Competency-based Lesson Plan

Grade: VIII Subject: Science

8.5 Coal and Petroleum

Total No. of Periods- 03

Snapshot

Chapter Overview: This chapter Coal and petroleum discusses various natural and human-made
resources, mainly focussing on coal, petroleum and natural gas. It gives information about formation
of these fuels and their by-products. It also talks about conservation of resource.

Learning Objectives

S08.05.ES.01.1 Classify natural resources based on their ability to replenish in order to

S08.05.ES.02.1 distinguish between inexhaustible and exhaustible natural resources
(Period-1)

S08.05.ES.02.2 Classify different constituents of petroleum according to their use in daily life in
order to observe various by-products (Period-3)

S08.05.ES.03.1 Infer why gas, oil and water are found in this particular sequence in a location
where petroleum is found in order to explain that gas and oil have their densities
and ability to mix with each other (Period-3)

S08.05.ES.04.1 Discuss the process of formation of coal to explain why coal is an exhaustible
natural resource (Period-2)

S08.05.ES.05.1 List the useful by-products after processing coal to explain that natural resources
can be used to obtain useful products other than fuel
(Period-2)

Learning Outcomes

● S08.05.ES.01: Differentiates materials and organisms

● S08.05.ES.02: Classifies materials and organisms based on properties/characteristics e.g;
exhaustible and inexhaustible natural resources, etc
● S08.05.ES.03: Conducts simple investigations on his /her own in order to seek answers to
queries
● S08.05.ES.04: Relates processes and phenomena with causes
● S08.05.ES.05: Makes efforts to protect the environment

21st Century Skills: scientific temper and evidence-based thinking, creativity, innovativeness,
collaboration and teamwork, oral and written communication

Concept Overview

Period 1: Resources and their availability on earth

Period 2: Coal
Period 3: Petroleum and Natural Gas
Scientific Competencies
C1 Explain phenomena scientifically

C2 Evaluate and design scientific enquiry

C3 Interpret data and evidence scientifically

PERIOD 1 Resources and fossil fuels (Coal) Total Duration: 40 minutes

Objective ● Classify natural resources based on their ability to replenish in order to
distinguish between inexhaustible and exhaustible natural resources.
● Discuss the process of formation of coal to explain why coal is an
exhaustible natural resource
Resources (TLM) Marbles and containers
Skill critical thinking, communication and collaboration skills
Pedagogical Experiential and discussion based learning
Strategy
Concept Introduction: Warm up/Recap Activity
Start the class by asking learners randomly to name some materials that are obtained from nature
and are human-made. After accepting responses, ask learners to make a table to classify these
materials present in limited and unlimited amounts.

Materi Materi
al al
presen presen
t in t in
limited unlimit
amoun ed
t amoun
t

Accept responses and discuss following points:

● Resources that are obtained from nature are called natural resources. Based on the
availability of various resources in nature, natural resources can be broadly classified into two
kinds:
o Exhaustible resources are those resources which are available in limited quantities.
For example: coal, natural gas, petroleum etc. These were formed from the dead
remains of living organisms (fossils). So, these are all known as fossil fuels.
o Inexhaustible resources are those resources which will not be depleted and will
continue to exist forever. For example: air, sunlight etc.
CONCEPT & COMPETENCY DEVELOPMENT
Competency: Explain phenomena scientifically
Activity:
● Divide the class into 6 groups having 5 to 6 learners in each group.
● Ask each group to stand one after another.
● Give the first group some amount of marbles in a container and ask them to take the marble as
much as they want and after taking it pass the remaining marbles to the other groups.
● Similarly other groups will perform the activity and pass the item to another group.
● At the end of the activity ask the last group to come in front and show how many marbles they
are left with.

Stimulus:
● If marbles symbolise fossil fuels then what each group is representing? (C1)
● What do you conclude from the above activity? (C2)

Accept responses and clear misconception if any by summarising following points:

● In the above activity the marbles in the container represent the total availability of an
exhaustible natural resource like coal, petroleum or natural gas.
● Each group represents a generation. Each group may have a different consumption pattern.
● It may be that the earlier generations in some groups were too greedy while some were
concerned about the coming generation(s) and left something for them.
● This activity concludes that resources are available in limited amounts and we have to use
these resources carefully so our next generation can also get these resources.

Ask the following question to help learners understand the concept of resources and their
availability:
● Sunlight and air are inexhaustible natural resources. Comment (C2)
Conclusion Learners will be able to understand the concept of resources and their
availability. (Critical thinking, communication and collaboration skills will be
enhanced when the learner classifies materials as natural and human-made
and perform activity in group and share their conclusion.) (The learner will
also develop the values of responsibility, patience and concentration while
doing the activity and observing the result of the activity.)
Home Assignment ● Classify these resources into the exhaustible and inexhaustible natural
resources: air, coal, natural gas, sunlight, petroleum, minerals, forests,
oxygen. Give reason for your classification. (C2)
● Why is it said to use resources sustainably? (C2)

PERIOD 2 Coal Total Duration: 40 minutes

Objective ● Discuss the process of formation of coal to explain why coal is an
exhaustible natural resource
● List the useful by-products after processing coal to explain that natural
resources can be used to obtain useful products other than fuel
Resources (TLM) Real coal or image of coal
Skill Observational, critical thinking, communication and collaboration skills
Pedagogical Experiential and discussion based learning
Strategy
Concept Introduction: Warm up/Recap Activity
Start the class by discussing home assignments.
Show a piece of coal to the learners and ask the following questions:
● What is it? (C1)
● Have you ever seen it? where? (C1)
● Mention one use of it. (C1)

(Note for the facilitator: bring real coal if possible; otherwise, show learners an image of coal.)
Accept responses anddiscuss thes following points:
● Coal is a hard, black colour fossil fuel which is extracted from ground.
● It is used as fuel to cook food. Earlier, it was used in railway engines to produce steam to run
the engine.
● It is also used in thermal power plants to produce electricity. Coal is also used as a fuel in
various industries.
CONCEPT & COMPETENCY DEVELOPMENT
Competency: Explain phenomena scientifically
Now ask learners to perform the activity by arranging the steps in the correct sequence and drawing
pictures to match the steps involved in the formation of coal on Earth:
Activity:
● More and more layers of mud were deposited, pressing down on the plant matter.
● Trees and plant matter died and fell into the swamp water millions of years ago.
● Overtime, heat and pressure slowly turn the mud into rock and the plant matter into coal.
● Mud and swamp washed over the plant matter, covering it and slowing its decay.
Call learners randomly and ask them to share their sequencing and drawing they have drawn related
to the step.
Accept responses and clear misconceptions by summarising the following points:
● Years ago dense forests got buried under soil due to natural processes.
● More soil deposited over them and compressed them.
● Under high pressure and high temperature, dead plants got slowly converted to coal.
● The slow process of conversion of dead vegetation into coal is called carbonisation.
● When heated in air, coal burns and produces mainly carbon dioxide gas and create pollution.

● Coal is processed in industry to get some useful products such as coke, coal tar and coal gas.
Coke:
It is a tough, porous, and black substance. It is an almost pure form of carbon. Coke is used in the
manufacture of steel and in the extraction of many metals.
Coal tar:
It is a thick, black liquid with an unpleasant smell. It is a mixture of various substances and is used as
a starting material for manufacturing various substances.
Coal gas
Coal gas is obtained during the processing of coal to get coke. Earlier, it was used for street lighting,
but now it is used as a source of heat rather than light.
Ask the following question to help learners understand the concept of coal formation:
● What are the environmental impacts of coal mining and burning, and how are they being
addressed? (C2)
Conclusion Learners will be able to understand the concept of coal formation.
(Observational, critical thinking, communication and collaboration skills will
be enhanced when the learner observe the coal and answer the question
related to it and sequences the process in the correct oorder.) (The learner will
also develop the values of responsibility, patience, and concentration while
doing the activity and observing the result of the activity.
Home Assignment ● Describe how coal is formed from dead vegetation. What is this
process called? (C1)
● What is the future of coal as an energy source, and how will it be
impacted by emerging technologies and climate? (C2)
● What are the useful products obtained from coal after processing?
write one use of each. (C1)

PERIOD 3 Petroleum and Natural gas Total Duration: 40 minutes

Objective ● Classify different constituents of petroleum according to their use in
daily life in order to observe various by-products.
● Infer why gas, oil and water are found in this particular sequence in a
location where petroleum is found in order to explain that gas and oil
have their densities and ability to mix with each other.
Resources (TLM) Newspaper articles related to natural gas.
Skill Observational, critical thinking, communication and collaboration skills
Pedagogical Experiential and discussion based learning
Strategy
Concept Introduction: Warm up/Recap Activity
Start the class by discussing home assignment and show learners
following image:
Stimulus:
● What do you infer from the image? (C2)
● Name the fuel used to run the vehicle? (C1)
● From where these fuels are obtained? (C2)
Accept responses and clear misconceptions by summarising the
following points:

● Petroleum is a dark oily liquid. It has an unpleasant

odour.
● Word petroleum is derived from petra (rock) and
oleum (oil) as it is mined from between the rocks
under Earth.
● Petroleum is formed by dead organisms present in the
sea.
● It is a mixture of various constituents such as
petroleum gas, petrol, diesel, lubricating oil, paraffin wax, etc.
● The process of separating the various constituents/fractions of petroleum is known as
refining. It is carried out in a petroleum refinery.
● The various constituents of petroleum are petroleum gas, petrol, diesel, lubricating oil, paraffin
wax, etc.
● During the process of refining, the oil layer is above the water layer because oil is lightweight
and thus floats over it. Also, the density of oil is less than water, so it floats on the water
surface. In India, oil is found in Assam, Gujarat, Mumbai High and in the river basins of
Godavari and Krishna
● Due to its enormous market value, petroleum is referred to as ‘liquid gold.’ It also provides a
direct or indirect source for a variety of organic goods that are beneficial to people.
● After summarising the above points discuss the table below:

S. no Constituents of Petroleum Uses

1. Petroleum Gas in Liquid form Fuel for home and industry (LPG)

2. Petrol Motor fuel, aviation fuel, solvent for dry

cleaning

3. Kerosene Fuel for stoves, lamps and for jet aircrafts

4. Diesel Fuel for heavy motor vehicles, electric

generators

5. Lubricating oil. Lubrication

6. Paraffin wax Ointments, candles, vaseline etc

7. Bitumen Paints, road surfacing

CONCEPT & COMPETENCY DEVELOPMENT

Competency: Explain phenomena scientific; Evaluate and design scientific enquiry
Divide the class into 3 groups, and give each group a newspaper article.
● Ask learners of each group to read the article and discuss with the other members of their
group about the article and note down the information which they get from the article.
● After that, call one learner from each group and ask him/her to share the information that
his/her group has gathered from the articles.
Stimulus:
● What are all these related to? (C1)
● Is it also a fossil fuel and why? (C2)
● Is there any other fuel which can be used in the place of petroleum? If yes, then then write
down its name. (C2)
● How can these resources be conserved? (C2)
Accept responses and clear misconceptions by summarising the following points:
● Natural gas is a very important fossil fuel because it is easy to transport through pipes. Natural
gas is stored under high pressure as compressed natural gas (CNG)
● CNG has the following benefits:
o It is an excellent fuel since it burns quickly and generates a lot of heat.
o It does not pollute the air and burns with a smokeless flame.
o When burnt, it does not release any harmful gases.
o After burning, it doesn't leave any residue behind.
o It is immediately applicable to heating needs in residential and commercial settings
o It can be used directly for burning in homes and factories where it can be supplied
through pipes. Such a network of pipelines exists in Vadodara (Gujarat), some parts of
Delhi and other places.
● We know that these resources take thousands of years to form and also burning of coal and
petroleum causes air pollution, so we have to use these resources when necessary.
● In India, the Petroleum Conservation Research Association (PCRA) advises people how to save
petrol/diesel while driving. Their tips are
o drive at a constant and moderate speed as far as possible.
o switch off the engine at traffic lights or at a place where you have to wait,
o ensure correct tyre pressure.
o ensure regular maintenance of the vehicle.
Ask the following question to help learners understand the concept of petroleum and natural
gas:
● Why is CNG considered to be a better alternative to petrol and diesel? (C2)
Conclusion Learners will be able to understand the concepts of petroleum and natural
gas. (Observational, critical thinking, communication and collaboration skills
will be enhanced when the learner observe the coal, answers the question
related to it and sequence the process in correct order.) (The learner will also
develop the values of responsibility, patience and concentration while doing
the activity and observing the result of the activity.)

Home Assignment ● Why is petroleum called liquid gold? (C2)

● Why is there a need to refine petroleum? (C2)
● What are the advantages of using CNG and LPG as fuels? (C1)
● Get an outline map of India. Mark the places on the map where coal,
petroleum and natural gas are found. Also, mark those places where
petroleum refineries are situated. (C3)
PROJECT WORK
Time: 1 week

Aim  Collect information about the fuels used in your neighbourhood.

Concepts Consumption and Conservation of energy

Domain Explain phenomena scientifically; Evaluating and designing scientific enquiry

Competencies

Learning Classify natural resources based on their ability to replenish in order to

Objectives distinguish between inexhaustible and exhaustible natural resources.

Skills Scientific temper and evidence-based thinking, creativity, collaboration and

communication

Values Patience, responsibility, courage, and attentiveness

Resources Visit PCRA(Petroleum Conservation Research Association) site

Process to Follow the Implementation of the Project

Pre-preparation:
● Choose any five families in your neighbourhood. Enquire whether their energy consumption
(coal, gas, electricity, petrol, kerosene) has increased or decreased in the last five years. Also,
enquire about the measures they adopt to conserve energy.
● Collect following information and tabulate in given table:

N N N A A
a u u m m
m m m o o
e b b u u
o e e n n
f r r t t
t o o s s
h f f p p
e m v e e
h e e n n
e m h t t
a b i o o
d e c n n
o r l f c
f s e u o
t i s e o
h n u l k
e t s s i
f h e i n
a e d n g
m f o g
il a n a
y m e s
il m
y o
n
t
h

Mode of Data collection: Observational and interrogatory

Layout of the project

Use these pointers to make a file- Score (10)

Page 1 – Aim and objective of the project (2)

– Materials required (1)

Page 2 – Procedure and Method(4)

-
Page 3 – Theory involved (2)
● Information about different fuels
● Process involved in their formation
● Ways to conserve these resources / fuels

Page 4 – Conclusion (1) 

● Skills and values developed
Food for thought: Coal reserves are said to be enough to last for another hundred years. Do you
think we need to worry in such cases? Why or why not?

Create a neat flow chart of the procedure describing the data of the survey and record the data in the
Practical file with neat illustrations

FORMATIVE ASSESSMENT NOTES

Assessment and Remediation: Educators will conduct the competency-based assessment amongst
learners and keep the record as per given format.

DIFFERENTIAL SUPPORT (Before)

LO Code Minimal Competent Learner Beginner

Desired/Required
Competency
Amongst Learners

S08.05.ES.01.1 Explain phenomena Able to identify, Able to recall and Struggles to

S08.05.ES.02.1 scientifically recall, understand identify recall, identify
S08.05.ES.02.2 and explain phenomena, but and explain
S08.05.ES.03.1 phenomena finds difficulty in phenomena
S08.05.ES.04.1 scientifically explaining it scientifically
S08.05.ES.05.1 scientifically
Evaluate and design Able to describe Able to describe Struggles to
scientific enquiry and appraise and appraise describe and
scientific scientific appraise
investigations, investigations, but scientific
and propose ways finds difficulty in investigations
of addressing proposing ways of
questions addressing
scientifically questions
scientifically

LO Code Minimal Competent Learner Beginner

desired/Required
CompetencyAmongst
Learners

S08.05.ES.01.1 Explain phenomena

S08.05.ES.02.1 scientifically
Classify natural
resources based Evaluate and design
on their ability to scientific enquiry
replenish in order
Interpret data and
to distinguish
evidence scientifically
between
inexhaustible and
exhaustible
natural resources.

S08.05.ES.02.2 Explain phenomena

Classify different scientifically
constituents of
petroleum Evaluate and design
according to their scientific enquiry
use in daily life in
Interpret data and
order to observe
evidence scientifically
various by-
products.

S08.05.ES.03.1 Explain phenomena

Infer why gas, oil scientifically
and water are
found in this Evaluate and design
particular scientific enquiry
sequence in a
Interpret data and
location where
evidence scientifically
petroleum is
found in order to
explain that gas
and oil have their
densities and
ability to mix
with each other.
S08.05.ES.04.1 Explain phenomena
Discuss the scientifically
process of
formation of coal Evaluate and design
to explain why scientific enquiry
coal is an
Interpret data and
exhaustible
evidence scientifically
natural resource

S08.05.ES.05.1 Explain phenomena

List the useful by- scientifically
products after
processing coal to Evaluate and design
explain that scientific enquiry
natural resources
Interpret data and
evidence scientifically

● Provide support to beginner learners: Remedial classes can be arranged, where teachers
can assess what they know about various processes and then one-by-one each process is again
explained. Help of animated videos/pictures can be taken.
● Provide support to learner learners: Firstly, simple activities can be given to design and
then move to difficult levels.
● Provide extra challenge to competent learners: Competency-based assessments can be
given to enhance their capabilities.