This is Hubble telescope.
b. What is a telescope?
It helps us to see thigs very far in the universe.
c. When was this telescope launched?
It was launched in 1990.

125
 Answer Key
Quick review
Page #120
Sun Gigantic nuclear explosion
Light year The distance light travels in a year about a trillion kilometres
White Blob of matter
dwarf 150begins
kilometres away from us matter becomes more
to collect atEnormous
Supernova centre clouds of H and dust dense and hot
Neutron Star Remnants of Supernova
Protostar The white hot star
Unit Review Gas nebula

Choose the correct answer Protostar

1. b. black hole
Main sequence star
2. c. constellations
Original mass Original mass
3. d. round ≤ 8 solar masses, ≥ 8 solar masses, red
4. redmassive
a. the core of the most giant starstar explodes and continues
supergiant star
to collapse forming a black hole
5. d. All of the above
White dwarf Supernova
Vocabulary Review and planetary
nebula Core ≤ 2 solar Core 3 - 10 solar
a. Star
masses, masses,
b. Light year neutron star black hole

c. Pulsar

Observe and Answer

outer layer
drifts away

Sun (in 6000 Sun swells .... and becomes

core becomes a
million years time) and cools... a red giant
white dwarf

Recall and Response

a. Galaxies: A system of million and billion of stars together with gas and dust held together by
gravitational attraction.
b. Black Hole: A type of space having a gravitational field so intense that matter and radiation
cannot escape.
c. Pulsar: Sometimes neutron stars seem to be blinking on and off and like light house. When
this happens the star is called a pulsar.

126
Recall and Analyse
Q1. a. A supernova is a powerful and luminous explosion of a star. It occurs during the last
evolutionary stages of a massive star or while a white dwarf is triggered into a runaway
nuclear fusion.
b. After a core collapse supernova all that remains is a dense core and hot gas called a nebula.
When the stars are specially large the core collapses. The black hole is the result. Otherwise,
the core becomes white dwarf neutron star.
Q2. a. It is a huge cloud of gas and dust where sun and other planets formed.
b. In the centre of the nebula, one blob grew bigger it will become the Sun. Around it smaller
blobs are formed. These would be planets and moons. As more and more materials were
pulled in. Gravitational potential energy was changed into thermal energy so the central blob
became hotter and hotter. Eventually its core became hot and compressed that fusion started
and it started to lit up to become a star. Other stars formed and being formed in the same
way.
Q3. a. Red Giant: Stars of the similar size and smaller become red giants. In a red giant core both
Hydrogen and Helium are changed into heavier elements. Energy is also released and its
gravity is not strong enough to hold onto its outer layer of gas. This gas slowly spreads out
into the space.
b. In about 6000 million years from now the sun will become a red giant.
c. The sun when it becomes red giant, passing through different phases will eventually fade
away, as its outer layer will drift into space leaving a hot dense core called a white dwarf. This
tiny star will use Helium as fuel. When this runs out the star will fade forever.

Recall and Apply

Q1.
In final states, the stars become red giants with further change as the stars core continue to shrink.
The surface heats up and becomes white hot. This star has become a white dwarf. In case of massive
stars, they blow up in a gigantic nuclear explosion, supernova. Most supernova remnants become
a neutron star. With massive explosions the core cannot resist the pull of gravity and goes on
collapsing this results in a black hole.
Q2.
Gravity holds the stars together. Those stars are also moving and orbit the centre of their galaxies.
Same as the ball that is pulled down by gravity.
Q3.
Galaxies are of three different types:
Spiral, elliptical and irregular.
Differences: the shapes of galaxies are different.
Spiral galaxy has dust, whereas elliptical galaxy has no dust. The irregular galaxy is involved in
collision with other galaxies.
Similarities: All the galaxies are made up of stars, asteroids, planets and galactic clouds.
127
 TECHNOLOGY IN EVERYDAY
Unit 12 LIFE

SUBTOPICS
Make bioplastic from milk and vinegar as an application of biotechnology.
Make toothpaste, soap and detergent as an application of acids and bases in
daily life.
Assemble a concave mirror type solar cooker to convert solar energy into heat
energy
Assemble and operate a simple wind turbine to produce electricity.
Demonstrate the working of UPS and use it to operate a fan or energy saver
bulb.

128
 Lesson Plan:1 1
Teacher Ideas
Class : 8
Unit: 12
Topic: Technology In Everyday life
Sub-topics :
• Making Soap
• Bioplastics from milk and vinegar
• Making toothpaste and detergent at home
• Making a solar pressure cooker
• Making a wind turbine
• What is UPS?
• Working of a UPS
• The basic parts of a UPS are?
• Using a UPS to operate a fan
Date: Duration: 3x40
Term: Week:
Learning Objectives
• To learn the use of technology in everyday life.
• To carry on various hands-on activities at home and school to
make different things or learn how things operate.
Learning Outcomes
• Make bio-plastics from milk and vinegar as an application of
biotechnology.
• Make toothpaste, soap and detergent as an application of acids,
and bases in daily life.
• Assemble a concave mirror type solar cooker to convert solar
energy into heat energy.
• Assemble and operate a simple wind turbine to produce
electricity.
• Demonstrate the working of UPS and use it to operate a fan or
an energy saver bulb.
Resources:
• Textbook – NAS 8
• Materials for various class activities given in the books.
Starter Activity: (10 min)
• Teacher will display some models / items prepared beforehand
and share that they will be preparing these in class and at home.

129
 Lesson Methodology: (25 min)
• Ask students to open their books to assigned page numbers and silently read. Teacher will
facilitate accordingly.
• Different students will be asked to volunteer to read loudly.
• The topic will be explained in detail with the use of all resources available to assist.
• The activities will be carried out.
• Arrange materials required for the activities.
• Divide the class into 4 groups. Assign one task to each group. Also, assign a group leader and
take support from faculty and lab staff to coordinate with students throughout the activities.
The teacher will supervise.
• Distribute the materials and task details as given in the book to each group leader.
• Give a time duration for the activity.
• At completion, collect the projects and display in science lab or classroom.
• At the end a quick analysis for the whole will be given.
Plenary (5 min)
• Quick PMI chart (Plus, minus, interesting) will be filled.
Assessments Opportunities: (30 min)
• Give your comments and issue certificates.
• Have the Head visit the exhibition and give their remarks to motivate the students and
teachers.
• Encourage and celebrate the student progress.
Home Learning:
• Ask students share their learning with their parents and encourage them to perform assigned
activities at home.
Lesson Evaluation: (5 min)
• The products produced and activities carried out will indicate success of the lesson.

Further Notes

130