WELCOME

to the

SECOND SEMESTER

SESSION: 2025– 2026

CLASS IX

SUBJECT- Science and Technology

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GENERAL EVALUATION TOOLS: Kindly refer to the Student – Parent Handbook

PRINT RESOURCES--- Science and Technology Grade IX - NCERT

Science for Class IX (S. Chand Publication)

DIGITAL RESOURCES--- [Link]/schools/scienceclips

[Link]
[Link]
[Link]

E- RESOURCES [Link]

Teachers: Physics - 1. Priya vaibhav Shukla (priyavaibhav@[Link])

2. Amit Sewach (amit@[Link])
3. Geetanjali Satija (geetanjalis@[Link])

Chemist – 1. Sunanda Singh(sunanda@[Link])

2. Neetu Saluja (neetu@[Link])
3. Antara Bhola (antramiddle@[Link])

Biology 1. Poonam Dhingra (poonam@[Link])

2. Rinki Sharma (rinki@[Link])
3. Ritika Ahuja (ritikaa@[Link])
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 (Syllabus subject to change as per CBSE norms)

The following will be tested in Unit Test II (40 marks)

Physics – Gravitation
Chemistry-Atoms and Molecules (Excluding Mole concept)
Biology- Improvement in food resource (till crop protection management till pg 208)

The following will be tested in Annual Examination (80 marks) to be held in February 2026.

Physics – 1. Motion
2. Force and laws of motion.
3. Gravitation.
4. Work energy and power.
5. Sound.

Chemistry- 1. Matter in our surroundings

2. Is matter around us pure? (Excluding separating the components of a mixture).
3. Atoms and Molecules Atoms (Excluding Mole concept)
4. Structure of an atom.

Biology – 1. The fundamental unit of life

2. Tissues
3. Improvement in food resources
4. Natural Resources. (Project based internal assessment)
.
INTERNAL ASSESSMENT (20 marks)
● Periodic Assessment - 10 marks
● Subject Enrichment (Practical Work) – 05 marks
● Portfolio – 05 marks

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 PHYSICS
Month/ No. Concept Objectives Aids/Activities/ Trans disciplinary MI and SDG Learning
of working Outcome
days
October Macro concept To enable the students CONCEPT INITIATION:
(13 days) to understand the Students will throw a sheet of paper and a Students will be able
Gravitation concept of: crumpled paper on the ground. Crumpled paper to:
• Gravitational force will reach the ground faster. Why?
Micro concepts With this activity, the concept of air resistance • understand the
• Gravity will be initiated which depends on the area of relation between
• Gravity the object. As crumpled ball has less area, thrust and
• Mass and weight resistance will also be less and it will take less pressure.
• Gravitational time to move under gravity.
force • Mass on moon • Experiments based on • differentiate
relation between acceleration and gravity, between the
• Thrust and • Relation between mass and weight different physical
pressure thrust and pressure • Comparing weights of different objects on quantities
different planets
• Archimedes • How objects float • Activity to show the free fall of objects.
principle and sink in fluid? Objects of different masses will be thrown • apply Archimedes
from same height to find: (Linked to SDG principle to daily
15) life experiences
1. Which object will reach faster?
2. Will acceleration of the different object
be same or different?
CONCEPT ELUCIDATION(ASK): • understand the
Application: Students will be able to compare difference between
the weights of different objects on different gravity and
planets. gravitational force.
Skill: Students will be able to measure mass
and weights using spring balance.
Understanding: Students will appreciate the
importance of the effect of gravity.
Knowledge: Students will be acquainted with
the universal law of gravitation.
Students will collect data of the satellites
which were sent by ISRO in the last 5 years.
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 (Competency based)
CONCEPT CLOSURE: (Students will be
shown a video related to space station (to
understand gravity in space) (VUCA Video)
[Link] and following
question will be discussed:
What will happen if gravity exists in space?

CONCEPT INITIATION:(for Archimedes

November principle)
(19 days) Concept will be started with an activity in
which they will be told to walk on sand with
high heeled shoes and then with flat shoes.
Pressure exerted in both cases will be different
and sand will sink by different amounts in both
cases. (Related to SDG 15 Life on Land)
• Experiments based on Synopsis:
Archimedes principle. They will come to The chapter
know how some objects sink and how discusses
some objects float in water. the concepts of
• They will understand how different objects gravitational force,
have different relative densities. thrust and
pressure, mass and
CONCEPT ELUCIDATION(ASK): weight and
Application: Students will get to know buoyancy.
how lactometers are used to check purity of
milk by measuring its density.
Skill: Students will be able to solve numerical
problems and calculate thrust and pressure.
Understanding: Students will understand how
relative density of two objects varies.
Knowledge: Students will be acquainted with
the Archimedes principle.

CONCEPT CLOSURE: Students will

research on practical applications of
Archimedes Principle. For example: How is it

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 used in designing of ships, submarines,
hydraulic lift etc. OR create a model of
Hydraulic lift and explain how it works on
ARCHIMEDES PRINCIPLE (Competency
based)

CONCEPT INITIATION:
December Macro concept To enable the students Students will be divided into two groups and
(18 days) to understand given the following tasks: Students will be able
Work, Energy • work done by force (a) Push the wall to:
and Power • Energy (b) Hold the school bags on • understand the
• Kinetic and their heads. concept of work
Micro concepts potential energy • Students shall calculate the work done by by a constant
• Power them during different activities. force.
• work • Law of conservation • Practical examples of PE • relate work to
of • Practical examples of KE energy.
• Energy • energy • Students will calculate the work done in • understand and
(Kinetic & different situations: know kinetic
Potential) 1. When a person pulls the rope in well to get energy and
water potential energy
• Power 2. When a player is moving in a circular path. formulae
(Linked with SDG 15 life on land) • solve numerical
• Law of CONCEPT ELUCIDATION(ASK): based on work
conservation Application: will be able to apply the done and its
of energy knowledge of conservation of energy in day to change into K.E.
day life. and P.E.
Skill: To perform experiments on daily life of • understand law of
on energy conversions and work done. conservation of
Knowledge: Concept of K.E. and P.E energy, observe
Understanding: Students will know the different situations
concept of work power and energy. of transformation
CONCEPT CLOSURE: (VUCA Video) of energy in daily
[Link] life and solve
Students will watch video and following numerical.
questions will be asked:
1. How value of work done with the change
with the change in angle?

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 2. How are work and energy convertible?
Students will do a project in which the Synopsis:
electricity bill of 3 homes will be calculated The chapter
(Competency based). Students will learn discusses the
different examples of calculation of power. For concept of work,
example: Amount of power consumed by an kinetic & potential
electric motor in mixer. energy and law of
conservation of
CONCEPT INITIATION: energy.
January Macro concept To enable the students The students will get different musical
(14 days) to understand instruments and play different musical notes on
Sound • Amplitude, them.
wavelength, time CONCEPT ELUCIDATION(ASK):
Micro concepts period, frequency, Application: Students will be able to solve the
velocity of a wave, numerical related to speed and frequency. Students will be able
Sound relation between, Skill: They will learn different characteristics to:
velocity, frequency of sound.
• Nature of and wavelength of a Knowledge: Concept of longitudinal wave and • comprehend how
sound wave transverse wave sound wave is
• Longitudinal and Understanding: Students will learn difference produced.
• Propagation transverse waves. between music and noise and how noise in
of sound in • Difference between rhythmic manner become music. They will
different music and Noise. understand concept of propagation of sound in • understand how
mediums • Reflection of sound different medium for example: through glass, pitch depends on
wood, air, water etc. the frequency.
• Speed of Students will understand how noise is harmful
sound for good health and noise pollution can cause • differentiate
harm to ears (Linked with SDG 3 Good between pitch,
• Range of health a well being) loudness and
hearing quality of sound
CONCEPT CLOSURE: VUCA Video
• Reflection of [Link]
sound. Students will watch video in which they will
understand and then discuss how sound wave is
• Ultrasound transmitted.

• Echo
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 ART INTEGRATION: Students will play
guitar, tabla, dholak, flute etc which will be Synopsis:
related to the characteristics of sound The chapter
They will study how different instruments has discusses
different shrillness, loudness and pitch. the concepts of
(Competency based) sound like
February Revision reflection of sound,
(20 days) echo, reverberation,
Annual infrasonic and
March Examination ALL THE BEST!! ultrasonic sound.
(17 days)

CHEMISTRY

Month/No Concept Objectives Aids/Activities/ Trans disciplinary MI and SDG Learning

of Outcome
working
days
October Macro concept • To enable the CONCEPT INITIATION:
(13 days) students to Students watch a video on ion trap created to take
Atoms and understand the an instant picture of strontium ion with high Students will be
Molecules properties of definition cameras and laser beam. (VUCA video) able to understand
atoms and [Link] the importance of
Micro concepts molecules. Students will propose their hypothetical model of Dalton’s atomic
• Basic constituent atom on the basis of observations made in the video theory and its
particles of • Students will & discuss the arrangement of subatomic particles ability to explain
matter learn about inside the atom. all laws of
atomicity CONCEPT ELUCIDATION(ASK): chemical
Application -Students will be able to apply the combination
• To enable the laws of chemical combination to solve numerical
students to problems and relate it to daily life examples. Students will be
understand law • Students will perform a lab activity and observe able to:
of conservation the changes in the mass of reaction mixture
of mass. when Na2SO4 is mixed with BaCl2 mixture. • write the
• Solving numerical based on the laws. formulae of
compounds and

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 • To enable Students will make models of different calculate the
• Laws of chemical students to molecules like water, carbon dioxide, hydrogen molecular mass
combination understand etc using ball and stick model.
Dalton’s atomic and discuss the postulates of Dalton’s theory • calculate the
theory. and compound formation. molecular mass
• Making the students visualize compound of different
• To enable to formation using ball & stick model. compound
students, • Using a cake or a pizza explain 1 amu as 1/12
understand the part (piece).
concept of Case study on research carried out at Stanford • solve numerical
November • Atom, Molecule, relative mass. university, under Guidance of Matteo Cargnello on on the laws.
(19 days) Ion ,Formulae conversion of pollutant CO2 molecules to fuels by Synopsis:
and mass • To enable the the using Ruthenium and iron oxide nano particles. The chapter
students to write (Competency based) discusses
the formulae of • Students will do a role play to show formation of the structure of
ions and simple some ionic compounds and they will make the atoms and
compounds and props showing the symbols of ions and their molecules,
calculate their charge. importance of
mass. (Trans-disciplinary with arts and performing- atomic number and
arts) mass number,
Students watch a video on the metals which have formation of
been created in labs. (VUCA video) molecules and
[Link] compounds.
us Students will be
Discussion on how the atoms of these super heavy able to analyze the
metals can be made stable. properties of
Skill –Students will be able to calculate the substances based
molecular mass of various compounds on their atomic and
Knowledge –Students will be able to explain the molecular
laws of chemical combination and Dalton’s Atomic structure.
theory.
Understanding –Students will be able to explain
the differences in the molecular masses of various
compounds.
Trip1:
Students will be taken to the field and asked to
identify different forms of matter. They will be

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 asked questions related to the composition of the
matter identified and then Dalton's Atomic theory
will be introduced.
Trip2:
Students will be taken to refectory and they will cut
a melon or a pizza into 12 parts will find mass of
other fruits or eatables in comparison to the 1/12th
part of pizza. Using a cake/ dairy milk chocolate or
a pizza students will be explained 1 amu as 1/12
part (piece).
ART INTEGRATION
Students will make models of molecules using clay
and match sticks.
Students will create clay models of some atoms and
compare it with model of 1/12 part of carbon atom
to understand the concept of relative atomic mass.
CONCEPT CLOSURE: (VUCA)
Students will be shown a video on super heavy
elements.
[Link]
They will be asked to research on use of metalloids
in electronic goods and IT industries, for making
semi – conductors, optical fibres etc.
Linked to SDG 9 Industry, Innovation and
Infrastructure.

CONCEPT INITIATION:
December Macro concept • To enable the Students will check the static charge of different
(18 days) students to samples like scale, stone, glass, fabric. Then
Structure of Atom understand the discussion on the discovery of sub-atomic particles Students will be
different models will be taken up. able to:
on an atom CONCEPT ELUCIDATION(ASK): • explain the
Application –Uses of isotopes in industry, various models
Micro concepts medicine, nuclear plants etc. of atom starting
• Students will make collaborative power point from the earlier
• Model of Atom • To enable the presentations on various models of an atom in attempt to the
students to groups. (Trans-disciplinary with ICT)

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 understand the • Students will be provided task card to create one universally
• Electronic distribution of atoms based on the number of protons, neutrons, accepted today
configuration electrons in and electrons listed using a Bohr template.
shells (Trans-disciplinary with Arts) • link the
• Students will make a digital info graphics of 5 difference in
• Important terms • To enable the atoms of their choice. (Trans-disciplinary with chemical
Valence students to ICT). behavior of
understand • Students will research some factual information atoms to their
electrons valency valency, atomic about an atom and write a biography of an atom. electronic
January number, mass (Trans-disciplinary with English) distribution
(14 days) atomic number number • Students will make models. (Ball and stick) to
understand the concept of isotopes. (Trans- • solve numerical
mass number disciplinary with Visual Arts) on average
• To enable the • Practice of numerical problems based on the atomic mass
students to concept of atomic number, mass number.
understand • Collaborative practice & doubt clearing of • appreciate the
isotopes and numerical problems based on the concept of importance of
isobars and their isotopes. isotopes in
applications. different fields.
•Students will watch a video from National
geographic on ‘Unlocking Power of the Atom at Synopsis:
Tarapur Nuclear Power Plant’ which is India’s The chapter
biggest nuclear plant. (Linked with SDG 9 discusses
Industry, Innovation and Infrastructure the importance of
[Link] atomic structure
Students will research on Thorium energy and in understanding
compare it with other form of energy. chemical
They will also find the effect of radioactive properties and
radiation on human beings and the environment. behavior.
(Competency based)
Skill –to draw structures of atoms, showing
distribution of electrons and predict the chemical
reactivity of the elements.
ART INTEGRATION
Students will make two valency dice, one dice with
the symbol of six cations and the other dice with the
symbol of six anion, on all the six sides of the cube.
Students will write the formulae of different
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 compounds using these dice and also calculate their
molecular masses.
Knowledge –students will be able to describe the
various models of atom
Understanding –Will be able to differentiate
between various models of atoms and understand
the properties of elements based on valence
electrons.
CONCEPT CLOSURE: (VUCA)
Students will research on use of isotopes, for
example C14 radiocarbon dating to find age of
archeological artifacts, use of Yt-90in
chemotherapy. Students will also find out the
application of radioisotopes in medical and
industrial field, environmental tracing and
biological studies. Share their research with peers.
Linked to SDG 3 Good Health and Well Being
and SDG 9 Industry, Innovation and
Infrastructure.

ALL THE BEST!!

February Revision
(20 days)

March Annual
(17 days) Examination

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 BIOLOGY

Month/No Concept Objectives Aids/Activities/ Trans disciplinary MI and Learning

of working SDG Outcome
days

October Macro concept • To enable the CONCEPT INITIATION: • Students will be

(13 days) students to Students share their experiences as some of them able to
Improvement in understand the have visited farms. They also watch a video on understand the
food resources concept of farming and make short notes on key areas. They concept of
agriculture. mention effect of floods on fields and relate rise in farming.
Micro concepts prices of vegetables and fruits during heavy rains.
• Students will (VUCA video) • Students will
• Plant breeding learn about green [Link] realize the
revolution ues&rlz=1C1CHBF_enIN988IN989&sxsrf=ALiCz concept of time
• Selection for sZzFt04-ufg- consumed for
quality aJJWz90hmEnX9hHhQ:1658341341208&source=l growing
improvement • To enable the nms&tbm=vid&sa=X&ved=2ahUKEwitlLz0ioj5Ah different kinds
and students to XHwjgGHVPGAf4Q_AUoBHoECAEQBg&biw=1 of crops.
management. understand about 348&bih=607&dpr=1
white revolution. CONCEPT ELUCIDATION(ASK):
Application- Students can perform simple
• Improvement in • To enable experiments of preparing compost with kitchen
crop yield. students to refuse. • Students will be
understand • Students will be provided task to create cards able to
• Nutrient improvement in based on the types of common food of consumed appreciate the
management. crop yields. by people and animals (Trans-disciplinary with indiscriminate
• To enable to Arts) use of
• Organic students, • Students will research some factual information fertilizers.
farming understand the about traditional methods of food production vs
concept of crop Modern method of agriculture. (Trans-
November • GMOs Animal production disciplinary with English)
(19 days) management.
husbandry • Linked to SDG 9, Industry, innovation and
agriculture.
[Link] To enable the They can see old and new methods of crop
[Link]/food_and_e students to production.
tabulate
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 nvironment/biote differences Activities:
chnology between manure • Students will tabulate Rabi and Kharif crops
and fertilizer. from their food plate.
Traditional use of (Transdisciplinary with Geography and
manure from plant Home science) Synopsis:
waste. • Students will compare growth of seedlings in The chapter
plain water and in soil. discusses
• They can draw and show the growth of plants. the different
Use of fertilizer Skill: Students develop the skill of observation, methods of
inquiry, proper understanding of farm procedures. traditional and
To enable the ART INTEGRATION- VUCA- Why can’t crops modern ways
students to know like almonds and apples grow in southern soil if of
proper use of same nutrients are provided to it as in Kashmir? improvement
fertilizers and its How can flood water be utilized in irrigating fields in food
harmful effect when in dry periods. resources.
used (Competency based)
indiscriminately. Knowledge: Students get information about
hybridization and various other methods of crop
improvement.
Understanding: Students correlate the research in
the chapter with their daily life.
CONCEPT CLOSURE: Students will research on
commercial procedures of honey production.
Methods of improved breeding and cloning
(VUCA)
[Link]
fertilization-ivf/
[Link]
m1s
December Macro concept
(18 days) • To make CONCEPT INITIATION:
Natural resources students aware of Students will see a video of water cycle and can
nature’s gift as draw colorful picture of it to explain the different
Micro concepts natural resources. steps which are involved.
ART INTEGRATION
Biogeochemical Also connected with how water cycle affects life
Cycle on land SDG -15

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 Global Warming • To know the CONCEPT ELUCIDATION(ASK):
importance of air, Application - Students can collect information on Students will be
Soil water and soil. how air and water pollution can be controlled. able to appreciate
Activities – the importance of
The Breath of Life- • Students can perform an experiment with natural resources,
Air • How natural beaker; candle and incense stick to see wind their usefulness,
resources can get direction. how they get
Water: A Wonder polluted. • Connected with SDG 15 how air on land goes polluted and how
Liquid in different direction. pollution affects us.
• What is the • Students will tabulate causes of pollution in air,
effect on humans water and soil.
when these get • They will watch video on how soil is eroded
polluted. and formulate ideas on how to have sustainable
development without harming the environment.
• Become aware (Competency based)
of different • They will see green houses and understand how
Biogeochemical plants are kept warm in these houses.
cycles. Skill - Students can draw and show in which
spheres water is essential.
Knowledge - Students will study the formation of
soil by weathering of rocks.
Understanding -Students can solve puzzles, take a
quiz, answer MCQ and draw diagrams.
CONCEPT CLOSURE:
Visit a garden to see how plants flourish and give
oxygen to nature which we breathe in as oxygen.
Learn the importance of clean water, air and
surroundings. (Linked to SDG 6)
Illustrations of water, nitrogen and CO2 cycle.
Students will write a brief account on holes in the
ozone layer, its hazardous effects on life on land.
(Linked to SGD 15 and 13)

CONCEPT INITIATION:
January Macro concept
Students will watch a video on old traditional ways
(14 days) Students will be
of irrigating fields. make collaborative power point
Irrigation able to realize that
presentation on various models of tractors and
in spite of being
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Micro concepts To enable the devices used for irrigation. They will see how controversial
students to irrigation is affected by floods and havoc of heavy genetic engineering
types of irrigation understand rains. (Trans-disciplinary with ICT) offers possible
• distribution of solutions to food
traditional and water in fields. CONCEPT ELUCIDATION(ASK): shortages and
modern methods Application –Uses of fertilizers and pesticides. environmental
• different kinds of • Students will do a role play to show how problems.
cropping patterns different companies sale their fertilizers.
like (Trans-disciplinary with arts and • Students will
Intercropping, performing- arts) understand the
mixed cropping • Students will do a skit portraying how to save difference
Manures and and crop rotation their crops from insects. (Trans-disciplinary between mixed
Fertilizers. • different ways of with performing arts) cropping and
Compost, vermi- how insects Skill –to draw and compare mixed cropping and crop rotation.
compost, green destroy plants. intercropping. • How water can
manure. • advantages and ART INTEGRATION be best used for
disadvantages of Students will make drawings to show comparison different crops.
using fertilizers of plants grown with and without fertilizers. • Students will be
over manure and Knowledge –students will be able to understand the able to know
use of use of insecticides. the advantages
insecticides and Understanding –Will be able to appreciate healthy and
Poultry, pesticides. keeping of animals disadvantages
pisciculture and CONCEPT CLOSURE:(VUCA) of fertilizers.
Bee keeping • concept of [Link] • Students will be
organic farming, z=1C1CHBF_enIN988IN989&oq=EXOTIC+birds familiar with
hybridization and &aqs=chrome.0.0i433i512j0i512j46i175i199i512j0i the upkeep of
animal 512l2j0i457i512j0i512l4.14070j0j7&sourceid=chro animals.
husbandry. me&ie=UTF-8 • Students will be
• how birds are Students will research on indigenous and exotic aware of exotic
kept safely. variety of cows, buffaloes and birds. They will variety of birds.
• concept of share their research with peers. • Students will
sustainable Linked to SDG 3 Good Health and Well Being understand how
production of and SDG 15 Life on land honey is
honey and Students will be asked to present a design of produced and
provide comfortable cages where poultry can be placed used.
knowledge of instead of the birds feeling frustrated in cooped up
fisheries. areas. (Competency based)

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 Synopsis:
February Revision
The chapter
(20 days)
discusses the
controversial
March Annual
genetic
(17 days) Examination ALL THE BEST!!!
engineering and
conventional
concepts of
animal
husbandry.
Following are the Multiple Intelligence Skills’ Symbols used.
Intrapersonal Logical

Visual-Spatial Linguistic

Interpersonal Bodily Kinesthetic

Natural Musical

ASKU: A-APPLICATION S-SKILL K- KNOWLEDGE U- UNDERSTANDING.

Following are the SDG symbols used

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