CLASS – X

LESSON PLAN
Ch-11 HUMAN EYE AND THE COLOURFUL WORLD

Unit HUMAN EYE AND THE COLOURFUL WORLD

Class Total: 7 periods (approx. 40 min each)
Transaction
Pre-requisite Students will be able to recall refraction of light by lenses, nature, position and
for the relative size of images formed by lenses.
course
Assessment 1. Written test
of qualifying 2. Lab activity
knowledge 3. Group Discussion
4. HW notebook
5. Subject enrichment activity
Objective To develop scientific temper and inquisitiveness in students. Also students will
be able to apply and relate learned concepts in their daily lives.
Given the content (chapter) the learners will be able to describe the working of
human eye and various phenomenon of colourful world by drawing diagram in
their notebook with 90% accuracy.

Learning KNOWLEDGE-
Outcomes Students will be able to
Identify the role/function of different parts of the human eye and differentiate
between a normal eye and a defective eye.
Differentiate between myopia and hypermetropia and the role and use of
lenses in correcting the defects of eye.
Discover that white light is a mixture of colours and appreciate that the
dispersion is caused by the difference in angles of deviation caused by a
prism for different colours.
Correlate dispersion, refraction to certain observations in daily life and in
nature like rainbow.
Correlate atmospheric refraction and scattering to certain observations in
daily life and in nature like twinkling of stars, blue colour of sky etc

SKILLS & COMPTENCIES- Students would be able to

• Critically analyse role/function of different parts of the human eye.

• Collaborate in groups and draw ray diagrams to show different defects of
vision.
• Appreciate the importance of human eye and its various parts, eye lens
collaboratively
• Design Creative methods to draw ray diagrams and solve problems
based on defects of vision
• Built character amongst themselves by discussing /communicating the
importance of dispersion, atmospheric refraction and scattering in their
 daily life.
• Answer knowledge, understanding, application and diagrammatic skill
based questions based on the topic.

ATTITUDES AND BELIEFS- Students will be able to

• Develop character by visualizing and observing the structure and

working of human eye, various defects of vision collaborating with
others in drawing ray diagrams and solving numerical and sensitizing
others about the application of various phenomenon like dispersion ,
atmospheric refraction, scattering in various phenomenon like rainbow,
twinkling of stars, early sunrise, delayed sunset, blue colour of sky etc

DOL D2,3
Transaction Transaction would proceed in the following manner-
Methodology Active learning- Identifying various parts of human eye after seeing the
(The teacher ppt/video. (Critical thinking)
can use the
mentioned Group learning Students will be divided in a group of five students each.
techniques, Different members of each group will study and teach others about function of
wherever different parts of human eye/defects of vision/ dispersion/ refraction through a
applicable, prism/ atmospheric refraction/ scattering.
and can use
any other Differentiation- The students will summarize by Peer teaching on board.
too.) (Character, Citizenship)

Questioning- Multiple level question- Teacher will prepare a list of question

about the topic and will ask these questions during discussions. (Critical
thinking, Communication)

Brain Storming-The class would start with a discussion on what the students
have already learnt in the previous classes and hence what is it that they would
learn now. They would also be told the significance of the topic that they would
be studying.

Introduction of the topic- PPT and Digital Content would be shared

Guided practice followed by Independent Practice- NCERT, Exemplar, different

types of questions to be discussed in the classroom.

Techniques to be used:
Set induction
Class discussion'
Quiz
Daily Practice Problem
MCQ
 Peer Assessment
Case Studies
Lab Activities
Graphic Organizers for different terms
Lesson progress using Smart Class
Think Pair Share for solving numerical
Mind Mapping for lesson summarization
Muddiest Point and One Minute Paper for Closure
Any Other

Resources Text Book:

NCERT text book for Science
NCERT Exemplar

Self Study, Independent Practice: Students would do the questions in their H.W notebooks
Home Work, as mentioned in the monthly planner.
Assignments
HW notebooks to be marked as per the given plan:
Assessment Parameters: The total marks for the activity is 5 marks
On time submission………………………………1 mark
Presentation/ Neatness……………………………1 mark
Content……….………………………………......3 marks
It is also advised that the students come to the class with proper background
knowledge of the topic under discussion. They can refer to the resources stated
above.

Assessments 3 UNIT TESTS (20, 30, 30)……………………….80 Marks

MID TERM EXAMINATION……………………80 Marks
HALF YEARLY EXAMINATION………………80 Marks
PRE BOARD-I EXAMINATION ………………..80 Marks
PRE BOARD-II EXAMINATION………………. 80 Marks
ANNUAL BOARD EXAMINATION…………….80 Marks

PERIODIC TEST
By administering pen paper test we assess creativity and critical thinking.
Average of the best two tests to be taken that will have a weightage of 10 marks.
Best 2 Tests out of: Units tests, Midterm examination, Half Yearly examination.

INTERNAL ASSESSMENT ………………………20 Marks

Periodical Test 10 Marks

By administering pen paper test we assess creativity and critical thinking.

Subject Enrichment 05 Marks

With the help of subject enrichment activities we assess communication
,collaboration, character building and citizenship(peer teaching /lab activity
 of drawing ray diagrams
Note Book Submission 05 Marks
By writing the answers of different types of questions we can assess their
knowledge (remembering type questions) critical thinking( application based
questions), creativity(HOT questions)

Addressing Due to various social backgrounds and multiple intelligences, the classroom
Classroom might be a diverse arena. The following techniques can be used for various
Diversity groups:

For gifted students:

• HOT questions to be done
• Encouragement for referring other resources

For weak students:

• Simple remembering type to be completed
• Buddy help to be provided
• Provide grade-up classes

For differently abled students:

• Ignore spelling mistakes and formulae, if not written
• Call parents at regular intervals
• Provide grade-up classes

Marks The weightage would be given by CBSE.

Questions 1. How is a normal eye able to see distinctly distant as well as nearer objects?
2. What is the distance of distinct vision?
3. A person suffering from an eye-defect uses lenses of power - 1D Name the
defect he is suffering from and the nature of lens used.
4. During dispersion of white light through a glass prism name the component of
white light that deviates the least and why?
5. Why danger signals are red in colour?
6. What would have been the colour of sky if the earth had no atmosphere?
7. Mention the names of two phenomenon due to which a rainbow is formed.

Topic DAY 1-Human eye, various parts and their function

Class Transaction 40 min each
Pre-requisite for This topic requires Basic knowledge of Light, Refraction, Spherical lenses
the course which students had already learnt in class VII ,VIII and previous chapter.
Assessment of Facilitator asks the students to recall
qualifying • Names of all the sense organs of human body.
knowledge • Which sense organ enables us to see the beautiful world around?
• What does human eye use to enable us to see?
• What is the function of the lens in a human eye?
Objective Students will be able to
Appreciate the role of human eye as the most sensitive and wonderful
sense organ.
Understand the similarity of the human eye with a camera.
Identify the role/function of different parts of the human eye.
Learning KNOWLEDGE- Students will know and understand
Outcomes • The importance of various parts of human eye.
• Appreciate the role of human eye as most sensitive and wonderful
sense organ.
SKILLS AND COMPETENCIES- Students would be able to
• Critically analyse various terms associated with human eye.
• Appreciate the importance of different parts of human eye
collaboratively.
ATTITUDES AND BELIEFS- Students will be able to
Develop Character by Collaborating in groups to study the terms
associated with human eye and sensitizing others to take care of our eyes.
DOL D1,2,3
Transaction Transaction would proceed in the following manner-
Methodology Differentiation- Students will be divided in a group of five students each.
(The teacher can • First member of each group will tell about cornea of human eye.
use the mentioned • Second member of group will explain the function of the iris of the
techniques, human eye.
wherever • Third member of the group will explain the function and of eye lens
applicable, and can • Forth member of the group will explain the working of ciliary
use any other too.) muscles.
• Fifth member of the group will explain the function of retina.
(Character, Collaboration)
Guided practice followed by Independent Practice- NCERT questions
to be discussed in the classroom.
Techniques to be used:
Peer Assessment
Student -teacher interaction,
Wipro- G.O.s(compare- contrast matrix),
silent/ loud reading,
collaborative learning
Resources Text Book:
NCERT text book for Science.
NCERT Exemplar

Closure Involving students in summarizing by asking them to prepare questions

based on the topic.
Self Study, Home Independent Practice: Different ability questions
Work,
Assignments
Assessments Assessment of work done by various groups on the basis of content,
communication, collaboration, time management and message given by
each group to sensitize others.
Addressing Due to various social backgrounds and multiple intelligences, the
Classroom classroom might be a diverse arena. The following techniques can be used
Diversity for various groups:

For gifted students:

• HOT questions to be done
• Encouragement for referring other resources

For weak students:

• Simple remembering type to be completed
• Buddy help to be provided
• Provide grade-up classes

For differently abled students:

• Ignore spelling mistakes.
• Call parents at regular intervals
• Provide grade-up classes

Topic DAY 2 - A normal eye and a defective eye.

Difference between myopia and hypermetropia
The role and use of lenses in correcting the defects of eye.
Class Transaction 40 min each
Pre-requisite for This topic requires Basic knowledge of function and working of various
the course parts of eye which students had already learnt in previous class.
Assessment of Facilitator asks the students to recall cornea, ciliary muscle, retina, eye
qualifying lens, power of accommodation, far point, near point etc
knowledge
Objective Student will be able to Differentiate between a normal eye and a defective
eye.
Differentiate between myopia and hypermetropia
The role and use of lenses in correcting the defects of eye.
Learning KNOWLEDGE- Students will know and understand
Outcomes • The importance of correct way of differentiating between a normal
 eye and a defective eye.
• Appreciate the importance of lenses in correcting refractive defects
of vision.
SKILLS AND COMPETENCIES- Students would be able to
• Creatively draw the ray diagrams for different eye defects.
• Appreciate the importance of causes and correction of eye defects
drawing ray diagrams and solving problems for finding power of
corrective lens collaboratively.
ATTITUDES AND BELIEFS- Students will be able to
Develop Character by Collaborating in group. and sensitizing others to
draw the correct ray diagrams.
DOL D1,2,3
Transaction Transaction would proceed in the following manner-
Methodology Active learning-
(The teacher can • The students will be shown the chart and video on defect of vision
use the mentioned and their correction.
techniques, • Students will be divided in a group of five students each.
wherever • First member of each group will tell about power of
applicable, and can accommodation.
use any other too.) • Second member of group will explain near and far point of human.
• Third member of the group will explain the cause of myopia and its
correction.
• Forth member of the group will explain the cause of hypermetropia
and its correction.
• Fifth member of the group will explain the cause and correction of
presbyopia.
(Communication, Collaboration)

Differentiation- The students come back in Expert Group and by Peer

Learning one member of the group will present in class the defect of
vision (Character, Citizenship)

Guided practice followed by Independent Practice- NCERT questions

to be discussed in the classroom.
Techniques to be used:
Peer Assessment
Student -teacher interaction,
Wipro- G.O.s(compare- contrast matrix),
collaborative learning
Resources Text Book:
NCERT text book for Science.
NCERT Exemplar

Closure Involving students in summarizing by asking them to prepare questions

based on the topic.
Self Study, Home Independent Practice: Different types of Questions
Work,
Assignments
Assessments Assessment of work done by various groups on the basis of content,
communication, collaboration, time management and message given by
each group to sensitize others.
Addressing Due to various social backgrounds and multiple intelligences, the
Classroom classroom might be a diverse arena. The following techniques can be used
Diversity for various groups:

For gifted students:

• HOT questions to be done
• Encouragement for referring other resources

For weak students:

• Simple remembering type to be completed
• Buddy help to be provided
• Provide grade-up classes

For differently abled students:

• Ignore spelling mistakes.
• Call parents at regular intervals
• Provide grade-up classes

Topic DAY 3 – Refraction through a prism, dispersion and Rainbow

Class Transaction 40 min each
Pre-requisite for This topic requires Basic knowledge of refraction which students had
the course already learnt in previous class.
Assessment of Facilitator asks the students to recall refraction and that a light ray bends
qualifying when it goes from one medium to other.
knowledge
Objective Student will be able to discuss and explain Refraction through a prism,
dispersion and Rainbow.
Learning KNOWLEDGE- Students will know and understand
Outcomes Describe refraction of light through a prism.
Discover that white light is a mixture of colours
Appreciate that the dispersion is caused by the difference in angles of
deviation caused by a prism for different colours, also its application to
recombination of light and rainbow.

SKILLS AND COMPETENCIES- Students would be able to

• Critically describe refraction of light through a prism.
• Discover that white light is a mixture of colours
 • Appreciate that the dispersion is caused by the difference in angles
of deviation caused by a prism for different colours, also its
application to recombination of light and rainbow collaboratively.

ATTITUDES AND BELIEFS- Students will be able to

• Develop Character by Collaborating in groups and sensitizing
others while applying the above phenomenon.
DOL D1,2,3
Transaction Transaction would proceed in the following manner-
Methodology Active learning-
(The teacher can • The students will be given a white sheet, drawing board, drawing
use the mentioned pins and glass prism.
techniques, • Students will fix a white sheet of paper on a drawing board and
wherever draw a thin line XY at the middle of the paper.
applicable, and can • Students will draw a normal to the line XY at point of incidence E
use any other too.) and draw a line making any angle between 30º and 60º with the
normal.
• Now they will place the prism with its surface AB along the line
XY. Mark the boundary ABC of the prism
• Students will fix two pins P1 and P2 and they will view the images
of pins P1 and P2 from the opposite face AC of the prism and Fix
two more pins P3 and P4 such that the feet of pins P3 and P4
appear to be on the same straight line as the feet of the pins P1 and
P2 as viewed through the face AC of the prism.
• Now they will remove the pins and prism and mark the position
pins P3 and P4 on the sheet of paper. Then they will draw a straight
line to join the mark of pins P3 and P4. Extend this line so that it
meets the face AC of the prism at point F. The line FG represents
the path of the emergent ray.
(Communication, Critical thinking)
• Differentiation- The students will be divided in groups and will be
given a thick sheet of cardboard and a glass prism.
• Students will make a small hole in its middle.
• Students will allow the sunlight to fall on the narrow slit to get a
narrow beam of white light.
• Students will take a glass prism and allow the light from the slit to
fall on one of the face of the prism. Turn the prisms slowly until the
light comes out of the prism and appears on a nearby screen.
• The students will observe a beautiful band of colours on screen.
(Character, Citizenship)

Guided practice followed by Independent Practice- observation of

above activities will be extended to discuss Rainbow formation with the
whole class. NCERT questions to be discussed in the classroom.
Techniques to be used:
 Peer Assessment
Student -teacher interaction,
Quiz
Daily Practice Problem
collaborative learning
Resources Text Book:
NCERT text book for Science.
NCERT Exemplar

Closure Involving students in summarizing by asking them to prepare questions

based on the topic.
Self Study, Home Independent Practice: Different types of Questions
Work,
Assignments
Assessments Assessment of work done by various groups on the basis of content,
communication, collaboration, time management and message given by
each group to sensitize others.
Addressing Due to various social backgrounds and multiple intelligences, the
Classroom classroom might be a diverse arena. The following techniques can be used
Diversity for various groups:

For gifted students:

• HOT questions to be done
• Encouragement for referring other resources

For weak students:

• Simple remembering type questions to be completed
• Buddy help to be provided
• Provide grade-up classes

For differently abled students:

• Ignore spelling mistakes.
• Call parents at regular intervals
• Provide grade-up classes

Topic DAY 4- Atmospheric Refraction

Class Transaction 40 min each
Pre-requisite for This topic requires Basic knowledge of Light, Refraction which students
the course had already learnt in previous class.
Assessment of Facilitator asks the students to make grid in their notebook and write about
qualifying reflection and refraction and compare their points with other students in
knowledge group.
Objective Student will be able to understand the various terms associated with
atmospheric refraction and its effects in our daily lives.
Learning KNOWLEDGE- Students will know and understand
Outcomes • The importance of atmospheric refraction.
• Appreciate the importance of atmospheric refraction in explaining
twinkling of stars.
SKILLS AND COMPETENCIES- Students would be able to
• Critically analyse how atmospheric refraction causes twinkling of
stars/ delayed sunrise and advanced sunset.
• Appreciate the importance of of atmospheric refraction
collaboratively.
ATTITUDES AND BELIEFS- Students will be able to
Develop Character by Collaborating in groups to study atmospheric
refraction and sensitizing others for atmospheric refraction in
explaining twinkling of stars etc
DOL D1,2,3
Transaction Transaction would proceed in the following manner-
Methodology Active Learning: Students will be divided in groups ,shown a ppt/video on
(The teacher can atmospheric refraction and its observation in our daily lives.
use the mentioned Differentiation- The students in a group of 4 to 7 will be study the effects
techniques, of atmospheric refraction and sensitizing others (Character,
wherever Collaboration)
applicable, and can Guided practice followed by Independent Practice- NCERT questions
use any other too.) to be discussed in the classroom.
Techniques to be used:
Peer Assessment
Student -teacher interaction
Wipro- G.O.s(compare- contrast matrix),
silent/ loud reading,
collaborative learning

Resources Text Book:

NCERT text book for Science.
NCERT Exemplar

Closure Involving students in summarizing by asking them to prepare questions

based on the topic.
Self Study, Home Independent Practice: Different ability Questions
Work,
Assignments
Assessments Assessment of work done by various groups on the basis of content,
communication, collaboration, time management and message given by
each group to sensitize others.
Addressing Due to various social backgrounds and multiple intelligences, the
Classroom classroom might be a diverse arena. The following techniques can be used
Diversity for various groups:
 For gifted students:
• HOT questions to be done
• Encouragement for referring other resources

For weak students:

• Simple remembering type questions to be completed
• Buddy help to be provided
• Provide grade-up classes

For differently abled students:

• Ignore spelling mistakes.
• Call parents at regular intervals
• Provide grade-up classes

Topic DAY 5 -Scattering

Class Transaction 40 min each
Pre-requisite for This topic requires Basic knowledge of refraction which students had
the course already learnt in previous class.
Assessment of Facilitator asks the students to recall reflection, refraction, colloidal
qualifying solution and suspension. etc
knowledge
Objective Student will be able to correlate scattering to certain observations in daily
life and in nature

Learning KNOWLEDGE- Students will know and understand

Outcomes • Appreciate the importance of applications of scattering in colour of
sky.
SKILLS AND COMPETENCIES- Students would be able to
• Creatively draw and explain scattering of light.
• Appreciate the importance of scattering in explaining colour of sky,
danger signals etc collaboratively.
ATTITUDES AND BELIEFS- Students will be able to
Develop Character by Collaborating in groups to discuss about
scattering and sensitizing others to explain about applications of
scattering.
DOL D1,2,3
Transaction Transaction would proceed in the following manner-
Methodology • Active learning- The students will be divided into groups of 5
(The teacher can students each.
use the mentioned • Each group will be provided with a beaker, sodium thiosulphate
techniques, solution, source of light and screen.
wherever • Students will place source of white light at the focus of converging
applicable, and can lens to get a parallel beam of light.
use any other too.) • Students will pass this parallel beam of light through the
thiosulphate solution.
• The students will observe the blue light from the three sides of the
glass tank and orange red colour on the screen.
• The students will conclude that blue colour is due to scattering of
short wavelengths due to colloidal solution
.
(Communication, Collaboration)
Differentiation- The students will discuss about applications of scattering
in daily lives blue colour of sky etc. (Character, Citizenship)

Guided practice followed by Independent Practice- NCERT questions

to be discussed in the classroom.
Techniques to be used:
Peer Assessment
Student -teacher interaction,
Wipro- G.O.s(compare- contrast matrix),
collaborative learning
Resources Text Book:
NCERT text book for Science.
NCERT Exemplar

Closure Involving students in summarizing by asking them to prepare questions

based on the topic.
Self Study, Home Independent Practice: Different ability Questions
Work,
Assignments
Assessments Assessment of work done by various groups on the basis of content,
communication, collaboration, time management and message given by
each group to sensitize others.
Addressing Due to various social backgrounds and multiple intelligences, the
Classroom classroom might be a diverse arena. The following techniques can be used
Diversity for various groups:

For gifted students:

• HOT questions to be done
• Encouragement for referring other resources

For weak students:

• Simple remembering type questions to be completed
• Buddy help to be provided
• Provide grade-up classes

For differently abled students:

• Ignore spelling mistakes.
 • Call parents at regular intervals
• Provide grade-up classes
hot
DAY 6& 7
Pr.6: To study refraction through a glass prism

Aim: To trace the path of a ray of light through a glass prism.

Material required: A glass prism, drawing board, paper, drawing pins, pins, scale protractor.
Theory: When a light from air strikes on a face AB of a prism ABC, it gets refracted and bends
towards the normal to the plane. The refracted ray travels inside the prism until it strikes its other
face AC. Here again, the ray gets refracted into air but bends away from the normal towards the
face BC.
The angle between the incident ray (when extended) and the emergent ray, when produced
backwards to meet at a point H, is known as the angle of deviation.

Procedure:
(i) Fix a white sheet of paper on a drawing board.
(ii) Draw a thin line XY at the middle of the paper.
(iii) Draw a thin line NEN’ normal to the line XY at point of incidence E.
(iv) Draw a line DE making any angle between 30º and 60º as shown in Fig.
(v) Place the prism with its surface AB along the line XY. Mark the boundary ABC of the prism
(vi) Fix two pins P1 and P2 on line DE. View the images of pins P1 and P2 from the opposite
face AC of the prism.
(vii) Fix two more pins P3 and P4 such that the feet of pins P3 and P4 appear to be on the same
straight line as the feet of the pins P1 and P2 as viewed through the face AC of the prism.
(viii) Remove the pins and prism. Mark the position pins P3 and P4 on the sheet of paper.
(ix) Draw a straight line to join the mark of pins P3 and P4. Extend this line so that it meets the
face AC of the prism at point F. The line FG represent the path of the emergent ray.
.

Result: The path of ray of light incident on a glass prism is shown by the ray ______.

Precautions:
(i) While viewing the collinearity of pins and images, the eye should be kept at a distance from
 the pins so that all of them can be seen simultaneously.
(ii) The pins P1, P2, P3 and P4 fixed on the paper may not be exactly perpendicular to the plane
of paper. It is therefore desirable to look at the feet of the pins or their images while
establishing their collinearity.
(iii) In order to locate the direction of incident ray and refracted ray with a greater accuracy, the
distance between the pins P1 and P2; and that between P3 and P4 should not be too short or
too large. A separation of nearly 6 cm between the pins would be sufficient.
(iv) The angle of incidence should be between 30º and 60º.