ICSE Class VIII Biology Syllabus Theme 1: Transport of Food and Minerals in Plants This theme deals with the movement of water containing minerals and food with plants. The exchange of water, gases, minerals and other substances into and out of the cells and also between neighbouring cells, takes place through a system called transportation system. In unicellular organisms (Chlamydomonas) and simple multicellular organisms like Spirogyra, diff is a major method of transportation. Diffusion of water across a semipermeable membrane is called osmosis. In complex higher plants because of enormity of size and complex organization, there is an elaborate transportation system and ‘transport occurs through a vascular system of independent channels or conducting tubes (xylem and phloem). In addition to transport, xylem tissue also provides mechanical strength to the plant body. Essential mineral nutrients are also needed for the healthy growth of plant. In the absence or non-availability of the essential element the plant shows specific deficiency symptoms. Learning Outcomes: Children will be able to: \F learn about the existence of a transport system inside the plant body of complex multicellular higher plants; @ explain that transport in unicellular and simple multicellular plants takes place by diffusion; \% define and discuss diffusion, osmosis, transpiration, root pressure; perform experiments and demonstrate the process of osmosis; \ realize that the minerals required are either micronutrients or macronutrients depending upon the quantity required by the plants; \& relate that the deficieney or lack of essential nutrients leads to specific symptoms and diseases. VU demonstrate transpiration through simple experiments. > Asking children to find out the > Charts, models presence/absence of conducting, > PPTs, Videos tissues in simple plants like > Laboratory experiments Chlamydomonas, Spirogyra and > Discussion higher plants like Petunia, Vinca, > Drawings mustard, balsam, mango tree and neem tree; Experiments © Putting a twig of (with white flowers) of petunia, balsam or ‘Vinca in coloured water and noting the flower and portion of jem that becomes coloured (in‘part with a bell jar/transparent colourless bag). Performing simple experiments to study the process of diffusion, ‘osmosis, active transport and observation of the conducting tissues through permanent/ freshly prepared slides, charts, models and PPTs; > Asking children to draw the outline of transverse and vertical sections of stem of some of the above mentioned plants and locate the presence of oie eter et > Draven gant on osmosis, diffusion.Theme 2: Reproduction in Plants and Anima Reproduction is one of the most important functions of living organisms. It is essential for perpetuation of species. There are two ways by which living organisms give rise to new organisms - Asexual (vegetative propagation) and sexual reproduction. While asexual reproduction involves a single individual parent, sexual reproduction involves two different individuals of different sexes, one male and another female. In this theme children will learn more about various methods of vegetative/asexual reproduction in plants and animals, a brief account of fertilization and post fertilization changes in flower and main organs of reproductive system of human male and female. Learning Outcomes: Children will be able to: \ record during a visit to garden the common names of plants and how they are multiplied; WY observe and correlate butterflies and honeybees moving around flowers to the process of pollination; ask the gardener how he raises or multiplies plants like jasmine, rose, Bryophyllum, Chrysanthemum, Dahlia, potato and money plant; observe in a nursery how cuttings and budding methods of vegetative propagation are used for growing larger number of roses observe how grass plants which are planted at some distance from each other cover the entire soil after some days due to vegetative propagation; recognize that sexual reproduction involves the fertilization of an egg cell by a sperm cell to produce offspring that may closely resemble the parents. ere > Actual specimens of flowers > Biology laboratory with a multiplication and dissecting and a compound reproduction in plants and ‘microscope. animals seen by them in their > Dissection of typical bisexual surroundings. flower to study the different > Analysing the advantages and whorls. disadvantages of vegetative > PPTsand Videos. propagation in group work. > Permanent/temporary slide > Learning the economic preparations of budding in importance of artificial yeast and Hydra, dividing propagation. bacterium, fragmentation > Providing opportunities for (fungal hypha/any filamentous observations through various algae, conidiophores or any ways ~ other vegetative spores of any + Observations of actual specimens in the field, dissecting a bisexual flower (emaseulation and artificial (mustard, china rose, pollination) vinca) to study the > Tissue culture photographsMonte permanent slides in the laboratory; + Observing the pollinators (butterflies/ bees) and their movement from one flower to another of same plant, or from a flower of one plant to flower of another plant, observing a flower ‘changing into a fruit ina kitehen garden (tomato/chilli/tady’s finger cete.)and discussing pollination process in them. > Observing the flower of wheat, rice and maize plants; human reproductive system (male and female) through charts and models. > Charts/models/PPTs/videos of ‘human reproductive system (male and female): Ecosystems ‘A community of organisms (plants and animals) ina given area, live in harmony with the environment. There is a close interaction between the living (called biotic) and non-living (called abiotic) components of the environment. The study of interaction between biotic and abiotic components is known as ecology and the ecosystem is the basic unit of study. There are many types of ecosystems, namely aquatic (fresh water/ marine), terrestrial (forest/ grassland/ desert), etc. The composition of biotic community and the abiotic components (environment) varies in different ecosystems. Organisms develop adaptations suited to live in a particular environment. Living organisms, which may be producers (plants), consumers (animals) or decomposers (micro-organisms), are linked to each other through food chains. Ecosystems exhibit two important functional attributes (a) A unidirectional flow of energy from sun to producers to consumers and finally to decomposers, and (b) Cyclic flow of nutrients. Learning Outcomes: Children will be able to: % define the terms ecosystem, producer, consumer, decomposer, food chain, food web and pyramid of numbers, with examples (technical terms); explain and analyze the biotic and abiotic components of an ecosystem; \% interpret the relationship between different biotic components in terms of food chain, food web and pyramid of numbers; U evaluate the abiotic factors and their influence on biotic factors; \ describe and provide examples for inter dependence relationships between organisms (symbiosis, parasitism and predation); draw relationship between the flora and fauna of a particular forest ecosystem; make a flow chart of a food chain and food web. > Asking children to observe plants and > Visit to school/local ‘animals in their surroundings and noting | garden, forest area > Charts, photographs, + their names (help of the class teacher. PPTs. may be sought); > Specimens/pictures names of animals which consume Jeharts of examples for predation, symbiosis, parasitism smaller ones. ‘+ names of omnivores (ifany) Using the data collected to construct food chain, food web. Providing opportunities for observations on the flora and fauna of a forest ‘ecosystem, and noting down: ‘© The different producers and ‘consumers; + the decomposers acting on the leaves {fallen on the forest floor, and = the abiotic, Integration: Geography, Languages Life Skill: Concern for environmentTheme 4: Human Body — Endocrine, Circulatory and Nervous Systems This theme focuses on the nervous system. It aims at enabling children to know and understand that in human beings, there are two kinds of control and coordination (nervous ‘and chemical). The nervous coordination is brought about by the nervous system, and the chemical coordination by the chemicals called hormones. Children will also learn about the hormonal system called endocrine system. In addition, this theme will build and expand on the respiratory, circulatory and systems, which were introduced in earlier classes. Learning Outcomes: Children will be able to: VY explain that in addition to nervous control, another control/coordination mechanism called hormonal control also exists in humans; \ define the terms ~ endocrine system, hormones, endocrine and exocrine glands; \Z draw diagram showing the location of endocrine glands in the body and describe the functions of hormonal glands namely the thyroid, adrenal, pituitary and pancreas; \ relate the knowledge gained and explain the changes in their own bodies; \ become aware about the changes that occur during adolescence and how to manage the emotional and physical changes; explain the techniques used in the management of stress; draw diagrams of the heart, circulatory system, neuron and reflex action; list out the functions of the heart, nervous system, lymph, RBC and WBC. > Discussing and explaining to > Charts and models. children, the concept of hormones > PPTs and videos. and endoerine glands. > School Describing the endocrine system in Physician/Doctor. human beings through chart, models, > Photographs of the PPTs and videos. structure of heart, Asking children to show the location _neuron, circulatory of endocrine glands in the human system, nervous system. body by means of a labelled diagram. > B.P measuring Talk by the school physician instrument, ECG; emphasizing the role of endocrine > Charts and videos on lands in the life of the children; reflex action. changes during adolescence and ‘management of stress. Pern > Discussing how hormones bring about changes in the body. > Explaining the changes taking place (physical and emotional) in the body. during adolescence; > Discussing the importance of personal hygiene;Human Body - Endocrine, Circulatory and Nervous Systems Key Concepts ‘Stress management (meaning > of stress; ways to tackle stress: yoga, meditation, time ‘management, sports, hobbies, rational thinking etc.) > > Intemal structure of heart in detail (including valves, septum; pace maker). > Schematic diagram of the heart; > Blood vessels - aorta, pulmonary trunk, coronary artery & vein, vena cava. > Circulation of blood as double circulation. > Blood Groups (A, B, AB and (0): universal donor and ‘universal acceptor. > Conditions related to the functioning of the heart: palpitations, cardiac arrest and hyper tension. > Introduction of lymphatic system as a parallel circulatory system. fs Revisit learning of earlier > class > Types of nerves: sensory, > motor, mixed (funetion only).. Cranial and spinal nerves (only definition and number). > Structure of a motor neuron > Central nervous system (CNS) in detail with its parts and their funetions. > Reflex action: definition and basic terms used to deseribe reflex action stimulus, response, impulse, receptor, effector); common examples of reflex action, Suggested Transactional Processes Discussing various ways to tackle stress. Suggested Learning Resources Revisiting previous concepts learnt by children. Revising what has been discussed in previous class. Building on children’s previous learning. Explaining the internal structure of heart in detail including information on valves, septum and pace maker. > Encouraging children to draw a labelled diagram of the heart. Discussing about the different types of blood vessels and double circulation > Introducing the lymphatic system and its role. Revising what has been discussed in previous class. Learning about the structure of a neuron. Explaining the central nervous system in detail through charts and diagrams. Discussing with children about Reflex action and its impact in their daily lives. Citing the example of Pavlov’s experiment on the dog, and its relation to our body. Providing experiences to children by making them experience common reflex actions — when a hand is. moved in front of the face — eyes close; when a knee is tapped while sitting, the foot moves forward ete.Theme 5: Health and Hygiene In the previous classes, children learnt about health, personal and public hygiene, balanced diet, deficiency diseases, life style associated health problems and diseases caused by infection. In this class this theme aims at enabling children to know — more about communicable diseases and understand their mode of transmission and prevention. Further, they will also understand the role of the immune system of the body in resisting diseases ‘and the concepts of vaccination and immunization. Children will also appreciate the importance of ‘First Aid’ and learn to undertake some simple common first aid measures to deal with emergency situations. Learning Outcome: Children will be able to: \ identify some communicable diseases, their causative agents and symptoms; & show concern towards maintaining personal hygiene and cleanliness of the surroundings; \4 list some common vector borne diseases; \ differentiate between vaccination and immunization; list the harmful effects of consumption of tobacco, drinking alcohol and taking habit forming drugs; use some simple first aid methods in day to day emergency situations. > Revising the topic on diseases, > PPTs, videos, done in class VI. documentaries on > Revisiting concepts learnt by communicable diseases, children. first aid, harmful effects of > Building on children’s previous _Tiquor, drugs and tobaceo. learning. > First aid Box. > Explaining briefly about > Visit to a hospital/ communicable diseases, their consulting the school causal organisms, symptoms physician. produced and methods of > Hospital. prevention and control. > School Physician/Doctor. Discussing the general methods > Specimens/pictures of of preventing diseases. tobacco products showing Explaining the concept of ‘warning messages. vaccination and immunization, > Charts/ PPTs/ of diseases giving examples. such as malaria, Discussing the harmful effects of __chikungunya, measles, etc. consuming tobacco, drinking P-_ Medicine shop, school alcohol and taking drugs. dispensary. meen > Requesting the school physician to demonstrate the methods of giving first aid.> Asking children to prepare a first ‘aid box which they ean use at ome. Integration: Health and Physical Education, Languages Life Skills: Health Awareness, taking care of oneself and othersTheme 6: Food Production Plants and animals provide a number of useful products to mankind. Plants are useful to Us in many ways - as sources of food, fibre, timber, medicines, oils, dyes, resins and as ornamentals. Likewise, animals provide us milk, flesh, eggs, fibre, honey, silk, lac, and many more items. Micro-organisms like bacteria are also useful to us - in the production of cheese, bread, alcohol, vinegar and vaccines. There has been a great improvement it ‘the techniques of food production and their scientific management over the years. This theme introduces children to the various methods of food production. Learning Outcomes: Children will be able to: U discuss uses of bacteria in the food industry; \Z list importance of mushroom and yeast in the food industry; & explain the meaning of agriculture, horticulture, pisiculture (fish farming), apiculture, sericulture, green revolution, white revolution and animal husbandry; identify and provide examples for various food crops and cash crops cultivated in India and make a list of useful cereal, fruit and vegetable plants; list common names of (i) useful plants and animals, (ii) ornamental plants/decorative flowers; list the milk-yielding (milch) animals, meat and egg-laying animals, draught animals and poultry. > Giving opportunities to children to: > Field Visits ‘observe the use of bacteria in making > PPTs and videos. ‘curd and cheese > Visit to food ‘observe specimens of mushroom, and industries note down the useful parts; > Visit to sericulture ‘draw pictures of the plants along with _ and apisiculture the useful parts; centre Organizing visits to: > Pictures of a garden to observe the decorative ornamental plants. plants and listing the plants observed; > Decorative flowers. = farms for studying the milk- yielding, > Film on Green ‘meat-yielding and poultry animals; revolution/ white ‘food industries revolution. ‘© sericulture and a pisiculture centre ‘Collecting photographs of above listed categories of animals. Growing plants organically within the school premises and comparing these plants with plants grown otherwise. Showing a film on the green and white revolution in India followed by a discussion/class debate about the about the same. Integration: Geography