Kasiga School Dehradun Weekly Lesson Plan

in accordance with Bloom’s Taxonomy

Academic session: 2025-26 Duration of each school:50 minutes

Subject: Biology Chapter: Nutrition in Plants

Date: 2/4/25 to 9/5/25 Teacher: Kanishka Sapra Class: 7 Number of schools: 10 Present Absent:

 Knowledge: Recall types of plant nutrition and components of photosynthesis.

 Comprehension: Explain how various plants obtain their food.
Learning objectives:
 Application: Relate the role of decomposers and nutrient cycles to real-life gardening or farming.
Overarching goal

 Differentiate between autotrophic and heterotrophic modes of nutrition in plants.

Lesson
 Describe the process of photosynthesis and its importance.
 Identify examples and features of parasitic, insectivorous, saprophytic, and symbiotic plants.
objectives/concepts:
 Understand how nutrients are returned to the soil through decomposition.

Previous
 Know that plants are living things.
 Be aware of the concept of food and why living things need it.
knowledge/concepts
 Have seen plants like mushrooms or pitcher plants in books/media.
required:

Autotrophs, Saprophytes, Symbiosis , Decomposers, Heterotrophs ,Photosynthesis, Chlorophyll, Parasites, Insectivorous plants
Key terms:
 Plan Activities Key words/links/ Remarks
Beginning: Assimilation (5 Activity: Plant Fact or Fiction?
mins)
Remembering: Bloom’s  Show 3 statements on the board:
taxonomy level 1 1. All plants make their food through sunlight.
2. Some plants eat insects.
3. Fungi are not plants.
 Students give thumbs up or down.
 Quick discussion to activate curiosity.

Link to topic: Introduce that while most plants make their own
food, some use other methods.

Middle: Accommodation (40 Part A: Types of Nutrition Use a visual slide/chart comparing Insectivorous plants :
mins) autotrophic vs. heterotrophic nutrition. [Link]

 Understanding:  Explain photosynthesis using a diagram (sunlight, Parasitic plants :

Bloom’s Taxonomy level 2 chlorophyll, CO₂, H₂O → glucose + O₂). [Link]
 Applying:  Show a simple animation or demo with iodine test on a leaf (Time lapse of dodder plant)
Bloom’s Taxonomy level 3 (if possible, show video).
 Analysing: Saprophytes: [Link]
Bloom’s Taxonomy level 4 Part B: Types of Heterotrophic Nutrition (10 minutes) v=B_yXsgzSZZY
 Evaluating:
Bloom’s Taxonomy level 5  Divide the board into 4 quadrants with headers:
 Creating: o Parasitic (e.g., Cuscuta)
Bloom’s Taxonomy level 6 o Insectivorous (e.g., Pitcher plant)
o Saprophytic (e.g., fungi)
Note: Please explain briefly o Symbiotic (e.g., lichen, mycorrhiza)
about all the levels that  Use real-life images or specimens (if possible).
were imbedded in the  Students fill in a mini-table (plant name | feature | mode of
“Accommodation” time nutrition) during discussion.
of 40 minutes in this
adjacent column. Part C: Returning Nutrients to the Soil (5 minutes)

 Explain how decomposers like fungi help return nutrients.

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  Quick class discussion on composting and how dead
material helps soil.

End: closure:  Distribute a worksheet where students match:

Arouse curiosity about “What
next”? or Closure with a  Plant types with images/names and modes of nutrition.
“Eureka moment”. (5 mins)  Photosynthesis terms with definitions.

 Fast recall: Ask 3 rapid questions:

 Name one plant that eats insects.

 What is chlorophyll’s role?
 Give one example of symbiosis in plants.

Additional Information
 Support: Give struggling students labeled diagrams and pre-
filled tables.

 Extension: Ask early finishers to write a short explanation of

how composting helps the environment.
Differentiation, if any
 Mixed-ability pairing: In group activities, pair students
strategically.

Inclusivity, if any

Assessment/Worksheets/Prep  During Lesson:

work
 Observe student responses during fact or fiction and group
discussion.
 Check completion of the mini-table and match-up activity.

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 End of Lesson:

 Use flashcard game responses to assess understanding.

 Exit question: “Write down one thing you learned today
that surprised you.”

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Reflection and evaluation

1. Were the lesson

yes
objectives achieved?

2. Was the learning

Yes it was conducive for learning
atmosphere appropriate?

3. Did my planned
yes
differentiation work well?

4. Was I able to complete

the objectives in the yes
scheduled timing?

5. Did I deviate from my

original planning? If yes, Not much
then why?

Summary Evaluation
Name 1 WOW time that you were able to bring
in the class. (Consider both teaching and Students loved discussing about sundew plant
learning.)
What 1 thing would you suggest to improve my
lessons in future in this class? (Consider Real plants to be shown if possible
both teaching and learning.)

Page 5 of 32
Subject: Biology Chapter: Nutrition in Animals

Date: 2/7/25 to 5/7/25 Teacher: Kanishka Sapra Class: 7 Number of schools: 2 Present Absent:

 Knowledge: Identify the five steps of holozoic nutrition.

Learning objectives:
 Comprehension: Explain how food moves through the body and how nutrients are absorbed.
Overarching goal
 Application: Link digestive steps with body parts in the human digestive system..

 Define heterotrophic and holozoic nutrition.

Lesson  Describe the five steps of nutrition in animals.
objectives/concepts:  Sequence the process of digestion from ingestion to egestion.
 Relate the process of digestion to the human digestive system.

Previous  Know that animals cannot make their own food.

 Are familiar with the basic function of the mouth, stomach, and intestines.
knowledge/concepts
 Understand that food provides energy for living organisms.
required:

 Heterotroph, Holozoic nutrition, Ingestion, Digestion, Absorption, Assimilation, Egestion, Nutrients

Key terms:

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 Plan Activities Key words/links/ Remarks
Beginning: Assimilation (5 Explain that animals follow a step-by-step process to get nutrients from food.
mins)
Remembering: Bloom’s
taxonomy level 1
Middle: Accommodation (40 Part A: Heterotrophic and Holozoic Nutrition (5 minutes)
mins)
 Quick diagram showing autotroph vs. heterotroph (recall from
 Understanding: previous lesson).
Bloom’s Taxonomy level 2  Define holozoic nutrition as a type of heterotrophic nutrition in
 Applying: animals.
Bloom’s Taxonomy level 3  Show a food chain to highlight that animals depend on others for food.
 Analysing:
Bloom’s Taxonomy level 4 Part B: The 5 Steps of Nutrition (15 minutes)
 Evaluating:
Bloom’s Taxonomy level 5 Use visuals or a labeled digestive system chart to explain each step:
 Creating:
Bloom’s Taxonomy level 6 1. Ingestion – taking in food (mouth)
2. Digestion – breaking food down (stomach/small intestine)
3. Absorption – nutrients enter the bloodstream (villi in small intestine)
Note: Please explain briefly
4. Assimilation – cells use nutrients (energy, growth)
about all the levels that 5. Egestion – removing undigested waste (rectum/anus)
were imbedded in the
“Accommodation” time Interactive Activity:
of 40 minutes in this
adjacent column.  Students match digestive organs with the correct nutrition step
using a worksheet or card game.
 Use arrows or strings to connect organs and functions on a
board/chart.

Part C: Visual Summary / Video Clip (Optional – 2–3 minutes)

 Show a short animation or time-lapse of food passing through the

digestive system to consolidate understanding.

End: closure: Activity: "Nutrition Relay"

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Arouse curiosity about “What
next”? or Closure with a  Students pass a soft ball around. When music stops, the student with
“Eureka moment”. (5 mins) the ball has to name one of the five steps and describe it.

Additional Information

Differentiation, if any

Inclusivity, if any

Observe student participation in Think–Pair–Share and nutrition relay.

Assessment/Worksheets/Prep
work
Review responses during the matching game.

Page 8 of 32
Reflection and evaluation

6. Were the lesson

Yes
objectives achieved?

7. Was the learning

Yes
atmosphere appropriate?

8. Did my planned
Yes
differentiation work well?

9. Was I able to complete

the objectives in the Yes
scheduled timing?

10. Did I deviate from my

original planning? If yes, no
then why?

Summary Evaluation
Name 1 WOW time that you were able to bring
in the class. (Consider both teaching and
3D animated video on digestion
learning.)
What 1 thing would you suggest to improve my
lessons in future in this class? (Consider
both teaching and learning.)

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Subject: Biology Chapter: Nutrition in Animals

Date: 7/7/25 to 12/7/25 Teacher: Kanishka Sapra Class: 7 Number of schools: 2 Present Absent:

 Knowledge: Recall what an Amoeba is and list the steps of its nutrition.
 Comprehension: Explain how an Amoeba engulfs and digests food using pseudopodia.
Learning objectives:
 Application: Compare nutrition in Amoeba to that in humans.
Overarching goal

 Describe the process of nutrition in Amoeba.

 Identify and label parts of Amoeba involved in nutrition.
Lesson
 Explain how the five steps of holozoic nutrition occur in a unicellular organism like Amoeba.
objectives/concepts:

Students should already:

Previous  Understand the basic idea of unicellular organisms.

knowledge/concepts  Know the five steps of holozoic nutrition.
required:  Be familiar with the term “microscope” and microscopic organisms.

Amoeba, Unicellular organism, Pseudopodia, Ingestion, Digestion, Food vacuole, Absorption, Egestion
Key terms:

Page 10 of 32
 Plan Activities Key words/links/ Remarks
Beginning: Assimilation (5 Activity: “Guess Who?” Riddle
mins) Say aloud:
Remembering: Bloom’s
taxonomy level 1 “I live in water. I’m too small to see with your eyes. I stretch
out my arms to eat. Who am I?”

 Students guess it's Amoeba.

 Brief discussion: What do you think it eats? How does
it eat without a mouth?

Link to lesson: Introduce the topic – "Today we will learn

how Amoeba, a tiny organism, eats and digests food."

Middle: Accommodation (40 Part A: Introduction to Amoeba Visual aid : [Link]

mins) Show a microscopic image or short video of Amoeba v=5_4Y0tTHqyk
moving.
 Understanding:
Bloom’s Taxonomy level 2  Explain it is a unicellular organism that lives in water.
 Applying:  Show diagram of Amoeba and label: pseudopodia,
Bloom’s Taxonomy level 3 nucleus, cell membrane, food vacuole.
 Analysing:
Bloom’s Taxonomy level 4 Part B: Steps of Nutrition in Amoeba
 Evaluating:
Bloom’s Taxonomy level 5 Explain the five steps of nutrition in Amoeba with the help of
 Creating: diagrams or animations:
Bloom’s Taxonomy level 6
1. Ingestion – Amoeba forms pseudopodia to engulf
Note: Please explain briefly food (phagocytosis).
about all the levels that 2. Digestion – Food vacuole forms and digestive juices
were imbedded in the break down the food.
“Accommodation” time 3. Absorption – Nutrients from digested food enter the
cytoplasm.
of 40 minutes in this
4. Assimilation – Nutrients are used for energy, growth,
adjacent column.
and repair.
5. Egestion – Undigested food is thrown out by

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 rupturing the cell membrane.

Hands-on Activity:

 Give students a cut-and-paste worksheet with

diagrams of Amoeba and food steps.
 Students cut and label steps on the Amoeba diagram
in order.

Visual

 Show a teacher-drawn chalkboard sequence of

pseudopodia forming and digesting food.

End: closure: Students will be asked to re explain in their own words

Arouse curiosity about “What
next”? or Closure with a
“Eureka moment”. (5 mins)
Additional Information
Support: Provide labeled diagrams and word banks for
lower-ability students.
Differentiation, if any
Visual learners: Use video and step-by-step diagrams.

Inclusivity, if any

 Questioning during explanation and discussion.

Assessment/Worksheets/Prep
 Observe labeling and sequencing in diagram activity.
work

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Reflection and evaluation

11. Were the lesson

Yes
objectives achieved?

12. Was the learning

Yes
atmosphere appropriate?

13. Did my planned

Yes
differentiation work well?

14. Was I able to complete

the objectives in the Yes
scheduled timing?

15. Did I deviate from my

original planning? If yes, no
then why?

Summary Evaluation
Name 1 WOW time that you were able to bring
in the class. (Consider both teaching and
learning.)
What 1 thing would you suggest to improve my
lessons in future in this class? (Consider
both teaching and learning.)

Page 13 of 32
Subject: Biology Chapter: Nutrition in Animals
Date: 14/7/25 to
Teacher: Kanishka Sapra Class: 7 Number of schools: 6 Present Absent:
19/7/25
 Knowledge: Recognise different types of motion and understand the need for measuring speed.

 Comprehension: Interpret a distance-time graph and identify uniform/non-uniform motion.

Learning objectives:
Overarching goal
 Application: Solve numerical problems using the speed = distance/time formula

 Interpret and draw distance-time graphs.

 Identify uniform and non-uniform motion from a graph.

 Apply speed = distance/time formula to real-life contexts.

Lesson
objectives/concepts:
 Develop the ability to convert units (m/s ↔ km/h).

 Relate motion in daily life to graphical and numerical representation.

 Students know the basic definition of motion.

Previous  Can read values from a graph.
knowledge/concepts  Have a basic understanding of distance and time.
required:

Speed, Distance, Time, Uniform Motion, Non-uniform Motion, Graph, Slope, Conversion (km/h to m/s)
Key terms:

Page 14 of 32
 Key words/links/
Plan Activities
Remarks
Beginning: Assimilation (5 mins) Quick Think-Pair-Share: Activates
Remembering: Bloom’s taxonomy “How do we know if something is moving fast or slow?” curiosity, connects
level 1 Students pair and share answers like vehicles, running, cycling etc. to daily life

Introduction: Link real-life motions (e.g., school bus, walking) to idea of representing them on
graphs and solving problems.

Middle: Accommodation (40 mins) Understanding (Level 2): Use color-coded

Show real-life speed chart (e.g., human walking vs. car vs. train). lines on the board
 Understanding: Introduce speed = distance/time. to show different
Bloom’s Taxonomy level 2 types of graphs.
 Applying: Applying (Level 3): Link with real life:
Bloom’s Taxonomy level 3 Practice 2 sample numerical problems with teacher’s help. travel, athletics,
 Analysing:
Bloom’s Taxonomy level 4 delivery tracking.
Analysing (Level 4):
 Evaluating: Show a simple distance-time graph on board – ask what is
Bloom’s Taxonomy level 5 happening. Introduce terms: slope, linearity.
 Creating: Compare graphs of uniform and non-uniform motion.
Bloom’s Taxonomy level 6
Evaluating (Level 5):
Note: Please explain briefly Students receive small graph cards and must identify if motion is
about all the levels that uniform/non-uniform and justify their choice.
were imbedded in the
“Accommodation” time of Creating (Level 6):
40 minutes in this In pairs, students draw their own distance-time graph based on a
adjacent column. situation (e.g., walking, stopping, running). Peer discussion
follows.
End: closure:  Recap quiz: "Guess the motion" using mini-graphs.
Arouse curiosity about “What
next”? or Closure with a  Exit Slip: “One real-life place where you saw motion today and how fast it was.”
“Eureka moment”. (5 mins)

Additional Information
Differentiation, if any  Support: Provide pre-labelled graph templates and solved examples.

Page 15 of 32
  Extension: Challenge questions like: “If a train covers 300 km in 5 hours, what is its speed in
m/s?”

 Mixed ability pairing: Group weaker and stronger students for graph interpretation activity.

 Visual learners supported through graph charts, animation of motion (if possible).

Inclusivity, if any  Kinesthetic learners use graph-drawing and card-based activity.

 Observe student participation during graph interpretation.

Assessment/Worksheets/Prep
work  Check answers for numerical problems and peer discussions.

Graph sketching peer-reviewed.

Page 16 of 32
Reflection and evaluation

16. Were the lesson

Yes
objectives achieved?

17. Was the learning

Yes, students were actively engaged.
atmosphere appropriate?

18. Did my planned

Yes – struggling students benefited from visual aids.
differentiation work well?

19. Was I able to complete

the objectives in the yes
scheduled timing?

20. Did I deviate from my

original planning? If yes, Slightly – students spent extra time on evaluating graph slopes
then why?

Summary Evaluation
Name 1 WOW time that you were able to bring
in the class. (Consider both teaching and Students enjoyed drawing and discussing their own graph story with real-life movement.
learning.)
What 1 thing would you suggest to improve my
lessons in future in this class? (Consider Include animated graph videos or use distance tracking apps to make it even more relatable.
both teaching and learning.)

Page 17 of 32
Subject: Biology Chapter: Nutrition in Animals
Date: 21/7/25 to
Teacher: Kanishka Sapra Class: 7 Number of schools: 6 Present Absent:
26/7/25

Learning objectives:
Understand how different organisms, including humans and ruminants, obtain and digest food.
Overarching goal

 Identify the major organs of the human digestive system.

 Draw and label the human digestive system diagram.

 Describe the function of each organ involved in digestion.

Lesson
objectives/concepts:
 Understand the process of digestion in ruminants and how it differs from humans.

 Appreciate the complexity of digestion through visual models and videos.

 Students know that food provides nutrients.

Previous  They understand the need for digestion and have heard of organs like stomach and mouth.
knowledge/concepts
required:  They are aware that cows and goats eat grass.

Ingestion, digestion, absorption, assimilation, egestion, esophagus, stomach, small intestine, large intestine, ruminants, cud,
Key terms:
rumen, villi

Page 18 of 32
 Plan Activities Key words/links/ Remarks
Beginning: Assimilation (5 Bloom’s Level 1: Remembering
mins) Activity: Think-Pair-Share
Remembering: Bloom’s
taxonomy level 1  Ask: “What happens to the food after we swallow it?”
 Show a bite of food and ask, “Where do you think it travels in
the body?”
 Introduce the topic: “Today we will journey through the
digestive system—let’s see what really happens to food!”

🧠 Purpose: Activate prior understanding and curiosity.

Middle: Accommodation (40 Bloom’s Level 2: Understanding Videos / Visual Aids

mins)
 Use a PPT or chart to introduce the Human Digestive 1. Digestive system animation (3D) –
 Understanding: System. [Link]
Bloom’s Taxonomy level 2  Explain each part using a diagram: v=Og5xAdC8EUI
 Applying: o Mouth, esophagus, stomach, small intestine, large 2. Human digestion explained –
Bloom’s Taxonomy level 3 intestine, anus [Link]
 Analysing: o Accessory organs: liver, pancreas v=ZBZWgrfZFbU
Bloom’s Taxonomy level 4 3. Ruminant digestion (cow) –
 Evaluating: [Link]
Diagram Practice: Yz-M
Bloom’s Taxonomy level 5
 Creating:  Students draw the digestive system in notebooks and label
Bloom’s Taxonomy level 6 each part.
 Use a wall chart or projector image for step-by-step labeling.
Note: Please explain briefly
about all the levels that Bloom’s Level 3: Applying
were imbedded in the
“Accommodation” time  Explain the function of each organ:
of 40 minutes in this o Mouth – chewing, saliva action
adjacent column. o Stomach – mixes food, adds digestive juices
o Small intestine – digestion + absorption (mention
villi)
o Large intestine – water absorption

Page 19 of 32
  Quick table-matching activity: organ ↔ function

Bloom’s Level 4: Analysing

 Discuss: “Why is the small intestine longer than the large

intestine?”
 Ask: “What will happen if someone has a damaged liver?”

Bloom’s Level 5: Evaluating

 Group discussion: Compare digestion in humans vs cows.

o Introduce ruminants: multi-chambered stomach, cud
chewing
o Show chart comparing human and ruminant digestion

Bloom’s Level 6: Creating

 Group project: Create a flowchart of human and ruminant

digestion side-by-side.
 Creative extension: Role-play journey of a food item inside
the body.

End: closure: Reflection & Curiosity

Arouse curiosity about “What
next”? or Closure with a  Ask:
“Eureka moment”. (5 mins) o “What happens in the small intestine?”
o “Why do cows chew food again after swallowing?”
 Exit Ticket: Draw one organ and write its function.

🔍 Curiosity trigger: “Next class, we’ll learn how the body uses
these nutrients and how it gets rid of waste!”

Additional Information
Differentiation, if any Visual learners Diagrams, videos, wall charts

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 Kinesthetic learners Drawing digestive system, model handling
Slow learners Stepwise labeling, simplified flowchart
Inclusivity, if any

 Diagram labeling worksheet

 Table match activity (organ vs function)
 Flowchart comparison: human vs ruminant
Assessment/Worksheets/Prep
 Homework: Draw and label digestive system neatly and revise
work
functions

Page 21 of 32
Reflection and evaluation

21. Were the lesson

Yes – students understood digestion and could label the organs correctly.
objectives achieved?

22. Was the learning

Yes – videos and hands-on drawing made learning engaging.
atmosphere appropriate?

23. Did my planned

Yes – all learner types participated actively.
differentiation work well?

24. Was I able to complete

the objectives in the Yes – timing was managed with guided transitions.
scheduled timing?

25. Did I deviate from my

original planning? If yes, No – lesson followed structure smoothly.
then why?

Summary Evaluation
Name 1 WOW time that you were able to bring
in the class. (Consider both teaching and Students were fascinated by the villi in the small intestine and how absorption works.
learning.)
What 1 thing would you suggest to improve my
lessons in future in this class? (Consider Bring a simple digestive model or torso kit to show real-like organ structure.
both teaching and learning.)

Page 22 of 32
Subject: Biology Chapter: Nutrition in Animals

Date: 28/7/25 to 2/8/25 Teacher: Kanishka Sapra Class: 7 Number of schools: 6 Present Absent:

Learning objectives:
Understand what heat is, how it affects matter, and how temperature is measured using thermometers.
Overarching goal

 Define heat and temperature.

 Identify and explain thermal expansion in solids, liquids, and gases.

Lesson  Understand how thermometers work and identify types of thermometers.

objectives/concepts:
 Practice reading real thermometers and converting temperatures between Celsius and Fahrenheit.

 Discuss practical applications of thermal expansion in daily life.

 Students know that heat makes things warm.

Previous  They’ve used thermometers for fever measurement.

knowledge/concepts
required:  Students have a basic idea that heat causes changes in materials.

Heat, temperature, thermal expansion, contraction, Celsius, Fahrenheit, thermometer, laboratory thermometer, clinical thermometer,
expansion in solids/liquids/gases
Key terms:

Page 23 of 32
 Plan Activities Key words/links/ Remarks
Beginning: Assimilation (5 Bloom’s Level 1: Remembering
mins) Activity: Quick Brainstorm
Remembering: Bloom’s
taxonomy level 1  Ask: “What do you feel when you sit near a fire or in
sunlight?”
 Show a cup of hot tea and a metal rod – ask: “What will
happen if we heat these?”

🧠 Purpose: Activates prior knowledge and generates curiosity

about heat effects on matter.

Middle: Accommodation (40 Bloom’s Level 2: Understanding 1. Thermal Expansion Animation –

mins) [Link]
 Define Heat and Temperature with examples. v=nv4BdSWxKfY
 Understanding:  Explain the difference between the two using a hot cup vs a big 2. Thermometer Reading & Use –
Bloom’s Taxonomy level 2 tub of warm water. [Link]
 Applying: v=5_O5sKNwqT0
Bloom’s Taxonomy level 3 Bloom’s Level 3: Applying 3. Celsius to Fahrenheit Conversion –
 Analysing: [Link]
Bloom’s Taxonomy level 4  Demonstrate thermal expansion in: v=3Ij5D8n9uho
 Evaluating: o Solids (heat a metal ball and ring)
Bloom’s Taxonomy level 5 o Liquids (heat water in a narrow tube)
 Creating: o Gases (balloon over bottle mouth in warm water)
Bloom’s Taxonomy level 6  Discuss real-life applications:
o Railway tracks (solids)
o Mercury in thermometers (liquids)
Note: Please explain briefly
o Car tires or gas cylinders in summer (gases)
about all the levels
that were imbedded in
Bloom’s Level 4: Analysing
the “Accommodation”
time of 40 minutes in
 Ask students to compare expansion in the three states.
this adjacent column.  Group activity: Why do bridges have expansion joints?

Bloom’s Level 5: Evaluating

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  Activity: Students handle real thermometers (clinical and
lab).
o Practice: Take water temperatures using lab
thermometers
o Read, record, and compare readings
 Table comparison:

Type Range Use Precautions

Clinical 35–42°C Body Shake before use
Laboratory -10 to 110°C Experiments Use vertically
Bloom’s Level 6: Creating

 Students convert temperature readings:

o Use formula:
°F=(°C×95)+32\text{°F} = (\text{°C} \times \frac{9}
{5}) + 32°F=(°C×59)+32
°C=(°F−32)×59\text{°C} = (\text{°F} - 32) \times \
frac{5}{9}°C=(°F−32)×95
 Students create a temperature conversion table
 Extension: Create a chart showing when to use which
thermometer and why.

End: closure: Exit Ticket:

Arouse curiosity about “What
next”? or Closure with a  “Why do gaps exist in railway tracks?”
“Eureka moment”. (5 mins)  “Which thermometer would you use for measuring boiling
water?”
 Convert: 37°C = ? °F

🔍 Curiosity Trigger: “In the next class, we’ll explore how heat is
transferred through conduction, convection, and radiation.”

Additional Information
Differentiation, if any Visual Videos, thermometer diagrams, thermal expansion

Page 25 of 32
 learners images
Kinesthetic Hands-on thermometer reading, thermal
learners expansion demo
Inclusivity, if any

 Worksheet with:

 Labeling thermometers
 Match column: application ↔ type of expansion
Assessment/Worksheets/Prep
 Celsius–Fahrenheit conversion problems
work
 Practice thermometer reading in lab

Page 26 of 32
Reflection and evaluation

26. Were the lesson

Yes – students could understand expansion and use thermometers.
objectives achieved?

27. Was the learning

Yes – students were excited to handle real thermometers.
atmosphere appropriate?

28. Did my planned

Yes – varied tasks helped all levels participate.
differentiation work well?

29. Was I able to complete

the objectives in the Yes – all segments fit within 50 minutes with smooth transitions.
scheduled timing?

30. Did I deviate from my

original planning? If yes, Minor adjustment to give more time for thermometer practice.
then why?

Summary Evaluation
Name 1 WOW time that you were able to bring
in the class. (Consider both teaching and Temperature reading
learning.)
What 1 thing would you suggest to improve my
lessons in future in this class? (Consider More real life models to show thermal expansion
both teaching and learning.)

Page 27 of 32
Subject: Biology Chapter: Nutrition in Animals

Date: 4/8/25 to 9/8/25 Teacher: Kanishka Sapra Class: 7 Number of schools: 6 Present Absent:
Understand how heat is transferred through different materials and environments, and relate it to real-life contexts.

Knowledge:
Define conduction, convection, and radiation.

Learning objectives: Comprehension:

Overarching goal Explain how each method of heat transfer works with examples.

Application:
Apply understanding of heat transfer to phenomena like land and sea breezes, thermos flasks, and hot utensils.

 Identify and differentiate between conduction, convection, and radiation.

 Observe convection using potassium permanganate in water.
 Use simulations ([Link]) to visualize heat transfer.
Lesson
 Relate real-life applications to each mode of heat transfer.
objectives/concepts:
 Solve worksheet questions involving real-life problem-solving on heat transfer.

 Know that heat moves from hotter to colder objects.

Previous
knowledge/concepts  Familiar with the sensation of warmth and use of basic appliances like kettles, heaters, etc.
required:

Conduction, Convection, Radiation, Medium, Vacuum, Land breeze, Sea breeze, Thermos flask, Conductors, Insulators
Key terms:

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 Key words/links/
Plan Activities
Remarks
Beginning: Assimilation (5 mins) Remembering – Bloom’s Level 1
Remembering: Bloom’s taxonomy Activity: Quick quiz (Show & Ask)
level 1
 Show: Metal spoon in hot tea, steaming pot, sunlight.
 Ask: “How do you think the heat moves in each case?”
 Introduce: Today we explore how heat moves—by conduction, convection, and radiation

Middle: Accommodation (40 mins) Explain each mode of heat transfer: 

- Conduction (in solids): Heat travels particle to particle. [Link]
 Understanding: Understanding (L2) - Convection (in liquids & gases): Heated particles rise, cold ones sink. (Heat Conduction,
Bloom’s Taxonomy level 2 - Radiation (in vacuum): Heat travels as waves. Convection
 Applying: Use animated PPT/visual slides for explanation. Simulation)
Bloom’s Taxonomy level 3 Real-life examples:
 Analysing: - Conduction: Why metal handles feel hot.  Potassium
Bloom’s Taxonomy level 4 - Convection: Sea breeze and land breeze model using diagrams. Permanganate
 Evaluating: Applying Convection Demo
- Radiation: Why we feel sun’s heat in space.
Bloom’s Taxonomy level 5 (L3) (teacher-led)
Demonstration:
 Creating: - Use warm water + potassium permanganate crystals to show convection current
Bloom’s Taxonomy level 6 visually. (Students observe the movement of color.)
Ask: “Why does a plastic spoon stay cool in hot tea while a metal spoon gets
Note: Please explain briefly Analysing (L4) hot?”
about all the levels that Compare materials based on heat conduction ability (conductors vs insulators).
were imbedded in the Simulation on [Link]:
“Accommodation” time of Evaluating - Heat conduction in different materials: Students compare how fast heat spreads
40 minutes in this (L5) in copper vs wood.
adjacent column. Peer discussion: “Which method of heat transfer would work on the moon?”
Group Activity:
- Students draw a 3-column chart with examples of conduction, convection, and
radiation from their home/school life.
Creating
Worksheet solving:
(L6)
- Solve questions matching real-life situations to heat transfer types.
- Simple calculation-based questions (e.g., heat flow direction, thermal
equilibrium).
End: closure:  Rapid Fire Round: Ask quick questions like:

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Arouse curiosity about “What o Which heat transfer works without a medium?
next”? or Closure with a o What makes a sea breeze happen?
“Eureka moment”. (5 mins)  Exit Ticket:
o “Write one real-life example for each type of heat transfer.”
 Curiosity Trigger:
o “How does a thermos keep things hot or cold? We’ll explore next!”

Additional Information
Differentiation, if any Support: Use labeled diagrams and guided observation sheets.

 Visual: Simulations, real demonstrations

 Kinesthetic: Hands-on with water experiment
Inclusivity, if any  Auditory: Explanation and video narration

 Observe participation in simulation and experiment discussion.

 Check worksheet answers (includes match the column, fill blanks, and real-life application
Assessment/Worksheets/Prep questions).
work
 Exit ticket responses reviewed post-class.

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Reflection and evaluation

31. Were the lesson

objectives achieved?

32. Was the learning

atmosphere appropriate?

33. Did my planned

differentiation work well?

34. Was I able to complete

the objectives in the
scheduled timing?

35. Did I deviate from my

original planning? If yes,
then why?

Summary Evaluation
Name 1 WOW time that you were able to bring
in the class. (Consider both teaching and
learning.)
What 1 thing would you suggest to improve my
lessons in future in this class? (Consider
both teaching and learning.)

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